1st Exam Flashcards
1
Q
<p>Developmental Psychology</p>
A
<p>–METHOD TO STUDY BEHAVIOR
–not a topic in psych
<br></br>–INTERESTED IN HOW PEOPLE CHANGE SYSTEMATICALLY AND HOW THEY CHANGE OVER TIME</p>
2
Q
human development
A
multidisciplinary study of how people change systematically and how they remain systematically the same over time
3
Q
Hierarchical change
A
–each change is dependent on preceding changes
4
Q
<p>Key issues</p>
A
<p>–physical development –perceptual development <br>–cognitive development <br>–emotional development <br>–social development</p>
5
Q
<p>key issue physical development</p>
A
<p>–fine and gross motor skills
| –biopsychosocially</p>
6
Q
<p>key issue perceptual development</p>
A
<p>–how your senses develop as you grow
| –>learn to discern which thing to attend to in environment and which are significant</p>
7
Q
key issue cog dev
A
–going from reflexes to actions you do now
8
Q
key issue Emotional dev
A
–children develop emotional regulation skills over time
9
Q
key issues social dev
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–learn how to act/react with others
10
Q
What are theories?
A
set of concepts and propositions designed to organize, describe and explain observations –>done to interpret findings, constrain interpretations and predict future behavior
11
Q
why are theories important
A
–they help us understand the mechanism of how things work and help us make predictions
12
Q
How do we get theories
A
hyp testing and collecting data
13
Q
<p>Three Q's that drive development psych field</p>
A
<p>1. nature v nurture
2. activity v passivity
<br></br>3. continuity v discontinuity</p>
14
Q
nature
A
genetics only
15
Q
nurture
A
literally everything not genetics
16
Q
<p>activity v passivity</p>
A
<p>cognitive
–>active behaviorism
–>passive</p>
17
Q
epigenetics
A
developmentalists now recognize that every characteristic we possess is created through the joint workings of nature and nurture
18
Q
continuous development
A
age related changes occur gradually
19
Q
discontinuous development
A
age–related changes include occasional large shifts that children of different ages seem qualitative different
20
Q
Locke
A
–late 1600s Philosopher –tabula rasa
–believed it was nurture
21
Q
Tabula Rasa
A
blank slate; descried children as such b/c their minds were empty and needed to be filled
22
Q
<p>Jean Jacques Roussea</p>
A
<p>–late 1700s developmental theorist
–Natural Unfolding: saw children as blooming flower
<br></br>–believer in nature</p>
23
Q
Research based approach
A
–emerged as result of two converging forces 1. social reform movement (children are little adults disproved) 2. Darwin’s Theory of Evolution (psych variation and selection appear to produce changes within an individual lifetime)
24
Q
Formal field of inquiry
A
Child development emerged as a formal field of inquiry in the late 19th early 20th Sigmund Freud and Watson
25
Freud
–Intrinsic drives and motives
–Qualitative stages (discontinuous) and Passive
–Psychosexual in nature
–Irrational and unconscious behavior
26
Freud's Levels of Consciousness Slide
–ID: instinct drive; at birth
–Ego: rational component; early childhood
–Superego: internalized moral standards; emerges 3–6 years old
27
Freud's Psychosexual Stages
```
–Oral Stage (0–1 year)
–Anal Stage (1–3 years)
–Phallic Stage (3–6 years)
–Latency (6–12 years)
–Genital (12+ years)
28
why was Freud revolutionary
–Drove field to recognize that we are driven by motives that we are largely unaware of
–Personalities are largely driven by early experiences
––>Lasting effect of his ideas: We understand what is happening in early life is going to affect long term outcomes and may be the most important in determining such outcomes
29
Learning Theory
–First half of 1900s –Behaviorism
–Environmental determinism
–Influenced by Pavlov's work on classical conditioning of Little albert
30
Environmental determinism:
how the physical environment predisposes societies and states towards particular development trajectories
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Behavioral theory
–Largely in response to non–testable theories (freud) –Conclusions about human behavior should be based on observable behaviors
–Focus on learning from environment Cognitive also
–No inborn tendencies
–CONTINUOUS
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ecclectic
Most researchers subscribe to multiple theories
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two ways to approach questions
–normative development –individual differences
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normative development
looking at changes of groups (how most ppl are alike)
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individual differences
looking at individual variations in development (how people differ from one another)
36
Longitudinal Designs
Group of participants studied repeatedly in different ages Same participants over time Allows us to ID different developmental patterns in the group as well as individual differences Permits examination between earlier and later events and behaviors
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problems with longitudinal
–attrition: drop outs–confounding variables: anything that varies systematically with what you're examining –practice effects: may act unnaturally b/c of repeated exposure
–cohort effects: historical differences or cultural differences not affecting other groups
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Cross Sectional
take different age groups and study them at same pt and time –>assume grp diff are result of develop changes
––>down side: what if its' variation due to individual differences?
