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PSYCH 112 > CHILD DEVELOPMENT > Flashcards

CHILD DEVELOPMENT Flashcards

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1
Q

what is development

A

the sequence of physical and psychological changes that human beings undergo as they grow older through a whole life span

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2
Q

what is development psychology

A

the scientific study of age-related changes in behaviour, thinking, emotion and personality

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3
Q

what are the 3 big topics in developmental psychology

A
  1. continuity and change
  2. sources of development - nature vs nurture
  3. individual differences
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4
Q

continuity and change

A

to what extent is development characterised by continuous change, and to what extent does it evolve discontinuities that result in the emergence of new forms and processes of change

we are different to other but then we aren’t
something has to happen for development to not happen normally

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5
Q

what is continuous and non-continuous

A

continuous - something that we can measure/calculate

non-continuous - a lifecycle, turn into something different (eg. frog to tadpole). it is a qualitative change that you can’t measure

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6
Q

sources of development

A

is development guided primarily by genetic programme locked in to the body’s cells, or is it the external environment the driving force that produces change?

nature vs nurture - none is just one they all have a bit of another both bio and the enviro

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7
Q

individuals differences

A

no two humans beings are exactly alike. how do people come to have stable characteristics that differentiate them from all the other people

  • often it is how we are brought up that show our differences
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8
Q

4 was to for data collection in developmental psychology

A
  • self-report
  • observation
  • experimental methods
  • clinical interviews methods
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9
Q

self reports

A
  • hard to do a child as you can’t ask them lots of stuff as they won’t understand
  • memory is an issue
  • social desirability
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10
Q

experimental method

A

introduce a change and see what happens

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11
Q

2 research designs used in developmental psychology

A
  • longitudinal (study across time - Dunedin one)
  • cross-sectional (take different aged children at one time)
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12
Q

what is cognitive development and then processes

A

basically means intellectual growth

are those by which we get to know ourselves and our world, for example memory, learning etc.

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13
Q

who is the ‘father’ of cognitive development and what did he do/discover

A

Jean Piaget

he observed children
and proposed a sequence of development that all normal children follow

he cam up with 4 stages if cognitive development

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14
Q

stage one - Sensorimotor Stage

A

age: birth - 2
cognition closely tied to external stimulation (rely on what people do in front of them) - thinking is doing

tasks they have to achieve to move to the next stage
1. object permanence
2. schema formation
3. representation throught

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15
Q

Sensorimotor Stage - object permanence

A

the idea that objects do not cease to exist when they are out of sight

@birth-3months: look at visual stimul and turn their heads towards noise

@3 months: follow moving objects with eyes, but when it goes missing they won’t look for it

@5 months: grasp and manipulate objects, and they anticipate the future position of the object

@8 months: searches for the hidden object. A not B effect ( this is when the baby will look for the disappeared object in the last place they found the object but not the place they last saw it)

@12 months: they will search in the last place they saw it

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16
Q

Sensorimotor Stage - Schema Formation

A

a schema is a mental representation or set of rules that defines a particular behaviour category. they develop overtime and get more in depth

two processes
- Assimilation: the processes by which new information is modified to fit in with an existing schema
- Accomodation: the process by which an existing schema is modified or changed by new experience

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17
Q

Sensorimotor Stage - Representational Thought

A

ability to form mental representations of others’ behaviour

the occurs towards then ends of this stage

in
- imitation
- deferred imitation (imitate actions one has seen in the past)
- symbolic play
- the use of words to represent objects

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18
Q

stage two - Preoperational Stage

A

age: 2-7 years old

ability to think logically as well as symbolically
rapid development of language ability

need to achieve -
- counting
- object manipulation

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19
Q

Preoperational Stage - Object Manipulation

A

conservation - the understanding that specific properties of objects remain the same despite apparent changer or arrangement of these objects (odd and even numbers)

egocentrism - a child’s belief that others see the world precisely the same way as the baby does (3 mountains and the clown)

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20
Q

stage three - Concrete Operations Stage

A

age: 7-12 years old

  • ability to perform logical analysis
  • ability to empathise with the thoughts of others
  • understanding of complex cause-effect relations
    BUT they don’t have abstract thoughts
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21
Q

stage four - Formal Operations Stage

A

age: 12+ years old

abstract reasoning
metacognition (thinking about thinking)
dependent on exposure to principles of scientific thinking

