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Psychology > 11. Developmental psychology > Flashcards

11. Developmental psychology Flashcards

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1
Q

Can a baby recognise its mother once its delivered?

A

Yes, as a memory of her has been built up in-utero via hearing, smell and taste

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2
Q

When can babies hear in the womb?

A
  • Receptive hearing begins at 16/40
  • Functional hearing begins at 24/40

This means the newborn babies are already familiar with their mother’s voices

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3
Q

What tastes can a newborn sense?

A
  • All tastes except salt (until 4 months)

* This includes: sweet, bitter, sour and umami

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4
Q

What tastes does a newborn like?

A
  • Sweet things - sweet-ease can be given before unpleasant procedure
  • Glutamate - found in breast milk
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5
Q

Describe the sight of a newborn

A
  • Can’t see very well
  • Sharpest sight around the edges, rather than centre of field
  • Learn to recognise face in first hour
  • Preference to mother’s face at 12-36hrs
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6
Q

What is reciprocal socialisation?

A
  • Bidirectional process where children socialise parents and vice versa
  • Behaviours of mothers/cares and infants involve substantial interconnection, mutual recognition and synchronisation
  • If the parent’s responses reinforces the infant’s effort, the infant will build on this interaction - scaffolding
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7
Q

What is the still face experiment?

A
  • Carer first interacts normally with a baby
  • Carer suddenly changes to neutral expression
  • Baby responds by trying to get mother’s attention (smiling, loud noises etc.) and becomes distressed
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8
Q

How do babies of depressed mothers develop?

A
  • Adjust to low stimulation

* Get used to lack of positive feelings

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9
Q

How do babies of agitated mothers develop?

A
  • May stay over-aroused

* May switch off their feelings all-together

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10
Q

What is the internal working model?

A
  • Describes the development of mental representations (worthiness of the self and expectations of others’ reactions to the self)
  • Result of interactions with primary caregivers which become internalised (automatic process)
  • Very start of attachment
  • Forms our expectations and behaviour in wider relationships throughout our lives
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11
Q

What is attachment?

A
  • Biological instinct that seeks proximity to an attachment figure when threat is perceived or discomfort is experienced
  • Sense of safety - secure base to explore environment and promote development
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12
Q

What does it mean by parents having “Mind-mindedness”?

A
  • Parents treat their children as individuals with minds
  • Respond as if their children’s acts are meaningful - motivated by feelings, thoughts or intentions
  • Mediates the internal working model - helps child understand others’ emotions and actions
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13
Q

At what ages does a baby prefer people to inanimate objects?

A

0-3 months

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14
Q

What what ages does a baby smile discriminately to main caregivers?

A

3-8 months

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15
Q

At what ages does a baby selectively approach main caregivers and show fear of strangers?

A

8-12 months

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16
Q

At what ages can attachment behaviour of a baby be measure reliably?

A

12+ months

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17
Q

What are the 4 styles of attachment (defined from the strange situation test)?

A
  • Securely-attached children
  • Insecurely-attached children
  • Resistant-insecure (or ambivalent) children
  • Disorganised-insecure children
18
Q

What are “securely-attached children”?

A
  • What we aim for
  • Explores the room freely when mother is present
  • May be distressed and explores less when mother is absent
  • Happy when mother returns, and approaches and comforted by mother when crying
  • Baby knows he can depend on his mother and mother is responsive to his needs
19
Q

What are “insecurely-attached children”

A
  • Doesn’t explore much
  • Doesn’t show much emotion when his mother leaves
  • No preference for his mother over a complete stranger
  • Tends to avoid or ignore mother when he returns
20
Q

What are “avoidant-insecure children”?

A
  • Doesn’t explore much
  • Very wary of strangers and distressed when mother leaves
  • Ambivalent when mother returns
  • However, resentful (even angry) at mother for leaving him in the first place
  • Child may reject his mother’s advances as a result
21
Q

What are “disorganised-insecure children”?

A
  • Mix of avoidant and resistant behaviours
  • Confusion and anxiety
  • At risk for behavioural and developmental problems
22
Q

What are the benefits to a child of a secure attachment?

A
  • Promotes independence, emotional availability, better moods and emotional coping
  • Associated with fewer behavioural problems, higher IQ and academic performance
  • Contributes to a child’s moral development
  • Reduces child distress
23
Q

What is secure attachment in infancy associated with in adolescence and adulthood?

A
  • Social competence
  • Loyal friendships
  • More secure parenting of offspring
  • Greater leadership qualities
  • Greater resistance to stress
  • Less mental health problems and psychopathology
24
Q

What are the benefits of play with a baby?

