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PSYCH 105 > 4. INFANT DEVELOPMENT > Flashcards

4. INFANT DEVELOPMENT Flashcards

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1
Q

DEVELOPMENTAL PSYCHOLOGY

A

NATURE VS NURTURE
-CHANGES IN BIO, PHYSICAL, BEHAVIOURAL PROCESSES WITH AGE
-CRITICAL/ SENSITIVE PERIODS

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2
Q

CRITICAL PERIOD

A

AGE WHERE EXPERIENCES MUST OCCUR
-EX) LANGUAGE ACQUISITION

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3
Q

**SENSITIVE PERIOD

A

OPTIMAL AGE RANGE

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4
Q

RESEARCH DESIGN; CROSS SECTIONAL DESIGN

A

PEOPLE OF DIFFERENT AGES ARE STUDIED AT A GIVEN TIME
-OBTAIN DATA QUICK

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5
Q

RESEARCH DESIGN; LONGITUDINAL DESIGN

A

SAME SET OF PEOPLE STUDIED AS THEY AGE
–COHORT
-THIS IS LONG TERM, PEOPLE MAY DROP OUT
-ARE THEY ONLY SPECIFIC TO THIS COHORT

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6
Q

RESEARCH DESIG; SEQUENTIAL DESIGN

A

COMBO OG CROSS SECTIONAL AND LOGITUDINAL
-TEST SEVERAL COHORTS AS THEY AGE
-THIS DESIGN IS MORE COMPREHENSIVE

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7
Q

STAGES OF PRENATAL DEVELOPMENT

A
  1. GERMINAL STAGE; FIRST 2W OF LIFE, FERTALIZATION, ZYGOTE
  2. EMBRYOTIC STAGE; 2W-8W, EMBRYO, ORGANS START TO DEVELOP
  3. FETAL STAGE - 9W-BIRTH, FETUS
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8
Q

ZYGOTE

A

ONE SPERM FERTILISES AN EGG=ZYGOTE
-UNDERGOES CELL DIVISION

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9
Q

EMBRYO

A

MASS OF CELLS FORMING LIFE SUPPORT STRUCTURES LIKE PLACENTA AND CORD, AND ORGANS

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10
Q

TDF

A

TESTIS DETERMINING FACTOR; TRIGGERS MALE SEX DEVELOPMENT
-DETERMINES 6-8 WEEKS AFTER CONCEPTION
–CRITICAL PERIOD!

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11
Q

TERATOGENS

A

EX) MERCURY, LEAD, RADIATION, NICOTINE
-ENVIRONMENTA AGENTS THAT MAY CAUSE ABNORMAL PRENATAL DEVELOPMENT

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12
Q

SEXUALLY TRANSMITTED DISEASES

A

COULD PASS FROM MOTHER TO BABY AND CAUSE DAMAGE, BLINDESS OR DEAFNESS

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13
Q

ENVIRONMENTAL INFLUENCES, THE MOTHER

A

MATERNAL STRESS; PREMATURE BIRTHS, INFANT IRRITABILITY,
MATERNAL MALNUTRITION; MISCARRAIGE STILL BIRTH, IMPAIRED BRAIN DEV

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14
Q

ENVIRONMENTAL INFLUENCES; FETAL ALC SPECTRUM DISORDER

A

-COGNITIVE BEHAVIOURAL AND PHYSICAL DEFICITS CAUSED DUE TO PRENATAL EXPOSURE TO ALC

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15
Q

ENVIRONMENTAL INFLUENCES; FAS- FETAL ALC SYNDROME

A

-DISORDER WITHIN THE SPECTRUM
-CLUSTER OF DEVELOP ABNORMALITIES
EX) FACIAL ABNORM, MALFORMED BRAINS, PSYCH AND SOCIAL IMPAIRMENTS

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16
Q

INFANCY

A

-WHEN CONDUCTING A STUDY, THEY MUST CONSIDER THEIR MOTOR AND ATTN SPAN /SENSORY LIMITATIONS
-MEASURE BEHAVIOURAL RESPONSE

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17
Q

WILLIAM JAMES THOUGHT OF BABIES

A

NEWBORNS WORLD IS A BLOOMING CONFUSION; AN EMPTY AND DISORGANIZATION OF THE BRAIN

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18
Q

VISION IN BABIES

A

-CAN TRACK OBJECTS, BUT ARE NEAR SIGHTED
-20/800 EYESIGHT, BUT PROGRESSIVELY GETS BETTER IN 6 MONTHS

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19
Q

COLOUR VISION

A

NEWBORNS CAN SEE FEW COLOURS, BUT BY 3 MONTHS THEY HAVE A FULL RANGE PERCEPTION

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20
Q

PREFERENTIAL LOOKING PROCEDURE

A

-USED TO DETERMINE PREFERENCE FOR VISUAL STIMULI.
TIME SPENT LOOKING AT STIMULI IS RECORDED, INFANTS PREFER COMPLEX STIMULI

