PSYB20H3 Lecture Notes - Lecture 6: Fast Mapping, Preterm Birth, Episodic Memory

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26 Jun 2018
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Lecture 6: Cognitive Development, Birth to 3yrs & Early Childhood
Learning Objectives:
1. Explain the behaviorist approach
2. Describe how to assess intelligence and summarize relevant early experiences
3. Discuss changes in cognition and evaluate Piaget’s theoretical approach for this area
4. Summarize how data on intelligence is collected within the information-processing
approach
5. Summarize how the physical structure of the brain is related to cognitive development
6. Identify some early social and contextual influences on development
7. Summarize the sequence of early language development, identify the relevant
influences, and discuss the relationship to literacy.
Classical Conditioning:
- Associating a stimulus that does not elicit a response with another stimulus that does
elicit the response
-The Unconditioned Stimulus (UCS): unconditionally, naturally, and automatically
triggers a response
-The unconditioned response (UCR): unlearned response, occurs naturally in response
to the unconditioned stimulus
-The conditioned stimulus (CS): neutral stimulus, becoming associated w the UCS,
eventually comes to trigger a conditioned response
Review:
- Taste aversions:
oDislike for food after a bad experience
oRats that had been exposed to a nausea-causing radiation developed an version
to flavored water after the radiation and the water were presented together
UCS: radiation
UCR: nausea
CR: water
Operant Conditioning:
- Reinforcement and punishment
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- Can be:
oPositive: adding a stimulus to the environment
oNegative: removing a stimulus from the environment
- Tend to repeat behaviours that lead to favorable outcomes
- Used in research to ask babies questions about what they know
- Intermittent reinforcement is consistent response to the behaviour of another person
oMakes behaviours resistant to extinction
oDo something you like and praise them occasionally
oPotty training: give them a stick first time, and don’t give them a sticker the
second time, but give them again the 4th time
oDo not want to give them a sticker every time they go to the washroom, if they
are intermittently reinforced they are more likely to continue doing the behaviour
without the reward
Review:
- Positive or negative reinforcement? Positive or negative punishment
oAttention: positive reinforcement (adding something to increase behaviour)
oTime-out: negative punishment (taking time away to stop a certain behaviour)
oGetting paid: positive reinforcement (Getting money and keep going to work)
oTurning off alarm in the morning: negative reinforcement (getting rid of an
annoying sound and get up to turn it off)
Psychometric Approach: Developmental and Intelligence Testing
- Measures quantitative differences in abilities
- Goals are to measure the factors that are thought to make up intelligence
- Intelligent behaviour: goal oriented and adaptive to circumstances and conditions of life
oUnintelligent: doing the same thing even if its wrong, because you are not
learning from the mistakes
- IQ tests: quantitative measure used to indicate a child’s intelligence relative to that of
other children
oIs the child displaying the behaviour or not?
Testing Infants and Toddlers:
- Bayley Scales of Infant and Toddler Development:
oIndicates a child’s strengths and weaknesses in 2 areas:
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Cognitive – if you have a clear box w an opening and put a toy and
retrieve it, the child should find the open side to get it. Looking at if they
can retrieve it from the open end of the box within 20 seconds
Language
Motor
Social-emotional
Adaptive behaviour
o
Assessing the Impact of the Home Environment:
- Home Observation for Measure of the Environment (HOME)
oInstrument designed to measure the influence of the home environment on
children’s cognitive growth
oTrained observers interview the primary caregiver on rate on a yes or no
checklist the intellectual stimulation and support observed in a child’s home
oHOME scores: correlated with
measures of cognitive
development
- Diagram:
oWhen the brain’s plasticity ,
benefit from early intervention,
spending on health education
and welfare is the least the
younger the human is
Early Intervention:
- Systematic process of providing
services to help families meet young
children’s developmental needs
- The best support for the effectiveness of early intervention programs is data from:
oProject CARE
oThe Abecedarian (ABC) project
oBetter beginnings, better futures
If the child is not meeting the developmental milestones, they will be put
into a program
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Document Summary

Lecture 6: cognitive development, birth to 3yrs & early childhood. Identify some early social and contextual influences on development: summarize the sequence of early language development, identify the relevant influences, and discuss the relationship to literacy. Associating a stimulus that does not elicit a response with another stimulus that does elicit the response. The unconditioned stimulus (ucs): unconditionally, naturally, and automatically triggers a response. The unconditioned response (ucr): unlearned response, occurs naturally in response to the unconditioned stimulus. The conditioned stimulus (cs): neutral stimulus, becoming associated w the ucs, eventually comes to trigger a conditioned response. Taste aversions: dislike for food after a bad experience, rats that had been exposed to a nausea-causing radiation developed an version to flavored water after the radiation and the water were presented together. Can be: positive: adding a stimulus to the environment, negative: removing a stimulus from the environment. Tend to repeat behaviours that lead to favorable outcomes.

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