Child Development Flashcards
Development
Sequence of physical & psychological changes undergo with age
Development Psychology
Study of age-related changes in individual
Big questions
Continuity & change
Sources of development
Individual differences
Continuity & change
Development different/same relative other species
Continuous (small changes over time) and discontinuous (separate stages)
Critical periods
Critical periods
Something needs to happen for development to proceed normally
Sources of development
Genetic program or external environment driving force of change
Epigenetics
Epigenetics
Gene interact with environment
Expressed differently
Individual differences
Nature vs nuture
Upbringing, education, culture
Stable over time (ie. shyness)
Data collection
Self-report
Observation
Experimental
Clinical interview
Self-report
Standardized measures to understand what’s happening
Self-report flaws
Memory
Social desirability
Lack of communication in children
Observation
Observe children in natural habitat
Observation flaws
Unnnatural to child = unnatural behaviour
Experimental
Introducing change and observing reaction
Clinical interview
Questions
Depends on answer of previous question
Longitudinal design
Observe same small group over time
Cross - sectional design
At 1 point in time, observe full range of age
Cognitive processes
Knowing ourselves and our world
Jean Piaget
Observed children
Sequence of development
Discontinuous, need to master tasks to move up
Sensorimotor stage
Birth - 2 years
Cognition linked to external environment
Thinking is doing
Object permanence
Object permanence
Objects cease to exist when out of sight
Sensorimotor stage birth - 3 months
Visual stimuli looking
Turn head to noise
Sensorimotor stage 3 months
Follow moving object with eyes
Stares at where object disappeared, don’t search for it
Sensorimotor stage 5 months
Manipulate object
Anticipate future position
Develop object still exist when gone
Sensorimotor stage 8 months
Searches for hidden object
A not B
A not B
Search in last place found, not where the baby saw it go
Sensorimotor stage 12 months
Search in last place they saw object
Schema formation
Mental representation that defines a behaviour category
Understand current and future situations
Assimilation
New info modified to fit into existing schema
Accommodation
Existing schema modified by new experience
Respresentation thought
Ability to form mental respresentation of other’s behaviour
End of sensorimotor period
Respresentation thought examples
Imitation
Deferred imitation
Use of word to represent objects
Preoperational stage
2 - 7 years
Think logically and symbolically
Rapid development of language ability
Preoperational stage struggles
Failure of conservation
Egocentrism
Failure of conservation
Not understanding properties of change
Remains same despite change of object eg mass
Egocentrism
That others see the world previsely the same as he/she does
Concrete operation stage
7 - 12 years Logical analysis Empathise Understand cause-effect relation No abstract thinking (what if)
Formal operation stage
12+ years
Abstract thinking
Metacognition (thinking about though processes)
Dependent on exposure to scientific thinking
Evaluationg piaget’s theory
Underestimated abilites at various ages
Criticisms of piagets
1 Babies don’t start with nothing
2 Cognitive development isn’t an all or nothing phenomenon
1 Space and Object
Visual Cliff
Habituation prodedure
Understanding support
Object permanence
Visual Cliff
6 - 9 months perceive depth around crawling time
Habituation prodedure
4 months
Novel = interested
Accustomed to stimuli, less attention
Pay attention to new things
Understanding support
from 6 months
Need to touch, majority need to be on top of another
Object permanence
A not B
Look at B, pick A
Motor problem, difficult to override motor habit
1 Number and math reasoning
from 6 months vs 6 years as piaget said
Using sound 2 booms = 2 objects
1 Social cognition
Newborn look at faces vs scrambles faces
3 months - imitate expressiosn
9 months - look in direction of mother’s gaze
Intentions
Intentions - social cognition
6 months
Understand object reached sepearate to reach itself
2 Numerical skills in preschoolers
Understand concept of counting despite getting numbers wrong
< 6 years conserve number if relevant
2 Social cognition in preschoolers
Egocentrism
Theory of mind
Others like and dislikes
True/false belief
Egocentrism
3-4 year pass diorama (3-d landscape) test if revalent
21/2 - 31/2 turn book around and bend down to talk to younger children
Lying
Theory of mind
Group of skills relating to understanding others mind
Others like and dislikes
18 months - gave experimenter what she liked
14 months - gave experimenter what they liked
True/false belief
Box with differnt object inside
What would new person see
4 years - image on outside box
3 years - object inside
Social development
Form friends
Good behaviour in social situation
Deal with adversaries
Social development how it’s achieved
Social learning theory (watching others)
Cognitive development theory (drive social development)
