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Developmental Psychology > terms and models TERM 2 > Flashcards

terms and models TERM 2 Flashcards

1
Q

reasons for atypical development

A

pre-natal effects
environmental effects
genetic effects - spontaneous mutations
multifaceted effects - ASD, ADHD

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2
Q

Autism and airport bags

A

improved overtime in accurately rejecting bags when target wasn’t present

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3
Q

16p11.2

A

duplication/deletion of certain part of chromosome

varied presentation leads to developmental delay

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4
Q

chromosomes

A

chromsome arm- short = p, long = q

chromosome region - labelled with numbers (lower = closer to centre)

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5
Q

genes

A

DNA lives inside.. > genes (21,000 types) > chromosomes (100/1000s genes) > cell

DNA inside genes inside chromosomes

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6
Q

copy number variants

A

duplicate or deletion

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7
Q

williams syndrome

A

deletion of 7q11.2
1 in 10,000
- distinct facial features, cardiac & cognitive abnormalities, highly sociable personality

cognitive profile:
- strengths in verbal, visuospatial IQ

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8
Q

agent that causes change in embryo

A

teratogen

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9
Q

down syndrome

A

duplicate of 21st chromosome
can be full or partial duplication

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10
Q

physical characteristics of DS

A

short neck
flat face
upward slanting eyes
wide short hands - deep crease
poor muscle tone

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11
Q

cognitive characteristics of DS

A

short attention span
impulsive
slow learning
delayed speech development
variable IQ (30-70)

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12
Q

chromosomes

A

small arm - p
large arm - q

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13
Q

fetal alcohol syndrome

A

alcohol = teratogen (changes embryo)
depends on when during gestation period alcohol is consumed
binge drinking worsens symptoms

ethanol = alters DNA and protein synthesis

Canada - 2-3% of school children

shares impairments with ADHD

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14
Q

intellectual disability

A

affects 1.4%
diagnosis based on IQ tests

classified as:
Mild: 52-69 (IQ)
moderte: 36-51
severe: 20-35
profound: <19

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15
Q

ADHD

A

inattention
hyperactivity and impulsivity

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16
Q

Autism

A

Deficits in social interaction
restricted, repetitive behaviour

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17
Q

atypical development

A

delayed, advanced development
the extremes of individual differences in development

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18
Q

patterns of atypical development

A

typical
delay - attainment gap, develop slower
delay with catchup - same as delay but catch up to advanced
lower starting point - rate of development normal but don’t catch up
advanced - good skill (more typical)

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19
Q

regression

A

skill developing typically then child loses aspect of skill (actively get worse)
seen in language and motor skills
typical in ASD, intellectual disabilties

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20
Q

development across multiple domains

A

social - eye contact, empathy, turn-taking

adaptive behaviour - living skills

cognitive - memory, IQ

physical - microcephaly (smaller head, macrocephaly (large head)

motor skill - balance

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21
Q

vineland adaptive behaviour scales

A

communication - receptive (understanding), expressive (spoken), written

daily living skills - personal, domestic, community (use of time, money)

socialisation - interpersonal relationships, play and leisure, coping skills

motor skills - fine, gross

maladaptive behaviour - internalising, externalising

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22
Q

scoring standardised tests

A

convert raw scores to standard scores against age-gender pp
removes individual differences

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23
Q

investigating atypical development

A

consider performance against appropriate control

investigate developmental trajectories

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24
Q

benefits of standardised scores

A

can standardise performance
easy to interpret
not one set way - allows for comparison

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25
Q

specific experimental designs

A

face perception
ToM
response inhibition (go-no go)

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26
Q

williams syndrome

A

genetic test to confirm - blood tests identify absence of ELN gene

FISH test - fluorescent in-situ hybridization

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27
Q

down syndrome

A

screening pregnancies - 12 weeks

‘combined’ test:
blood tests and nuchal translucency scan (checks build up of fluid behind the neck)

if high risk, given amniocentesis to confirm

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28
Q

conditions trickier to diagnose

A

comorbidity between ADHD and autism - 70%
but listed as two separate conditions in DSM-5

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29
Q

diagnosing autism

A

referral then assessment

Repetitive movements, use of objects, ritualised patterns and speech

Fixated interests that are intensely abnormal

Hyper or hypoactivity to sensory input or unusual interest in sensory aspects of the environment

