Dev L1/2/3

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  • Created by: freya_bc
  • Created on: 18-04-17 15:30
BF Skinner
mini adults, quantitative process, dev is continuous, continuity between species, radical empiricism, rein, shaped via successive approximations
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Pavlov
CC
2 of 55
Chomsky
nativist, maturational unfolding, biologically prepared/ equipped to learn
3 of 55
Piaget
constructivism, discontinuity stages, egocentrism, intra- and inter- dialetical clash and cog conflict
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Siegler (1966)
overlapping waves theory - time where flick between old and new way of understanding old way still influences your thinking
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Microgenetic approahc
testing children over the period of transition
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Freud
sexual fixations personality dev, oral stage, erogenous zones, oral anal phallic latency genital
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Lorenz
nativist imprinting geese, begin to form attachment 10 hours after hatching, 30 hours peak
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Bowlby
monotropy, critical period at 1 year, separation, deprivation, monotropy, affectionless psychopathy
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Ainsworth
Strange Situation Paradigm- if younger than 8mo less reaction cycles of abuse
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Sensori motor
0-2 infancy, failure to differentiate between self and surrounds
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Solipsism
failure to distinguish between yourself the res tof the universe- no understanding of the permanent existing of things other than the self
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Age when dev mental imagery
24mo
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S-M Stage 3
4-8mo grasping, dont have dexterity to move cloth etc but can normally pick up and grasp
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S-M stage 4
8-12mo can retieve hidden rattle, a not B task understand in temrs of their previous experiences of it- perception is subordinate to action
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S-M stage 5
12-18mo can do A not B, no longer dominated by own actions in understanding but difficulty understanding objects that are not directly sensed, cannot move when hidden
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SM stage 6
18-24mo conceive objects indep of self, no solipsism, mental imagary
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Hughes (1975)
acknowledged views of others differed from own, 90% hide doll where couldnt be seen by policeman , intersecting walls from dolls house hide doll so not caught by policeman 90% 3-5yo put in correct place C- no sign of egocentrsim
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Donaldson
attributes this ability to human sense
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Level 1 perspective taking
Understanding than on obstacle prevents another person seeing what you see
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Level 2 perspective taking
Understanding how an object looks from a vantage point other than your own
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Flavell et al., (1981)
double sided picture of a turtle, back on one side and underneath on other- had to explain what they could see and what exp could, 3yo could only explain own view, 4yo could- children do have some grasp of what others see before egocentrism goes
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Borke (1975)
task similar to 3M rotate model to show opposite side children 5yo rotated 180d
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McGarrigle and Donaldson (1974)
children misunderstand piagets original conservation study because didnt understand communication want to confirm to experimenters rules, naughty teddy experiment comes along and moves counters, get it right
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Moore andFrye (1986)
modified naughty teddy- teddy come and add counter, - gave conserving answer when should have given non-conserving
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Light et al., (1979)
confirming correct judgements were merely false positives
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Russell (1976)
areas made by loops of string, same area in A and B, transform B into rectangle shape C-area dif perim constant
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Bryant and Trabasso (1971)
transitive inference- pretrained children in relative lengths of sticks- red, white, yellow, blue the green (long to short) couldnt answer whether white or blue longer bc never made this judgement- children over learned premises problem, 4yo rem orde
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Bryant and Kopytynska (1976)
block with 2 holes one 10cm deep other 15cm, stick with band in middle, when dropped in shallow band in view, deeper not
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Pears and Bryant (1990)
4 towers made of two coloured building blocks, make tower out of 5 dif colours used in other towers r,g,y,w when asked which colour would be higher out of green or yellow most said green
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Russell (1978)
unlikely to do task due to memory- young children dont have lgoic that if A is bigger than stick B is smaller than stick A- 1/3 couldnt connect facts
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What is inference by elimination
finding correct answer by ruling out alternatives (Mitchell and Robinson, 1992)
32 of 55
Rai and Mitchell (2006)
decide murkor is the 3rd character because can already assign a name to the other two
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Dias and Harris (1990)
tiddles fish, tiddles lived in tree, couldnt understand but when told alien plant more willing to accept, children 4yo grasp syllogisms
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Donaldson (1978)
Children not immature just dont understand what asked, human sense
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Rose and Blank (1974)
when not asked first question in conservation of number task 6yo gave correct answers
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McGariggle and Donaldson
Are there more black steps to go to the chair or more steps to table? 38% 6yo gave correct judgement, cannot differentiate class and subclass, 66% of 6yo correct when more steps to chair or table
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Light, Buckingham and Robbins (1979)
change appeared accidental rather than naughty teddy, glass crack in conservation of volume- then getting it right
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McGarrigle and Donaldson (1975)
cows- more black cows or black horses 86% become comparing subclasses, cannot compare black cows and cows (subclass and full set) not issue with class inclusion more making sense of Q
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Vygotsky
social constructivism, 6yo idiosyncratic speech, ZPD, role of culture/historical progression
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Wood, Bruner and Ross (1976)
scaffolding- helped by more capable peers, adults, older children to help acquire new level of understanding in a natural way
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Piaget
constructism knowledge is constructed as we develop
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Russell (1982)
conservation of length- pencils moved together then one furhter up, young child says moved marker is longer, dialectical clash, even if socially dominant conserving answer will provail - support for Vyg
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Formal op test
weight, length, force and height, need foresight to run intepretable data, 10yo formal op is content free can apply to any problem een if havent previously encountered it
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Johnson-Laird and Wason (1972)
EK47 need to check E and 7 to falsify, Piaget may be wrong to sya f-o is content specific confirmation bias
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Cheng and Holyoak (1985)
pragmatic reasoning task- those form HK more able to resolve scenario as familiar with it, concrete, if envelope sealed must have a 20c stamp, critically dependent on content
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elkind (1966)
adolescent egocentrism- personal fable, imaginary audience, private god, risk taking
47 of 55
Bower (1965)
trained 1 and 2mo babies to move head when shown box of certain size rewarded when done so, shifted box into distance and continue dit move head, C: size constancy and OP
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Baillargeon, Spelke, Wasserman (1985)
5mo babies with board pivoted at one side- swung back and fourth through 180d(like drawbridge) appeared to pass through solid object, prolonged gaze
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Wynn (1992)
2 balls shown to 4mo, hid behind screen, shown adult removing one of them, habituated at impossible event of 2 balls still being present C: OP
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Butterworth (1981)
early OP is surprisingly sophisticated
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Scaife and Bruner (1975)
Butterworth- 6-8mo face mum, break eyecontact to look at point in room , infant looked at same point C: knew that enduring world/things worth vieiwng arent always visible to them
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Harris (1974)
two ramps back to back each with toy in garage at end, rolled toy down A, infant retrieved, 4th trial ramp B infant still reached in A at first, A like carport where could see through and no car present, ignored visual presence of car going into B
53 of 55
Bremner and Bryant (1977)
prompting infants to search B but nonetheless how rely on past actions, 3 trials rattle at A, move child place rattle at B, infant did look but made same searching movement as would have done if sat at other end of table. B same as A earlier
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cont
8-10mo understand that object in terms of previous reaching movement, Piaget part right and wrong- can distinguish between self and other in world but reliant on own actions, issues seeing world independent of self
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Card 2

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Pavlov

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CC

Card 3

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Chomsky

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Card 4

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Piaget

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Card 5

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Siegler (1966)

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