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21
Q

SENSES AT BIRTH

A

TACTILE, AUDITORY, CHEMICAL PERCEPTUAL SENSES

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22
Q

NEWBORN LEARNING; HABITUATION

A

RECOGNIZE FAMILIAR OVER UNFAMILIAR FACES REGARDLESS OF EXPRESSION

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23
Q

NEWBORN LEARNING; CLASSICAL AND OPERANT CONDITIONING

A

ACQUIRE CONDITIONED RESPONSES
-OPERANT- MAKE THINGS HAPPEN
-THEY EXPECT “REWARDS” AFTER

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24
Q

NEWBORN LEARNING; IMITATION

A

BABIES CAN IMITATE ADULT EXPRESSIONS

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25
Q

new born sensory and perception; sound localisation

A

-ability to localise sounds exists from birth until 3m of age, disappears then reappeares at 4-5m

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26
Q

newborn sensory and perception; phoneme discrimination

A

-ability to detect changes in speech sounds, even better than adults.
-disappears at 12m

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27
Q

newborn sensory and perception; musisc perception

A

can process and remember music

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28
Q

physical development; stages

A

1st; brainstem; basic survival factores
later; associative cortex ateas, frontal cortex

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29
Q

physical development; growth rate

A

brains of 5 y/o +90% of adult size
-new synapses formed, brain becomes more specialized

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30
Q

motor development

A

follows stage-like sequences that age of acquirment does not vary
ex)stand to support->pull self to stand

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31
Q

new born environmental and cultural influences

A

-physical; diet, social, toys, physical touch
-sensory; visual deprivation can perm damage vision

32
Q

proximodistal princuiple

A

inner most important part of the body develops first

33
Q

cephalocaudal principle

A

fetal bodies develop in a head to body fashion

34
Q

cognitive developmentz; piaget’s stage model

A

assimilation., accommodation
-brain builds schemas to acheive understanding
-children think ab the world differently from adults

35
Q

piaget’s model; assimilation

A

new experiences fit into existing schemas, having confidence to adapt to new things because of schemas schema; organize patterns of thoughts and actions
- produces more complex schemas

36
Q

piaget’s model; accommodation

A

new experiences change existing schemas/ create new schemas, learn as you live

37
Q

piagets stage 1; sensorimotor stage

A

-birth to 2y/o
-understand world through sensory experience and physical interactions
-begin to acquire language
-object permamence

38
Q

object permanence;

A

understanding that an object still exists even though it can no longer be seen
-8 months of age

39
Q

piagets stage 2; preoperational stage

A
  • 2 -7 years
    -represented symbolically through words or images
    -doesnt understand convo
    -their thinking reflects egocentrism; ex) others see the world the same as themselves
40
Q

piagets stage 3; concrete operational stage

A

-7-12 years
-perform basic mental operations; simple problems and situations
-difficulty w problems that require hypothetical reasoning
-form mental maps; geography

41
Q

piaget stage 4; formal operational stage

A

-11-12 years…
- logically think about concrete and hypothetical problems
-form and test hypotheses

42
Q

hibituation studies of children

A

-object permanence
-proved piagets stages wrong

43
Q

vygotsky; social context of cognitive development

A

-social interaction can influence maturation
-zone of proximal development

44
Q

zone of proximal development

A

-difference between what a child can do independently vs what a child can do with assistance from others
-social assistance can push maturation forward in a certain age/zone thats set by biological maturation
ex) parents/older siblings help with math homework

45
Q

coginitve development as a gradual process; information search stategies

A

-spot the difference picture;
Vurpilllot assessed eye movements of children while doing this excersise
-younger children did not succeed but older did

46
Q

theory of mind

A

-understanding other people have different mental states
-develops at 4 yrs
-toys reflects theoty of mind
-lying and deception reflects theory of mind