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22
Q

what was the one biggest criticisms overall that Piaget got on his studies on children

A

that he underestimated children’s abilities at many ages
he had the basics right overall though

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23
Q

Piaget’s 2 Criticisms

A
  1. babies don’t seem to start with nothing
    - he said that under 1 babies had basically nothing but this it not true
  2. cognitive development isn’t an all-or-nothing phenomenon
    - he was very move to stage to another
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24
Q

3 main topics of criticism one he got wrong

A
  1. space and objects
  2. number and math reasoning
  3. social cognition
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25
Q

Piaget critisims 1 - space and objects

A
  • visual cliff: children appear to be able to perceive depth around the time they can crawl
  • the effect of occlusion: habituation procedure, infants prefer to pay attention to novel things (4 month olds understand)
  • understanding of support: develops by 6 month as when they understand when an object is supported or not
  • object permanence: at 8 months old babies will look for the object where they last found it instead of where they last saw it. this shows that the error simply appears to represent difficulty overriding a motor habit
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26
Q

Piaget criticism 1 - number and mathematical reasoning

A

piaget thought that infants has no concept of number but at 6months old they can show some understanding of number

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27
Q

Piaget criticism 1 - social cognition

A
  • 3 weeks old babies can imitate a facial expression
  • 9 months they will follow the gaze of their mothers eye
  • they understand intentions of people
  • understand intended goals
  • that reach and the object in reach are different
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28
Q

Piagets criticism 2 has two factors

A
  1. numerical skills in pre-schoolers
  2. social cognition in pre-schoolers
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29
Q

Piagets criticism 2 - social cognition in pre-schoolers

A
  • egocentrism piaget: through around 7 but more 2-3 years of age
  • theory of mind: understanding of other peoples mind
  • others likes and dislikes: broccoli vs crackers study
  • true and false beliefs: 3yr fail 4 yrs pass
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30
Q

what is 4 things that show you have gained social development

A
  • forms bonding with people
  • learning to behave in socially acceptable ways
  • learning to be a good friend and allies
  • learning to deal with adversaries (that some social thins aren’t always going to go well)
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31
Q

attachment definition

A

‘an emotional and social bond between infant and caregiver that spans both time and space’

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32
Q

achieving social development

A
  • social learning theory (learn how to behave by watching other people do)
  • cognitive developmental theory (intellectual dev. drives our social dev.)
  • parents (parent styles are a two way street)
  • peer relationships (have effect on how we behave)
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33
Q

emotional development - emotional regulation

A
  • infants are reliant on adults to soothe them
  • self-soothing ability develops over time
  • display rules - govern the degree to which emotions need to be regulated in a given situation

when you hide you emotions - you have to learn to do this

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33
Q

emotional development

A
  • expressing emotions (basic emotions are present from early on)
  • understanding others feelings
  • emotional regulation
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34
Q

moral development

A

generally accepted rules
not doing wrong
- guided by consequences
- inter rules
- principle of minimal sufficiency (harsher the punishment the quicker you internalise it is wrong, but this is not right)

doing right
- empathic distress (upset when someone else is sad)
- offers to help
- might leave you worse off

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34
Q

parenting

A

work in two dimensions
- demandingness
- responsiveness

certain kids lend them selves to certain ways of parents instead of becoming like parents

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34
Q

moral behaviour definition

A

behaviour that confirms to a generally accepted set of rules

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34
Q

kohlberg’s theory study (participants, methods, # of levels)

A

studied boys aged between 10-17 years old
presented subjects with scenarios
he had 3 levels

34
Q

kohlberg’s theory of moral development - level 1 (preconventional level stages 1&2)

A

behaviour based on external sanctions such as authority and punishment

stage 1 - obeying punishment and avoiding obedience

stage 2 - instrumental hedonism

35
Q

kohlberg’s theory of moral development - level 2 (conventional stage 3&4)

A

includes an understanding that the social system has an interest in peoples behaviour (all for me, what going to happen to me)

stage 3 - maintaining good relations

stage 4 - maintaining social order

36
Q

kohlberg’s theory of moral development - level 3 (post-conventional stage 5&6)