PERSISTENT DEFICITS IN SOCIAL COMMUNICATION AND SOCIAL INTERACTION ACORSS CONTEXTS

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30
Q

diagnosing ADHD

A

standardised tests:
conners rating scales - 3 forms = parent, teacher, self-report
- converted to t-scores

strengths and difficulties questionnaire

inattention, hyperactivity, impulsivity

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31
Q

tools used to diagnose autism

A

ADOS - autism diagnostic observational schedule
= semi-structured interview to study presence/absence of certain behaviours
- map behaviours into coding section of the manual and calculate pp score

ADI - autism diagnostic inventory

M-CHAT
screening on children, study = 114x more likely to be diagnosed with autism when screening was positive (may not be accurate)

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32
Q

mean age of diagnosis for autism and aspergers

A

autism - 5.5 years
asbergers - 11 years

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33
Q

mean age when parents first has concerns

A

autism - 18 months

asperges - 30 months

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34
Q

infant siblings approach to autism

A

1 in 5 children with older sibling with autism will go on to be diagnosed

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35
Q

EEG - autism

A

12 months - low risk group had higher coherence in the brain
repeated with same group and found similar results

biomarker = level of coherence

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36
Q

eye tracking - autism

A

neurotypical - more time looking at people
ASC - looked at geometric patterns

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37
Q

fNIRs

A

optical imaging method
light that doesn’t exit the cortex has been absorbed
main absorber of near-infrared light= Hb

infants with higher chance of having ASC (sibling with ASC) had reduced activity in temporal cortex in response to social stimuli

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38
Q

prevalence of ASC

A

2008 - 1 in 88
2010 - 1 in 68
2012 - 1 in 69
2014 - 1 in 58

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39
Q

evidence of genetic influence in autism

A

co-occurence = monozygotic twins = 77%, dizygotic twins = 31%

co-occurs with other genetic conditions

broad autism phenotype - increase in autistic features seen in MIAFS (multi-incidence of autism families) and SIAFs (single incidence of autism families)
AUTISTIC TRAITS TOO MILD TO ALLOW DIAGNOSIS (seen in relatives to autistic person - without diagnosis)

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40
Q

sotos syndrome

A

macrocephaly - advanced bone growth

1 in 14,000
deletions on chromosome 5 including NSD1 gene

83% with sotos score above clinical cut-off for ASC

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41
Q

complex genetics in autism

A

65 different genes associated
not one single gene - possible interactions between genes
10-20% of ASC cases are associated to genetic abnormality

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42
Q

environmental epidemiology

A

observation of human populations to infer the environmental cause of a condition

important to avoid bad science

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43
Q

Wakefield measles

A

suggested link between autism and MMR vaccine

more people then contracted measles
no real evidence found in repeat studies with larger sample of 650,000 people

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44
Q

environmental facts linked to autism

A

prenatal viral infection/ stress

maternal diabetes/ obesity

teratogens

pollution

pesticide exposure during first 8 weeks of pregnancy

parental age

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45
Q

Hills criteria of establishing causality

A

biological gradient
temporality
strength
experimental
coherence
consistent
analogy
plausibility
specificity

= BTSECCAPS

using meta-analyses

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46
Q

odds ratio

A

statistical method for understanding association between exposure and outcome

OR = 1 - no relationship
OR < 1 - negative correlation, greater… leads to less effect of…
OR > 1 - positive correlation, greater exposure… leads to greater effect of…

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47
Q

gene-environment interaction for autism

A

alteration to MET gene AND increased exposure to air pollution = increased risk of autism

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48
Q

co-production

A

process of conducting research in partnership with the population you are focusing on

levels:
consultation - no formal involvement
involvement - still largely led by clinicians
participate - take part in defined activity
co-production

‘nothing about us without us’

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49
Q

why is co-production used

A

effective in informing theory and applying to general life
good for ethics
better insights
challenges preconceptions

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50
Q

COVID-19 and down syndrome

A

40+ = 4x more likely to be hospitalised
10x more likely to die

decreased disability programmes

33% with DS were more irritable, 52% more anxious and 41% more sad

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51
Q

COVID and ADHD

A

533 parents
34.71% of parents reported worsening in Childs behaviours, 30.96% reported an improvement in behaviour

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52
Q

male to female ratio for autism

A

4:1

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53
Q

extreme male brain theory - Baron-Cohen

A

ASC has typical male profile (low empathy and high systemising)
foetal testosterone associated with Individual Differences in eye contact, development and autistic traits in typically developing children

