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PSYC 112 > Child Development > Flashcards

Child Development Flashcards

1
Q

why is age and development stage important for psychology context

A

children have big imagination, if they believed they were a superhero psychologist would not be worried compared to if it was an adult, situations are either a problem or not a problem dependent on age

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2
Q

what is continuous (quantitative) change

A

things we can measure e.g. getting a larger vocab as you develop

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3
Q

what are discontinuous (qualitative) change

A

things you cannot measure e.g. things that change completely like a tadpole to a frog

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4
Q

do humans develop continuously or discontinuously

A

both, get bigger but also learn to walk after crawling

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5
Q

do we develop due to genetic or environment factors and what is the evidence

A

both they interact, twins reared apart end up similar, some things different due to different environment

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6
Q

how do individuals develop traits specific to them

A

experiences and how they are interpreted

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7
Q

what is self-report as a form of data collection and what are some problems with this

A

ask the patient’s parents, or the patient but this may be harder, problems with this such as memory, social stigma

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8
Q

what are some forms of data collection

A

self-report, observation, experimental methods, clinical interview methods

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9
Q

what is experimental data collection methods

A

things like put something on their face, show them a mirror and see if they try and rub off and realise it is them in the mirror

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10
Q

what is a longitudinal research design

A

same group of people and follow them over time

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11
Q

what is a cross-sectional research design

A

use people of different developmental stages to get all ages needed

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12
Q

jean Piaget (1896-1980)

A

observed children and proposed a sequence (four stages) of development that all children follow

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13
Q

Piaget’s Sensorimotor stage

A

birth to 2 years, cognition due to external stimulation, cognition consist entirely of behaviour, learn object permanence concept, schema formation and representational thought

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14
Q

what is the object permanence concept

A

the idea that objects do not cease to exist if you can’t see them

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15
Q

what is the A not B effect

A

they will look in the last place the successfully found the object, not the last place they saw it

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16
Q

what is a schema

A

a mental representation or set of rules that defines a behaviour category, helps to understand current and future experiences (blueprint for what generally happens, social norms, what you can and can’t eat)

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17
Q

what is assimilation

A

new information is modified to fit an existing schema e.g. assume a new animal is a dog because that is what you know animals to be

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18
Q

what is accomodation

A

an existing schema is modified or changed by a new experience e.g. learn that it is not a dog, its a rabbit, schema grows

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19
Q

what is representational thought

A

ability to form mental representations of others behaviour, occurs towards end of sensorimotor stage

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20
Q

what is mental representation good for

A

imitation, deferred imitation (ability to imitate actions seen in the past), symbolic play (broom for a horse), use of words to represent objects

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21
Q

what is Piagets preoperational stage

A

2-7 years, ability to think logically and symbolically, rapid development of language, classification and categorisation, counting, object manipulation, ability to conserve, egocentric

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22
Q

what is conservation

A

the understanding that specific properties of objects (height, values etc) remain the same despite apparent changes or arrangement of those objects e.g. shaping or splitting play dough

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23
Q

what is egocentrism

A

a Childs belief that others see the word in precisely the same way that they do, cannot see others perspectives

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24
Q

what is Piagets concrete operational stage

A

7-12 years, ability to perform logical analysis, ability to empathise, understanding of complex cause-effect relations

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25
Q

what is Piagets formal operational stage

A

12+ years, abstract reasoning, metacognition (thinking about thinking, knowing how you learn), reaching this stage is dependent on exposure to principles of scientific thinking

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26
Q

what was the weakness Piagets theory

A

he underestimated childrens abilities

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27
Q

What are Piagets criticisms

A

babies don’t seem to start with nothing, cognitive development isn’t an all or nothing phenomenon

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28
Q

what are characteristics of Piagets criticism 1

A

space and objects, number and mathematical reasoning, social cognition

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29
Q

what are characteristics of Piagets criticism 2

A

numerical skills in preschoolers, social cognition in preschoolers

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30
Q

when do children perceive the ‘visual cliff’ correctly

A

before crawling, 7-9 months

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31
Q

what is the effect of occlusion and when do infants understand it

A

infants perceiving something as more novel and pay more attention to it, 4 months