A

moral rules have some underlying principles that apply to all situation and societies

stage 5 - social contracts

stage 6 - universal ethical principles

37
Q

genetic sex definition

A

Y and X chromosomes

38
Q

morphological sex definition

A

what you look like, organs and what you look like

39
Q

gender identity definition

A

one’s private sense of male and female-ness

40
Q

gender roles definition

A

cultural expectations abouts ways in which men and women should think and behave

41
Q

gender sterotypes definition

A

beliefs and differences in behaviours, abilities and personality traits of males and females

42
Q

the development of gender aged 18months, age 3 & 5

A

18months - beginnings of gender-typed preferences

age 3 - knowledge of own gender, preference for toys and friends of own sex, and have the ability to assign gender to pictures is limited

age 5 - knowledge that gender doesn’t change

43
Q

biological explanations for gender differences

A
  • environment effects our gender behaviour
  • exposure t the developing brain of male sex hormones. being around males makes you more like. males deprived of testosterone act more like females
44
Q

environmental explanations for gender differences

A
  • a study found that they enjoyed playing with gender neutral and gender appropriate toys
  • parents differ their comms between girls and boys
  • even when the clothes of babies were manipulated the parents would play as the child was dressed
45
Q

what are the 5 stages of the development of children’s drawing ability

A
  1. scribbling stage
  2. preschematic stage
  3. schematic stage
  4. realistic stage
  5. period of indecision
46
Q

the development of children’s drawing stage 1 - scribbling stage

A

2-3 years and not representative

47
Q

the development of children’s drawing stage 2 - preschematic stage

A

3-4yrs
first attempt at drawing human figures
tadpole drawing with 1/2 lines representing limbs

48
Q

the development of children’s drawing stage 3 - schematic stage

A

5-6yrs
seperate head from trunk and then later on they start to add limbs and accessories
child develops a schema

49
Q

the development of children’s drawing stage 4 - realistic stage

A

from around 9 yrs
more detailed art

50
Q

the development of children’s drawing stage 5 - period of indecision

A

art is something to be done or be left alone

51
Q

clinical value of children’s drawings - projective measures

A
  • intelligence: gave scores based on how representative the drawings were which show how intelligent you are
  • psychological wellbeing: used them to tell if they are well-adjusted or not, not proven though
  • sexual abuse: suggestions that drawings may suggest abuse history, no consistent pattern yet so not proven
52
Q

clinical value of children’s drawings - verbal communication aid

A
  • help children talk about events they have experienced
53
Q

Butleer, Gross & Hayne fire station drawing study

A

they had all the 5-6yr old free recall and direct recall their trip to the fire station. then one day later they had half the sample draw and tell, and then the other half just tell.

they found -
- children in the draw and tell group repeated twice as much information in the direct recall phase then the tell phase
- no difference between the groups in the free recall phase
- the information reported by the draw and tell group was just as accurate as the information given by the tell group

54
Q

4 issues with using children as witnesses as sexual abuse cases

A
  • unwilling to disclose abuse
  • medical and physical evidence rarely present
  • absences of eyewitnesses
  • only a using a child as evidence
55
Q

why children can’t be used as witnesses

A
  • memory: it is better than we once thought (4-5yr olds+) but still not good enough
  • verbal reports: free recall are highly accurate, but too brief to be used in court
  • suggestibility: when they are questions they can be influences by mis-info to tell lies
56
Q

what are the 4 potential problems for child witnesses

A
  1. lack of knowledge
  2. confronting the accused
  3. courtroom environment
  4. cross-examination
57
Q

what are imaginary companions

A

an invisible character named and referred to in conversation with other people or played with directly for a period of time, at least several months, having an air or reality for the child but apparent objective basis

or giving something a personality that shouldn’t (eg. a teddy)