A
  • Engage and interact with the world
  • Experience mastery and control
  • Practice decision-making
  • Practice adult roles
  • Promote language development
  • Overcome fears
  • Develop own interests
  • Healthy activity level
25
Q 
What are the types of play for the following ages:
• 0-3 months
• 0-2 years
• 2-2.5 years
• 3-4 year
A
  • 0-3 months - unoccupied: lots of movement with body
  • 0-2 years - solitary
  • 2-2.5 years - spectator: observes but doesn’t play with other children
  • 2.5-3 years - parallel play: alongside others but doesn’t play with them
26
Q

What are the types of play for the following ages:
• 3-4 years
• 4-6 years
• 6+ years

A
  • 3-4 years - associated: interacts with others in their play, develops friendships and preferences with some children, mixed sex groups
  • 4-6 years - co-operative: plays with shared aims of play with others, may be difficult but there is support with other children, normally single sex
  • 6+ years - competitive: play involves rules and has a clear winner
27
Q

What are “disorganised-insecure children”?

A
  • Mix of avoidant and resistant behaviours
  • Confusion and anxiety
  • At risk for behavioural and developmental problems
28
Q

What are the benefits to a child of a secure attachment?

A
  • Promotes independence, emotional availability, better moods and emotional coping
  • Associated with fewer behavioural problems, higher IQ and academic performance
  • Contributes to a child’s moral development
  • Reduces child distress
29
Q

What is secure attachment in infancy associated with in adolescence and adulthood?

A
  • Social competence
  • Loyal friendships
  • More secure parenting of offspring
  • Greater leadership qualities
  • Greater resistance to stress
  • Less mental health problems and psychopathology
30
Q

What are the benefits of play with a baby?

A
  • Engage and interact with the world
  • Experience mastery and control
  • Practice decision-making
  • Practice adult roles
  • Promote language development
  • Overcome fears
  • Develop own interests
  • Healthy activity level
31
Q

What is the concrete operational stage?

A
  • 7-12 years
  • Children can perform basic mental operations concerning problems that involve tangible objects and situations
  • Understand reversibility and display less egocentrism
  • Trouble with hypothetical and abstract reasoning
32
Q

What is the formal operational stage?

A
  • Adolescence
  • Transitional stage of physical and psychological human development
  • Abstract thought emerges
  • More thinking about moral, philosophical, ethical, social and political issues that require theoretical and abstract reasoning
  • Begin to use deductive logic
33
Q

What is proposed in Piaget’s Stage Model?

A 
• Children's thinking changes qualitatively with age - result of interaction with brain's biological maturation and personal experiences
• 4 stages of cognitive development:
- sensorimotor stage
- preoperational stage
- concrete operational stage
- formal operational stage
34
Q

What is assimilation, accommodation and adaptation in the context of schemas?

A
  • Assimilation - incorporating new experience into existing schema
  • Accommodation - the difference made by the process of assimilation
  • Adaptation - new experiences cause existing schema to change
35
Q

What is the sensorimotor stage?

A
  • 0-2 years
  • Infants understand their world primarily through sensory experiences and physical (motor) interactions with objects
  • Object permanence - understanding that an object continues to exist even when it cannot be seen
  • Gradually increasing use of words to represent things
  • Learning based on trial and error (error not assimilated)
36
Q

What is the preoperational stage?

A
  • 2-7 years
  • World represented symbolically through words and mental images
  • No understanding of basic mental operations or rules
  • Rapid language development
  • Understanding of past and future
  • No understanding of Principle of Conservation (basic properties of objects staying the same even though appearance may change)
  • Irreversibility - cannot mentally reverse actions
  • Animism - child assumes that everything exists with consciousness
  • Egocentrism - difficulty in viewing world from someone else’s perspective
37
Q

What is the concrete operational stage?

A

• 7-12 years
• Children can perform basic mental operations concerning problems that involve tangible objects and situations
•

38
Q

What is the formal operational stage?

A

• Adolescence
• Transitional stage of physical and psychological human development
• Abstract thought emerges
• More thinking about moral, philosophical, ethical, social and political issues
•

39
Q

Describe the behaviour of the adaptive adolescent brain (12-25 years)

A
  • Extensive brain remodelling (myelinisation, synaptic pruning) - reason for so much sleep
  • Help journey from secure world with parents to fitting into world created by peers
  • Thrill seeking
  • Openness to new expereinces
  • Strong social rewards
  • Prefer own age company
  • Less positive emotionality through early adolescence
  • Storms and stress more likely
40
Q

How does a child’s concept of death change through childhood?

A
  • < 5 years - do not understand that death is final, will take euphemisms concretely, may think they have caused dearth
  • 5-10 years - gradually develop idea of death as irreversible, more empathic to another’s loss, may be preoccupied with justice
  • 10+ years - understand more long-term consequences, able to think hypothetically, review inconsistencies

Depends on cognitive development and experience

41
Q

Should you describe death as going to sleep?

A

No, as child could associate sleep with dying => worry

Psychology (14 decks)

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