1 Flashcards
give a advantage and disadvantage of using case studies
useful for studying unique individuals
lacks generalisability
describe cross sectional methods, give an advantage and disadvantage
studying groups of indivdiuals from different ages
provides evidence of developmental functions
doesnt give information about developmental continuities
cohort effect “commly aged group of people that indirectly affect the results due to their common age-related influences”
describe cohort design
comparing individuals botn at different points in history
describe and give advantages and disadvantages of longitudinal design
studying people over a period of time
gives information of continuity
common for participant fall out right
describe the observation habituation technique
a baby will ignore stimuli once they have had repeated exposure to it
describe the expectancy violation method technique
monitors babys eye movements to see if theyre surprised or expexcting the results
describe the high amplitude sucking used in habituation studies technique
babies can control their rate and pressure of sucking, high rate and pressure may indicate theyre interesting in something
describe preference paradigm technique
this informs us whether the infant can discriminate between 2 different stimlu and which stimuli they prefer
describe conditioned head turning technique
if the baby hears a sound and turns their head they’ll see a toy which acts as a rewards for their head turning
describe contingency/operant learning technique
learning that behaviours have consequences
define ethology
analysis of behaviours using naturalistic obersevation and animals
describe bowlbys theory of proximity
he said babies will enhance proximity to their caregivers with certain behaviours, these behaviours are called proximity promoting behaviours.
these behaviours become organised into a goal-orinted system
decribe ainsworths strange situation study
obervations of attachment between mother and child
she measured- maintaining contact, interaction, avoidance, stranger and reunion.
she observed 3 types of behaviour;
type A, insecure avoident, explored independently, wasnt afraid of strangers and wasnt fixated on mothers return
type B, secure, explored with mother, feared stranger and enjoyed mothers return
type C, insecure resistant, feared strangers, resisted mums return whilst hugging her
who added upon ainsworths SS?
main and soloman, they introduced a type D behaviour, refered to as disorganised.
the child was disorintated during procedure and showed a fear of the mother
describe stages of attachment
0-5 m infant doesnt discriminate
5-7 infant discriminates to one or more person
7-9 infant discriminates to one person. fear of strangers emerges
2y formation of goal-corrected partnership with mother
describe the study that concluded attachments found in later life
george, kaplan and main- the adult attachment intervew (AAI)
autonomous- secure attachment
dismissive- avoident attachment, idealised their childhood, can describe negative expereiences but fail to acknowledge its emotional effect
enmeshed- resistant, lack of personal identity
unresolved- disorganised, show unresolved mouring over the loss of an attachment figure.
describe the study that concluded a direct link between maternal behaviour and the development of stress reactivity
different kinds of rats- LG= licking and grooming, and ABN= arched back nursing.
offspring of high LG-ABN are less fearfull because of tactile stimulation which is critical for the development of the pups CNS
high nurture behaviour=
high LG-ABN, low HPA response to stress, less fearfu;
low nuture behaviour=
low LG-ABN, high HPA repsonse to stress, more fearful
pups born to high LG-ABN mothers and raised by low ones= high HPA stress and high fear
what are the different stages of piagets theory of cogntive developmemt
sensorimoter 0-2
pre-operational 2-7
concrete-operational 7-11
formal-operational 11-
in piagets theory what is our unit of knowlegde, our motivation to learn and how learning takes place
unit of knowledge is our schema “ mental frame work of beliefs and understanding”
motivation to learn equilibrium” when you can successfully accomidate anything at anything given moment” and disequilibrium “state of confusion”
how learning takes place, assimulation “ adding to an existing schema” accomidation “creating a new schmea”
how did piagets theory of cognitve developent view the child
as a little scientists, he stressed the importance of the childs interaction with the physcial world
describe the sensorimotor stage
involves object permanence, kids in this stage dont understand that objects dont spontaneously alter in structure
describe the pre-operational stage
contains the pre-conceptual stage 2-4 and the intuitive period 4-7
preconceptual stage-
kids are egocentric meaning they cant appreicate someone elses view/opinion. this is demonstrated with the 3 mountain study
intuitive period-
kids still havent developed class inclusion which is a sophisticated categorsing system.
they also dont understand conservation task, which is tasks that demonstrate that also liquid may have changes in strucute, it hasnt changed in quanitity
describe the concrete-operational stage and formal-operational stage
concrete- children can now conserve, understand class inclusion snd perceptive taking. however they have problems with abstract reasoning formal- develop abstract reasoning.
who was vygotsky heavily influenced by?
Engels, who argued that cognitive change happened due to historical change. he belived that took use gvar rise to advanced intelligence and speech
