posted Dec 1, 2009 2:24 PM by Ji Yun Son
1. Name a similarity between all theories of social development.
2. Name a difference between Bandura’s social learning theory and Dweck’s theory of social cognition.
(Another way to phrase: Compare/contrast Bandura's social learning theory and Dweck's theory of social cognition.)
They all agree that development is formed on experience. They differ on mechanisms, one is about imitating and other oen is about figuring things out. -J.A.
All theories of social cognition have to do with the product of experience. Bandura's social learning theory looks at change by people's observations and imitations of others while Dweck's social cognition theory looks more at the way these people think about their own (and others) thoughts, emotions, and motives. -B.C.
All theories agree that experience is necessary! Social learning involves observation and imitation while social cognition involves thinking about other people's thoughts and motives (similar to TOM). -N.C.
1. Product of experience; 2. Mechanisms -C.B.
Theories of social development are similar in that they are a product of experience. They rely on our experience to develop. Bandura's social learning theory relies on observation and imitation differing from Dweck's theory of social cognition which relies on thinking about own & other's thoughts, emotions, & motives. -T.A.
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posted Nov 20, 2009 11:55 AM by Ji Yun Son
1.According to van den Boom’s experiment, “What causes these individual differences?”
That causes of these individual differences is the type of caregiving and attachment that the caregiver initiates with the infant, the way the caregiver causes the infants reactions [and the way the infant causes caregiver reactions as well]. -J.B.
These individual differences are cause by the ways that these infants interact withtheir mohers. It imght have to do a bit with their temperatments as well, but it is not hthe only reason for their attachment styles. -B.C.
Van den Boom's experiment tells us that individual differences are caused by the temperament of both the child and the mother as well as the context/social environment. -C.T.
It depends on the mother's responses and temperament of how to act with their own child. The individual differences in mothers (i.e., style of comforting or consoling, attention given to the child, whether or not they are avoidant) can all be reasons why the child may have a different attachment level to their parents. -J.L.
2.Why is this a mechanistic explanation of attachment?
It is a mechanistic explanation because it doesn't just state, all children that are irritable form insecure attachments, it explains what forms these attachments. -J.Z.
This is a mechanistic explanation of attachment because it explains how and what causes attachment. -O.A.
This is a mechanistic explanation because it eplains what factor causes the change to occur in the experimental group versus the control group. It does not simply say that's thow they were born of "it's in their genes." -V.J.
It is a mechanistic explanation because it is not just stating that they were born like that and they are "doomed" to have that attachment style. It explains that there are other factors that are inolved in their development (like social interactions and temperament) that may influence how their attachments develop. -B.C.
It is a mechanistic explanation because it is not simply about time but about the various aspects that must come together to create good or poor attachment. -C.T.
It is a mechanistic explanation of attachment because of having evidence for what causes a certain type of behavior. -J.B.
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posted Nov 17, 2009 3:29 PM by Ji Yun Son
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updated Nov 17, 2009 3:53 PM
]
1.What is inhibitory control?
Inhibitory control is not doing something that you really want to do. -R.S., C.T., M.S., T.A., S.G., Y.E., J.V., I.M., V.J., J.B., E.R., S.S.,
The ability to resist a strong inclination to do one thing and instead to do what is most appropriate or needed. -M.O., C.B., E.M.
2.What is working memory?
Executive control (high level control), being able to step back and think about ideas perspectives, tasks. -T.A.
Executive part of the process, be able to think about different perspectives, ideas, and [then] plan. -C.T.
Working memory is holding information in mind while mentally working with or updating it. -C.B., E.M.
Monitor one's own thinking. -C.V.
Being able to control our thinking an analyze what is being told. -J.A.
Having the power to think in a higher level. -G.S.
Using/processing current information [for the purpose of planning and thinking from an executive control perspective]. -W.A.
Short-term interim storage & processing [or manipulating information for the purposes of high-level decision-making, encoding, planning, and thinking]. -J.L., M.A.
3.What is cognitive flexibility?
Think or understand things from multiple perspectives/conditions. -S.G., G.S., T.A., M.S., Y.E., J.V., I.M., V.J., J.B., E.R., S.S.,
Cognitive flexibility is being able to flexibly switch perspectives or the focus of attention, adjusting to changed demands or priorities. -C.B.
Not just stuck on just one way of thinking, understanding from different perspectives. -A.C.
The ability to change/adapt thinking. -W.A.
Mischel thought personality was dependent on context. What does Kagan think about temperament:
4a. Is it context-dependent (linked to context) or context-independent (not linked to context)? Context-dependent.
4b. Does Kagan think that highly anxious infants are doomed to develop full-blown anxiety disorder as adults?
