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PSY206 CHAPTER 5
Fall 2007/DeGiorgio TR 10:30-11:45 – SESSION _______
PSY206 – Chapter 5 Perceptual and Motor development
Assignment 5
1. Read and outline chapter 5 pages 134 to 161 (hand written in notebook). Students will
participate and contribute to lecture notes. (will be reviewed)
2. Define all the KEY TERMS on page 160 to be word processed (APA format) and
submitted. Use your own understanding to explain the concept. Do not copy directly
from the textbook.( 5 points)
3. Study for Quiz #5- will be administered 15 minutes at the start of class.
(10 multiple choice items = 10 points)
4. DUE DATE: October 4,2007
5. EXAM 1 – in class OCTOBER 2, 2007 (chapters 1 to 4) Essay questions will come from
your notebook outlines and lecture notes for chapters 1 to 4. (100 points)
6. Notebooks will be reviewed during the EXAM 1 session and grade points will be
awarded (20 points)
Discussion Questions for Chapter 5:
1. Are newborn babies able to smell and taste? Do they respond to touch and experience pain?
2. How well do infants hear? How do they use sounds to understand their world?
3. How accurate is infants’ vision? Do infants perceive color?
4. How do infants integrate information from different senses?
5. How do infants perceive objects?
6. How does attention improve as children grow older?
7. What is attention deficit hyperactivity disorder (ADHD)?
8. What are the component skills involved in learning to walk, and at what age do infants typically master them?
9. How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to
use one hand?
10. Are children physically fit? Do they benefit from participating in sports?
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I.
Introduction
a. Sensory and Perceptual Processes
b.
II.
Motor Skills
Module 5.1 – Basic Sensory and Perceptual Processes
a.
Habituation
b.
Smell, Taste, and Touch
c.
Hearing
i. Auditory Threshold
d.
Improving Children’s Lives
i. Hearing Impairment in Infancy
e.
Seeing
i. Visual Acuity
ii. Cones
f.
Integrating Sensory Information
g.
Spotlight on Theories
i. The Theory of Intersensory Redundancy
III.
1.
Amodal
2.
Intersensory Redundancy Theory
Module 5.2 – Complex Perceptual and Attentional Processes
a.
Perceiving Objects
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b.
Perceptual Constancies
i. Size Constancy
ii. Depth
1.
Visual Cliff
2.
Kinetic Cues
3.
Visual Expansion
4.
Motion Parallax
5.
Retinal Disparity
6.
Pictorial Cues
a.
Texture Gradient
b.
Linear Perspective
c.
Interposition
d.
Relative Size
iii. Perceiving Faces
c.
Focus on Research
i. Specialized Face Processing During Infancy
d.
Attention
i. Attention
ii. Orienting Response
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e.
Attention Deficit Hyperactivity Disorder (ADHD)
i. Inattention
ii. Hyperactivity
iii. Impulsivity
f.
Child Development and Family Policy
i. What’s the Best Treatment for ADHD?
IV.
Module 5.3 – Motor Development
a.
Locomotion
b.
Fine-Motor Skills
c.
Locomotion
i. Toddlers
ii. Dynamic Systems Theory
iii. Posture and Balance
iv. Stepping
v. Perceptual Factors
vi. Coordinating Skills
d.
1.
Differentiation
2.
Integration
Cultural Influences
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i. Cultural Practices that Promote Motor Development
ii. Beyond Walking
e.
Fine-Motor Skills
i. Reaching and Grasping
ii. Handedness
f.
Physical Fitness
i. Participating in Sports
MODULE 5.1: BASIC SENSORY AND PERCEPTUAL PROCESSES
LEARNING OBJECTIVES:




Are newborn babies able to smell and taste? Do they respond to touch and experience pain?
How well do infants hear? How do they use sounds to understand their world?
How accurate is infants’ vision? Do infants perceive color?
How do infants integrate information from different senses?
(See Handout 5-1 for a list of the learning objectives for the chapter.)
KEY TERMS:
sensory and perceptual processes
habituation
auditory threshold
amodal
visual acuity
cones
intersensory redundancy theory
LEARNING OBJECTIVES:



How do infants perceive objects?
How does attention improve as children grow older?
What is attention deficit hyperactivity disorder (ADHD)?
KEY TERMS:
size constancy
visual cliff
relative size
interposition
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retinal disparity
linear perspective
texture gradient
motion parallax
visual expansion
attention
orienting response
kinetic cues
pictorial cues
LEARNING OBJECTIVES:



What are the component skills involved in learning to walk, and at what age do infants typically master them?
How do infants learn to coordinate the use of their hands? When and why do most children begin to prefer to
use one hand?
Are children physically fit? Do they benefit from participating in sports?
KEY TERMS:
integration
locomotion
fine-motor skills
toddlers
dynamic systems theory
differentiation