Term
| What are the characteristics that can go into one's perception of self? |
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Definition
Refers to an individual's perception of "self" in relation to any number of characteristics such as:
-Gender roles/Sexuality
-Personal/Social Identity
-Ethnic Identity
-Academics
-Occupations
-Contributions
-Hobbies |
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Term
| How does the self-concept change over development? |
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Definition
The "Tell me about you," experiment.
- 3-5 year olds focus on external appearances, concrete characteristics.
- 6 year olds with identify emotional states, relationships in social groups, and skills in relation to those of others.
-11 year olds will dentify psychological traits, like and dislikes, strengths/weaknesses, relationships with others, plans for the future, goals and desires. |
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Term
| What's the difference between self concept and self awareness? |
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Definition
| Having the knowledge of ones self as an entity and distinct from others. You can see yourself as an object. It is not the same thing as self-concept but it is a part of self-concept and necessary to develop a self concept. |
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Term
| When does self-awareness develop? |
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Definition
| It develops around 18 months and placing a red spot on the nose of an infant and placing them in front of a mirror test it. If they rub it and realize it’s something that’s on their face they are displaying self-recognition. |
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Term
| What is the sequence for gaze following in the first year? |
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Definition
-We have a tendency to fixate on eyes over other facial features
-Will follow movement of head of eyes are uncovered and open
-Will follow movement of eyes alone |
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Term
| What do we mean by social referencing and why is this so important for young children? |
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Definition
| the ability to control or change one’s own response based on the interpretation of other’s response. This is important for young children because they learn to interpret the intentions of others and it shows that they begin to appreciate the referential nature of communication. |
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Term
| What do we mean by joint attention and why is this so important for young children? |
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Definition
| an episode in which a child and a caregiver engage in the same psychological space as they encounter experiences. For example, when a parent reads a book to their child. |
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Term
| What are some of the domains that can be influenced by development of joint attention? |
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Definition
| Language, cognition, emotions, and social interactions can be influenced by the development of this |
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Term
| What do we mean for representation and why is this so important for young children? |
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Definition
| the ability to use and understand symbols to represent real objects in the world. The ability to use symbolic representations expands cognitive and language abilities and opens new worlds of knowledge. |
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Term
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Definition
Judy DeLoache
When a child view an object as both an object with its proper function and also as a symbol (a child using a hair brush as a microphone). |
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Term
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Definition
Judy DeLoache
The ability to understand that a symbol or model can represent a real life event/device. |
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Term
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Definition
| the ability of a child to discern that some people know things that are different from what I know. It is the ability to attribute mental states to the self and others. |
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Term
| An example of Theory of Mind |
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Definition
| the video with the little girl who thinks the box is full of M&Ms and assumes that her friend knows that the box is full of M&Ms. |
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Term
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Definition
| The understanding that others might have a belief that is different from the self, and that belief can be false. |
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Term
| the components thought to underlie changes in theory of mind |
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Definition
| changes in theory of mind are innate, prepackaged, and modular in form, that the knowledge becomes more elaborate with maturation and that it starts out as rudimentary. |
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Term
| the five main disorders captured within the Autism Spectrum Disorder |
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Definition
-Autism Disorder
-Asperger’s syndrome
-Childhood Integrative Disorder
-Rhett’s syndrome
-Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) |
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Term
| the three domains of difficulty generally experienced in ASD |
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Definition
-communication skills
-social interactions
-behavioral difficulties |
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Term
| the three main types of neurological deficits implicated in ASD |
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Definition
-Neural migration difficulties in cortical regions
-Network wiring difficulties
-Superieor temporal slucus less sensitive to biological motion.
-Deficit in mirror neuron systems |
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Term
| the important brain regions implicated in ASD |
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Definition
-Fulsiform Face Area (FAA) – Involved in detecting faces
-Superior temporal sulcus (STS) – Involved in the perception of where peope are gazing, of inferring others emotions, and perception of biological motion.
-Amygdala – Involved in emotion and memory with emotional experiences.
-Prefrontal Cortext (PFC) – Involved in motor processes, personality, expression, planning, decision making, etc. |
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Term
| therapy that has provided some benefits for kids with ASD |
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Definition
| Applied Behavioral Approaches (ABA) has been shown to make improvements in deficits (attention, social communication, and behavioral difficulties). This therapy involves observing a child’s behavior and working on eliminating/monitoring behaviors that suck. |
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Term
| the “sticky mittens” experiment |
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Definition
| Children that got the mittens became more engaged in objects as a result of having the ability to pick them up that they normally didn’t have. |
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Term
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Definition
| A way of categorizing nouns based on how sentient or alive the noun is. |
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Term
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Definition
| A memory system consisting of episodes recollected from an individuals life. |
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Term
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Definition
| Psychological research often needs to deceive the subjects of the research’s actual purpose. |
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Term
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Definition
| Takes place when creative thinkers interact with a knowledgeable person. |
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Term
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Definition
| That there is a given set of meanings or a definition of situations between people, common sense shared meanings. |
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Term
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Definition
| : The study of the ability of natural language speakers to communicate more that that which is explicitly stated. Intended meanings. |
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Term
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Definition
| The changing level of support to suit the cognitive potential of the child. |
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Term
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Definition
| Sequence of expected behaviors in a situation |
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