Quiz 2 Study Guide - Child and Adolescent Development Professor Amy Parks PDF

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Child and Adolescent Development
Professor Amy Parks...

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QUIZ 2 STUDY GUIDE CHAPTERS 5-8 Chapter 5 Nativism (note details of theory) View that most perceptual abilities are inborn Skills = already present in newborns/young infants Able to identify mothers by sight, smell, and sound Don’t have to be taught what to look at (“rules” at birth) Built in assumptions/biases about how world is organized “rules” seem to change w/ age in bursts 2-3 months Detailed visual analysis Able to track objects smoothly 4 months Discrimination skills (depth perception and coordination of auditory and visual information) Comparison of perceptual development of babies born on time vs born post-term Seems maturational age (not experience) matters -> strengthens nativist case Empiricism (note details of theory including maintenance and attunement) Perceptual abilities are learned Some minimum level of experience = necessary to support development of perceptual systems Pattern of environmental effect Aslin calls maintenance Ex. animals deprived of light -> deterioration of visual system (same w/ auditory) Infants lacking sufficient perceptual stimulation may develop more slowly Attunement – animals completely deprived of visual experiences in early months of life never develop the same degree of depth perception as those w/ full visual experience Ability to integrate info about diff senses also depends on early experience Fail to develop unless info that requires multiple sensory modalities = present in environment in first few months after birth How do they relate to nature vs nurture? Study of perceptual development = key in nature vs nurture (nativism vs empiricism) Interaction between inborn and experiential factors Child is able to make visual discriminations between people/objects in first few weeks of life (nativism) but specific discrimination and recognition learned depends on experience (empiricism) Ex. can discrimination mother’s face from another woman’s early on Both nature and nurture are involved What is perception? What are the different types of perception? Asking what the individual does w/ the sensory information – how is it interpreted/combined?

Very young infants able to make fine discrimination among sounds/signs/physical sensations & pay attention/respond to patterns Looking – can infant perceive environment same as older children/adults? Pattern of looking tells about what they are trying to gain from visual info Depth perception – judge depth using any (or all) three different kinds of info Binocular cues – both eyes, each gets slightly different visual image + info from muscles of the eye tell you how far away something is By 4 months Monocular cues – pictorial information Interposition – when one object is in front of another, it is closer + size of objects in the distance By 5-7 months Kinetic cues – from either own motion or motion of some object Motion parallax – if you move your head, objects closer seem to move more By 3 months Stereopsis – mature form of depth perception = incomplete at 6 months Binocular fusion develops over first 10 years of life First 2 months – babies look for meaningful patterns through scanning till they find an edge and then examine the edge Listening – young infants pay attention to patterns (speech sounds), sometimes better than adults Up to 6 months – accurately discriminate all sound contrasts that appear in any language, including sounds they don’t hear in the language spoken to them 6 months – lose ability to distinguish vowel pairs in other language 1 – Nonheard Consonants = hard to discriminate Sensitive to intonational and stress patterns of speech 5 months – recognize own name Infants = able to recognize universal in infant-directed singing (play songs vs lullabies) Intermodal perception – formation of a single perception of a stimulus that is based on info from two or more senses Piaget believes it was not present until late in 1st year (after experiences) Some argue some intersensory integration/transfer = built in at birth Important in infant learning Perceptual constancies – collection of mental rules that allow humans tp perceive shape, size, and color as constant even when perceptual conditions (such as amount of light, angle of view, and the like) change Size constancy, shape constancy, color constancy, object constancy Object permanence – understanding that objects continue to exist even when out of sight Infants pay attention to social/emotional cues in faces at about 2-3 months Chapter 6 Explain Piaget’s ideas of Scheme, Organization, and Adaptation (including the parts) Question: how does a child’s knowledge of the world change w/ age?