54
Q

gender differences in systemising quotient and empathising quotient

A

neuro-typical males score higher on systemising
autistic females score similar to neurotypical males

neuro-typical females score high on empathising
autistic male and females score lower

55
Q

ratios for autism in different studies (MALE:FEMALE)

A

loomed meta-analysis
overall = 4.2 to 1
high quality studies = 3.32 to 1
only pp with existing ASC diagnosis = 4.56 to 1
population identifying ASC diagnosis = 3.25 to 1

suggests females have greater risk of having ASC overlooked

56
Q

females and ADHD

A

3/4 females with ADHD undiagnosed
diagnosed on average 5 yrs later than males

camouflage scores higher (masking symptoms to fit in) - girls more likely to be inattentive

early studies primarily on boys

57
Q

williams syndrome strength - relative (delayed in comparison to neurotypical)

A

known cause
verbal language ability
fluency
syntax
grammar

58
Q

williams syndrome weakness

A

pragmatics (understanding meaning of words)
executive functions - inhibitory control
WM
visuospatial abilities

59
Q

autism strengths

A

attentional to detail
good visual search skills - good at conjunction and feature search - outperformed neutrotypical regardless of task

60
Q

weakness of autism

A

unknown cause
theory of mind - understanding emotions
executive fucntions
working memory

  • research is equivocal
61
Q

PECS

A

speech and language therapy - help Williams and autism
stages:
1. picture exchange - swapping picture for item
2. generalise to others
3. two picture exchnage
4. sentence construction
5. verbs, adjectives
6. answer question
7. commenting

62
Q

play therapy

A

directive (therapist takes lead) or non-directive (less structured)
storytelling, role play etc

reduced ADHD and social anxiety - increase social-emotional competency

63
Q

music therapy

A

better verbal recall when info was sung for those without lessons
with training = good recall with spoken info

possibly aids verbal working
improve concentration

64
Q

applied behavioural analyses

A

intensive - 40 hrs per week
positive conditioning
relies on parents to reinforce behaviour outside therapy

effectiveness - groups who received therapy outperformed on IQ, non verbal IQ, expressive and receptive language and adaptive behaviour

65
Q

therapies helping Williams syndrome

A

physiotherapy - help poor muscle tone

applied behavioural analyses
early start Denver model
music and play therapy
PECS

66
Q

life expectancy of williams syndrome

A

similar to neurotypical individuals
can be shortened due to comorbid conditions

67
Q

life expectancy of autism

A

16yrs earlier than neurotypical people

rises to 30 yrs earlier when they have intellectual disability

68
Q

autistica

A

‘personal tragedies, public crisis’

campaign to revise national strategy supporting autistic adults

revised to reduce gap in life expectancy by doing greater research and developing policies/treatment

69
Q

life expectancy of down syndrome

A

1949 - 12 yrs
currently - 60 yrs

why? - improvements in living conditions, more than half have congenital heart codnitions

70
Q

williams syndrome - adulthood

A

study: mean age = 26, mean IQ = 61
almost identical cognitive profile to children with WS

stayed low levels of social adaptation, reading, spelling

71
Q

adult life - howling and udwin

A

Williams syndrome-

79% had heart problems
71% attended college - only 33% attained qualifications
62% still lived with family
51% had depression/anxiety
30% day centres
20% full time educuation still
18% part time employment
16% lived independently
2% residential support
1.6% full time employment

72
Q

support in adulthood - WS

A

limited support for adults

23% of parents dissatisfied with medical help

33% unhappy with educational provision

20% unhappy with workplace assistance

73
Q

adulthood in down syndrome

A

physical: accelerated ageing (due to elastin), developmental gap widens with age
cognitive: memory decline in-line with neurotypical individuals
difficulty to properly investigate due to comorbid

74
Q

alzheimers

A

excessive amounts of two proteins: amyloid and tau (tangles)

gene that codes for amyloid is located on same chromosome duplicated in downs syndrome

