1
Q
Infant Research Methods
A
- habituation: babies attend to novel things and get bored by repetition; if they regain interest, they think something novel has occurred
- suck more on pacifier when excited or interested
- look more at things they are interested in
2
Q
Piaget’s 4 Stages of Development
A
- operation: reversible process that relates one object or form of object to another
- schema: mental blueprint for class of actions that can be performed on things in the environment
- sensorimotor stage to preoperational stage to stage of concrete operations to stage of formal operations
- children go through all stages at different rates but cannot skip any stages
3
Q
Schema Changes
A
- assimilation: new experience is incorporated into an existing schema
- accommodation: schemas are changed to take into account new experiences
- learning is a change of schema
4
Q
Sensorimotor Stage
A
- disconnected perceptual experiences
- object permanence: even if an object is not in view, it still exists
5
Q
Preoperational Stage
A
- don’t know physical rules that can change objects
- conservation: changing the appearance or presentation of something doesn’t change what it is or the amount of it
6
Q
Theory of Mind
A
- ability to acknowledge what others know and their mental states
7
Q
Sally-Anne Experiment
A
- Sally puts a ball in a red cupboard and Anne moves it to the blue cupboard while Sally isn’t there
- children were asked where Sally would check for the ball
- children with autism spectrum disorder were unable to see Sally’s perspective as different from their own (also have issues with reflecting on their own mental states)
8
Q
Stage of Concrete Operations and Stage of Formal Operations
A
- principles guide how the whole world works
- reasoning: operations can apply to abstract things
- adult-like reasoning develops in the stage of formal operations
9
Q
Issues with Piaget’s Theory
A
- overestimated how abstract our reasoning becomes
- underestimated how much knowledge kids have (some learn object permanence earlier than hypothesized)
10
Q
Kohlberg’s Levels of Moral Thinking
A
- preconventional morality: act in self interest and obey rules to avoid punishment and gain rewards
- conventional morality: uphold laws and rules to gain social approval or maintain social order
- postconventional morality: actions reflect belief in basic rights and self-defined ethical principles
11
Q
Erikson’s Stages of Psychosocial Development
A
- each stage of life has its own psychosocial task (crisis that needs resolution)
12
Q
Child to Parent Attachment
A
- attachment: long lasting emotional bond that develops between infants and their caregivers
- proof of attachment: separation anxiety, pleasure at reunion, stranger anxiety (diminishes if parent is around), and exploratory behavior (will engage in it when parent is around)
13
Q
Drive-Reduction Theory (Cupboard Theory)
A
- children become attached to their mothers because their mothers provide for their needs
- invalid because attachments develop to people who don’t fulfill these needs
14
Q
Harlow Experiments
A
- had a wire mother and cloth mother
- subjects would cling to the cloth mother more even if it wasn’t the one feeding them
15
Q
Evolutionary Theory
A
- attachment is a behavior pattern that promotes evolutionary fitness (attached babies are more likely to survive than unattached ones)
16
Q
Strange Situation Experiment
A
- phase 1: parent and child are alone in the room
- phase 2: child explores room (proof of exploratory behavior)
- phase 3: stranger enters room, talks to parent, and approaches child (less stranger anxiety)
- phase 4: parent leaves the room (increased stranger anxiety and separation anxiety)
- phase 5: parent returns and comforts child (pleasure at reunion)
17
Q
Attachment Types
A
- secure: can be independent and seek out caregiver for comfort
- avoidant: feels rejected and thus appears withdrawn and quiet
- ambivalent: expresses anxiety in their environment and can appear distracted or lacking focus
PSYC 1
flashcards
Decks in class (13)
# Cards