Central assumption – child = active participant in development of knowledge, constructing his own understanding Scheme – basic actions of knowing, including both physical actions (sensorimotor schemes like looking/reaching) and mental actions (like classifying, comparing, and reversing) An experience is assimilated into a scheme and scheme is created/modified through accommodation Every baby begins life w/ simple sensory/motor schemes (looking, tasting, touching, hearing & grasping) Toddler later develops mental schemes (categorizing/comparing) Later adds complex mental schemes (deductive analysis or systematic reasoning) Organization – process of deriving generalizable schemes from specific experiences Schemes organize our thinking according to categories that help us determine what kinds of actions to take in response to variations in environmental characteristics Figurative schemes – mental representations of the basic properties of objects in world Ex. child correctly labels object, lists characteristics, & describes typical behavior Operative schemes – mental representations of the logical connections among objects Ex. understand that collies = dogs, dogs = mammals, mammals = animals, etc Adaptation – processes through which schemes change Complements organization by working to change schemes that don’t fit challenges offered by our environments Assimilation – part of adaptation involving absorbing new experiences/info into existing schemes Experience = NOT taken “as is” but is modified to fit preexisting schemes Active process, assimilate info selectively (only w/ info we have) Ex. handles glass ball same as rubber ball Accommodation – part of adaptation by which a person modifies existing schemes as result of new experiences/creates new schemes when old ones no long handle the data Key of developmental change Ex. develop new ball-handling scheme in response to slippery glass ball Equilibration – part of adaptation involving periodic restructuring of schemes to create balance between assimilation and accommodation 3 significant equilibration points: 18-24 months – use of first symbols Ages 5-7 – new set of operative schemes (operations) Adolescence – “operates on” ideas/events/objects Explain Piaget’s stages and be able to apply them 1. Sensorimotor stage – birth-24 months Child uses sensory/motor skills to act on environment Table 6.1 on page 140 - substages 2. Preoperational stage – 24 months-age 6 Ability to use symbols Ex. children this age begin to pretend in play, emergence of language, preschooler’s primitive ability to understand scale models/simple maps 3. Concrete operations stage – ages 6-12 Able to think logically

Most important – reversibility = understanding that both physical actions and mental operations can be reversed Age 7-8: class inclusion principle = ex. banana in class fruit, in class food, etc Inductive logic – own experience to general principle Deductive logic – reasoning from general to particular Horizontal decalage – inconsistent performance on concrete operational tasks 4. Formal operations stage – adolescence Able to manipulate and organize ideas/hypothetical situations/objects Systematic problem solving Hypothetico-deductive reasoning – includes deductive logic + ability to consider hypotheses and hypothetical possibilities How are Information Processing Skills developed? Physical limits on # of different operations that can be performed simultaneously or in given space of time Short-term memory capacity and processing efficiency increases w/ age Over time, the brain and nervous system change physically in fundamental way that allows increases in both response speed and mental processing Acquisition of automaticity – ability to recall info from long-term memory w/out effort Through practice primarily Memory strategies – ways of manipulating info to increase chance it will be remembered Table 6.2 on page 159 – common strategies for remembering Rehearsal, clustering, elaboration, systematic searching Chapter 7 Difference between IQ and Achievement Intelligence quotient (IQ) – orig defined in terms of child’s mental age and chronological age, now computed by comparing child’s performance w/ that of other children of same chronological age Achievement tests – designed to asses child’s learning of specific material taught in school (spelling/arithmetic computation) In US – typically given to all children in designated grades Performance compared to other children in same grade across country IQ test = intended to reveal something about how well child can think and learn while Achievement test = tells something about what child has already learned IQ - Measure child’s basic capacity (underlying competence) Include items designed to tap fairly fundamental intellectual processes such as comparison and analysis Achievement – measure what child actually learned (performance) Call for specific information the child has learned in school/elsewhere Discuss the correlation between IQ scores and family environment Twin & adoption studies – strong hereditary influences on IQ scores Suggests a strong genetic element at work Explains at best 80% individual variation in IQ scores Adoption studies – supports environmental influence on IQ scores

Ex. low class child brought up in middle class house = higher IQ than bio parents Adoption studies suggest families make important contributions to children’s intellectual development Shared environment – characteristics of a family that affect all children in household Risk factors – most important = low socioeconomic status Protective factors – protect children against risks associated w/ poverty Quality of parent-child interaction = important for IQ 5 dimensions of family interaction/stimulation that influence IQ -Page 176 Nonshared environment – characteristics of a family that affect one child and not others  hereditary AND environment are both highly significant in influencing IQ scores reaction range – range w/in upper and lower boundaries of possible functioning established by one’s genes For IQ scores: range of 20-25 points List Garner’s Multiple Intelligences 1. Linguistic – good writers/speakers/learn languages easily/above average linguistic intelligence 2. Logical/Mathematical – learn math and to generate logical solutions to problems 3. Spatial – production and appreciation of art like paintings and sculptures 4. Bodily kinesthetic – ex. professional athletes 5. Musical – ex. musicians/singers/composers/conductors 6. Interpersonal – ex. those in “helping professions” like counselors/social workers/ministers 7. Intrapersonal – good at identifying their own strengths and choosing goals accordingly 8. Naturalistic – ex. scientists, involves ability to recognize patterns in nature Chapter 8 Childhood linguistic phases (pre-linguistic, receptive, and expressive language) Prelinguistic phase – period before a child speaks their first word Early sounds and gestures 1-4 months - some laughing and cooing (repetitive vowel sounds) 6-7 months – consonant sounds & babbling Babbling = ½ baby’s noncrying sounds in 6-12 month period Important preparation for spoken language 9-10 months – babbling = sounds they are listening to (native language) Also first signs that infant understands meaning of individual words spoken to them (receptive language) End of 1st year – gestural language = first signs of expressive language (pointing) 12-13 months – first words 18-24 months – first two-word sentences What is pragmatic language? Pragmatics – rules for the use of language in communicative interaction Rules for taking turns and style of speech appropriate for different listeners

