HDFS 311 midterm 2

Human Development And Family Services 311 with Annie Mannering at Oregon State University

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By: Ashlee Johnston
Created: 2011-11-06
Size: 50 flashcards
Views: 18

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Sensorimotor Substage 1 (birthday to 1 month)

reflexive schemes (birth-1 month) infants become good at using reflexes for stimulation, limited amounts of actions

Sensorimotor Substage 2 (1-4 months)

primary circulation reactions (1-4 months) infants develop simple motor skills. circular reactions are primary (inside own body) (focused on the infants own body) EX) grabbing toes, sucking on hand, tumb, toe, kicking

Sensorimotor Substage 3 (4-8 months)

Secondary circular reactions (4-8 months) behaviors are focused on objects outside the infants boday (secondary:outside body)

Sensorimotor Substage 4 (8-12 months)

coordination of secondary circular reactions (8-12 months) infants use goal-directed behavior: combining schemes to solve problems EX) take a toy & hide it behind something that is close enough for child to reach, put toy on blanket that child can pull blanket to get toy (object permanance)

object permanance

objects continue to exist when they are out of sight. This is developing at Substage 4.

Infants show_A not B search errors_: look for an object in hiding place A after the object is moved from A to B.

Babies as young as 3 ½ months may have a basic understanding of object permanence but a more full understanding comes gradually.

sensorimotor substage 5 (12-18 months)

Tertiary Circular Reactions (12-18 most) Infants repeat actions with variation (tertiary) & explore more. Infants have a better understanding of object permanence. -EX: kids testing things out and doing things over and over to get different outcomes, throwing toys off a table to see what happens -EX: grabbing mobile hanging from above

sensorimotor substage 6 (18-24 months)

Mental Representation (18 mo-2 yrs) Toddlers have mental representations: internal images of absent objects & past events. This also allows:

Deferred imitation: watch a behavior and the ability to copy the behavior later.

Functional Play (motor activity where schemes are practiced) & Make-Believe Play

EX: running and jumping, jumping to see how high they can get

violation-of-expectation method

tests if babies dishabituate to a possible event or an impossible event

A not B search error

look for an object in hiding place A after the object is moved from A to B.

Information-processing perspective view of cognitive development

focuses on aspects of cognition including attention, memory, and problem solving

infantileamnesia

•why we can’t remember events before age 2 or 3

•May be due to brain development: storing info. in ways that we can remember them and

•Remembering may require a special form of recall: autobiographical memory (develops during preschool)

zone of proximal development

•tasks that a child can’t handle alone but can do with the help of more skilled partners (through scaffolding).

•Child working on a puzzle for the first time by themselves vs. a parent helping a child do the puzzle. Zone of proximal development is right in the middle

language development theories (nativism)

children arebrn with a biologically based system for learning language called the language acquisition device (LAD): has a set of rules common to all languages

•Evidence for sensitive periods for language development (second language learning is easier for young children)

language development theories (interactionist)

Language acquisition emerges through the interaction of both innate abilities and environmental influences.

-nature and nurture working together

language development stages (cooing, babbling, first words)

COOING: 2 months BABBLINGg: 4 months FIRST WORD: 12-18 months

child directed speech (CDS)

when speaking to children- short, high pitched sentences, children prefer to listen to CDS from birth and using CDS helps support language development

temperament

stabe individual differences in quality and intensity ofemotional reaction, activity level and self regulation

predicted adjustment

temperamental styles 1) Easy children Thomas & Chess's 40% of sample

(40% of the sample) children establish regular routines, are cheerful and adapt to new experiences

temperamental styles 2) difficult children Thomas & Chess's 10% of sample

(10% of the sample) children are slow to adapt to new experiences and react negatively and intensely

-classified as difficult are more likely to have a later behavior problem

temperamental styles 3) slow-to-warm-up children Thomas & chess's 15% of sample

(15% of the sample) children are inactive and adjust slowly to new experiences

-35% of the kids did not fit into any of the 3 categories

model of temperament Rothbart's REACTIVITY

Emotion: distress, positive afftect and soothability (if you are upset how easy is it for you to calm down)

Attention: attention apan and persistence (how well babies focus on objects & shift their attention)

Action: activity level (hyper child vs. calm child)

model of temperament Rothbart's SELF-REGULATION

effortful control: how you handle reactivity (something happens in environment and its how you handle it) these components form an integrated system

measuring temperament

parent questionnaires, behavior ratings, or observations.