No.
TRUE/FALSE
5.Fear is a reaction to a real danger in front of you.
TRUE
6.Anxiety is an extreme form of fear (when you are very very afraid).
FALSE
7.Anxiety is a general sense of dread/danger, but no real concrete danger is in front of you.
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posted Nov 17, 2009 3:27 PM by Ji Yun Son
1. Mischel started off studying personality assessment and some people view the Marshmallow test as a personality assessment. Which of the following would Mischel agree with?
a. His life goal is to find personality traits that do not change across time.
b. People have already figured out how to assess personality well.
c. He agrees that the marshmallow test is an assessment of unchangable personality traits.
d. Personality depends on the details of contexts (depends on the situation).
e. He thinks mechanics should be psychologists.
2. Mischel (like Dr. Ji) believes psychologists should be more like mechanics. Complete this analogy: If a car makes a screeching noise, a mechanic would try to find out the conditions that trigger screeching noises. If a person response is maladaptive…
a. Psychologists should try and stop those maladaptive responses.
b. Psychologists should try to figure out the contexts that result in those responses.
c. Psychologists should try to figure out how to fix those responses.
d. Psychologists should try and help that person.
e. Psychologists should carefully design experiments to figure out why the person acts that way.
3. Why might self-control be related to “intelligence”?
Self-controls helps to handle and [understand] situations. Self control helps in following the rules and understanding them which leads to intelligence in the future. –J.A.
Because even if you are smart, you still need to be patient… The ability to use self control offers a person a better chance in life [because they] are able to finish school instead of seeking immediate reward (knowing that the long term reward would be more satisfying). –M.A.
…be able to focus on the things that will make you succeed. –C.B.
It is related to intelligence because it shows discipline and understanding. If the person is patient or able to have self-control they will be more studious and structured in their learning & make the effort & realize its value. –N.C.
…because you’re able to delay gratification… could apply to investing for example. –J.L.
Self-control can be related to intelligence because one must figure ou a way to control themselves under certain situations. –E.M.
If an individual has self control, they are able to do better in school (e.g., homework, they will not be distracted by the tv). –I.M.
4. What did South Korea hire Dr. Posada to do?
They hired him to make books about the marshmallow cases to teach kids to be patient. –G.S.
South Korea hired Dr. Posada to figure out how to help children develop more self-control. –J.C.
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posted Nov 5, 2009 1:41 PM by Ji Yun Son
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updated Nov 5, 2009 4:14 PM
]
Question: Write 92 in english (ninety-two) and in translated-Chinese (nine-ten two)
One person did not write their name -- so see me if you didn't receive credit for quiz 6.1 (but you should have) on Blackboard.
It seems that they are having to develop an idea of what numbers mean in relation to [other numbers]. It's not just "90," it's "9" units of "10." This uses more of the basic principles of counting than in English (where you are just memorizing words). -M.M.
The Chinese way only involve 10 words that are used to name all the #s
from 1-99. So basically they don't have to learn new words, they just
have to "mathematically spell" out the [other] numbers using the ten
words. -G.S.
I think that [Chinese] might help children count farther and earlier
because they are just re-using the same words over and over. It is
also kind of structured mathematically (or so it seems to English
speakers) so it might be easier for them to start figuring out what the
next number might be than trying to remember the "new" word that
follows [like with English speakers]. -B.C.
...It all comes down to pairing the right numbers instae dof learning new ones in the English way. -J.Z.
The Chinese way might help children count farther and earlier because they are working with the same ten words. It is easier to put well-known words together than it is to learn and memorize new words with new meanings. -D.A.
There are no new words [to learn]. They only have to use the number [words] for 1 through 10 to count to 99. -J.A.
Chinese kids are able to count farther because they don't need to learn new words... Also the worlds are related to the number sequence. -J.G.
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posted Nov 2, 2009 1:05 PM by Ji Yun Son
Question: Write your own false belief task.
False belief tasks from Experiments in class:
Lillard & Flavell, 1992
Child is told that a doll (Julie) thinks there is juice in the cupboard. Then the child is shown that there is an apple actually in the cupboard. The child is then asked two questions: (1) What is actually in the cupboard? (2) What Julie does Julie think is in the cupboard?
Classic false belief task (used in many experiments and to test autistic children)
Child is shown a box labeled “Smarties.” Child is asked, “What do you think is in the box?” Then child is shown that there are pencils actually in the box. Then child is asked, “What would your mom say is in the box?”
Rebecca Saxe’s Pirate story
Child is told that Pirate1 puts his cheese sandwich on top of the treasure chest. When Pirate1 is away getting a drink, the wind knocks it down to the grass. Pirate2 comes and puts his cheese sandwich on top of the chest. When Pirate1 comes back, which sandwich will he pick up?
