Psych exam 2

brain changes in early childhood

• local patterns in the brain

• amount of brain material

• pruning

myelination

axons are covered in fat cells to increase speed and efficiency

exercise guidelines

• 3-4 yr olds should get at least 3 hrs of physical activity

• 60 min should be vigorous intensity

pre-operational Piaget

• 2-7 yrs old

• represent the world with words, images and drawings

• stable concepts

• begin to reason

• egocentrism

• magical beliefs

• conservation

symbolic function substage

• around 2-4

• child gains ability to mentally represent an object that is not present

• scribble designs to represent world

• use language more effectively

• pretend play

animism

inanimate objects have life like qualities

Intuitive thought substage

• around 4-7

• primitive reasoning

• wants to know all answers (why?)

• develop own simple ideas about the world

social constructivist approach Vygotsky

• social contexts of learning/ construction of knowledge through social interaction

• development depends on tools provided

• language has a big role

Teaching strategies Vygotsky

• dramatic play

• play plan

• scaffolding- guide writing

attention

• improves in pre-school years

• greatest increase in sustained attention

executive attention

• planning actions

• attention to goals

• detecting/compensation to errors

• monitoring progress

sustained attention

• focused and extended engagement on object, task or event

memory

• becomes more accurate

• short term increases in early childhood

• good autobiographical memory

changes in conception of self

• material characteristics

• terms of activities

• 4-5 psychological traits

emotion coaching parent

• monitor Childs emotions

• view negative emotions as opportunity for teaching

• help label emotions

• deal with emotions

emotion dismissing parent

• deny, ignore, change negitive emotions

Heteronomous morality Piaget

• 4-7

• justice and rules are unchangeable

heteronomous morality Piaget

• 7-10

• transition stage

• some aspects of moral reasoning and some of autonomous morality

autonomous morality Piaget

• 10+

• aware that rules/law are created by people

• judging action takes intentions and consequenses

immanent justice

• if rule is broken, punishment is immediate

• heteronomous

Gender roles

• sets of expectations the prescribe how people of a certain gender should think, act or feel

social role theory

• gender differentes result from contrasting roles

Psycho analytical theory of gender

• Freud view that preschool children develop sexual attraction to opposite sex parent

Social cognitive theory of gender

• Children's gender development occurs through observation and imitation of other people

  Being rewarded and punished for gender, appropriate or gender, inappropriate behavior

Gender schema theory

• Gender typing emerges as child gradually develop gender schema of what is gender, appropriate, or inappropriate in their culture

Authoritarian parenting

• Restrictive punitive style

  Child is expected to follow direction and respect their work and effort

• Firm limit limits and controls

Authoritative parenting

• Wants child to be independent, but still places limits and controls

• Able to negotiate options

• Warm and nurturing

Neglectful parenting

• Uninvolved in child's life

• Child may become socially incompetent with poor self-control

Indulgent parenting

• Highly involved with child's life

• Few demands or controls

• “friends”

Birth order

• Birth order has limited accuracy on predicting behavior

LGBTQ parents

• Children are just as popular among peers no difference in mental health

  
  

Functions of play

• Helps child master anxieties, and conflicts

  Cognitive development

• Exciting and pleasurable because it satisfies exploratory drive

• Development of language and communication

Sensory motor and practice play

• Sensory motor is behavior that allows infants to derive pleasure from exercising sensory motor schemes

• Practice play involves repeating behavior when new skills are learned or when physical or mental mastery and coordination of skills are required for games and sports

Pretense/symbolic play

• Child transforms physical environment into symbol

Social play

• Interaction with peers

Constructive play

• Combine sensory motor/practice play with symbol representation

Children with ADHD

• inattention

• hyperactivity

• impulsivity

Children with autism

• problems with social interaction

• problems with verbal and non verbal communication

• repetitive behaviors

concrete operational stage Piaget

• 7-11

• perform mental operations but logic is restricted

• reason logically

• seriation

• reversibility

• concervation

seriation

• ability to order stimuli along a quantitative dimension

transitivity

• ability to logically combine relations to understand certain conclusions

memory middle to late childhood

• after 7 STM dose not increase as much

• working memory develops slowly

• LTM increases during this time

elaboration

• memory strategy

• More extensive processing of information

• Examples or relating information to own life

mental imagery

Memory strategy

• Help young children remember visuals

• Help older children remember verbal information

Understand vs memorization

Memory strategy

• Remember information, better long-term if they understand information

Convergent thinking

• One correct answer

• Kind of thinking required for conventional test of intelligence

Divergent thinking

• Produces many different answers for same question

• Creativity

Binet test

• intelligence quotient

• IQ= MA(mental age)/CA(cronological age) x 100

Wechsler Scales

• set of tests used to assess students intelligence

Triarchic theory of intelligence

• Analytical intelligence (analyze judge evaluate, compare and contrast)

• Creative intelligence (create, design, invent originate and imagine)

• practical intelligence (use apply implement, and put ideas into practice)

