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30 Cards in this Set
- Front
- Back
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sensation |
Stimulation of sensory receptors |
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Perception |
Gathering, monitoring, and interpreting sensory infermation |
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Hearing |
-Soft sounds that adults hear must be made louder for newborns to receive -In the first few hours of life infants may hear about as well as an adult with a head cold |
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Smell |
-Keen sense of smell and respond positively to pleasant smells and negatively to unpleasant |
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Did you know? (Smell) |
-Infants recognize familar odors - Newborns will turn toward a pod that is -Saturated with their own amniotic fluid oor mothers milk |
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Taste |
Newborns have a highly developed sense of taste -Can differentiate salty, sour, bitter, etc |
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Touch |
-Newborns sensitive to touch -Many areas of the newborn's body respond reflexively when touched -Same pain expressions as adults |
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What do infants see? |
-80% of mind/brain dedicated to vision -Vision is least mature sense at birth -Visual connections in the brain can't form until birth |
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Vision |
-Aprox. 80% of all sensory info is derived via the visual system -By 2-3 months babies can discriminate all basic colors -By 4 months recognize shades |
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Depth Perception |
-Newborns dont have -Visual experience along w/development in the brain lead to the emergence of depth perception around 3-5 months of age |
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Visual Acuity |
Cleaness of vision -Newborn = 20/400 (legally blind) -3 months = focus -6 months = 20/25 12 months = 20/20 -Measured using ability to distinguish black and white lines |
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Bottom up (Visual Processing) |
Eyes receive light and generate neural signals Visual pathways transmit those neural signals Visual centers interpret those neural signals |
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Top Down (Visual Processing) |
Prior experience and past knowledge will influence the interpretation of the neural signals |
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Ecological Theories of Perceptual Development |
What perceivers do in the natural environments - Centers on Affordances and Ambient Arrays -Affordance = info provided by environment |
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Affordances (Gibson eco perspective) |
Opportunities for activism Seek invariant feature Differentiation (Distinctions) |
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Action Depends on (Gibson eco perspective) |
Developmental level Past experiences Present need Cognitive awareness (Attention |
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Affodances |
-Involve relationships between objects and environment -Some affordances are obvious, some learned -Glass is clear = can see through it -Glass breaks easily (Learned) |
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Differentiation (affordances) |
Sensory stimulation provides all we need to interpret our experiences -Main task = detect distinctive features -Characteristics of a stimulus that remain constant |
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Ambient Arrays |
Structured arrays of energy are detected -Energy structure changes over space and time -Do no perceive array, perceive the things that structured info |
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Structure arrays (Ambient) |
Not static -Head movements, eye movements Will change over space and time |
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Ambient arrays change over space and time |
sitting/standing Moving objects -Structure changes for both, still can identify |
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Conflict w/learning |
-If info is structure, what to learn? -Learning through experience -Generating and detecting appropriate info -Stimulation -Differentiate between things |
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Reading (basic level) |
ABCs are just slanted lines and curves Differentiate between slanted lines and curves -Same stimulus will be associated w/a sound |
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Reading (Abstract level) |
Higher order to ABCs -Higher meaning -Can be combined to form more meanings -Words, sentences, etc. |
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Active perceivers |
Children learn affordances -through motion -Extract different info w/different motions -Exploration = perceptual learning |
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Agency (Developmental Milestones) |
Self control in behavior |
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Propectivity (Developmental Milestones) |
-Body is separate from environment -Different then piaget -can plan future behavior |
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Search for order (Developmental Milestones) |
-Perceive patterns to make sense of world -Become more economical in selecting information |
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Flexibility (Developmental Milestones) |
-React to a different world -Body positions, situations, etc |
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Contemporary Research |
-Motor activity positively correlates to inhibition of task irrelevant behaviors -Motor activity helps w/numerical cognition -Head turns to left and right depending on lower or higher numbers (Loetsher at al) |