––>could have cohort effects
39
Longitudinal Sequential Design
where you combine longitudinal and cross sectional to study two or more groups across time –Start with at least two cohorts first
–see cross sectional at first meeting; follow them later so we can look at them cross sectionally and longitudinally
–>detects cohort effects by comparing same–age results for participants who were born in different years
–>is efficient
40
research methods specific to evaluating preverbal infants
uses infant characteristics –measures utilizing looking
–high sucking amplitude paradigm
–infant kicking
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measures that utilize looking
–preferential looking paradigm –habituation paradigms
–violation of expectancy paradigms
–eye tracking studies
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preferential looking paradigm
given 2 obj to look at infants will look at whichever is more interesting to look at –> measure of visual acuity (can differentiate with vision)
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habituation
–a dec response to repeated stimuli –an adaptive feature of being human
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habituation study
–gives info about ability to discriminate b/w kinds of birds –tells us about memory cause they were ale to hold those images in their mind through all trials
–explains ability to categorize different creatures
45
violation of expectancy
If a young infant sees something unexpected they'll express surprise on their face for events or objects they aren't expecting –baby magic trick; habituation continues if they can't understand diff
46
eye tracking
The angle between the center of the pupil and the corneal reflection can be used to compute the point of gaze
47
Jones & Klin, 2013
–Visual Scanning –looking at twins; infant boys later diagnosed with autism lose interest in looking at people's eyes within 2–6 months of age
48
High Sucking Amplitude Paradigm
Reflex for sucking –pavlov for babies
–more they suck, more theyre rewarded
49
decasper and spence, 1986
–Had to be another three day old's mom because we might have confounding variables otherwise ––>It could be a preference for mother over others and not just any mother but a three day old's mother
Sucked harder, faster and more when hearing mother's voice; Can infer preference
50
Infant Kicking
Infants can kick + classical conditioning paradigm
51
Rovee–Collier, 1999
–Attaching mobile to bed and tying string from mobile to baby's foot –Trained baby that if they kick foot mobile will move
–Test again the next day for if they remember
–> If they remember they will kick regardless of string attached
8 wk old babies typically forgot after 1–2 days but still semi remembered 4–5 months later
52
Developmental Cognitive–Affective Neuroscience
able to see how brain operates
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Tech for devlop cog–affective neuroscience
diff b/w MRI and fMRI: MRI takes a clear structural image of body/head; fMRI measures brain activation
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EEG
EEG can detect what happens in brain at exact moment it happens but no clue exactly where it happens because we only have access to the scalp and a little below the scalp.
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ERP
Output of EEG
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fMRI
Why is temporal resolution so bad? –>Magnet taking advantage of circulation of blood to diff regions of brain but the blood is being moved much slower than where the brain is activating.
––>Usually takes a rough estimate of about ½ second between activation and blood hitting it.
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how to set up an experiment for fMRI
–through a subtractive methodology
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subtractive methodology
b/c you show the normal face as well and then remove the fear face results from teh results of the normal face
59
Ethics in Developmental Research pt 1
–Avoid harmful procedures, select least stressful approach – Informed consent/assent: inform the child in words they can understand
–Anonymity: only use real names in lab working with the kid
60
Ethics: Confidentiality
no info exposed –Keep participants informed with what happens with research in general
–discouraged from making evaluative statements or give advice
61
mutual responsibilities
must be a clear understanding between parent and principle investigator about their roles, responsibilities and what their child is participating in
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jeopardy
–if info comes to investigators attention that could jeopardize child's health during experiment it must be brought to the attention of the parents or guardians or whoever is more qualified than researchers are
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Unforeseen Consequences
–>e.g. the boy got near the machine and had metal in his finger
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Descartes
–body: works like a machine –mind: non material
–dualism
–connected in the pineal gland
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Cerebral Cortex
–occipital –temporal
–parietal
–frontal
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Lobes:
–major areas of the cortex that are associated with diff categories of behavior
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Occipital lobe:
primarily associated with processing visual info
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Temporal lobe
involved in memory, visual recognition and the processing of emotion and auditory info
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Parietal lobe
governs spatial processing and integrates sensory input with info in memory
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Frontal lobe
organizes behavior and is responsible for planning
71
Phylogeny and ontogeny
Our development as an individual mimics the development of the species
72
Structure of a neuron
Neurons are special because: they can talk to each other; it's like telephone wires
73
Myelin
last piece to develop on neuron –> Fatty coating that covers the axon that helps the message go faster (8 wk vs 13 wk)
––>Process of myelination; more dense with fatty stuff
74
