Child Psych

our permanent knowledge base

of the information-processing system assumes that we hol, or store info. in three parts of the mental system for processing

• 1. capacity- memory span and processing speed
• 2. strategy use- chunking

• suggest change within each stage due to increase in
• 1. working memory capacity
• 2. brain development
• 3. practice with schemes and automatization
• 4. central conceptual structure

• -generate variety of strategies
• -selected strategies survive
• -others die off

• -try variety of strategies
• -observe how well they work
• - gradually select those leading to rapid, accurate answers

• -using slower technique
• -problem requires it
• -reasoning about concpets
• -being taught

• -sustained
• -selective
• -adaptable

constant

focus back and forth

whats in your best interest

• increases sharply between 2 and 3-1/2 yrs.
• -frontal lobe growth
• -more complex play goals
• - adult scaffolding

• ability to control distracting stimuli
• -internal- thoughts (anxiety)
• -external- distractions (ADHD)

• Improves from infancy on
• -gains on complex tasks from middle school to adolescence

• 1. production deficiency
• 2. control deficicency
• 3. utilization deficiency
• 4. effective strategy use

• inattention
• impulsivity
• excessive motor activity

results in social and academic problems

• -begins in infancy
• -improves with age
• -tools, teaching, practice help children learn to _____

• -postponing action to weigh alternatives (inhibition)
• -organizing task materials
• - remembering steps of plan
• -monitoring how well plan works
• -revising if necessary

• -reherasal
• -organization
• -elaboration

creating shared meaning or a relationship betwn two pieces of info.

• -noticing that a stimulus is identical or similar to one previously experienced
• -easier than recall

• -generating a mental representation of an absent stimulues
• -more difficult than recognition

-we select and interpret info. as it is encoded stored or retrieved

can happen deliberately or due to "fuzzy trace"

• -vast
• - oganized- taconimically or hierarchically
• - grows from episodic memory
• -repeated event form script
• -structed general knowledge

• -long lasting representation of one time events
• -persoanl meaning
• -dev. basis after age 2
• -parents help dev. narrative

• preschoolers' testimony less reliable than school age children's
• - less dev. lang. skills
• -desire to please
• -poorer source-monitoring
• -bias toward specifics; less gist memory
• -less skill with autobiographical narratives-may leave out details
• -suggestibility

• -awareness and understanding of various aspects of thought
• -dev. with
• 1. theory of mind
• 2. knowledge of mental activity- cognitive capacities, strategies, task variables

children's active efforts to construct literacy knowledge through experiences

• relationships between quantities
• 14-16 months

when counting, last number is the total

• -breaks complex cognitive activites into precise components
• -provides details of aga and skill-related differences
• -describes precise mechanisms of cognitive dev.

• -components hard to combine into broad pic
• -cpu metaphors simplify real life experience;overlooks nonlinear aspects, interaction with others
• -slow to include bio. evolution

• - at least 6 of 9 symptoms of either inattention, hyperactivity-impulsivity, or 6 or more of each in both
• -inpairments/symptoms before 7 yrs old
• -2 or more settings
• -clinical impairments in social, academic, etc
• not better accounted for ( PDD, anxiety)

infomation is reconstructed automatically at encoding into a vague fuzzy version called gist

believed that factor analysis are correlated

"g" not important unrelated "primary mental abilities are most impt. currently of approach

• -identifies sets of test items that cluster together
• - ppl. who do well on one item do well on others in cluster, or factor

-examines relationships btwn info. processing components and children's performance on intell tests

• -analytical intell- apply strategies
• -creative intel-solve novel problems
• -practical intel-adapt to

• -linguistic
• -logico-mathematical
• -spatial
• -musical
• -bodily kinesthetic
• -interpersonal
• -intrapersonal

• -allow testing of large groups
• -require little training to adminster
• -usefuk for instructional planning
• -identify students who need indiv. testing

• -examiners need training and experience- provide insight about accuracy of score
• -identify highly intell. children and also those with learning problems

example: stanford binet

• -knowledge-training questions
• -topic focused story style
• -hierarchical task style

• -real question
• -topic-associating style
• -collaborative task style

• 1. test not biased; represent success in the common culture
• 2. cultural factors can hurt test performance
• -communication styles
• - culture-specific content
• - sterotypes

affect all siblings similarly

make siblings different from one another

• - birth order
• -spacing
• -sibling relationships
• -parental favorites
• -assigned roles
• -different impact of family events
• -inlfuences away from home

ability to produce original appropriate work

diverent thinking

novel project increases chances of creative, valuable product

rules about structure and sequence of speech of counds

vocab.-words and word combinations for concepts

• syntax-rules for sentences
• morphology-grammatical markers

appropriate and effective communication

learned through operant cond. (reinforcement) and imitation

language acquisition device (LAD) biologically prepares infants to learn rule of lang. through univeral grammar