100% individuals 40+ yrs show plaques associated with Alzheimers

75
Q

Down syndrome and alzheimer’s

A

30-39 yrs - 33% show signs of AD
40-59 yrs - 55%
60+ = 75%

age of onset typically 65yr+ in neuro-typical people
presents differently

76
Q

causes for lost generation (late diagnosis) - autism

A

change in diagnostic criteria

comorbidity

reduced stigma - generational differences

better recognition

gender differences - camouflaging

77
Q

support after diagnosis as an adult

A

dissatisfying treatment options

limited pathways to speech and language therapy for adults

78
Q

future aims

A

autism strategy = requirements regarding minimum levels of support

superseded by think autism = 15 priority areas for development

79
Q

motivation for studying maths

A

24% of adults in uk have maths ability lower than threshold to function
use maths in daily lives

globally: 1/5 adults unable to deal with two step calculations

80
Q

order we learn math skills

A

in order:
non symbolic number
learn count list
symbolic number
arithmetic operations
rational umbers
algebra

81
Q

symbolic number mapping

A

two forms- number words (one) and arabic digits (1)

82
Q

number word acquisition

A

children learn count sequence by rote (memorising) before understanding meaning

learn meaning of number two by 24-36 months
culture dependent

83
Q

morphological bootstrapping hypothesis

A

language with singular and plural distinction help children to learn the meaning of numbers faster

84
Q

counting principles

A

one-to-one

stable order

abstraction

order irrelevance

cardinality

85
Q

one-to-one principle

A

each object only counted once
each number word paired with one object

all objects paired with number word

86
Q

stable order principle

A

number words are recited in a fixed order
1,2,3,4,5

87
Q

abstraction principle

A

any array of sets can be counted
regardless of characteristics (shape, colour, size)

e.g. can count 3 dogs and 3 cats as 6 animals

88
Q

order irrelevance principle

A

order in which objects are counted doesn’t matter
leads to the same result

89
Q

cardinality principle

A

last number in count sequence describes how many there were in total (count to five = five objects)

describes order and quantity

90
Q

testing cardinality principle

A

grabbers - only procedural knowledge

pre-number-knowers - number children give isn’t related to number asked

subset-knowers - numbers too high = unable to grasp

cardinal principle knower - successful (usually around 3-4yrs)

91
Q

arabic digit acquisition

A

actual written digit (e.g 3 )

required later than number words

explicitly taught in schools

92
Q

jimenez - connecting spoken word to written word

A

2-4 yrs
A - quantity to number word

B - number word to quantity

C - number word to digit

D - digit to number word

E - quantity to digit

F - digit to quantity

93
Q

connecting number words, digits, quantities

A

3-4 yrs
six mapping tasks

mapping between numerals and quantities more difficult than between number words and quantities/numerals

94
Q

ordinality

A

relation between items in a sequence

emerges later than cardinality

7-12 yrs: adjacent (2,1,3) and non adjacent sequences (3,5,8) accurate

95
Q

number order task

A

choose numbers in order from smallest to largest asap

more appropriate for younger children

96
Q

order judgement task

A

presented with 3 numbers - decide if sequence in ascending order or not asap

struggle when order is not adjacent sequence and not in order

97
Q

home numeracy environment

A

parents involvement

no consensus on specific components that should be included to capture parents involvement

small positive correlation between one and maths achievement (advanced activities)

98
Q

obersvaetional studies/questionnaires - maths

A

parent number talk: record parent utterances related to maths language (number words and magnitude comparison)

quantify code words

home numeracy environment -
direct: explicite activities targeting maths
indirect: everyday activities coincidentally involving maths

99
Q

HNE and parent factors

A

most studies involve mothers
when both parents participate, only mothers activities linked to children maths skills

mothers with higher education = expose children to more advanced numeracy

parents attitudes/anxiety towards maths influences children

100
Q

early numeracy skills

A

large individual differences
children who enter kindergarten with poor numeracy don’t catch up - lack of early identification

meta-analysis:
- early maths skills strong predictor on later maths and reading skills + overall academic performance

101
Q

predictors of numeracy

A

pathways to mathematics model: 3 pathways
-quantitative
-working memory
-linguistic

102
Q

quantitative skills

A

subitising = determine number of items in set without counting
produced maths outcome 2 yrs later

non symbolic arithmetic = adding/subtracting with mainpulations

counting

estimation = estimate dots without counting

number comparison = non-symbolic (dots), symbolic (digits) - asked which side has more dots/digits

103
Q

working memory pathway

A

verbal WM - asked to repeat list of numbers in reverse

visuospatial WM - predicted math outcome grade 1/2 yrs later

contribute equally

104
Q

linguistic skills pathway

A

phonological awareness (knowledge of sound structure) and receptive vocabulary (words understood)
strongest predictor of maths grades: may be used as baseline test