Parents
Peers
Parents
Correct behaviour and deal with adversaries
Demandingness and Responiveness
2 way street
Emotional development
Understand other’s feelings
Emotion regulation
Moral development not doing right
Learn from consequences
Over time, rules internalized
Rules NOT learnt faster if consequences harsher
Moral development doing right
Children distressed when others are
Offer help
Learn what others think is helpful
Kohlberg’s Theory
From boys 10 - 17
Preconventional level
Based on authority, punishment
Preconventional level stage 1
Morality of punishment and obedience
Obey authority
Preconventional level stage 2
Morality of naive instrumental hedonism
Egoentrically
Conventional level
Understand social system has interest in behaviour
Conventional level stage 3
Morality of maintaining good relation
Conventional level stage 4
Morality of maintaining social order
Maintain order, must be obeyed
Post conventional level
Moral rules
Post conventional level stage 5
Morality of social contracts
Individual rights take precedence over laws
Post conventional level stage 6
Morality of universal ethical principles
Ethical values, human life values
Genetic sex
Type of chromosome
Morphological sex
Appearance, internal/external sex organs
Gender identity
Personal sense of gender
Gender role
Cultural expections about ways certain gender should act or think
Gender stereotypes
Beliefs about differences in behaviour, abilities, traits of gender
Development of gender 18 months
Beginning of gender-types preferences
Development of gender 3 years
Knowledge of own gender
Ability to assign gender limited - superficial but doesn’t understand gender constancy
Development of gender 5 years
Knowledge of gender constancy
Gandelman, Vom Saal & Reinisch
Prenatal exposure to testosterno = “male - like” behaviour in females
Ward
Male deprived of testosterone = more female like
Biological differnces
Physical aggression in males biologically predisposed
Gender difference = hormone exposure during development
Cognitive ability eg increase testosterone = better spatial ability
Evolutionary Theories
Gender evolved to behave differently, depends on role in society
Congenital Adrenal Hyperplasia
Internal female organs
Adrenal gland overproduce testosterone = external male organ
Case of Bruce Reiner
Twin boys
Penis burnt off, undergo surgery into girl = identity issues
Montemayor experiment
6 & 8 year olds boys and girls given game
Labeled gender - appropriate, - neutral, - inappropriate
Montemayor results
Performance
Highest: - appropriate
Lowest - inapproprate
Morribguello & Dawber experiment
Parents communication to sons and daughters (2 -4 years) in free play, when teaching a playground safety
Morribguello & Dawber results
No difference in communication
Son = increase risk-taking
Daughter = greater perceived injury vulnerability
Smiths & Lloyd
Mother + 6 month
Gender of baby manipulated (no external change)
Mother behaved differently with each gender
Weisner & Silson - Mitchell
Kids raised with no gender differences = attitude and behaviour more gender neutral
Realistic stage
9 years
Continue or stop as spontaeous activity
Imitate real life
Intelligence
Florence Goodenough
Draw-a-person test
Difference b/w groups, not identity individual causes
Psychological wellbeing
Draw-a-family
Psychonalytic therapy (unconscious desire)
Can’t differenate b/w well-adjusted and not
Sexual abuse
Non - verbal measure of abuse
Yet to find consistent pattern
Verbal communication aid drawing
Content of drawing not relevant
Help talk about events
Bulter, Gross & Hayne experiment
5 - 6 years
Visited fire station and interviewed next day
Bulter, Gross & Hayne manipulated variable
Interview: draw & tell, tell (half and half - between subjects)
Question: free and directed recall (all - within subjects)
Bulter, Gross & Hayne measured variable
Amount recalled
errors in recall
Bulter, Gross & Hayne results
Draw and tell x2 info in direct recall
No difference in free recall
Beneficial effects of draw and tell
Help emotionally laden events
3 - 12 years
Delay up to 1 year
Real clinical setting
Why could drawing be beneficial?
Increase interview length
Own retrieval cues
Recreate situation
Affect interviewer behaviour, allow child to talk
Child sexual abuse dilemma
Unwilling to disclose abuse
Evidence rarely present
Absence of witnesses
Children’s ability to be witnesses memory
Limited to duration
Context dependence
Language competence
Knowledge base
Children’s ability to be witnesses verbal reports
Free recall accurate by brief
Question more specific, more detail but more errors
Children’s ability to be witnesses suggestibility
Degree of memory influenced by suggested info
Cognitively and socially driven
NZ legal System
No lower age limit
No corroboration laws
System - direct and cross examination
Problems with child witnesses
Lack of legal knowledge
Confronting the accused
Courtroom environment
Cross - examination
3 options to give evidence child witnesses
In courtroon, screen shielding
In another room, via CCTV
Pre-recorded
