Filled out Chapter 5 Study Guide - Developmental Psychology | PSYC 2034, Study notes of Developmental Psychology

Download Filled out Chapter 5 Study Guide - Developmental Psychology | PSYC 2034 and more Study notes Developmental Psychology in PDF only on Docsity! STUDY QUESTIONS Piaget s Cognitive - Developmental Theory 1. During Piaget s sensorimotor stage, which spans the first 2 years of life, infants and toddlers  think with their eyes, ears, and hands. (p. 152) Piaget s Ideas About Cognitive Change 1. According to Piaget, specific psychological structures, or organized ways of making sense of experience called schemes - change with age. (p. 152) 2. Match the following terms with the appropriate description. (p. 152) Accomodation: Creating new schemes or adjusting old ones to produce a better fit with the environment Organization: Taking new schemes, rearranging them, and linking them with other schemes to create an interconnected cognitive system Assimilation: Using current schemes to interpret the external world Adaptation: Building schemes through direct interaction with the environment 3. When children are not changing much, they assimilate more than they accommodate. Piaget call ed this a state of cognitive (disequilibrium / equilibrium ). During rapid cognitive change, children are in a state of (disequilibrium / equilibrium), or cognitive discomfort. (p. 152) The Sensorimotor Stage 1. True or False : According to Piaget, at birth babies already know a great deal about the world. (p. 153) 2. Explain the differences between primary, secondary, and tertiary circular reactions. (pp. 153 154) Primary circular reaction: lets them gain voluntary control over their actions by repeating chance behaviors largely motivated by basic needs. Secondary circular reaction: try to repeat interesting events caused by their own actions. Tertiary circular reaction: toddlers repeat behaviors with variation, try different ways to do things. 3. Match each of the following sensorimotor substages with the appropriate description. (p. 153) Substage 1: Infants primary means of adapting to the environment is through reflexes. 1. Substage 1 Substage 4: Infants engage in goal- directed behavior and begin to attain object permanence. Substage 5: Toddlers explore properties of objects by acting on them in novel ways and begin to imitate unfamiliar behaviors Substage 2: Infants display simple motor habits centered around their own body with limited anticipation of events Substage 3: Infants actions are aimed at repeating interesting effects in the environment and imitation of familiar behaviors Substage 6: Toddlers gain the ability to create mental representa tions. 4. The unders tanding that objects continue to exist when out of sight is called Object permanence . (p. 154) 5. Describe the A- not - B search error. (p. 154) if a baby reaches several times for an object at a first hiding place (A) and sees it move to a second (B) she will still search for it in the first place (A) 6. List three new capacities that result from the ability to create mental representa tions. (pp. 154 155) A. images: mental pictures of objects people, and spaces B. concepts: categories in which similar objects or events are grouped together. C. invisible displacement: finding a toy moved while out of sight Follow- Up Research on Infant Cognitive Development 1. True or False : Recent studies suggest that Piaget overestimated infants capacities. (p. 155) 2. Explain the violation - of- expectation method, which is often used by researchers to examine infants grasp of object permanence and other aspects of physical reasoning. (p. 155) researchers (habituate) expose babies to a physical event until their looking declines, then they see if the baby looks longer at (recover) an expected event (variation of first event that follows physical laws) or an unexpected event (variation that violates physical laws). Recovery to unexpected event suggests infant is surprised 3. True or False: One reason that infants demons tra te the A- not - B search error is they have trouble inhibiting a previously rewarded response. (p. 156) 4. True or False: Studies show that infants exhibit deferred imitation, a form of representa tion, as early as 6 weeks of age. (p. 156) 5. Describe how toddlers use deferred imitation to enrich their range of sensorimotor schemes. (pp. 156 157) they retain modeled behaviors for months, copy actions, and imitate situational changes, even imitate rationally by inferring others' intentions 6. By 10 to 12 months, infants can solve problems by analogy meaning that they take a solution strategy from one problem and apply it to other relevant problems. (p. 157) Evaluation of the Sensorimotor Stage 1. True or False : Recent research indicates that the cognitive attainments of infancy do in fact follow the neat, stepwise fashion that Piaget assumed. (p. 158) 2. According to the core knowledge perspective, babies are born with a set of innate knowledge systems, or core domains of thought. (p. 158) 3. Core knowledge theorists look at four domains of thought when assessing infants cognitive knowledge. List these domains or types of knowledge. (p. 158) A. linguistic knowledge B. psychological knowledge C. physical knowledge D. numerical knowledge The Social Context of Early Cognitive Development 1. According to Vygotsky s sociocultural theory, how do children come to master activities and think in culturally meaningful ways? (p. 165) through joint activities with adults, children come to master activities and think in ways that have meaning in their culture. 