105
Q

pathways to mathematics

A

verbal WM
visual WM
linguistics

account for variability in arithmetic (44-79%), word problems (53-61%), number system knowledge (48-64%) and geometry (26-84%)

106
Q

early intervention for maths skills

A

domain general interventions for WM and linguistic skills not been proven successful

training quantitative skills better

60% that struggled w maths in kindergarten continued to have difficulty in grade 5

107
Q

criteria for evaluating early interventions

A

include children at risk and a comparison group

random assignment

pretest, intermediate post test and delayed post test

108
Q

developmental dyscalculia

A

specific impairment of mathematic ability

affects 3.5-6.5%

109
Q

effects of DD

A

difficulties with:
number sense - early childhood
sorting objects
recognising patterns/groups
comparing/contrasting magnitude
learning numbers and how to count
matching numbers with amounts

110
Q

effects of DD - school

A

difficulty remembering basic maths
understanding whats written

111
Q

effects of DD - adults

A

difficulty with more advanced maths

112
Q

two theories of DD

A

domain specific - underlying core deficit is a numeral defcitit

domain general - impairment in non-numerical mechanisms

113
Q

four criteria - specific learning disorder

A

A - difficulty learning for 6 months - figures, numbers, calculations
b - skills lower than expected for age - interfere with daily living. confirmed using standardised measurements

c - difficulties begin during school

d not better explained by other factors

114
Q

symptoms of DD

A

slow to develop basic skills
frustration
struggle with time
poor sense of direction
poor LTM
difficulty playing strategy games/keeping score

115
Q

DSM-5 of DD

A

disorder manifested in learning difficulties - lasts for at least 6 months

dropped the use of IQ discrepancy criterion (difficulties didn’t differ depending on IQ level)

116
Q

comorbidity of developmental dyscalculia and other learning disorders

A

1/2 to 2/3 comorbid
with e.g. ADHD, motor deficits

reasons unclear

implication = less able to use compensatory mechanisms due to other deficits

117
Q

domain specific: symbolic processing deficit

A

access deficit - difficulty accessing numerical magnitude representations from symbols

longer response time for symbolic comparison (e.g. 5 and 9 - which is more?)

smaller/ absent size congruity in DD and make more mistakes - magnitude comparison

118
Q

domains specific: approximate number system deficit

A

deficit in system responsible for processing numerical magnitude information

deficits processing large non symbolic information and magnitude

children with maths learning disability had poorer ANS acuity

problem: several studies fail to find ANS deficit in children with DD

119
Q

domain general: working memory

A

deficits in visuospatial working memory at behavioural and neural level in DD

120
Q

domain general: attentional/executive deficits

A

inhibition and shifting impaired in DD

121
Q

mathematics anxiety

A

anxiety that appears with the manipulation of numbers in ordinary life and academic situations

appears with and without general anxiety
up to 2/3s of variance might be unexplained by test anxiety

can lead to global avoidance

may be present form as young as 6 years old

122
Q

diagnosing maths anxiety

A

no formal diagnosis
many people wouldn’t meet criteria for normal anxiety

123
Q

measuring maths anxiety

A

rely on self-report questionnaires

mathematics anxiety rating scale - 98 items (adapted to different ages)
MARS-A - adults
MARS-E -4/6th grade
MAQ - 6-9yrs
SEMA - 7-10yrs

124
Q

maths anxiety and maths achievement

A

negative correlation
many conflicting studies

125
Q

maths anxiety - deficit theory

A

consequence of poor performance = maths anxiety

126
Q

maths anxiety - debilitating anxiety model

A

leads to avoiding maths - depletes cognitive resources

anxiety treatment = improved math

127
Q

maths anxiety - reciprocal theory

A

bidirectional relaitionship
Higher anxiety = poor performance; poor
performance = higher anxiety

128
Q

maths anxiety and low working memory

A

lower verbal short term and working memory scores with high maths anxiety
lower WM capacity

129
Q

maths anxiety and high working memory

A

higher cortisol (stress) = poorer performance
more negative impact on math anxiety in this with high WM

cortisol can have positive effect in those without math anxiety and high WM

130
Q

risk factors for math anxiety

A

low maths ability and WM
genetics
environmental reasons e.g teachers, expectations

131
Q

alleviating maths anxiety

A

systematic desensitisation = gradual exposure while maintaining relaxed state
expressive writing, focused breathing
maths training

Developmental Psychology (4 decks)

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