Child and Ado. Exam 2

Differentiation

Learning to control specific muscles to enact specific behaviors

Integration

Individual puts differentiated actions together into complex sequences

Evidence of Nature

Relatively same motor and perceptual developmental time wise, can perform behaviors without learning or practice

Evidence of Nurture

Develops better when there is tactile stimulation, habituation, some cultural differences, activity changes brain

Dynamic Systems Theory

A discovery that infants and children develop motor skills in a fixed order and within specific time frames

Gross Motor Skills Milestones

Holds head and chest up – 3 months

Sits unsupported – 5 months

Gets into sitting position – 7 months

Pulls to standing – 7-8 months

Crawling – 10 months

Stand-alone – 11 months

Walks - > 1 year

Refines walking – 1-2 years

Uses 2 feet together – 2 years

Full body control – 6 years

Fine Motor Skills Milestones

Grasping reflex – newborn

Visually guided reaching and getting objects only on the same side of the body as arm – 1-2 months

Reach to midline and 2 hand simultaneously – 4 months

Coordinated actions with both hands – 5 months

Sequence of behaviors with hands – 7-8 months

Improved finger control – 18 months

Skills close to adult – 8-10 years

What are the reflexes

Grasping, sucking, rooting (turning face to sensation), sneezing, blinking, reaction to animate stimuli, moro (startle), stepping, swimming, tonic neck, babinski

Perceptions Good at Birth

Smell, Taste, Touch, and Pain

Not Good at Birth

Sight and Color

What can infants discriminate in hearing

They can discriminate against pitch, duration, location, and distance

What can infants discriminate in Taste

Infants can discriminate all 5 taste categories at birth

What can infants discriminate in Sight

Brightness, movement, patterns/rules, and contrast/edges

Kinetic Cues

Can tell movement, develops by 5 months

Binocular

Can tell difference in images in the left and right eye, develops by 7 months

Perspective

Can distance tell by lines moving together into the distance, by 7 months

Texture

When things are further away there is less space between objects and less detail, 7 months

Methods to Determine Infant Sensory Capabilities

.

Classical Conditioning

Learning happens through repetitive acts and reinforcement

Operant Conditioning

Learning occurs through rewards and punishments

Observational/Social Learning

Learning through watching and listening to othersAs

Assimilation

Incorporating new information into current understanding

Accommodation

Changing existing understanding based on new information

Sensorimotor Stage

Birth - 2, using reflexes for beginning problem solving, form simple concepts, no symbolic thoughts, 6 substages

Sensorimotor Substage 1

Birth to 1 month, refines reflexes

Sensorimotor Substage 2

2 to 4 months, primary circular reaction (pleasurable actions around body), intentional behavior

Sensorimotor Substage 3

4 to 8 months, secondary circular actions (repeated objects that cause pleasure)

Sensorimotor Substage 4

8 to 12 months, coordination of secondary schemes

Sensorimotor Substage 5

12 to 18 months, tertiary circular reactions (trail and error actions), emergence of curiosity

Sensorimotor Substage 6

18 to 24 months, symbolic problem solving, object permanence

Preoperational

2 to 7, beginning use of mental symbols, symbolic function, however they can only perceive things one way at a time (egocentric), animism, phenomenism, contraption, no conservation

Concrete Operational

7 to 11, think logically, thinks about real objects and experiences, reversibility, seriation, but they cannot think abstractly

Formal Operational Period

12+ years, abstract thinking, reason logically, mental actions performed on ideas and propositions, not necessarily based on reality, hypothetical deductive reasoning

Conservation

Cannot understand the basic properties of object do not change when the appearance changes

Egocentrism

No perspective for other people

Animism

Attributes lifelike qualities to inanimate objects

Phenomenism

Think appearances equal reality

Centration

Consider only one aspect when there needs to be more considered

Reversibility

Ability to mentally reverse an action

Seriation

Ability to mentally arrange objects along a dimension

Hypothetical-deductive reasoning

Can consider all factors that can affect an outcome, are able to generate hypotheses and test the hypothesis in an orderly fashion

A-not-B

Showed that children can be trained to learn object permanence

Zone of Proximal Development

The range of tasks that are too difficult for the child to master alone but they can be learned with guidance from an adult or more skilled child

Scaffolding

Changing the level of support and guidance that are offered to a child based on their current performance

Guided Interactions

Assisting a child when they attempt skills outside of their zone of proximal development

Attention

Detecting information to be processed, abilities improve by 12

Memory

Retention and retrieval of information

Selective Attention

Focusing on a specific aspect of experience that is relevant while ignoring others at are irrelevant

Divided Attention

Involves conception in more than one activity at the same time

Sustained Attention

Maintaining attention to a selected stimulus for a prolonged period of time

Executive Attention

Broader and involves planning actions, attending to goals, detecting and compensating for errors, and monitoring progress on tasks while sometimes dealing with novel or different circumstances