2. Explain Vygotsky s concept of the zone of proximal development, emphasizing the role of adults in fostering children s cognition. (p. 165) range of tasks that child cannot yet handle alone but can do with the help of more skilled partners (adults) 3. True or False: As early as the first 2 years, cultural variations in social experience affect mental strategies. (p. 165) 4. Vygotsky adds to our unders tanding by emphasizing that many aspects of cognitive development are (physically / socially ) mediated (p. 165) Cultural Influences: Caregiver Toddler Interaction and Early Make- Believe Play 1. Briefly summarize Vygotsky s view of make- believe play. (p. 166) society provides children with opportuni ties to represent culturally meaningful activities to play. 2. Explain why adults participation in toddlers make- believe play is so important . (p. 166) because it is a major part of a child's cognitive development and it helps to guide the children if they have an adult. 3. True or False: In some cultures, such as Indonesia and Mexico, older siblings are toddlers first play partners. (p. 166) Individual Differences in Early Mental Development 1. How does the mental testing approach differ from the cognitive theories discussed earlier in this chapter? (p. 167) mental tests focus on cognitive products rather than processes. Infant and Toddler Intelligence Tests 1. What types of responses are tapped by most infant tests of intelligence? (p. 167) early language, congnition, and social behavior 2. One commonly used test is the Bayley Scales of Infant Development, designed for children between 1 month and 31 2 years. (p. 167)∕ 3. Describe how intelligence scores are computed. (p. 168) computing intelligence quotient (IQ) which indicates the extent to which the raw score deviates from the typical performance of same - age individuals. 4. True or False: When intelligence tests are standardized, the mean IQ is set at 100. (p. 168) 5. True or False : Scores on infant intelligence tests are excellent predictors of later intelligence. (p. 168) 6. How does the content of infant intelligence tests typically differ from intelligence tests given at later ages? (p. 168) older children's tests emphasize increasingly complex verbal, conceptual, and problem - solving skills. 7. For what purpose are infant intelligence tests largely used? (p. 168) screening for very low scores to identify babies who are likely to have developmental problems for further observation and intervention. 8. Why does habituation and recovery predict later IQ more effectively than traditional infant tests? (p. 168) they assess memory as well as quickness and flexibility of thinking, which underlie intelligent behavior of all ages. Early Environment and Mental Development 1. What features of infants and toddlers home lives does the Home Observation for Measurement of the Environment (HOME) mea sure? (p. 169) A. Emotional and verbal responsiveness of the parent B. parental acceptance of the child C. organiza tion of the physical environment D. provision of appropriate play materials E. parental involvement with child F. opportunities for variety of daily stimulation 2. Cite ways in which both heredity and home environment contribute to mental test scores. (pp. 168 169) Heredity: parents genetically smarter, better experiences, children smarter, more stimulating Environment: less crowded homes and more verbally responsive parents 3. Today, more than 60% of North American mothers with children under age 2 are employed. (p. 170) 4. Discuss the impact of low- versus high- quality child care on mental development. (p. 170) Low- quality: score lower on measures of cognitive and social skills High- quality: can reduce negative impact of stressed, poverty - stricken home 5. True or False : In the United States and Canada, child care standards are nationally regulated and funded to ensure their quality. (p. 170) 6. List and describe at least four signs of developmentally appropriate infant and toddler child care. (p. 171) A. physical setting: clean, good repair, well lit and ventilated, fenced outdoor area B. toys and equipment: appropriate for age, stored within reach, cribs, infant seats and low tables available, small riding toys, swings, slides, and sandbox C. Caregiver- child ratio: no more than 1:3 for infants, 1:6 for toddlers, and no more than 6 for infants and 12 for toddlers per group D. Daily activities: time for active play, quiet play, naps, snacks, and meals, flexible, warm, supportive, never left unsupervised Early Intervention for At- Risk Infants and Toddlers 1. Describe the goals of center - and home - based interventions for low- SES infants and toddlers. (pp. 170 171) Center - based: children get educational, nutritional, and health services, and child- rearing and other social suppor t are provided to parents as well Home- based: teaches parents how to stimulate their child's development 2. True or False: In most intervention programs, participating children score higher than untreated controls on mental tests by age 2. (p. 171) 3. List the main features of the Carolina Abecedarian Project. (p. 171) treatment infants went to full - time child care through preschool years where they received stimulation aimed at promoting motor, cognitive, language, and social skills, control group got nothing, IQs diverged and treated kids had higher 4. Describe the long- term benefits of the Carolina Abecedarian project. (p. 171) children were able to reach their potential Language Development 1. On average, children say their first word at _______ months of age. (p. 172) Theories of Language Development 1. Match the following terms with the appropriate description. (pp. 172 174) Behaviorist perspective: A theory stating that children acquire