Gardeners eight frames of mind

• Verbal (think in words, use language to express meaning)

• Mathematical (carry out mathematical operations)

• Spatial (think three dimensionally)

• Bodily kinesthetic (manipulate objects and be physically adept)

• Musical (sensitivity to pitch, melody, rhythm and tone)

• Interpersonal (understand, and interact effectively with others)

• Intrapersonal (understand oneself)

• Naturalist (ability to observe patterns in nature and understand natural and human maid systems)

giftedness

• Above average intelligence IQ of 130 or higher

• Superior talent for something

Characteristics of giftedness

• precocity- master an area earlier than peers

• marching to a different drummer- learn in a quantitively different way

• passion to master- driven to understand domain in which they have high ability

self-understanding middle/late childhood

• 8-11

• increase in descriptions of themselves with psychological characteristics

  More able to recognize social aspects of self

• Social comparisons

Self-esteem in middle/late childhood

• low self-esteem around this age may have experienced neglect or abuse

• High self-esteem around this age are more likely to be securely attached to their parents

• Home environment was linked to self-esteem in early adulthood

Pre-conventional reasoning Kohlberg

• Lowest level of moral reasoning

• Interpret, good and bad in terms of rewards and punishment

• before age 9

Conventional reasoning Kohlberg

• Develop expectations about social roles

• Apply certain standards, but standards set by others come into play

• early adolescence

Post conventional reasoning Kohlberg

• Flexible, thinking that is more internalized

  Conventional considerations are now judged to moral concerns

criticizing Kohlberg

• Is moral reasoning, conscious/deliberative or unconscious/automatic

• Role of culture and family on moral development

• Gender

M/F physical development

• M have more intrahemisphere connectivity

• F have more inter hemisphere connectivity

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M/F cognitive development

• No gender differences in general intelligence

• Gender differences in some cognitive areas

M/F socio emotional development

• M more physically aggressive

• F Express more emotion

• M better at decoding emotion

  
  

popular children

Frequently nominated as best friend and rarely disliked by peers

Average children

Receive average number of both positive and negative nominations from peers

Neglected children

In frequently nominated as best friend, but are not disliked by peers

Rejected children

In frequently nominated as someone's best friend and actively disliked by peers

Controversial children

Frequently nominated as both best friend and being disliked

3 Mountain’s task

• Test, egocentrism, and perspective taking in children

• Ask to pick out a photograph that shows what the doll sees from specific angle

Vygotsky sociocultural theory

• active child

• culturally specific

• language based

• private speech: talking themselves through solving a problem

phonology

• Basic sound unit of language

• a,b, sh, th

Morphology

• Meaningful units of language

Syntax

Arrangement of words and phrases to form sentence

semantics

Meaning of word, phrase or sentence

Pragmatics

Using language in context

Phonological development

• Comprehension

• Categorical perception

• Speech segmentation

• coarticulation

  
  

Categorical perception

Pursuing different sounds from own language

Speech segmentation

Segment continuous stream of speech into words

Over regularization error

• Applying syntax rules to irregular forms of words

egocentric

• child thinks everyone sees what they see

• 3 mountain problem

serration

The cognitive ability to arrange or order objects along a quantitative dimension, such as height, weight, or length

language

• An organized mean of combining words in order to communicate

• Allows us to think about things in process what we cannot see here, etc.

Differential perception

• The ability to distinguish and detect differences between distinct sensory stimuli (such as speech sounds or visual cues)

Categorical perception

• When babies are honing into their own native language being able to discriminate sounds in their own language

Speech segmentation

• When babies are able to separate continuous streams of speech into different sounds

coarticulation

• When speech sounds change based off what sounds come before and after

Syntactical development

• Grammar of language

• Start with comprehension

• Babies learn grammar from lease to most complicated

production

• Holo phrases

• Duo stage, pairing two words together

• Rules about order

• Syntax order

Over extension

Over generalization

Under extension

Under generalization

Behaviorist theories of language development

• Skinners verbal behavior

• Social learning

• Mother ease: high-pitched voice

• Children can't repeat grammatical sentences if they are not ready

Language acquisition device

• New language system

• Language centers in brain

• Critical period for language development

Brocas area

• Left frontal lobe

• Word, production

Wernicks area

• Left hemisphere

• Language comprehension

  
  

Bilingualism

• Simultaneous

• Sequential

Simultaneous bilingualism

• Two languages spoken before the age of two

• Slower rate of language development

• Achieve the same milestones as mono as long as SES is controlled

• Code switch switching

• Increased executive functioning, attention control, working memory and cognitive flexibility

  
  

Sequential bilingualism

• Two languages learned as foreign

Sense of self infancy

• At 2 to 6 months sense of agency

• At 9-24 months self recognition

Sense of self in early childhood

• Gender labeling

• Racial identification

• Other concrete characteristics

  
  

Sense of self in middle childhood

• 8 to 11 years old

• Personality traits

• Psychological characteristics

• Social roles

• Social comparison

Self-esteem

• How individual feels about self

• Self evaluation