inner capacities and environment work together; social context is important

• effortful speech
• grammatical processing and language production

comprehending word meanings

an innate system that permits them, as soon as they have acquired sufficient vocabulary, to combine words into grammatically consistent, novel utterances and to understant the meaning of sentences they hear

ability to distinguish phonemes

tendency to preceive range of a sounds phonemic class as identical (hard/soft)

apply words too narrowly

form of communication made up of short sentences with high pitched exaggerated expression , clear ponounciation disinct pauses between speech segments, and repetition of new words in a variety of contexts

vowel like noises 2 months



repeat constant vowel combinations in long strings

boby touches an objcet holds it up or points to it while looking at at other to make sure they notice

infant gets another person to do something by reach, pointing and ofetn making sounds at the same time

children can connect a new word with an underlying concept after only a brief encounter

their vocabularies consit of words that refer to objects

they produce many more social formulas and pronouns

apply words too narrowly

applying a word to a broader collaboration of objects and event thatn is appropriate

• permits us to retain speech based information
• inlfuence of memory on language

• assumes two principles govern vocab growth: Conventionality, childrens natural desire to acquire the words and word meaning of their lang community
• and Contrast which explains how new owrd they hear is unique. there fore when they hear a new label they try to figure out its meaning by contrasting it with words they know and assigning it to gap in their vocab

that is, they assume that words refer to entierely separate (non overlapping categories)

focus on high content words and leave out smaller, less impt. ones

but once children grasp regular morphological rule they extend it to words that are exceptions

make up new words rule based

discover meaning by how words are used in syntax, structure of sentences

change in topic is initiated gradually by modifying the focus of discussion

knowing what is meant/intended even if the form of utterance is not perfectly consisitent with it.

support and instruction in native lang. while learning engl.

• rapid appraisal of personal significance of situations
• energized behavior prepare for action

happiness, interest, suprise, fear, anger, sadness, disgust, universal in humans and other primates

• lead to learning essential for survival
• can impair learning

• affect behavior of others
• regulate own behavior

• influence well-being growth
• stress related to diseases

• -used when situation is seen as changeable
• -identify the difficulty
• -decide what to do about it

• -used if problem-centered coping does not work
• -internal private control of distress

relying on another person's emotional reaction to appraise an uncertain situation

refers to strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals

monsters, ghost,, darkness, preschool child care, animals

actions that benefit another person without expected reward for the self

feeling same or similar emotions as another person

"I can see where your coming from"

feelings of concern or sorrow for another's plight

social warm good at emotional regulation lead to high empathy

self regulatory dimension of temperament; voluntary supressing a dominant response for more adaptive behavior

child quickly est. regular routines in infancy is generally cheerful and adapts easily to new experiences

child has irregular daily routines is slow to accept new experiences and tends to react negatively and intensely

child inactive, shows mild, low key, reaction to environmental stimuli, is negative in mood, and adjust slowly to new experiences

• -react negatively withdraw from new stimuli
• -high heart rates, stress hormones and stress symptoms
• -higher right hemisphere frontal cortex activity

• -react positively approach new stimuli
• -low heart rates, stress hormones, and stress symptoms
• -high left hemipshere frontal cortex activity

• secure
• avoidant
• resistant
• disorganized/disoriented

describe how temperament and environmental pressures can together produce favorable outcomes

• 1. preattachment
• 2. attachment in the making
• 3. clear cut attachment
• -separation anxiety
• 4. formation of a reciprocal relationship

strong, affectionate tie we have with special ppl in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness during times of stress

• sense of self as agent
• separate from surrounding world
• can control own thoughts and actions

• sense of self as object of knowledge and evaluation
• qualities that make self unique
• -physical charact
• -material charact
• -social charact

identification of the self as a physically unique being

classify self and others by age, sex, physical charact.,goodness/badness

• "life story" of autbiographical memories
• dev. from adult-child conversations
• based on own history

• language
• cognitive abilities
• attachment
• maternal
• make believe play
• social interaction

• judgments we make about our own worth
• feelings about those judgments include - global appraisal & judgments of different aspects of self

they think that ppl always act in ways consistnet with their desires and do not understand that less obvious more interpretive mental states such as beliefs affect behavior

• age school transitions
• culture
• child rearing practices

• attribute success to abilty
• incremental views of ability- can imporve by trying
• foucs on learning goals

• attribute failure to ability
• entity view of ability- cannot be changed
• focus on performance goals

the set of attributes, abilities, attitudes and values that an indiv. believes defines who he or she is

judging their appearance abilities and behavior in relation to those of others

• defining who you are what you value and direction in life
• commitments to vocation, persoanal, sexual orientation, ethnic group, ideals
• resolution of "indentity crisis" or exploration

• lack of direction and definition of self
• restricted exploration in adolscence- earlier psychosocial conficts not resolved. society restricts choices
• unprepared for stages of adulthood

commitment to values, beliefs and goals following period of exploration

commitment in the absence of exploration

an apathetic state characterized by lack of both exploration and commitment

improves greatly from childhood to adolescenceas Selman's five stage sequence indicates