Developmental Psychology

statistical learning

detecting statistical predictable patterns

what is and isnt likely to happen in you environment

ex. ppls voices sound different when they have difference emotions

classical conditioning

associating stimuli with one another because because they always happen together

ex. Jim→sound on computer(neutral stimulus becomes conditioned stimulus) Dwitt →gets altoid (unconditioned stimulus)

ex. new borns open mouth when seeing a breast

systemic desensitization

positive responses are gradually conditioned to stimuli that initially elicited a negative response

Ex. little Albert and white fluffy animals

operant conditioning

learning that occurs through rewards and punishment for a given behavior

learned that if I do ____ I get _____

Reinforcement

anything that makes the behavior occur more

punishment

anything that makes the behavior occur less

observational learning(imitation)

learning by observing other people

ex. bobo doll

ex. head turns on light - with and without hands

imitation grit

watch experimenter work hard to open box → will also try harder with toy and visa versa

rational learning

ability to predict what will occur in the future

ex. bucket of red balls and some white balls→ expect more red than white when pulling them out

active learning

choosing what to learn about (rather than passively receiving information)

ex. baby chooses toy → show how to use → babies better at using if they chose the toy

core knowledge

born with frameworks/knowledge about life that everything is based on it

6 domains of innate knowledge → everything else is built off of it

physical knowledge

knowledge about object

know objects can’t float, balls roll down not up, balls speed up when going down

solids and liquids are different, not all objects can hold others

continuity

objects exist continuously in time and space

solidity

objects are solid and can’t pass through one another

contact

objects operate from physical contact

makes predictions of how two object interact 2.5 monthold

social knowledge

know humans act in a goal oriented manner

ex. reach for what they wanton location → want ball, reach for ball

expected when human arm -not mechanical

what is a theory

explains why something happens a certain way

theories of cognitive development

Piaget, core, information processing, sociocultural, dynamic

Piaget

grandfather of dev. psych

preformation - tiny person in sperm

no experiments were done

constructivism

the child actively constructs their knowledge of the world

active child - actively testing things out

a stage theory

series of 4 stages contracted through process of assimilation, accommodation, equilibrium, (to get through)

assimilation

incorporating incoming information into concepts already known

ex. dog, 4 legs, tail “dog”

accommodation

adopting current understanding in response to new experiences

ex. “dog” - 4 legs, tail, but its a horse - change current knowledge to make it fit

equilibrium

balancing assimilation and accommodation to create a stable understanding

ex. “dog”, “horse”

sensory motor stage

birth -2 years

learning abt sense and movement activities , basic motor systems

always in present moment

object permanence

things continue to exist even when you can’t see them

“out of sight, out of mind” - don’t know it exists when disappears

A not B error

Monkey under right (A) - reach right

Monkey under right (A) - reach right

Monkey under left (B) - reach left

diferred imitation

seen parent do task, later imitates action

hold onto memory to repeat later

evidence of moving on from the “here and now”

Preopperational stage

2-7yo

starting symbolic representation, egocentrism, centrition

symbolic representation

representing things that aren’t there

ex. pretend play

egocentrism

only seeing from their own POV

ex. I cry when I miss something on tv, so that’s why he’s crying

centration

focus on simple perceptual feature of something

failure of conservation

water in same size glasses, pour water into different shape.. which one has more water

penny spacing - which has more pennies

failure of logical operation: transitivity

can’t do:

yellow > white

white > red

yellow ? red

concrete operational stage

7-12yo

start to perform what they couldn’t before still limited to concrete ides

fail of formal logic

all bears in N Pole are white

Karen was a bear in the N Pole

What color was it?

the formal operational stage

12 - adult

can think in abstract hypothetical terms

can perform systematic “experiments” to draw conclusions about the world

piagets weaknesses

no real experiments, underestimating children, social input,

language

“language acquisition device”

learn complex languages from minimal input

influences how you store memory it you have language for it

constructivist core knowledge

infants+children have cognitive machinery that allows them to easily learn about evolutionary things really quickly

information processing theories

development happens through the use of specific mental activities like attention and memorys

selection

deciding what to pay attention to

development of attention

can’t control at early age… can but not making decisions on where to direct it

short attention span when young

pay attention based on what others are paying attention to

memory

what allows you to keep information you are paying attention to

speed of processing

slow when younger, not into memory as fast as have to think through slowly than move onto next thing happening so want to remember as much

executive funtion

ability to control cognitive process and behavior

inhibition

stop yourself from some thing you were going to do

ex. Simon says → get better as executive functioning develops

cognitive flexibility

ability to change from one way of thinking to another

ex. card sort task → by color, by shape, can’t change rules

sociocultural theories

other people and surrounding culture contribute to cognitive development

ex. bobo doll

children learn everything through socialization

lev. Vygotsky

children’s minds grow through interaction with the social world

zone of proximal development

distance between the learners actual and potential developmental learning

what the child can do

what the child can do with help

What the child cannot do \

ex. riding a bike w trains wheels, without, with help

scaffolding

support provided in appropriate amount to allow the child to figure it out

assistance to the next level

dynamic systems theories

change occurs over time as systems interact

ppl are made up of systems - constant changing and influencing each other all together at once

dynamic systems ex.

motor + cognitive

baby can crawl, right off cliff

can crawl better - will be more careful

baby learn to walk - right off cliff - back to relearn

Symbols vs. icons

Human language is symbolic

Icon - intuitive relationship with what it is (ex. Youtube icon)

Whimper - sad, intuitive

generative

 using a finite set of words, we can express an infinite number of ideas (human language) 

Can understand a sentence without having heard it before - allows us to understand an infinite number of ideas

Language non communication

“im sad” without any language you would know what that actually means

Human language is symbolic - Relationship between words and meanings is arbitrary

Phonology

perceive and group individual sound

Semantics

understand the meaning of those sounds

Grammar

determine meaning based on the order of the words

Pragmatics

interpret how the words were said

The human brain is built for language!

• Children don't need to be taught language 

• They can extract rules from messy input

• Children can create language from scratch 

phonology

the study of how we combine sounds and understand them 

Phonemes - the most basic units of sound

Phonemes “rake” and “lake” - being able to know the difference

phenome perception

cap and hearing cat - being able to perceive what someone is saying in order to successfully use the language

infant directed speech

the distinctive way that adults speak to babies and young children (also known as “ motheres” or “parentese”)  - babies like this kind of speech - learn more words if heard in speech  - also seen in other animals

early vocalization

cooing: 6-8 week

babbling: 3-10 mon

semantics

 the study of how we associate words with their meanings 

morphology

they study of how we combine morphemes to build worlds

morphemes

the most basin units of meaning

Ex. dog is one, Dogs is two (dog+s) , teacher - (teach +er) 

word segmentation

where one ends and the next begins

normally people don’t add pauses between words

statistical learning

sequence of sound

more often hear sound = tend to be a word

less heard sounds= probably no