language through operant conditioning, imitation, and reinforcement Nativist perspective: A theory arguing that children are biologically primed to acquire language Interactionist perspective: A theory stating that language development reflects interactions between the child s inner capacities and environmental influences 2. True or False: Research suppor ts the idea that there is a sensitive period for language acquisition. (p. 173) Getting Ready to Talk 1. Around 2 months, babies begin to make vowel- like noises, called cooing . Around 4 months, babbling appears, in which infants repeat consonant vowel combinations in long strings. (p. 173) 2. What evidence indicates that experience contributes to the development of babbling? (p. 173) PUZZLE 5.1 TERM REVIEW  2. Zone of _____ development: a range of tasks that the child cannot yet handle independently but can do with the help of more skilled partners  5. _____ register: first part of the mental system where sights and sounds are represented directly but held only briefly  7. A specific structure, or organized way of making sense of experience, that changes with age  9. Infantile _____: the inability to remember events before age 3 10. _____ memory: represen ta tions of special, one- time events that are long- lasting and particularly meaningful in terms of the life story that each of us creates 13. _____ reaction: infants try to repeat a chance event caused by their own motor activity 14. Type of memory that involves generating a mental represen ta tion of an absent stimulus 15. _____- of- expectation method: use of habituation procedures to examine infants understanding of physical experience 16. _____- _____memory: the part of the mental system that contains our permanent knowledge base 17. Process of building schemas through direct interaction with the environment 18. Object _____: understanding that objects continue to exist when they are out of sight Down  1. _____ behavior: sequence of actions in which schemas are deliberately combined to solve a problem  3. Use of current schemas to interpret the external world  4. Piaget s first stage, during which infants and toddlers  think with their eyes, ears, and hands  6. Internal rearrangement and linking together of schemas so that they form a strongly interconnected cognitive system  7. Giving the test to a large, representa tive sample and using the results as the standard for interpreting scores  8. Type of memory that involves noticing whether a stimulus is identical or similar to one previously experienced 11. Creation of new schemas or adjustment of old ones to produce a better fit with the environment 12. _____ memory: conscious part of the mental system where we work on a limited amount of information to ensure that it will be retained 19. Central _____: part of working memory that directs the flow of information by coordinating information coming from the environment with information already in the system PUZZLE 5.2 TERM REVIEW Across 6. _____- _____ play: type of play in which children pretend, acting out everyday and imaginary activities 8. Mental _____: an internal image of an absent object or past event 9. _____ quotient: a score on an infant intelligence test that is based primarily on perceptual and motor responses 11. Perspective emphasizing that babies are born with knowledge systems (2 words) 12. _____- _____ speech: form of speech marked by high- pitched, exaggerated expression, clear pronunciations, distinct pauses between speech segments, and repetition of new words 13. Early vocabulary error in which a word is applied too narrowly 16. _____ quotient: a score that permits an individual s performance to be compared to the typical performance of same- age individuals 19. Repetition of consonant - vowel combinations in long strings, beginning around 4 months of age 20. Pleasant vowel- like noises made by infants beginning around 2 months of age Down 1. Mental _____: learned procedures that operate on and transform information 2. _____ speech: children s two- word utterances that leave out smaller and less importan t words 3. Early vocabulary error in which a word is applied too broadly to a wider collection of objects and events than is appropriate 4. Checklist for gathering information about the quality of children s home lives (abbr.) 5. _____ attention: infants gaze in the same direction as adults, and adults follow the baby s line of vision and comment on what the infant sees, labeling the baby s environment 7. _____ appropriate practice: set of standards devised by NAEYC that specify program characteris tics that meet the developmental and individual needs of young children varying in age 10. In Chomsky s theory, an inborn system that permits children to speak in a rule- oriented fashion as soon as they learn enough words (abbr.) 14. _____ style of language learning: toddlers use language mainly to label objects 15. _____ imitation: ability to remember and copy the behavior of models who are not immediately present 17. _____ distribution: bell- shaped distribution in which most scores cluster around the average when individual differences in large samples are measured. 18. _____ style of language learning: toddlers use language mainly to talk about people s feelings and needs CROSSWORD PUZZLE SOLUTIONS PUZZLE 5.1 PUZZLE 5.2 9. The three parts of the information - processing system are (p. 160) a. sensation, perception, and interpretation. b. assimilation, accommodation, and equilibration. c. stimulus input, input manipulation, and response output. d. the sensory register, working memory, and long- term memory. 