Quiz
Ch 9 Psych
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Questions in this quiz (35)
1Before Birth:
[blank_start]__________[blank_end]: conception to ~ [blank_start]___[blank_end] months
[blank_start]_________[blank_end]_: after ~ [blank_start]___[blank_end] months (1 inch), 3 months (4 inches, resembles baby with some reflexes, 7 months (16 inches, full reflex pattern)- A2
- Bembryo
- Cfetus
- D2
2[blank_start]______________[blank_end] Birth: Newborn human infants relatively helpless compared to other newborn animals
- Aafter
3After birth is explosive growth in size and abilities. Brain is at [blank_start]______[blank_end]% of final weight at birth, and 75% at [blank_start]2 and a half[blank_end] years.
- A2 and a half
- B23
4[blank_start]Dynamic System Theory[blank_end]: Development is a self-organizing process where new forms of behavior emerge through interaction biological changes ([blank_start]nature[blank_end]) and cultural and environmental contexts ([blank_start]nurture[blank_end])
- ADynamic System Theory
- Bnature
- Cnurture
5[blank_start]Grasp[blank_end] reflex: baby will grasp what is placed in palm (stops at about 3 to 4 months)
- AGrasp
6[blank_start]Rooting[blank_end] reflex: touch on baby’s cheeks will cause head turn towards touch and eventual placement in mouth and sucking reflex
- ARooting
7Sensory abilities: senses work relatively [blank_start]well[blank_end] from birth
- Awell
8Hearing: can discriminate tones and show preference for mother’s voice - adult level of hearing by [blank_start]6[blank_end] months
- A6
9Vision: Infants have [blank_start]poor[blank_end] acuity at birth, perhaps due to slow development of cones and visual cortex.
- Apoor
10Rapid development in acuity in first 6 months, adult levels by [blank_start]one[blank_end] year.
- Aone, 1
11Poor depth perception- [blank_start]binocular disparity[blank_end] not until 3, 4 months
- Abinocular disparity
12Taste, touch, smell: all relatively [blank_start]good[blank_end]
- Agood
13[blank_start]4[blank_end] months: reaching but can’t hold object, no use of different fingers
- A4
14By [blank_start]24[blank_end] months, infant can use fingers separately from thumb
- A24
15[blank_start]Attachment[blank_end]: tendency for infants to bond with caregiver
- AAttachment
16Why do infants form attachments to caregiver?
[blank_start]Cupboard[blank_end] Theory (Freud & Behaviorists): Attachment is necessary for survival because caregiver provides food
[blank_start]Contact Comfort[blank_end] Theory (Bowlby): Attachment is necessary because infants need comfort
Studies comparing cupboard and comfort theories: when raised in isolation, Harlows’s monkeys will cling to comfortable “mother” (that is comfortable terry cloth monkey dummy) even if wire mesh “mother” (that is, wire monkey dummy) provides food- ACupboard
- BContact Comfort
17Assessing attachment:
[blank_start]Separation Anxiety[blank_end]: at about 6 months, infants will show distress when separated from mother
[blank_start]Strange Situation Test:[blank_end] A test devised to assess mother-infant attachment. Child (usually about 1 year old) and mother are placed in new room with toys. Stranger comes in, talks to mother briefly, and mother leaves for a minute. Mother returns.- ASeparation Anxiety
- BStrange Situation Test:
18Strange Situation Test:
child explores room and toys, makes wary overtures toward stranger, shows some distress when mother leaves and greets mother enthusiastically on return (65% of children)- Asecure attachment
- Banxious-ambivalent attachment
- Cavoidant attachment
19Strange situation test: Child is distant and aloof from beginning, shows little distress when mother leaves and little response when she returns (20-25% of children)
- Asecure attachment
- Banxious-ambivalent attachment
- Cavoidant attachment
20Strange situation test: Child is nervous and does not explore even when mother is present, becomes upset and panicky when she leaves, and greets her return with some ambivalence (10-15% of children)
- Asecure attachment
- Banxious ambivalent attachment
- Cavoidant attachment
21A hormone related to breast-feeding also plays a role in maternal feelings of attachment, as well as infant tendency for attachment.............
