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health and lifespan development > child development > Flashcards

child development Flashcards

1
Q

why can’t the information taken in the lab be applied to real world settings for kids?

A

Kids are environmentally sensitive- they may behave one way in a lab and different in natural settings

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2
Q

what did the crowley study (2001) see for differences between boys and girls?

A
  • boys had more causal explanations from their parents than did girls (3x more)
  • girls and boys were roughly equally likely to initiate engagement and manipulate the exhibits
  • parents equally likely to talk to boys and girls how to manipulate exhibits and talk about visual, auditory or tactile info
  • boys had more causal explanations from their parents than did girls (3x more)
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3
Q

self-report measures?

A
  • distributed to parents as may be too complex for children

- parents are more likely to paint their kids in a positive light

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4
Q

how can we measure dishabituation in infants?

A
  • through a look time measure
  • kids look longer when surprised/interested

we can show them a pic of a cat and they will be engaged
when we continue to do this, they become less engaged and do not look as long (they habituate)
if we show a pic of a dog, and now their looking time increases again
we can see whether infants can discriminate between cat and dog

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5
Q

what influences whether an infant shows novelty or familiarity preferences?

A
  1. length of time: in the trial
  2. Age: younger kids show familiarity preference, older kids more novel
  3. complexity: termed the “goldilocks effect”, kids will look away if something is too boring or too complex as this may be overwhelming
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6
Q

how do we measure physiological measures?

A

EEG.

pros: dense time resolution
cons: sparse spatial resolution- knowing where the signal came from can be tricky

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7
Q

neuroimaging (fMRI)

A
  • measure blood flow changes in brain
    pro: dense spatial resolution
    con: sparse time resolution- it takes 7-8 secs for blood to move around

Kids require ear protection and are given a recording to be played at home before coming into the lab to desensitise

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8
Q

what are measures of body states?

A

respiration, heart rate, skin conductance

pros: lots of data, not under conscious control
con: sitting still

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9
Q

what are measures of body movements/reactions?

A

eye tracking, reaction time, reflexes
we cant measure these via direct observation

pros: measure responses at basic level
cons: participants must follow instructions

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10
Q

measures of physiology

A

pros: can look for mechanisms that influence behaviour
cons: need to sit still, follow instructions
can be difficult to draw direct links between cognition and physical behaviours

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11
Q

what are cross-sectional designs?

A
  • they tests different ages (cohorts) on the same thing
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12
Q

what are longitudinal designs?

A

we measure the same kids over periods of time

e.g. test at 6, 16, 26

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13
Q

what are time-lag/sequential designs

A

we contrast different cohorts at the same age

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14
Q

what are some advantages of cross-sectional designs?

A

they are inexpensive, representative, tests become obsolete

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15
Q

what are advantages of longitudinal designs?

A

we are measuring development as it occurs
face-validity
no cohort differences

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16
Q

what are advantages of time lag

A

they take into account cohort differences seen in IQ, health gains, education etc
confounds are identified

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17
Q

what are disadvantages of cross-sectional

A

cohort contrasts confound with age

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18
Q

what are disadvantages of longitudinal

A

we get test wise
prone to attrition
costs and lifespan of researcher
we might not be able to generalise to broader population

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19
Q

what happens in a still face procedure?/ what does this tell us?

A

babies typically gaze at parents 70% of time and smile 20%
parent interacts with 4-5 month old normally
parents they hold a neutral face for one minute
babies gaze drops to 50%
infants are sensitive to others’ expressions

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20
Q

what is the visual cliff procedure/ what does this tell us

A

where the visual cliff is, a mother displays a toy
if the parent is displaying a positive expression, the baby is more likely to cross
if the parent is displaying a negative expression, the baby is not as likely to cross
only 21% of infants were disqualified
infants can use other people’s expressions to guide their behaviour and can tell the difference between positive and negative feelings

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21
Q

can kids recognise different facial expressions- e.g. show me the person who is happy

A

2,3 and 4 yr olds, good at finding happy or sad, not angry or scared

age 5- can recognise most

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22
Q

how to kids show emotion socially- the tower building contest

A

kids were challenged to a tower building contest
sometimes they won, lost or played for fun
most kids showed happy when they won or lost
only 4 kids were sad when they lost
4-6 year olds displayed proud expression

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23
Q

how do kids show emotion when with peers or alone

A

kids were given a task to do with a friend either alone or together
they were either given a simple or really hard task
when alone, kids were more likely to stop expressing emotion
suggested this is when kids act like adults

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24
Q

how do kids that have been rejected by peers show expression?