As young as 18 months – show adult patterns of gazing when talking w/ parent (look at person talking, look away when speaking, look back when signaling about to stop talking) As young as 2 years – adapts form of language to situation/person talking to Private speech – may consist of fragmentary sentences, muttering, or instructions to self Nativist and Constructivist language theories Nativist theories – argue that much of what child needs for learning language is built into organism Noam Chomsky – Extreme complexity of task child must accomplish + apparent similarities in steps and stages of children’s early language development across languages and among all children Dan Slobin – assumes every child = born w/ basic language-making capacity w/ set of fundamental operating principles Constructivist theories – argue that child’s construction of language as part of broader process of cognitive development is more important than built-in biases/operating principles Melissa Bowerman – language = used to express only those meanings the child has already formulated independently of language But as child starts to use language to express ideas, very act of creating linguistic frameworks helps them better understand them Cognitive and language development = interdependent processes  As nativists claim, some kind of capacity for processing linguistic information is “hard-wired” into infant brain BUT many developmentalists argue this phenomenon is best understood when integrated into a constructivist view of language development Begins w/ built-in operating principles that aim child’s attention at crucial features of language input. Child then processes that info according to initial strategies/schemes Fostering phonological awareness Phonological awareness – understanding of the rules governing the sounds of a language as well as knowledge of the connection between sounds and the ways they are represented in written language Especially important in l to read Includes child’s knowledge of particular language’s system for representing sounds w/ letters Children more phonologically aware at ages 3,4,5 later learn to read more easily and score higher on reading comprehension tests Can be learned in formal instruction Many of everyday activities preschoolers engage in foster development of phonological awareness (ex. nursery rhymes) Invented spelling – strategy young children w/ good phonological awareness skills use when they write Handwriting and Literacy “Handwriting in early childhood: A strategy for school success” 2014 – Obama $1 bill investment in early childhood education in US

Children from disadvantaged backgrounds particularly benefit from high quality preschool programs that focus on kindergarten readiness readiness is the primary predictor of kindergarten success reading skill at 3rd grade -> high school graduating likelihood handwriting is a key component of literacy in preschool and early childhood Handwriting instruction can start as early as preschool and prekindergarten with the right approach. Handwriting helps develop brain for literacy System in brain recruited in reading AND writing Reading network develops as function of handwriting experience Handwriting -> adult-like neural processing in visual system of preschooler Typing does not have this effect only “free form printing” Universal – cross-cultural and independent of letterforms of language writing by hand activates two regions of the brain: an orthographic decoding system (visual perception) and a kinesthetic gesture system (linking visual and motor) learning to write and to pronounce the elementary sounds of language also promote complex mapping between the visual and auditory systems -> speech production Printing by hand develops fine motor skills -> later cognitive skills Fine motor skills are the strongest predictor of special education referral and the second strongest predictor of kindergarten retention One theory is that higher motor skills are evidence of automaticity: children do not have to “think through” each movement Preschool instruction in handwriting is developmentally appropriate Handwriting supports all Head Start learning domains for school readiness: Social and Emotional Development Language and Literacy Cognition at the preschool level, this specifies math and scientific reasoning Perceptual, Motor, and Physical Development Handwriting instruction in preschool additionally takes advantage of an important developmental period for fine motor skills Handwriting difficulties can signal other developmental issues slow or untidy handwriting can be a marker for several issues, including developmental coordination disorder (DCD) difficulty in handwriting & associated w/ ADHD can predict greater learning difficulties later in life concurrent lower language abilities and more emotional-behavioral problems in preschool children who also had movement difficulties decreased listening & expressive capabilities & more withdrawal Handwriting instruction supports school readiness provide strong foundational skills to prepare young children to enter kindergarten...