Joint Attention

Purposefully coordinating their focus of attention with that of another person, two people paying attention to the same thing intentionally

Sensory Store

Holding place for raw sensory impressions, lasts \~.5 seconds, information will disappear, can encompass much information, children and adults have similar sensory memory, recorded down to 5

Short Term Memory

Information held for 2-3 seconds, 7 pieces can be held in the mind while pressed, span increases with age, except when the child, is an expert on a subject, based on knowledge and motivation

Long Term Memory

Limitless, permanent but can decay, sometimes hard to retrieve, young kids have a hard time retrieving from LTM via recall but none via recognition

Rehearsal

Repeating information, common strategy by 7

Semantic and Spatial Organization

Grouping items by spatial location, starts at 9-10

Elaboration

Add to information, mental pictures, knowledge based

Scripts

Framework for action sequences, scripts organize memory and fill in information, the younger you are the fewer and simpler scripts

Recall

Retrieving information that is not present, some by recall by 1 year but improves with age

Recognition

Realize you have encountered information before, multiple choice

Levels of processing

Shallow: physical/sensory characteristics

Deep: Meaning/Association

Depth is determined by the time/energy put into task

Information Processing Capacity

As children ages they can process information faster and they have more room in their STM

Memory Strategies

Older kids use more effective strategies to encode, store, and retrieve information

Metamemory

Children have greater access to Information in their memory as they age they can determine which processes are right for which task

Knowledge Base

Older children have more general knowledge about the world and other subjects, this improves their ability to remember and retrieve

Theory of Mind

Awareness of one’s own mental processes and the mental processes of others

False-belief tasks

Tasks where children must infer than other person does not possess knowledge that they possess.

Fuzzy Trace Theory

Children remember verbatim memory trace (precise detail) and older children and adults remember gist information (central idea)

Primary Components of Intelligence

Verbal Reasoning and Visual Spatial problem solving

Psychometric Theory

Traits on which individuals differ, tests can measure the trait, individual differences matter, Spearman’s G

Triarchic Theory

Information Processing and how a person processes information, intelligence is based on context, experience, and components/skills, Sternberg’s memory tasks

Gardner’s 8 Multiple Intelligences

Verbal, Mathematic, Spatial, Bodily-Kinesthetic, Musical, Intrapersonal, Interpersonal, and Naturalist Skills

Gesell Developmental Scales

4 Scales, adaptive, motor, language, and personal-social

Bayley Scales

Ages 1-42 months, ability to manipulate toys, mental scale (learning, Motor scale (controlling body), and Behavior record (emotional adjustment)

2 factors that define intellectual difficulties

Subaverage intellectual functioning and poor adaptive behaviors (low functioning)

4 levels of intellectual difficulties

Mild – IQ 55-69, Often self-sufficient, may reach 3rd-6th grade levels

Moderate – IQ 35-55, Developmental delays, simple communication, sheltered workshops

Severe – IQ 20-35, Large developmental delays, understand some speech, routines and supervision, some daily life skills

Profound – IQ

Receptive Speech

Understanding more words than you can produce

Productive Speech

The ability to produce understandable speech

Phonology

Understanding and producing speech sounds

Semantics

Meaning of words and sentences

Syntax

Form/structure of sentences

Morphology

Rules to create words

Pragmatics

Principles for language use in different contexts and situations

Grammatical Morphemes

Bits of linguistic sound which mark the grammatical categories of language, tense, number, and gender.

How children correctly develop grammatical morphemes

First correct, then incorrect, then correct

Overextension

Use of specific word to refer to a larger class than adults do

Underextension

Use of a general term to refer to only to specific example

Overregulation

Common morpheme of irregular case

Form of communication Prelinguistic

Nonmeaningful utterances

Form of communication Holophrastic

One-word Utterances

Form of communication Telegraphic

Two-word utterances

Learning Perspective on Language

Children are born with the innate ability for language, Children imitate adult speech, children are reinforced, children speech improves because of reinforcement

Nativist Perspective on Language

People are born with innate mechanisms for language but it must be activated before the critical period (puberty), LAD,

Language Acquisition Device (LAD)

Inborn model of language structure

Interactionist Perspective on Language

Mix of nature and nurture, inborn structure for language but sensitive period shows need for experience/learning by puberty

6 principles in young children vocabulary development

1\. Children learn the words they hear most often

2\. Children learn words for things and events that interest them

3\. Children learn words best in responsive and interactive contexts rather than in passive contexts

4\. Children learn words best in contexts that are meaningful

5\. Children learn words best when they access clear information about word meaning

6\.Children learn words best when grammar and vocabulary are considered

How was early research on bilingualism flawed and what are more recent findings

Early research states that bilingual kids would be worse off however researchers failed to control for SES and there was a major SES discrepancy between white English-speaking kids and Multicultural bilingual kids. Recent research shows that there are no learning difficulties in learning two languages. However, there are some benefits in cognitive and concepts