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32
Q

what is understanding of support and when do infants grasp it

A

whether a block will stay or fall depending on where it is placed, 6 months

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33
Q

when did Piaget say infants understood number and when do infants really show understanding of numbers

A

Piaget said 6 years, more like 6 months

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34
Q

what are the stages of social cognition and the ages that correspond to each stage

A

attempts to initiate facial expressions at 3 weeks, look in direction of mothers gaze at 9 months, they also show understanding of actions for intended goals at this age

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35
Q

when do children stop being egocentric, according to Piaget and when do they actually

A

Piaget said until 7 years (preoperational stage), actually around 2-4 years

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36
Q

when do infants understand other’s likes and dislikes may be different from their own

A

18 months

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37
Q

when do infants pass true and false beliefs task

A

4 years

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38
Q

how is social development achieved

A

social learning theory, cognitive development theory, parents

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39
Q

what is the social learning theory

A

watching people and copying them/learning from them

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40
Q

what is the cognitive development theory

A

cognitive development drives social development, imitation, mental representation, seeing things from others perspectives will help us behave socially well

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41
Q

what is the principle of minimal sufficiency

A

minimum consequences that will lead to changed behaviour and internalise rules

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42
Q

how is parenting style a two-way street

A

parenting style affects child behaviour and child behaviour affects parenting style

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43
Q

what does emotional development involve

A

understanding others feelings, emotional regulation

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44
Q

what is moral development

A

not doing wrong things, doing right rather than refraining from doing wrong

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45
Q

Kohlbergs theory of moral development

A

studied boys aged 10-17 and gave scenarios with a moral decision

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46
Q

what is the preconventional level

A

behaviour based on external sanctions, such as authority and punishment

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47
Q

what is the conventional level

A

understand the social system cares about peoples behaviour, wanting to be regarded as good people, think about other people too and what they will think of you

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48
Q

what is the post conventional level

A

Moral rules apply to all situations, individuals rights can override laws as it is more ethical (must say the man in Kolhbergs theory should steal the drug to be in this level)

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49
Q

What were some criticisms to Kolhbergs moral theory

A

if you change the wording this changes responses, has gender and cultural biases, not great correlation between what you say and what you would do in real life

50
Q

what is morphilogical sex

A

what you look like, sex organs

51
Q

gender dysphoria

A

feeling like your biological gender and gender identity don’t match

52
Q

when do beginnings of gender typed preferences start

A

18 months

53
Q

when does knowledge of own gender, preference for toys and friends of own sex and limited ability to assign gender to pictures

A

3 years

54
Q

when is knowledge of own sex constant

A

5 years

55
Q

gandelman, vom Saal and Jenisch 1977, testosterone in female mice resulted in

A

more male like behaviour

56
Q

ward 1972, males deprived of testosterone…

A

behave more like females

57
Q

physical aggression in males tends to be

A

biologically predisposed

58
Q

gender differences in cognitive ability are partly due to

A

gender differences in brain

59
Q

what is an improver of ability in spatial task in Men and women

A

higher testosterone levels, can also fluctuate during menstrual cycles

60
Q

what is congenital adrenal hyperplasia

A

genetically you are a female but adrenal glands produce abnormal amounts of testosterone, produce male genitals

61
Q

the case of Bruce reiner, identical twin that was circumcised, his went wrong so they cut it off and raised him as a girl

A

he felt like a boy and got surgery to change back, you can’t change environment and expect it to work

62
Q

montemayer 1974

A

6 and 8 year old boys and girls invited to play a game labelled as gender appropriate, neutral or inappropriate, children found game more interesting if it was gender appropriate or nuetral and performed higher in gender appropriate

