Experience Human Development Chapter 5

Classical Conditioning

Learned reflex, or involuntary response to a stimulus that originally did not bring about the response.

Passive Learners

Absorbing and auto reacting to stimuli

Operant conditioning

Learner acts, or operates on the environment.

Operant Conditioning is used to

Study Memory

Infant Memory (Piage 1969)

Early events are not retained because the brain is not fully developed to store

Infant memory (Freud)

Memories are stored but repressed because they are emotionally troubling.

Infant memory (Nelson)

Can't remember events until they can talk about them

Infant memory (Rovee-Collier)

Shorter attention span than adults.

Behaviorist Approach

Basic mechanics of learning. How behavior changes in response to experience.

Psychometric Approach

Quantitative differences in abilities that make up intelligence by using tests that indicate or predict abilities.

Piagetian Approach

Changes/Stages in quality of cognitive functioning. How mind structures activities an adapts.

Info-processing approach

perception, learning, memory, problem solving. how they process info from beginning until they use it.

cognitive neuroscience approach

Hardware of nervous system. What brain structures are involved in specific aspects of Cognition.

Social-contextual approach

Effects environment aspects of learning process (Parent and caregivers)

intelligent behavior

Goal oriented and adaptive to circumstances and conditions of life.

Intelligent behavior enables people to

Acquire, remember, and use knowledge. to understand concepts and relationships, and solve problems.

Psychometric tests

Measure quantitatively the factors that are thought to make up intelligence (Comprehension and reasoning) Helps predict future performance.

IQ tests

Questions or tasks that show how much of the measured abilities a person has by comparing scores with norms.

standardization sample

Established by a large group of test-takers.

Developmental tests

Compare babys performace on a series of tasks with norms established.

Bayley scales of infant and toddler development (Time)

Testing 1 month - 3.5 Years

Bayley scales measure

strengths, weaknesses and competencies in 5 developmental areas.

the 5 Developmental areas for bayley scales are

Cognitive language motor social-emotional and adaptive behavior.

Behavior rating scale

(Developmental Quotients) early detection of emotional problems and sensory, neurological, and environmental deficits.

Early brain development is

key to future cognitive development

HOME

Home observation for measurement of environment

What does HOME do?

Assesses parental responsiveness, # of books in home, presence of age appropriate toys, and parents involvement in play.

Frequent parental responsiveness results in

Higher IQ's

Early intervention

systematic process of planning and providing theraputic and educational services for families that need help in meeting infants, toddlers, and preschoolers child development levels.

Fostering competence #1

Provide sensory stimulation but avoid overstimulation

Fostering competence #2

Create an environment that fosters learning (toys, books etc) and place to play.

Fostering competence #3

Respond to baby signals

Fostering competence #4

Give baby power to effect changes (toys that can move, open doorknobs etc...)

Fostering competence #5

Freedom to explore

Fostering competence #6

Talk to babies (Language learning)

Fostering competence #7

Enter into whatever they are interested in at the moment

Fostering competence #8

arrange opportunities to learn basic skills (Sorting by color, shape, size)

Fostering competence #9

Applaud new skills. DO NOT HOVER.

Fostering competence #10

Read. (Literacy skills)

fostering competence #11

Use punishment sparingly

Early intervention step #1

Start early and continue through preschool

Early intervention step #2

Highly time-intensive (occupy more hours in a day, more days in a week etc...)

Early intervention step #3

Provide direct educational experiences

Early intervention step #4

Include health, family counseling and social services

Early intervention step #5

tailor to individual differences and needs

Object Permanence 3rd substage

Realization that object or person continues to exist out of site. (If they cant see something dropped, it no longer exists) 4-8 months

Object Permanence 4th substage

Look for object where first found if seeing it hidden (8-12 months)

Object Permanence 5th substage

Search for object in last place seen will not search in other places (12-18 months)

Object Permanence 6th substage

Object performance fully achieved (18-24 months)

Symbol minded

Attentive to symbols and relationship to what they represent

Pictoral Competence

understand nature of picture is both object and symbol

Scale errors

Act upon objects too small to allow the behavior to be performed.

dual Representation Hypothesis

difficult for toddlers to mentally represent both symbol and object it stands for at the same time. Confuse the two.

habituation

repeated learning or continuous exposure to stimulus. familiarity breeds loss of interest.

Dishabituation

Increased responsiveness after given a new stimulus. New = exciting.

Visual preference

Spend more time looking at 1 sight than another

Novelty preference

prefer new sights to familiar ones.

visual recognition memory

ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at same time.

Cross-modal transfer

use info gained from 1 sense to guide another.

Causality

events have identifiable causes. Allows for prediction and control in the world. Infants ability to identify self-propelled motion is linked to development of self-locomotion (6 months)

violation of expectation

(familiarization) infants see an event happen normally. After habituation, event is changes and infant is surprised.

Innate learning

inborn reasoning. Helps makes sense of info they encounter.

Core knowledge

Specialized brain modules help infants organize perceptions and experience.

Neurological maturation

cognitive development brain growth spurts coincide with changes in cognitive behavior

Implicit memory

early infancy. remembering that occurs without effort.

Explicit memory

(Declarative) conscious or intentional recollection, facts, names, events that can be stated or declared (Late infancy)

Guided participation

Mutual interactions with adults that help structure childrens activities and bridge gap between childs understanding and an adults.

Cultural

U.S.A play activities, Guatemala work activities.

language

communication system based on words and grammar

Prelinguistic speech

forerunner of linguistic speech (Not words)

Types of Pre speech

crying (Newborn) Cooing (6-8 weeks) Babbling(6-12 months)

Sound discrimination

Infants an discriminate sounds in any language but overtime lose the ability

Phonemes

Basic sounds of native language

Conventional Social Gestures

Waving bye, shaking head

Representational Gestures

Elaborate (Holding empty cup to mouth)

Symbolic Gestures

blowing meaning hot

Linguistic Speech

Verbal expression

first words must

convey meaning

holophrase

single word that conveys complete thought

Naming explosion

16-24 months 50 words to several hundred

Passive vocab

receptive/understood

Expressive vocab

Spoken

What words are easiest to learn?

Nouns

Telegraphic speech

Few essential words.

Syntax

Rules for putting sentences together

under extended word meaning

Koo-Ka = Car

Over extending word meaning

Calling all old men grandpa

Over regularize rules

Mouses=mice thinked=thought

Prelinguistic period

Adults repeat sounds baby makes

Vocab development

Parent holds ball while saying ball

Code mixing

2 languages

Code switching

changing between languages at the same time.

parentese

Babytalk

Babytalk consists of

simplified words, exaggerating vowels, may help children learn native language faster.

Adult reading styles

Describer, comprehender, performance oriented, dialogic

Describer

Adult focuses on describing events in story, invites child to do so.

comprehender

encourages child to look deeper into meaning of story.

Performance oriented

introduces themes of story, asks questions after reading

dialogic Reading

Parent asks challenging questions, child is story teller.