13. Practice Q's

Question 1

give an example of continuous and discontinuous developmental psychology + an explanation of why

Answer 1

• theories of continuous development see development as a gradual, constant process, while theories of discontinuous development believe it takes place in specific stages
• piaget proposed a development theory that is discontinuous bc it occurs in stages. changes result in a sudden acquisition of new skills
• vygotsky’s theory of sociocultural development process with gradual improvement of skills.
• continuous development and staged development are both correct: while it is true that development is a continuous process that doesn’t stop, it is also true there are stages to growth and that developments unfold at predictable times across the life span

Question 2

developmental psych focuses on children who appear to pass thru special stages at certain times in development. these are critical periods. define critical periods and outline evidence for language as having a critical period.

Answer 2

• children born deaf have an advantage in speech production if they receive a cochlear implant before age 2 vs age 3-4
• studies of kids abnormally isolated found that a child at 6 could develop normal language, whole those past puberty could not
• deaf kids who have delayed sign language exposure until after age 12 can have lifelong language-deficits

Question 3

what age does TOM emerge? What is TOM? How is it tested? How does it relate to ASD?

Answer 3

TOM - beliefs about mind and ability to understand other ppl’s mental states; we use these beliefs to explain our behaviour, predict other ppl’s behaviour, and take another person’s perspective
- age 4, children able to comprehend that other ppl have diff mental stages; at age 5-6, they cannot do false belief tasks
- poor development theory of mind is related to the communication and interpersonal issues seen in ASD

Question 4

what are the diff parenting styles associated w baumrind and discipline. explain and their outcomes.

Answer 4

• baumrind
• parenting varys on two dimensions - warmth and control
• authoritarian: value obedience for obedience sake and tend to rely heavily on power assertion for disciplining their kid. show low warmth and high control. authoritarian parents raise children who are good at following rules, but rigid and less empathetic.
• authoritative parents were less concerned w obedience for obedience sake and more concerned that their children developed autonomous and appropriate moral values. authoritative parents rely on inductive discipline and less power assertion for disciplining their kids. they show high love and high discipline. thought to be ideal parenting