63
Q

morrongiello & Dawber, 1999, examined mother and father communication to son and daughters aged 2-4 years during free play and when teaching playground safety behaviour

A

mothers and fathers did not differ in communication, sons received more physical pressure than girls. found that parents may promote risk-taking behaviour in boys and greater perceived injury vulnerability amongst girls

64
Q

smith & Lloyd 1978, mothers of young infants introduced to a 6-month old and asked to play, infants gender label was manipulated

A

parents behaved differently according to the gender label. Found that even when there are no differences in appearance or outward behaviour, parents treat children according to gender label

65
Q

weisner & Wilson-mitchell 1990

A

parents who do not subscribe to gender differences in socialisation have children whose attitudes and behaviour reflect fewer gender stereotypes, parenting can make a difference

66
Q

when is the scribbling stage

A

2-3 years, not representative (not trying to draw something)

67
Q

what is the preschematic stage

A

first attempts at human drawing, tadpole drawings (circle and two lines for a human) 3-4 years

68
Q

what is the schematic stage in drawing

A

develop a schema, separate trunk from head, initially omit or misplace arms, later add details and a neck ,5-6 years

69
Q

what is the realistic stage in Childs drawing

A

marks end of art as a spontaneous activity, 9 years

70
Q

what is the period of indecision

A

art is something to be done or left alone

71
Q

what are projective measures for clinical use of childrens drawings

A

intelligence, psychological wellbeing, sexual abuse

72
Q

florence good enough 1920s

A

draw a person test, estimating IQ based on drawing, drawing doesn’t tell us much about intelligence

73
Q

draw a family test, kinetic family drawings, house tree person test

A

to test psychological wellbeing, not a good predictor

74
Q

are drawings a good indicator of sexual abuse

A

no

75
Q

butler gross and Hayne 1995

A

fire station, those that drew recalled more information and were just as accurate

76
Q

what governs childrens ability to act as reliable witnesses

A

memory, verbal reports, suggestibility

77
Q

what are early memories limited by

A

short duration, context dependence, language competence, knowledge base

78
Q

when do children have the memory capacity to provide forensically relevant information about past events

A

4-5 years

79
Q

what is cognitive driven suggestibility

A

suggesting that e.g. a gun may have been present, changes the memory

80
Q

what is socially driven suggestibility

A

scared of authority pressure, saying what they think the person wants them to say, not what they actually think

81
Q

how was the questioning in the Kelly michaels case and the mcmartin preschool case innapropriate

A

they said they must be dumb if you couldn’t remember it did happen/youre so smart you said it happened

82
Q

what is direct examination

A

interviewed by prosecution

83
Q

what is cross examination

A

interviewed by defence who are trying to discredit the child

84
Q

what is re examination

A

protection interviews the child again to clarify

85
Q

what is the competency requirement in child witnesses

A

child is questioned by the judge about obvious truths so see if they are a competent witness

86
Q

is there a lower age limit of child witnesses

A

no

87
Q

what are potential problems for child witnesses

A

lack of legal knowledge, confronting the accused, courtroom environment, cross-examination

88
Q

what are the 3 options for children giving evidence regarding sexual abuse

A

in courtroom, with screen shielding accused, from another room in the court via CCTV, via prerecorded videotape

89
Q

judge no longer warns jury that children are prone to

A

distortion of facts

90
Q

how many NZ children aged 5 to 14 watch more than 2 hours of TV per day

A

64%

91
Q

how many NZ secondary schoolers watch more than 3 hours of TV per day

A

35%

92
Q

do children imitate tasks better when seen on TV or live

A

live

93
Q

are educational DVDs just as useful as parent interaction

A

no

94
Q

ball and bogatz 1970 sesame street study

A

targeted 3-5 year olds, Sesame Street aimed to foster intellectual and cultural curiosity in children from disadvantaged backgrounds, alphabet and writing skills before and after a 26 week season of the show. everyone started with same ability, the more Sesame Street was watched, the more they improved, however would expect improvement even without watching, children from low SES had biggest gains, learned even when watched alone