A

they show more facial and verbal anger than kids not rejected by peers

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25
Q

how do kids who have been subjected to abuse show expression

A

they are more likely to have neutral expressions that are harder to recognise

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26
Q

how do we learn language from nurture hypothesis

A

imitation and reinforcement

27
Q

what evidence is there for nurture- case of johann

A

4 year old found living with chimps
did not speak but communicated with facial expression
he grew up to learn german
suggests he just needed exposure to learn language

28
Q

what evidence is there for nurture-case of Genie

A

she was found around 13 yrs old strapped to a chair in a dark room
presumed she had no social interaction
had language abilities of a 1 year old
within 5 months, she could pass items of a test a 4 yr old could do and half of a 5-6 yr old
she acquired word rules but not morphological ones e.g. ed, ing

29
Q

what hypothesis is genies case consistent with

A

consistent with sensitive period hypothesis NOT pure nuture

30
Q

what is the critical/sensitive period hypothesis

A

we need to learn language at a certain time period (thought to end at puberty) or it will be disordered

31
Q

what is the strong form of critical period hypothesis

A

language must be learnt at a certain time otherwise it cannot be acquired

32
Q

what is the weak form of critical period hypothesis

A

language can be acquired outside a sensitive period but it will be disordered

33
Q

what is overextension

A

this is where kids will label every furry animal a dog for example
words are extended to other things incorrectly
not imitation

33
Q

what is overextension

A

this is where kids will label every furry animal a dog for example
words are extended to other things incorrectly
not imitation

34
Q

what can learning theory not explain

A

overextension of words
learning complex words
speed of learning words

35
Q

what is telegraphic speech

A

kids master word order but not morphological rules

e.g. get truck

36
Q

what is over-regulation

A

kids say irregular words
i felled, i falled
kids learn grammatical patterns first, then irregularities
kids dont learn solely through imitation

37
Q

what is sensorimotor period birth-2 years

A

sensory input
motor movement
object permanence

38
Q

what is object permanence

A
  • kids think create things in the world by reaching them
  • incorrectly think things no longer exist when they are hidden
  • mismatch between vision and motor movement
39
Q

neonatal imitation

A

infants 8-12 months lack ability to engage in imitation

facial imitation is particularly difficult

40
Q

why is piaget’s estimate half off with the giraffe experiment

A

because kids at 4 months old know the giraffe should be there

41
Q

what is the pre-operational stage (2-7 years) characterised by

A

egocentrism, theory of mind, centration, irreversibility

42
Q

whats irreversibility

A

kids think that things cannot go back to original form e.g playdough

43
Q

what is egocentricism

A

kids cant take the perspective of others

44
Q

what is the symbolic function substage

A

kids will use language and pretend to draw representations of things e.g. hold banana as phone

45
Q

what is theory of mind

A

kids think people know what they know

46
Q

what is the concrete operational period (7-11 years)

A

mastery of conversation

can think about 2 things

47
Q

what is conservation and which stage does it occur

A

occurs in concrete operational period
if kids have concrete operations, they should know the water in the tube is the same as other tubes which differ in width or height

48
Q

what is the formal operational period (11yrs-adulthood) characterised by

A

logic is more robust
can think about future
can think about abstract ideas, logical systematic thinking
this is not necessarily demonstrated in all areas in adulthood and varies across people

49
Q

what is deductive reasoning

A

going from broad to specific

example of bears in snow

50
Q

what is inductive reasoning

A

going from specific to drawing broad conclusions

piaget suggested it emerges in concrete operations and is established in formal operations

51
Q

inductive reasoning experiment- coloured balls

A

woman pulls out 4 red balls, 1 white
infants then either see the woman pull out
1. more red balls than white
2. more white balls
at 8 months, kids look longer, gathering more info as they are confused
Piaget’s systematic thinking starting in stage 4 might begin earlier

52
Q

what is fluid intelligence characterised by

A

ability to think and act quickly
respond to novel problems
encode short term memories

53
Q

which intelligence is marked by acculturation and education

A

crystallised

54
Q

what is crystallised intelligence

A

tests knowledge of general info

personality factors, education, motivation and cultural opportunity central its development

55
Q

problem-focused action

A

obtain more info on how to do correctly

56
Q

cognitive problem analysis

A

try to figure out on your own what you did wrong

57
Q

passive-dependent behaviour

A

ask someone else to do it for you

58
Q

avoidant thinking and denial

A

move blame onto others or things

59
Q

what is post formal thought marked by

A 
being:
flexible
open-minded
adaptive
individualistic

you can handle:
inconsistency
compromise
imperfection

60
Q

wisdom and age

A

dont go together rather reflects life experiences

61
Q

wisdom in Japanese vs americans

A

japanese use wise reasoning younger and dont change across lifespan. use both interpersonal and intergroup
americans develop wisdom through conflict across age and use more intergroup than interpersonal conflict

neither way is better, they way we learn about wisdom vary with culture

62
Q

wisdom is marked by:

A

acknowledging other people’s point of view
appreciation of looking at things more broadly
sensitive to possibility of change in social relations
preference for compromise and conflict resolution

63
Q

Why makes an emotion?

A

Expressions
Physiological
Coping behaviours
Cognitions

health and lifespan development (5 decks)

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