Stages of Neural Development
–Proliferation –Migration
–Aggregation
–Differentiate
–Synaptogenesis
–Apoptosis
–Myelination
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Proliferation
–rapid production of new cells (neurons) –> Over production
76
Migration
following chemical paths to its final destination ––>If taken off the right path they go back to it
77
Aggregation
adhering to similar cells
78
Differentiate
specialize (e.g. motor/ sensory neurons)
79
Synaptogenesis
Synapse formation –> development of axons and dendrites
––>Over production
80
Apoptosis
selective cell death and synapse elimination
81
Myelination
myelin covers neurons (speed)
82
Synaptogenesis– Huttenlocher
–Period of overproduction –Followed by synapse pruning/ elimination
–>When you're a fetus you don't know what kind of world you'll be born into, so your brain comes prepared for any possible scenario in the world
–>Once you're born you start learning what resources you have and what you don't need are pruned
83
plasticity for snaptogenesis
Neural Darwinism" (I.e. survival of the fittest brain cells) –>if not turned on and used you'll lose 'em
84
Synaptic Pruning
–not a uniform thing –We see the peak for prefrontal cortex around 2–4 age the real pruning process doesn't start to take place until later in adolescence
85
DNA
–Humans are diploid organisms –Genotype: what is in your DNA
–Phenotype: what is expressed from genotype
–DOES NOT MEAN THAT WHAT IS IN YOUR DNA WILL BE EXPRESSED
86
transcription and translation
–(an amino acid) a chemical produced by some given environment (social, nutritional, etc.) is needed to kick–start DNA
87
RECIPROCAL RELATIONSHIPS:
–The parent's phenotype influences environment child is exposed to
–environment influences child's phenotype
–Child's phenotype influences child's environment
–Child's phenotype can affect parent's phenotype
OTHERS:
–child's genes influence child's phenotype
–parents' genes influence child's genes
–parents' genes influence parents' phenotypes
88
Gottsman's Reaction Range
based on genes you can develop a certain amount. Given your environment you may grow to full potential or may not.
89
phenotypic plasticity
each gene can be influenced by environment and within a certain reaction range
90
Plasticity
ability of brain to change in response to environment Can have pos or neg valence –>Neg: neglect; e.g. Kitten's eyes
–>Pos: violinists' left hands; Dexterity in their left hand
91
Greenough & Volkmar, 1973
–Why not create hyper enriched environment for ourselves –Still possibly less enriching of an environment than a wild rat
92
Critical period:
time in the early stages of an organism's life during which it displays a heightened sensitivity to certain environmental stimuli, and develops in particular ways due to experiences at this time. If the organism does not receive the appropriate stimulus during this critical period" it may be difficult or even impossible to develop some functions later in life"
93
Critical vs sensitive
critical is very discrete, sensitive is drawn out period of time
94
Binocular Vision Studies
–Otherwise problems with depth perception –>At birth you have columns for vision in right and left eye jumbled together cause of lack of exposure
–>But at birth they're activated over and over again and competing against each other for neural real estate from brain
––>If you patch an eye shut for the first two and a half months, terminate their lives cut them open and look at ocular columns see that it is no longer balanced
––>Same experiment but at a different age you'll still see obvious ocular columns
95
Human Condition: Strabismus/ Amblyopia
They patch your good eye if you have a lazy eye to strengthen the lazy eye –>Critical period for this would be until age 6 yrs
96
Three types of Development *synapse formation*
–gene driven –Experience–Expectant Development:synapse overproduction stage
–Experience dependent: synaptic pruning
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Experience–Expectant Development: synapse overproduction stage
–one that we as humans b/c of prev generations come to expect to occur during tenure on earth
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Experience dependent: synaptic pruning
What environment you're born into and how it affects you, which language/s will you be exposed to **MAKE YOU, YOU **
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Johnson & Newport (1989)
–A natural Experiment: second language learning –>Sensitive Period Example
––>young is easier than people who learn later
––>Measured effect of ability to learn language a decade after they got here
–>It's roughly easier to learn until puberty but then the correlation doesn't continue, no longer a steady decline
100
prenatal development
–Since development is hierarchical we have to consider what happens from point of inception/conception
101
The embryo
–Neural Tube: a U–shaped groove formed form the top layer of differentiated cells in the embryo –It eventually becomes the brain and the spinal cord
102
Sensitive period:
time at which system is developing/ being built
103
Teratogen
–>anything that can harm the fetus (virus, chemicals, drugs, radiation) –Most effective during time of a give structure's rapid growth (sensitive period)
–dependent on genetic diathesis (gene environment together)
–the greater the dose, the more the harm (dose– response relationship)
–no one knows how much is ok
–can be transmitted by father
104
babinski reflex
baby's toes fan out when you stroke heel to toe
105
blink
baby's eyes close to bright light or loud noise
106
moro
baby throws its hands out and then inward in response to loud noises and feeling of falling
107
palmar
grabs stuff in its palm
108
rooting
when baby's cheek is stroked, it turns its head toward the cheek stroked and opens its mouth
109
stepping
baby held upright and moved forward by adult will start stepping rhythmically
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sucking
a baby sucking to feed itself
111
withdrawl
if the baby's foot is pricked it moves back
112
fetal learning
–By 8 mons pregnant babies can learn to habituate –Newborn infants have been shown to recognize rhymes and stories presented before birth
–Newborns also prefer smells, tastes, and sound patterns that are familiar because of parental exposure