•Parent reports may be biased but also contain valuable information.

goodness-of-fit model

how temperament & environmental influences work together. It describes the match between the parents’ characteristics and the child’s temperament.

•When there is a good match, the outcome is better

for the child.

Inhibited by Kagan

shy children who react negatively to new situations. (around 10% or so of babies, if you give them a new toy they may get over stimulated and upset. *Greatest amount a muscle tension, will become shy timid children by the time they are 2 years old.)

uninhibited by Kagan

sociable children who show positive emotion and are interested in new situations (particularly sociable children, if you introduce them to a person or toy they will enjoy it.)

Bowlby's Ethological Theory

infant has built-in behaviors that keep the parent nearby and increase survival 4 phases

Attachment phase 1 Preattachment

(birth-6 weeks):

Inborn signals such as smiling & crying help bring

newborn into close contact with others.

Attachment phase 2 Attachment-in-the-making

(6 weeks to 6-8 months) Infants start responding differently to a familiar caregiver than to a stranger. Im more likely going to be soothed by my parents then a stranger

Attachment phase 3 Clear-cut attachment

(6-8 months to 18 mo-2 years) Attachment to a familiar caregiver is evident.

• Babies show separation anxiety (stranger anxiety)

• Infants use parents as a secure base to explore & return for emotional support.

Attachment phase 4 Formation of a Reciprocal Relationship

(18 months – 2+ yrs) Separation anxiety lessens.

• Toddlers form an internal model about attachment figures which guides later close relationships.

strange situation

Method for measuring the quality of attachment between ages 1-2 years, & involves a series (8) of short separations from & reunions w/the parent.

•Primary variable of interest - infant’s response to parent’s return

Attachment categories Securely Attached 65%

Explores freely in mom’s presence; upset when she leaves, not comforted by stranger, comforted when mom returns

Attachment categories Insecure Avoidant 20%

Indifferent in mom’s presence; may not cry when she leaves, but show elevated cortisol; may be comforted by stranger, turns away when mom returns

Attachment categories Insecure Resistant 15%

Stays close to mom; very upset when she leaves; seeks and resists comfort when she returns; watches mom instead of exploring

Piaget's preoperational Stage

rapid growth in mental representation and activity during the preschool years 2-6

Egocentrism, Intuitive behavior, Language, Limits in preoperational thought

limitations in childrens thoughts

children are not capable of mental operations (mental actions that ober logical rules) but use more rigid thinking

Egocentrism/animistic thinking (belief that inanimate objects have life like qualities)

thinking about your bicycle being lonely because it is outside by itself

limitations in conservation tasks

knowing that the physical charateristics of objects remain the same ven when the appearance changes

recent research on the preoperational stage

many Piagetian problems are too complex for young children to handle at one time

egocentrism: familiar objects 4yrolds can see other perspectives

animistic & magical thinking: childrens animistic response are due to incomplete knowledge about objects, children are able to conserve earlier than piaget thought

evaluation of preoperational stage

1) children do better at this age than Piaget thought: when given simplified tasks taht are familiar, preschoolers show the beginnings of logical thinking

2) the development of logical thinking is more continuous than discontinuous process

self directed or private speech

Piaget- children talk to themselves because they are egocentric

Vygotsky- children talk to themselves for guidence

most research supports Vygotskys view of private speech

Vygotsky's theory emphasizes on

the social context of learning

-verbal communication is not the only way to learn

-vygotsky did not focus on underlying processes (attention, memory)

scaffolding

adjusting the guidence needed during a teaching session

-children's planning & problem solving improves w/ a more capable peer or adult

information processing

childrens mental strategies improve but are not used consistently

memory

as language improves, children can describe things the remember (improving short-term and long-term memory)

recognition VS recall

childrens recognition memory becomes more accurate and is better than their recal memory

metacognition

thinking about mental processes/thoughts

-theory of mind enables predictions and explanations of behavior

--includes false belief, appearance-reality distinction

-EX sally anne task; unexpected contents task

autism

A mental condition, present from early childhood, characterized by great difficulty in communicating and forming relationships

usually noticed by parents during the first 3 years of a childs life

autism symptoms

Significant problems developing nonverbal communication skills, such as eye-to-eye gazing, facial expressions, and body posture

Delay in, or lack of, learning to talk. As many as 40% of people with autism never speak

About this deck

By: Ashlee Johnston
Created: 2011-11-06
Size: 50 flashcards
Views: 18

About StudyBlue

“Simply amazing. The flash cards are smooth, there are many different types of studying tools, and there is a great search engine. I praise you on the awesomeness.”
Dennis