PSYC 1000 Lecture Notes - Lecture 5: Habituation, Information Processing Theory, Sensory Neuron
27 Jun 2018
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Module 21: infancy and childhood
Proximodorsal pattern: a pattern in which growth and
development proceed from the centre to the extremities
Cephalocaudal pattern: a pattern in which growth and
development proceed from top to bottom.
Synaptic pruning: development reduction of neuronal
connections allowing stronger connection to flourish
Myelination: development of fatty deposits on neurons that allow
electric impulses to pass through neurons more efficiently
Reflex’s: progemmed physical reactions to certain cues that do
not require any conscious thought to perform.
Motor skills: the ability to control bodily movements
Cognitive development: changes in thinking that occurs over the
course of time
Scheme: piglets proposed mental structures of frameworks for
understanding of thinking about the world
Assimilation: one or two ways of acquiring knowledge, defined by
piagets as the inclusion of new information or experiences into
pre-existing schemes
Accommodation: one of two ways of acquiring knowledge,
defined by piaget as the alteration of pre-existing mental
frameworks to take in new information
Equilibrium: balance in a mental framework.
Piaget's four stages of cognitive development
1. Sensorimotor: birth to age 2. Infant or toddler uses senses and
motor skills. Initially has no thought beyond immediate
experience but eventually develops object permanence.
2. Preoperational. Age 2-7. Children begin to develop ideas of
objects in the external world and the ability to work the, in
their mind.
3. Concrete operation: age 7-12. Child can now operate on
concrete object and so they ca think logically about complex
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relationships and understand conversation. They are unable to
think abstractly or hypothetical. They are able to talk about
complex relationship. And cause and effect.
4. Formal operation: age 12 and on. Adolescent can think
abstractly and hypothetically.
Object permanence: an infant’s realization that objects continue
to exist when they are outside of immediate sensory awareness.
Egocentrism: flaws in children’s reasoning based on their inability
to take another person’s perspective.
Conservation: the understanding that certain properties of an
object remains the same despite changes in the objects outward
appearance.
Operations: piagets description of children’s ability to hold an
idea in their mind and mentally manipulate it.
Information processing theory: a development theory focusing
on how children learn, remember organize and use information
from their environment.
Violation-of-expectation: an experimental approach capitalizing
on infants and toddlers heightened reactions to an unexpetion
event
Habituation: the process of habituating, in which individuals pay
less attention to a stimulus after it is presented to them over and
over again
Theory of mind: an awareness of one’s own mental states and the
mental states of others.
Scaffolding: development adjustments that adults make to give
children the help that they need, but not so much that they fail to
move forward.
Zone of proximal development: the gap between what a child
could accomplish alone and what the child can accomplish with
help from others.
Temperament: a biologically based tendency to respond to
certain situations in similar ways throughout a person’s lifetime
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Document Summary
Proximodorsal pattern: a pattern in which growth and development proceed from the centre to the extremities. Cephalocaudal pattern: a pattern in which growth and development proceed from top to bottom. Synaptic pruning: development reduction of neuronal connections allowing stronger connection to flourish. Myelination: development of fatty deposits on neurons that allow electric impulses to pass through neurons more efficiently. Reflex"s: progemmed physical reactions to certain cues that do not require any conscious thought to perform. Motor skills: the ability to control bodily movements. Cognitive development: changes in thinking that occurs over the course of time. Scheme: piglets proposed mental structures of frameworks for understanding of thinking about the world. Assimilation: one or two ways of acquiring knowledge, defined by piagets as the inclusion of new information or experiences into pre-existing schemes. Accommodation: one of two ways of acquiring knowledge, defined by piaget as the alteration of pre-existing mental frameworks to take in new information.