58
Q

facts around people and imaginary companions

A
  • upto 65% of children have one
  • more common for girls than boys
  • average age is 2-4 years old
  • more likely to be a first born that has them
59
Q

prior to 20th century little was known about IC so Dr Spok urged

A
  • urged parents to do more hugging and piggy backs
  • if IC lasted longer than 4 years he said they needed mental help to find out what is lacking
60
Q

characteristics of IC

A
  • ICs are normally children
  • have unusual physical traits
  • IC animals can normally talk
  • not always friendly (3%)
  • but for most they provide fun and companionship
61
Q

the 4 problems with parental reports

A
  • not generally a reliable source
  • large difference between parent and child accounts if ICs
  • parents don’t know many details
  • parents might be good at supplying info that the child leaves out
62
Q

why do people worry about ICs

A
  • historically it was seen as a personality deficit
  • by clinically they was not proven
63
Q

kids with IC social and cognitive ability

A
  • they are better at communicating with adults
  • score more highly in verbal tests
  • have a more developed theory of mind at age 4
64
Q

what age do people normally have attachment objects

A

peak around 2years but can be between age 1.5 to 7

65
Q

advantages of attachment objects

A

no evidence suggesting their is any

66
Q

tv as an educational tool - sesame street

A
  • targeted to 3-5 year olds
  • aimed to foster intellectual and cultural curiosity in children
  • designed for children from disadvantaged backgrounds
  • broadcasted to 50 children
67
Q

sesame street study

A
  • had children take a alphabet and writing test before they watch ed sesame street.
  • they had 4 different groups with children watching diff amounts of sesame street per week

results
- children who watched sesame street the most exhibited the biggest gain on the alphabet and writing test
- and low background children showed the biggest gain

68
Q

claims against tv/study

A

tv violence has a negative effect on children

when violence wasn’t punished then this is when boys think it is ok

69
Q

Piagets criticism 2 - social cognition in pre-schoolers

A

counting - even when they can’t count toddlers can understand what counting is

numerical reasoning - piagets said children can’t when before 6 they can conserve number if the task is relevant

70
Q

Lawrence Kohlbergs theory of moral development - 3 levels

A
  1. preconventional
  2. conventional
  3. post conventional
71
Q

gender differences in cognitive ability

A

are partially due to the differences in the brain

  • testosterone effects spatial ability
72
Q

gender socialisation often starts with the parents

A
  • they communicate with each gender differently
    -sons get more directive, fewer explanation, and more physical pressure then girls
  • more risk taking for the boys
73
Q

research around Draw-a-person test showed that

A

the test can differentiate between different groups but isn’t good at identifying individual cases needing special help

74
Q

suggestibility

A

the degree to which one’s memory and/or recounting of an event is influenced by suggested information or misinformation

75
Q

NZ legal system for child witnesses

A
  • heard under a adversarial system so direct, cross, re, -examination
  • no lower age limit
  • no corroboration laws
  • competency requirement meaning the judge decided if the child can be apart or not
  • have 3 options, live, tv, pre-recorded
  • judge no longer warns that children are prone to distortion of facts
  • cross examination occurs live
76
Q

why do children develop IC

A
  • acts as protectors
  • help them overcome fears
  • help control behaviour
  • acts as a friend
77
Q

why do children have attachment objects

A
  • transitional objects
  • easing the passage between walking and sleep
  • substitute for a primary caregiver in some situations
78
Q

children on average watch how many hours of tv per day

A

5.11

79
Q

when children were asked if they want to watch tv or spend time with there father what % said watch tv

A

54%

80
Q

% of children that what children that watch tv before 3months and then 2 years

A

40%
90%

81
Q

NZ 5-14yr tv time 2hr/day
NZSS tv time 3+hr/day

A

64%
35%

82
Q

tv time recommendations
<2
2
3-5
5-8
8+

A

none
none
1 hr
1 hr
1.5-2 hr

83
Q

Boyatzis, matillo, nesbit study on power rangers

A

had children watch power ranges which 22 min/140 aggressive acts and then measures the children acts for the next 2 minutes

found that
- boys committed more aggressive acts than girls
- those watching power rangers committed 7 aggressive acts for 1 by a control child

84
Q

huessman study on violence

A

asses boys preference to watch violent tv

found that -
boys who exhibited a higher preference violent TV at age 8, committed more serious crimes by age 30, than those who chose to watch violent TV

85
Q

% of NZSS male students play videogames for more then 3 hours per day

A

20%

86
Q

the time spent playng video games is ____ whilst tv watching is remaining ____

A

increase
stable

87
Q

the effect of violent video game study

A
  • women would deliver longer blasts than males
  • those that played the violent game would give longer blasts than those who played non-violent games
88
Q

video games benefits

A
  • it gives those that are chronic ill a education/a real work experience
  • violent games can have benefits, but violent ones can be dangerous and have bigger impact than tv

PSYCH 112 (5 decks)

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