Examples from the class:
Kids are asked what they think is inside a milk carton. Then they find out that there is water inside. They are asked what their friend would think is in the milk carton. –T.A.
A 3-year-old watches me put a rock under the middle cup out of 3 cups place on a table. At the same time, another 3-year-old watches it happen. Then one 3-year-old leaves and the other one stays and watches me put the rock under a different cup. Then the other 3-year old comes back. [The first 3-year-old is asked] what cup does the other 3-year-old think that the rock is under? –J.B.
Showing a child a box of crayons and asking them what he/she thinks is inside. The box is actually filled with candy but the child doesn’t know until he/she is shown. Then the child is asked what they thought the box was filled with when they first saw it and asking them what others will think is in the box. –B.F.
Showing a child a pack of baseball cards inside a shoebox. Then asking child what his younger brother would think is inside the box: baseball cards or shoes? –E.M.
Telling a child this story: A dog buries a bone and leaves. Another dog removes the first dog’s bone. Ask the child, “When the first dog comes back, will he believe his bone is in the same spot?” –S.S.
We ask children what’s in a box that says “candy.” They say candy but then we show them that there is a ball instead. Then we ask if their friend will know there is a ball inside the box. –J.V.
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posted Oct 27, 2009 5:14 PM by Ji Yun Son
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updated Oct 27, 2009 5:27 PM
]
1. [Picture on test] This is a question from the IQ general intelligence
section. What is the answer (draw
it in the box provided) and why do you think this question is tests “general intelligence”? What kinds of activities could help
children do better on tests like this?
It tests general intelligence because it uses abstract thinking in order to discern patterns. Maybe activities like… playing an instrument because this is a pattern and rhythm is involved in music so that may help as well. –N.C. I guess it tests general intelligence because it is a simple pattern and answer that tests if we can follow patterns and predict. –A.G. …this question is just asking for a common pattern to be
followed. Maybe tasks that
encourage children to view things from a different perspective may help
children organize images a little differently and encourage children to
question their interpretation of objects.
–W.A.
Activities that children can learn this from [may include]
shapes, designs, numbers, fractions, and opposites… -M.B.
It tests general intelligence in that you have to make
predictions and inferences about things in your environment. –A.C.
This test would see if a person is able to detect a pattern
of events. It is not an act of
memorization… it would be helpful to teach kids with cards or games where they
select objects that are hidden but in a predictable fashion (also provided
drawn examples). -M.M.
2. This is a graph [shown on test] from Karen Adolph’s walking
studies. What does this tell us
about infants, their motor experiences, and how much they listen to their
mothers?
The walkers did what they wanted at the low risk level but
they trusted their mothers more at the high risk level. The crawlers began trusting their
mothers at low risk level than at the high risk level they trusted them less
and didn’t go down [the incline]. -J.A.
The walking study tells us that infants who have more
crawling experience feel themselves better judgers of risk than their mothers…
walkers did pay attention to their mothers more when the risk was higher but still
had a lot of trials [where they walked down the incline even] when discouraged.
–T.A.
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posted Oct 27, 2009 5:11 PM by Ji Yun Son
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updated Oct 27, 2009 5:27 PM
]
What is language?
Language is a style of communication that has some
characteristics across [a language community] in sound and technique. Could be symbols, body movements,
sound, etc. –M.B.
Any form of communication (speech, body language, writing,
hand signals, facial expressions, posture, eye movement) that is functional and
includes a thought process and understanding. –N.C.
Language is the ability to communicate in some form (speech,
gestures) using grammar, conjugation, and other types of rules. The animals did communicate but
communication isn’t really language. –J.C.
Symbolic noises and gestures to communicate ideas to one another. –W.A. Language is a form of communication in which tought is put into some form… (including but not limited to speech). –M.A. Language is a structured form of verbal and physical
communication between individuals or groups of individuals. –E.M.
Language is a systematic means of communicating by the use
of sounds or conventional symbols that are learned. -J.L.
Language is a set of words (or meanings) that construct
sentences, communicate something, and can be understood by others (speaking or
signing). –V.J.
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posted Oct 22, 2009 3:13 PM by Ji Yun Son
Define each of these:
Perception
Motor Behavior
Cognition
Perception:
Organizing information from the senses such as sound, touch, sight, etc. -S.S.
Taking in and processing information from your environment. Can be from any of the senses. -M.M.
An individual's interpretation of what they sense (one of the 5 senses). -A.C.
What you think you see (sense). -G.S.
Not just what they see (or sense) but also what the individual interprets. -W.A.
