Psych 350 Exam 2 question and correct answer 2022.doc | Exams Nursing

Psych 350 Exam 2 question and correct

answer 2022

Name and describe examples of reflexes that are present at birth (particularly ones

mentioned in lecture): - correct answer Shared with adults: Blinking, coughing,

sneezing, etc.

Survival reflexes: breathing, sucking, eyeblink, rooting, swallowing, pupillary

Primitive reflexes: moro, tonic neck, stepping, grasping, babinski, swimming

Know examples supporting the role of culture and experience in the achievement/delay

of motor milestones: - correct answer "Kipsigis" (rural Kenyan) babies sit upright 5

weeks earlier, walk 3 weeks earlier

Western mothers believe crawling is important but 60% of Mali infants never crawl,

believe exercise promotes motor development

Hopi Infants (< ~12 months) - swaddled for first year, almost no delays

Romanian orphans - deprived of crawling/walking up to 2 years, significant but

reversible delays

Describe the developmental progression of reaching and self-locomotion: - correct

answer Reaching - 0-3 months = prereaching movements, clumsy swiping movements

toward general vicinity of objects; ~3 months = successful but poorly controlled,

appreciates functional goal, easier with legs than arms; 7 months = along with ability to

sit independently, reaching becomes stable; 10 months = shows sign of anticipatory

reaching and approach is affected by what they intend to do with the object (e.g.,

throwing vs. stuffing)

Self-locomotion - ~8 months infants become capable of self-locomotion for the first time

as they begin to crawl; ~13 months they begin walking independently

Dynamic systems theory and supporting examples: - correct answer Development of

complex behaviors should be understood in terms of a complex interaction of physical,

environmental, & perceptual factors; actions can be influenced by bodily mechanisms

(e.g., increases in strength, posture control, balance, perception, motivation, etc.)

Main conclusion from studies with animals (e.g., baby chicks, cats): - correct answer

Eye-beak coordination in baby chicks - effects of pecking with and without prism helmet

Active vs. passive experience with kittens - only active kitten responded normally =

avoid the visual cliff, blinked in response to incoming stimuli, lowered feet toward an

approaching surface

How active vs. passive experience affects motor development: - correct answer 2 - 3

months old; active = bring child to toy (moving towards, actively touching); passive =

bring toy to child (sitting there, waiting for toy); babies with active training/experience

spend more time reaching for things vs. babies with passive training

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Psych 350 Exam 2 question and correct

answer 2022

Name and describe examples of reflexes that are present at birth (particularly ones mentioned in lecture): - correct answer Shared with adults: Blinking, coughing, sneezing, etc. Survival reflexes: breathing, sucking, eyeblink, rooting, swallowing, pupillary Primitive reflexes: moro, tonic neck, stepping, grasping, babinski, swimming Know examples supporting the role of culture and experience in the achievement/delay of motor milestones: - correct answer "Kipsigis" (rural Kenyan) babies sit upright 5 weeks earlier, walk 3 weeks earlier Western mothers believe crawling is important but 60% of Mali infants never crawl, believe exercise promotes motor development Hopi Infants (< ~12 months) - swaddled for first year, almost no delays Romanian orphans - deprived of crawling/walking up to 2 years, significant but reversible delays Describe the developmental progression of reaching and self-locomotion: - correct answer Reaching - 0-3 months = prereaching movements, clumsy swiping movements toward general vicinity of objects; ~3 months = successful but poorly controlled, appreciates functional goal, easier with legs than arms; 7 months = along with ability to sit independently, reaching becomes stable; 10 months = shows sign of anticipatory reaching and approach is affected by what they intend to do with the object (e.g., throwing vs. stuffing) Self-locomotion - ~8 months infants become capable of self-locomotion for the first time as they begin to crawl; ~13 months they begin walking independently Dynamic systems theory and supporting examples: - correct answer Development of complex behaviors should be understood in terms of a complex interaction of physical, environmental, & perceptual factors; actions can be influenced by bodily mechanisms (e.g., increases in strength, posture control, balance, perception, motivation, etc.) Main conclusion from studies with animals (e.g., baby chicks, cats): - correct answer Eye-beak coordination in baby chicks - effects of pecking with and without prism helmet on Active vs. passive experience with kittens - only active kitten responded normally = avoid the visual cliff, blinked in response to incoming stimuli, lowered feet toward an approaching surface How active vs. passive experience affects motor development: - correct answer 2 - 3 months old; active = bring child to toy (moving towards, actively touching); passive = bring toy to child (sitting there, waiting for toy); babies with active training/experience spend more time reaching for things vs. babies with passive training

