Docsity
Docsity

Prepare for your exams
Prepare for your exams

Study with the several resources on Docsity


Earn points to download
Earn points to download

Earn points by helping other students or get them with a premium plan


Guidelines and tips
Guidelines and tips

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

Psych 350 Exam 2 question and correct answer 2022.doc

Typology: Exams

2024/2025

Available from 07/06/2025

Toperthetop
Toperthetop 🇬🇧

3.2

(5)

7.5K documents

1 / 6

Toggle sidebar

This page cannot be seen from the preview

Don't miss anything!

bg1
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
pf3
pf4
pf5

Partial preview of the text

Download Psych 350 Exam 2 question and correct answer 2022.doc and more Exams Nursing in PDF only on Docsity!

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