10. Internal depictions of information that the mind can manipulate are called (p. 154) a. mental representations. b. circular reactions. c. invisible displacements. d. deferred imitations. 11. Which type of memory involves noticing whether a new experience is identical or similar to one previously experienced? (p. 162) a. recall b. recognition c. autobiographical d. retrospective 12. Sights and sounds are represented directly and stored briefly in (p. 160) a. working memory. b. the sensory register. c. short - term memory. d. long- term memory. 13. Based on similar overall appearance or prominent object parts, babies earliest categories are (p. 164) a. perceptual. b. conceptual. c. familial. d. sustained. 14. Which of the following statements accurately describes the stability of IQ? (p. 168) a. IQ scores are relatively stable throughout the lifespan. b. IQ scores obtained in infancy accurately predict IQ in early childhood. c. The majority of children show substantial IQ fluctuations between toddlerhood and adolescence. d. The younger the child at the time of the first testing, the better the prediction of later IQ. 15. Today, most infant intelligence tests are used for (p. 168) a. making long- term predictions about intelligence. b. identifying babies who may be at risk for developmental problems in the future. c. determining cognitive strengths. d. determining language delays. 16. Which of the following provides evidence that children are biologically primed to acquire language? (p. 173) a. Children s first word combinations do not appear to follow grammatical rules. b. Parental reinforcement results in rapid vocabulary acquisition. c. Children all over the world reach major language development milestones in a similar sequence. d. Children s progress in mastering many sentence constructions is steady and gradual. 17. By age 6, children have a vocabulary of about (p. 172) a. 1,000 words. b. 10,000 words. c. 100,000 words. d. 1,000,000 words. 18. One- year- old Fiona uses the word doggie to refer only to her family s pet dog and not to other dogs. Fiona s error is known as an (p. 175) a. underextension. b. overextension. c. underregulariza tion. d. overregulariza tion. 19. When first learning to talk, Alex used words mostly to label objects, such as  doggie,  ball,  car, and  book. Alex s style of language learning is best categorized as (p. 176) a. expressive. b. referential. c. concrete. d. attributional. 20. The innate system that contains a set of rules common to all languages is called the (p. 173) a. Early Head Start. b. Chomsky device. c. Home Observation. d. language acquisition device (LAD). PRACTICE TEST #2 1. On a trip to a farm, 2- year- old Liam sees a horse for the first time. Noticing the horse s four legs, tail, and fur, Liam integrates it into his  dog scheme. This is an example of (p. 152) a. accommodat ion. b. assimilation. c. organization. d. equilibrium. 2. According to Piaget, when children create new schemes or adjust old ones to produce a better fit with the environment, they are using (p. 152) a. overextension. b. recognition. c. accommodation. d. intentional behavior. 3. A child will eventually relate  dropping a ball to  throwing a ball, which is an example of (p. 152) a. organization. b. assimilation. c. accommodat ion. d. recognition. 4. Tertiary circular reactions differ from primary and secondary circular reactions in that they are (p. 154) a. rich in mental representation. b. directed toward the environment. c. centered around the infant s own body. d. deliberately exploratory. 5. In which Substage do babies suck, grasp, and look in much the same way? (p. 153) a. Substage 1 b. Substage 2 b. social experiences. c. nutrition. d. infant physical care practices. 14. The Bayley Scales of Infant Development is suitable for children between (p. 167) a. 1 month and 6 months. b. 1 month and 3 1 ∕2 years. c. 6 months and 1 1∕2 years. d. 3 years and 5 years. 15. Because of concerns that infant test scores do not tap the same dimensions of intelligence measured at older ages, they are conservatively labeled (p. 168) a. developmental quotients. b. normal distributions. c. home observations. d. screening quotients. 16. The checklist for gathering information about the quality of children s home lives through observation and interviews with parents is called (p. 168) a. the Bayley Scales of Infant Development. b. the Intelligence Quotient. c. the Home Observation for Measurement of the Environment. d. standardiza tion. 17. Gains in IQ and academic achievement are greates t when early intervention (p. 171) a. begins in the primary grades. b. includes home visits. c. is intense and long lasting. d. is indirect, focusing on availability of community services rather than child and family functioning. 18. According to the nativist perspective, the early and rapid development of language in humans is due primarily to (p. 173) a. parental reinforcement of children s communication attempts. b. an innate system that contains a set of rules common to all languages. c. children s ability to imitate other people. d. parents use of child- directed speech. 19. Research on babbling suggests that (p. 174) a. babies in industrialized countries begin babbling a few months before babies in nonindus t rialized countries. b. sounds of infants native language are incorporated into their babbling even in the absence of exposure to human speech. c. hearing - impaired infants do not babble. d. early babbling is due to maturation, since babies everywhere start babbling at about the same age and produce a similar range of early sounds. 20.  Mommy shoe and  Baby go are both examples of (p. 176) a. telegraphic speech. b. expressive style. c. overextension. d. underextension.