Visual "flow fields" and how they support experience-based theories of motor development, and the important connection between vision and movement: - correct answer Vision provides valuable information about how we are moving; walking at different speeds produces different "flow patterns" or "visual flow fields" that we use to help balance - e.g., blind children show delays in walking Definitions and examples for each type of learning ability (habituation, classical, operant, statistical, observational): - correct answer Habituation - desensitization/exposure therapy Classical - Pavlovian conditioning Operant - instrumental, learning the relation between own behavior & consequential result, usually involves positive reinforcement, observed by at least 2 months Statistical - implicit, infants are sensitive to statistically predictive patterns Observational - aka social learning, direct imitation, deferred imitation Know examples of how our nature makes some things easier/harder to learn: - correct answer "Prepared Learning" - biological predispositions (e.g., imprinting - easy to learn) (e.g., harder to learn fear of nice things such as flowers or rabbits - predisposed to fear of spiders b/c coevolved together) "Infantile amnesia" and possible explanations: - correct answer Remember very little before age of 3 or 4 years old; doesn't apply to implicit & semantic/procedural memory; Freudian theory = repression/"retrieval theory"; encoding fidelity = poor information processing (myelinization of neural tissue, development of hippocampus, maturation of the cortex) Object permanence tasks (including the "A not B" task) - general results at different ages with different methods (e.g., reaching vs. looking time): - correct answer The A not B task - ~9-12 mos= tendency to reach to where objects have been found before, rather than to where they were last hidden The ability to imitate a model that is no longer present (e.g., imitation happens hours, days, weeks afterwards) 18-24 months= The first sign of infants forming enduring mental representations Piagetian learning mechanisms - accommodation/assimilation/equilibrium: - correct answer Assimilation = translate incoming information into a previously understood form (e.g., extend a known action pattern to a new object); integrating reality into one's own view Accommodation = adapt current knowledge structures in response to new experiences (e.g., modifying action pattern to deal with new object); change one's view to better match reality Equilibrium = learning is a process of balancing the two (assimilation & accommodation) to create a stable understanding

their social functioning; trouble establishing joint attention with other people and show less distress than other children when other people appear distressed; poor language skills further limit their opportunities to learn about others' thoughts and feelings; impaired understanding that beliefs affect behavior even in comparison to children with mental retardation and to deaf children who acquire sign language late in development Perspective taking/egocentricism: - correct answer Egocentricism = talking about yourself a lot Perspective taking = Piaget's "3-Mountains" task; why children are bad hiders Picture-, scale- and 3D-model errors (general ages and main results): - correct answer Picture-model errors = ~9 months, 2.5-year old succeed when picture is used Scale-model errors = children up to 3 years of age typically fall this task; why? - memory? Symbol-referent relationship between the model and the room? Failure must be due to dual representation because children succeed on the "shrinking room" task 3D-model errors = 3D symbols are hard (hard to see as symbols, hard to perform on tasks) Problem of Dual Representation: - correct answer A symbol can be construed in two ways at the same time - real object, representation of something else Children's drawings and understanding of intentions: - correct answer Symbols = intentional creations; children remember what they intended to draw (~3 to 4 years of age) Imaginary companions and pretend play (types and benefits): - correct answer Pretense

Pretend play = make-belief activities in which children create new symbolic relations, emerges at about 18 months of age; object substitution = a form of pretense in which an object is used as something other than itself (banana as phone); Imaginary companions = more are firstborns or only children; correlated with lack of television, verbal skill, and advanced theories of mind; used for company, deflecting blame, indirect communication Advanced pretense - sociodramatic play = activities in which children enact minidramas with other children or adults, emerges at about 30 months Vygotsky's theory of social development: - correct answer Children construct their knowledge, development cannot be separated from its social context, pretense boosts children within their "Zone of Proximal Development" Definitions/examples of morphemes, phonemes, syntax, semantics: - correct answer Morpheme - a meaningful morphological unit of a language that cannot be further divided (e.g., in, come, -ing, forming incoming) Phonemes - the elementary units of sound that distinguish meaning; English uses just 45 of 200 sounds found in all languages; minor sound differences have big consequences; cross-cultural variation in which sounds are important Syntax - the arrangement of words and phrases to create well-formed sentences in a language

Semantics - the branch of linguistics and logic concerned with meaning; the meaning of a word, phrase, sentence or text Developmental patterns of infant phoneme perception (methods and findings): - correct answer Possibility 1 - babies need to learn to tell different phonemes (speech sounds) apart through experience Possibility 2 - babies need to unlearn recognizing the variations of sounds that aren't important in their language Findings - 6-month-olds from English-speaking families easily discriminate between syllables in Hindi and Nthlakapmx, but 10- and 12-month-olds do not; at ~6 months predict vocab and grammar Problem of reference (e.g., Quine's "gavagai" problem): - correct answer Indeterminacy of translation - Quine uses the example of the word "gavagai" uttered by a native speaker of the unknown language Arunta upon seeing a rabbit, a speaker of English could do what seems natural and translate this as "Lo, a rabbit," but the word could have meant many things such as rabbit, jack rabbit, maml, animal, ear or other body part, fluffy, white, etc. - labeling is ambiguous! Know the different constraints/biases on word learning (mutual exclusivity, shape bias, syntactic bootstrapping, etc. - be comfortable naming examples): - correct answer Whole-object bias - children assume the word refers to the whole object and not part, action, or property Shape bias - children generalize a novel word to objects of the same shape Taxonomic constraint - children extend words to others in the same category Mutual exclusivity - assumption that a given entity will have only one name; learn new word by contrasting with a familiar word (aka Lexical Contrast) Linguistic context - syntactic form of a word (e.g., noun, verb) influences interpretation of what the word refers to Social pragmatics - paying attention to social cues/context; referencing adult's attention, emotion, intentionality (e.g., assume labels refer to intentional rather than accidental actions) Over-regularization: - correct answer Grammar Knowledge; treating irregular words as regular (e.g., "they goed to the store") Evidence for a language critical period: - correct answer To learn language, children must be exposed to other people using language (spoken or signed) and timing matters; sometime between age 5 and puberty, language acquisition becomes much more difficult & less successful; difficulties feral children have in acquiring language in adolescence; comparisons of the effects of brain damage suffered at different ages on language; language capabilities of bilingual adults who acquired their second language at different ages Brain lateralization in language learning: - correct answer Studies of individuals with brain damage resulting in aphasia provide evidence of specialization for language within

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Psych 350 Exam 2 question and correct

answer 2022