Motor Behavior:
The act of moving. -M.A.
Body movements. The way an individual moves their arm, fingers, legs, etc. -W.A.
Movement, muscle coordination. -M.S.
Movement of the body (baby reaching... is a motor movement). -C.V.
Cognition:
Mental processes. -G.S.
What we think and how we break down what we learn and understand. -J.B.
Thoughts, reasoning, etc. -R.G.
Mental functioning such as memory and language. -S.S.
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posted Oct 15, 2009 7:33 PM by Ji Yun Son
Fill out the following (bolded) scientific method structure with information about the sticky mittens --> object exploration study.
1. question
2. hypothesis/prediction
3. methodology to test the hypothesis
4. collect and analyze the data
5. formulate conclusions/implications
1. question
Does giving children tools to grasp objects increase their exploration of objcts when they don't have those tools? Can this experience speed up development of motor (systems) and perception?
2. hypothesis/prediction
Children with successful reaching and grabbing experiences with sticky mittens will actively explore their environments and have increased rates of reaching and switching between mouthing and looking.
3. methodology to test the hypothesis
Children were tested (after experience with) sticky mittens to look at rates of looking, reaching, mouthing, and switching. Children trained with mittens for 10 min/day for two weeks. This microgenetic design allowed for children not at this developmental stage to [show more active behaviors].
4. collect and analyze the data
Data collected were rates of looking, mouthing, switching, and reaching.
5. formulate conclusions/implications
Children can have developmental process sped up through exposure to advanced skills such as reaching and grasping that will later be used when not in the laboratory setting. -A.C.
1. question
Can infants be trained in object exploration?
2. hypothesis/prediction
Infants can be trained in object exploration (and we can test this hypothesis) by using the microgenetic design.
3. methodology to test the hypothesis
Mittens were placed on both hands of (experimental) infants for 10-14 days for only a few minutes. (Mittens were not placed on control infants.)
4. collect and analyze the data
Infants were measured on their visual exploration (looking time, swatting time, mouthing time, and looking/mouthing time).
5. formulate conclusions/implications
The infants did explore more because their development was sped up (by giving them a way of grabbing objects before they could actually grab objects). -O.A.
1. question
Why don't young infants reach out to objects or attempt to interact with (objects in) their environment more?
2. hypothesis/prediction
Because they can't. Maybe they will if you make it easier for them.
3. methodology to test the hypothesis
Velcro mittens and (giving kids the opportunity to use them). Microgenetic study to rush kids to explore the environment more.
4. collect and analyze the data
Bring kids in and conduct experiment to see if mittens make a difference. Do the kids reach more, look at interviewer less, and explore objects more (when wearing mittens AND when not wearing mittens).
5. formulate conclusions/implications
Children (with mitten experience) are more likely to interact with objects more. -M.M.
1. question
Can infants become more active explorers when put in a situation they can learn from? -J.B.
Can infants be trained to develop motor skills sooner? -C.V.
What does motor development have to do with object exploration? -S.S.
What does motor development have to do with perception? -T.A.
2. hypothesis/prediction
Will the sticky mittens accelerate an infant's interest in observing and grasping objects placed in front of him/her? -E.M.
If given some training, pre-motor babies will develop motor skills and exploration skills faster. -C.T.
Do sticky mittens help infants with their exploratory skills? -S.G.
Training would help increase object exploration. -G.S.
3. methodology to test the hypothesis
Sticky mittens were given to infants prior to the main experiment (the object exploration part of the experiment) to change their interest in exploration with objects. -E.M.
Have babies wear sticky mittens for 10 minutes daily for 10-14 days. After 10-14 days, babies were presented with an object; it was observed how many times they were putting that object in their mouth or trying to grab at them. -C.T.
Test children who experienced the sticky mittens versus those who didn't on visual exploration, swats and switching. -Y.E.
4. collect and analyze the data
Statistical analyses of mouthing, exploring, and looking time. -N.C.
Infants with prior experience displayed more interest in exploration. -E.M.
Measured how many times the infant put the object in their mouth, the amount or time the infant just looked and played with the object. -D.A.
They charted the control group versus the experimental group. Those who experienced sticky mittens did score statistically higher (on visual exploration, swats, and switching) than the others. -Y.E.
Babies who were in the experimental group were more active explorers than the babies who (were in the control condition). -E.R.
5. formulate conclusions/implications
Mechanistic understanding of perception and motor development (intermodal). -N.C.
You can push development to occur faster than average. -Y.E.
Babies who had more experience with the mittens (thus more experience grabbing objects) paid more attention to the objects. -M.O.
Training in object exploration does advance different types of object exploration. -S.S.
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