95
Q

boyatzis matillo & Nesbit 1995, one group watched power rangers, another a non violent show, observer watched children for 2 mins after this, blind to which condition they were in

A

boys more aggressive than girls, those watched power rangers much more aggressive than others, doesn’t say anything about long term

96
Q

huessman et al 1984

A

assessed 8 year old boys and their parents for preference of violent TV. reinterviewed boys at age 30 and look at crime records, boys who preferred violent TV committed more serious crimes, there is a probable violent predisposition that makes you like violent TV and commit violent acts

97
Q

children who watch shows with realistic repeated and unpunished violence are likely to

A

imitate

98
Q

what is the average time spent playing video games per week for children and adolescents

A

5.5 for girls, 13 hours for boys

99
Q

how many secondary schoolers play video games for more than 3 hours per day

A

20% for males, 5% for females

100
Q

is videogames or TV increasing in time spent using for children

A

TV staying stable, videogames increasing

101
Q

what are some benefits of videogame use

A

therapeutic/educational for those with chronic illnesses, improve motor skills and coordination, distract from physical and emotional pain, improve decision making and brain plasticity, foster persistence resilience and prosocial behaviour

102
Q

Anderson and dill 2000 experiment 1

A

aggressive personality questionnaire, 91% reported video game usage of an average of 2.14 hours per week, video game use correlated with aggressive personality, nonaggressive and aggressive delinquency, doesn’t tell us whether they play videogames because they are aggressive or they are aggressive because they play videogames

103
Q

Anderson and dill 2000 experiment 2, one group played a violent video game, the other a non violent one, they then did a competitive reaction task, If they won they got to bast the other with white noise

A

women delivered longer blasts than men, those more aggressive in the questionnaire delivered longer blasts, those who played the violent game delivered longer blasts, all variables were controlled

104
Q

can non-violent videogames have benefits

A

yes

105
Q

why do violent videogames have worse dangers than violent TV

A

player is the aggressor, rewards for aggression

106
Q

are there problems with studies on violent vieogame use

A

yes, methodological problems

107
Q

violent videogames with a prosocial or a teamwork component are likely to be

A

less problematic

108
Q

what is the order of drawing characteristics

A

tadpole drawings, separate trunk from head, substance added to limbs, arms correctly placed, detail (clothing etc), emergence of neck representation, more detail, varying expressions, use of profile

109
Q

is the A not B theory true in real life

A

no it is not, it is an initial failure to override a motor habit

110
Q

what is the conclusion of the visual cliff experiment

A

that babies do not start with nothing as Piaget thought

111
Q

what is the best style of parenting and what characteristics does it have

A

authoritative, has high responsiveness and high demandingness

112
Q

what is the first stage of Kohlberg’s moral development theory

A

morality of punishment and obedience (want to do something to avoid punishment)

113
Q

what is the second stage of Kohlberg’s moral development theory

A

morality of naive instrumental hedonism (want/not want to do something in accordance to the pleasantness of its consequences)

114
Q

what is the third stage of Kohlberg’s moral development theory

A

morality of maintaining good relations (want to be regarded as good, well behaved people)

115
Q

what is the fourth stage of Kohlberg’s moral development theory

A

morality of maintaining social order (laws maintain social order and must be obeyed)

116
Q

what is the fifth stage of Kohlberg’s moral development theory

A

morality of social contacts (individual right can sometimes take priority over laws, authority can be wrong)

117
Q

what is the sixth stage of Kohlberg’s moral development theory

A

morality of ethical principles (need to say steal the drug to fall into this category, ethical values override laws)

118
Q

what stages fall under the preconventional level of Kohlberg’s moral theory

A

one and two

119
Q

what stages fall under the conventional level of Kohlberg’s moral theory

A

three and four

120
Q

what stages fall under the post conventional level of Kohlberg’s moral theory

A

five and six

PSYC 112 (4 decks)

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