this is the role of a hormone called: [blank_start]Oxytocin[blank_end]- AOxytocin
22Cognitive abilities also show a characteristic progression of stages of development, example language
[blank_start]3 to 4 months[blank_end]: cooing and babbling
[blank_start]10 months[blank_end]: first word
[blank_start]18 months[blank_end]: one word utterances
[blank_start]24 months[blank_end]: two-word utterances
[blank_start]30 months[blank_end]: 3 word utterances- A3 to 4 months
- B1 to 2 months
- C2 to 3 months
- D7 months
- E9 months
- F10 months
- G14 months
- H16 months
- I18 months
- J20 months
- K24 months
- L22 months
- M30 months
- N28 months
- O34 months
23Progression through stages of development depends on 2 principles. One of them is:
[blank_start]Assimilation[blank_end]: children use mental schemas about the world to interpret and act on the environment. World is assimilated into mental schema or theory about how the world works.- AAssimilation
24Progression through stages of development depends on 2 principles. One of them is:
[blank_start]Accommodation[blank_end]: these schemas change (or are accommodated) to fit evidence from world. Children act like little scientists testing and modifying schemas (theories) of the world.- AAccommodation
25the first stage of Piaget's theory is: [blank_start]object permanence[blank_end]
the first stage of Piaget's theory is: [blank_start]preoperational stage[blank_end]
the first stage of Piaget's theory is: [blank_start]concrete operational stage[blank_end]
the first stage of Piaget's theory is: [blank_start]formal stage[blank_end]- Aobject permanence
- Bpreoperational stage
- Cconcrete operational stage
- Dformal stage
- Econcrete operatonal stage
- Fformal stage
- Gpreoperational stage
- Hobject permanence
- Ipreoperational stage
- Jobject permanence
- Kformal stage
- Lconcrete operational stage
- Mformal stage
- Npreoperational stage
- Oobject permanence
- Pconcrete operational stage
26[blank_start]Sensory-motor intelligence[blank_end]: Birth to 2 years
Child’s early experience is a series of transient sensory and motor experiences, no distinction between objects and “me” or “not me”
Object-permanence: the understanding that an object continues to exist even when it cannot be seen- ASensory-motor intelligence
27The [blank_start]preoperational period[blank_end] (2 to 7 years):
Operations: more sophisticated schemas that are acquired in this stage. Allow for the internal manipulation of ideas according to a stable set of rules - do not emerge fully until about 7 years of age
Basic principles:
Failure of conservation: Children fail to conserve quantity material over space/shape transformations
Egocentism: children fail to realize that there are other selves with different beliefs, perspectives. Children at this stage think others believe or know what they believe. “Theory of Mind”
Later representational thought: by age 3 or 4 children learn to represent world mentally (example small model represents larger room), by 7 they learn how to interrelate these representations.- Apreoperational period
28[blank_start]Concrete operations[blank_end]: from 7 to about 11, child can represent world and apply operations about relations between objects or representations. However, this is limited to concrete events and objects. They have difficulty thinking abstractly.
Example, when asked to solve a problem, children may not always use a logical strategy, but rather try different things to see what works
Example, children know that 6+1 (7) is an odd number, as well as 8+1 (9), but children may not understand that adding 1 to any even number makes an odd number- AConcrete operations
29[blank_start]Formal operations[blank_end]: after 11 or so, children can represent world abstractly to help in problem solving. They can plan, come up with strategies and draw appropriate conclusions.
- AFormal operations
30[blank_start]Habituation procedure[blank_end]: babies will look longer at things that are novel or surprising and not boring (they have become habituated to non-novel object or expected consequence)
- AHabituation procedure
31Piaget's theory is kinda dumb because:
Piaget underestimated intellectual abilities of very young infants
Babies have more sophisticated knowledge of objects than earlier work suggests
How do we know? Habituation procedure:- ATrue
- BFalse
32[blank_start]Object properties[blank_end] (intuitive physics): Babies (4 months or so) know that 2 objects cannot occupy same space at same time.
- AObject properties
33Children develop [blank_start]Theory of Mind[blank_end] (TOM) about the age of four which is a difficulty of Piaget's theory.
It's basically the ability to understand that other people have mental states that influence their behavior.
- the recognition that actions can be intentional reflects a capacity for TOM and it allows people to understand, predict, and attempt to influence other's behavior.- ATheory of Mind
34(Difficulties with Piaget's Theory)
[blank_start]Simple Arithmetic[blank_end] is when Babies have some rudimentary concepts of numbers and addition (10 months or so for small number 1,2,3)- ASimple Arithmetic
35 (Difficulties with Piaget's Theory)
[blank_start]Memory[blank_end]: Infantile amnesia is universal (no recollection before approx. 4)
Recollection for recent events at 3 to 4, but no long term recollection- AMemory
Information
- Description
- Early Development: Growth and Basic Abilities Before Birth After Birth Basic infant abilities Piaget’s Theory of Cognitive Development Stages: Sensory-motor, preoperational, concrete, formal Difficulties with Piaget and additional cognitive abilities Object Properties Simple Arithmetic TOM Memory Sex and Gender
- Author
- olivia huang
- Language
- English
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