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FSHD 117 Exam 2 Study Guide...............
lOMoAR cPSD| 3013804 FSHD 117 Exam 2 Study Guide Lifespan Human Development (University of Arizona) lOMoAR cPSD| 3013804 FSHD 117 – Study Guide #2 Perception Across the Life Span – Day 10 · Understand the difference between sensation and perception Sensation: – Stimulus input through our sensory (nervous) system. – Sensation is felt/smelled/seen etc. but not given a name (observation) Perception: – Our interpretation of what we sense. · What is habituation and dis-habituation; be able to identify and apply Habituation – The tendency of individuals to attenuate (get used to) a stimulus. – When we habituate we start to ignore a stimulus. – Car alarms Dishabituation – Renewed interest in a previously boring stimulus. – No longer exposed and then re-introduced-weird feeling · Know the two types of testing infant perceptual abilities (preferential looking, evoked potentials etc.); be able to apply. • Preferential Looking – The tendency of infants or individuals to prefer the appearance of one object over another. – What they look at the longest/most appealing • Evoked Potentials – Use of physiological measures to test infant responses to stimuli. – Hook up eeg and devices to head to see dif brain activities in all 5 dif senses – EX: Which smell sparks greatest brain activity · Know the visual preferences in younger children and pattern perceptions. VISUAL PREFERENCES • He found that infants preferred to look at patterns rather than at color or brightness. • Prefer human faces real rather than drawn faces • Fantz also found that 2-day-old infants look longer at patterned stimuli than a single-colored discs PATTERN PERCEPTIONS • Infants prefer patterns to dull stimuli: – Light-dark transitions – Contours demark boundaries – The human face – Attractive faces (symmetrical) to faces that are not symmetrical · Understand what depth perception, size constancy, cross modal perception, dimensional perception; be able to identify and apply. DEPTH PERCEPTION • As early as crawling age- develop depth perception SIZE CONSTANCY – The ability to recognize that an objects size does not change as a function of distance. – Indicates infant ability to perceive depth and distance. CROSS MODEL PERCEPTION • The ability to relate and integrate information about two or more sensory modalities, such as vision and hearing. • Food does not taste as good when you are sick lOMoAR cPSD| 3013804 DIMENSIONAL PERCEPTION 3D 4D? · Understand what the “visual cliff” experiment is (video provided in class); understand what it is measuring/testing. • Gibson and Walk conducted the classic “visual cliff” experiment in 1960 to assess how early infants could perceive depth. · Know the main deficits among older adults in relation to sensation and perception (know table 6.2 on page 197, 7th edition blue book). • It seems that it is important to stimulate our sensory receptors early in life. • If not leads to deficit in ability to perceive info • As we age: • Our pupil shrinks, letting less light through. • slows our ability to adapt to low light • Our lens becomes stiffer. • limiting our ability to focus especially on close stimuli (presbyopia) • Macular degeneration increases • blurs vision as we age Perception and Cognition Across the Life Span – Day 11 · Understand the difference between cognition and meta-cognition are; be able to apply. • Our cognitive abilities are our ability to think. – This can mean solving problems or self-reflection. • Meta-cognition is our ability to think about thinking. · Know Piaget’s Keys (organization, adaptation, assimilation etc.); be able to identify examples. • Organization • - we systematically organize new info to fit our emerging schemas (scripts or plans for how we think things work • Adaptation – Adjusting to the demands of the environment/situation • Assimilation – Incorporating new info into their existing knowledge – Slide into existing knowledge • Accommodation – Adapting one’s existing knowledge to new info. – If we have to change schema · Be able to apply and understand Piaget’s 4 stages (sensorimotor, preoperational, concrete operations, and formal operations.); at what ages do these stages most commonly occur; describe each one, and be able to understand their key terms and tasks of each stage (e.g., object permanence, hypothetical deductive reasoning, lack of conservation, egocentrism, etc.). • During the Sensorimotor stage: (birth-2) – Object permanence- children develop midway though this stage/understanding a object exists even if I cannot see it- need to master this before moving on. – A not B error- look for something in the last place they saw even if its moved somewhere else and they know its not there – Emergence of the use of symbols. • We use language and other symbols to represent the physical reality of the world. • During the Preoperational stage: (2-7) – Lack of conservation- kids lack ability to conserve number or mass- changing size doesn’t change amount
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