47
Q

false belief tasks

A

-

48
Q

EARLY EMOTIONS; 18 MONTH

A

-SENSE OF SELF
-DISPLAY BASIC EMOTIONS OVERTLY
EX) ENVY, EMBARRASSMENT, EMPATHY

49
Q

EARLY EMOTIONS; 2 YEARS

A

-LEARN AB STANDARDS AND RULES EXPECTED TO FOLLOW
-EMOTIONS LIKE PRODE, SHAME, GUILT

50
Q

EARLY EMOTIONAL REGULATION

A
  • COMES WITH AGE; EVALUATE AND MODIFY EMOTIONAL REGULATIONS
    EX) SELF SOOTHING, STUFFED ANIMALS, TANTRUMS, LANGUAGE TO COMMUNICATE
    -EMOTIONAL COMPETENCE; REFLECTS SOCIAL LIFE AND CAN ALSO INFLUENCE IT
51
Q

imprinting

A

critical period- moments after birth -days after
-biologically primed form of attachment w mother

51
Q

ERIKSON’S PSYCHOSOCIAL THEORY

A

-8 PYSCHOSOCIAL STAGES, EACH W A CRISIS TO BE RESOLVED;
-PERSONALITY IS NOT FIXED IN CHILDHOOD
-THEMES AND PATTERNS THAT EMERGE EARLY COULD BE IMPORTANT LATER IN LIFE

52
Q

attachment

A

-sensitive period; first few years
strong emotional bond between human children and primary care givers.

53
Q

HARRY HARLOW; ATTACHMENT

A

-worked w infant monkeys to determine what kind of mother they prefer
-contact-comfort was more important that fulfilling a biological need like attachment or food

54
Q

john balby’s child’s attachment 3 phase theory

A
  1. indiscriminate attachment; newborns behave the same to everyone
  2. discriminate attachment; direct attamchment behaviour towards familiar adults- 3 months
  3. specific attachment behaviour; infants form meaningful attachemnts with specific caregiver, becomes a secure base to explore their environment. 7-8months
55
Q

child attachment; stranger anxiety

A

-distress towards unfamiliar individuials
-6-18months

56
Q

child attachment; seperation anxiety

A

-distress being separated from primary caregiver
-12-16 months until 2-3yrs

57
Q

child attachment; goal directed behaviiour

A

-share feelings wiht caregivers and maintain relationships
-3-4yrs

58
Q

attachment type; strange situation test SST

A

-how an infant reacts when their mother returns after infant is in a room with a stranger

59
Q

infant secure attachment display

A

-explore and react positively to strangers
-distressed when mother leaves
- happy when returns

60
Q

infant insecure attachment; anxious resistant

A
  • fearful when mother present
    -demand attn
    not soothed when mom returns
61
Q

infant insecure attachment; avoidant

A

-few signs of attachment
-seldom cry when mother leaves
-doesnt seek contact when mother returns

62
Q

infant insecure attachment; disorganized

A

confused; contradictory behaviour

63
Q

styles of parenting; AUTHORITATIVE

A

set clear expectations and are warm
outcomes
-less behavioural problems
-most positive childhood outcome
-good grades and IQ

64
Q

styles of parenting; authoritarian parents

A

-exert control, but are cold and rejecting
outcomes
-poor self esteem, popularity, and school performance

65
Q

styles of parenting; indulgent

A

-warm and caring
-no rules or guidance
outcome
-self centered
-immature

66
Q

styles of ofparenting; neglectful

A

-not warm, no rules or guidance
outcome
-insecure attachment
-trouble socializing

67
Q

gender identity

A

-develops 2-3 years
-some sense of it becomes their identity

68
Q

gender constancy

A

-6-7 years, understand gender as permanancy

69
Q

sex typing; steryotypes

A

-bias actions towards specific genders;
-from infancy onwards, girls and boys are treated differently
-internalize social expectations through socializing; passive; EX) observe others to emulate

70
Q

kohlbergs stage theory of moral reasoning/dev

A

-analyzed responses to moral dilemmas
3 main levels with substages

71
Q

kohlbergs moral stage theory lvl1; preconventional reasoning

A

-understanding right vs wrong by punishment + reward
stage one; “but, the punishment “
stage two; “but, anticipate reward it will benefit someone else”

72
Q

kohlbergs moral stage theory #2; conventional reasoning

A

stage 3; conformity to social expextations, approval of others
stage 4; this must be simply followed

73
Q

kohlbergs moral stage theory #3; postconventional reasoning

A

stage 5; judgements based on general principles
individual rights are aligned with societal law
stage 6; morality is based ethically of universal principles of justice

74
Q

moral behaviour and conscience development influences

A
  • internalising societal values
    -emotional regulation
    -temperment
    -attachemnt style/social bonds
    -learning

PSYCH 105 (10 decks)

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