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PSYC112 > Child Development > Flashcards

Child Development Flashcards

1
Q

Development

A

Sequence of physical & psychological changes undergo with age

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2
Q

Development Psychology

A

Study of age-related changes in individual

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3
Q

Big questions

A

Continuity & change
Sources of development
Individual differences

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4
Q

Continuity & change

A

Development different/same relative other species
Continuous (small changes over time) and discontinuous (separate stages)
Critical periods

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5
Q

Critical periods

A

Something needs to happen for development to proceed normally

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6
Q

Sources of development

A

Genetic program or external environment driving force of change
Epigenetics

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7
Q

Epigenetics

A

Gene interact with environment

Expressed differently

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8
Q

Individual differences

A

Nature vs nuture
Upbringing, education, culture
Stable over time (ie. shyness)

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9
Q

Data collection

A

Self-report
Observation
Experimental
Clinical interview

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10
Q

Self-report

A

Standardized measures to understand what’s happening

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11
Q

Self-report flaws

A

Memory
Social desirability
Lack of communication in children

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12
Q

Observation

A

Observe children in natural habitat

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13
Q

Observation flaws

A

Unnnatural to child = unnatural behaviour

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14
Q

Experimental

A

Introducing change and observing reaction

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15
Q

Clinical interview

A

Questions

Depends on answer of previous question

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16
Q

Longitudinal design

A

Observe same small group over time

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17
Q

Cross - sectional design

A

At 1 point in time, observe full range of age

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18
Q

Cognitive processes

A

Knowing ourselves and our world

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19
Q

Jean Piaget

A

Observed children
Sequence of development
Discontinuous, need to master tasks to move up

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20
Q

Sensorimotor stage

A

Birth - 2 years
Cognition linked to external environment
Thinking is doing
Object permanence

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21
Q

Object permanence

A

Objects cease to exist when out of sight

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22
Q

Sensorimotor stage birth - 3 months

A

Visual stimuli looking

Turn head to noise

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23
Q

Sensorimotor stage 3 months

A

Follow moving object with eyes

Stares at where object disappeared, don’t search for it

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24
Q

Sensorimotor stage 5 months

A

Manipulate object
Anticipate future position
Develop object still exist when gone

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25
Q

Sensorimotor stage 8 months

A

Searches for hidden object

A not B

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26
Q

A not B

A

Search in last place found, not where the baby saw it go

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27
Q

Sensorimotor stage 12 months

A

Search in last place they saw object

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28
Q

Schema formation

A

Mental representation that defines a behaviour category

Understand current and future situations

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29
Q

Assimilation

A

New info modified to fit into existing schema

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30
Q

Accommodation

A

Existing schema modified by new experience

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31
Q

Respresentation thought

A

Ability to form mental respresentation of other’s behaviour

End of sensorimotor period

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32
Q

Respresentation thought examples

A

Imitation
Deferred imitation
Use of word to represent objects

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33
Q

Preoperational stage

A

2 - 7 years
Think logically and symbolically
Rapid development of language ability

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34
Q

Preoperational stage struggles

A

Failure of conservation

Egocentrism

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35
Q

Failure of conservation

A

Not understanding properties of change

Remains same despite change of object eg mass

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36
Q

Egocentrism

A

That others see the world previsely the same as he/she does

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37
Q

Concrete operation stage

A 
7 - 12 years
Logical analysis
Empathise
Understand cause-effect relation
No abstract thinking (what if)
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38
Q

Formal operation stage

A

12+ years
Abstract thinking
Metacognition (thinking about though processes)
Dependent on exposure to scientific thinking

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39
Q

Evaluationg piaget’s theory

A

Underestimated abilites at various ages

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40
Q

Criticisms of piagets

A

1 Babies don’t start with nothing

2 Cognitive development isn’t an all or nothing phenomenon

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41
Q

1 Space and Object

A

Visual Cliff
Habituation prodedure
Understanding support
Object permanence

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42
Q

Visual Cliff

A

6 - 9 months perceive depth around crawling time

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43
Q

Habituation prodedure

A

4 months
Novel = interested
Accustomed to stimuli, less attention
Pay attention to new things

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44
Q

Understanding support

A

from 6 months

Need to touch, majority need to be on top of another

45
Q

Object permanence

A

A not B
Look at B, pick A
Motor problem, difficult to override motor habit

46
Q

1 Number and math reasoning

A

from 6 months vs 6 years as piaget said

Using sound 2 booms = 2 objects

47
Q

1 Social cognition

A

Newborn look at faces vs scrambles faces
3 months - imitate expressiosn
9 months - look in direction of mother’s gaze
Intentions

48
Q

Intentions - social cognition

A

6 months

Understand object reached sepearate to reach itself

49
Q

2 Numerical skills in preschoolers

A

Understand concept of counting despite getting numbers wrong

< 6 years conserve number if relevant

50
Q

2 Social cognition in preschoolers

A

Egocentrism
Theory of mind
Others like and dislikes
True/false belief

51
Q

Egocentrism

A

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

52
Q

Theory of mind

A

Group of skills relating to understanding others mind

53
Q

Others like and dislikes

A

18 months - gave experimenter what she liked

14 months - gave experimenter what they liked

54
Q

True/false belief

A

Box with differnt object inside
What would new person see
4 years - image on outside box
3 years - object inside

55
Q

Social development

A

Form friends
Good behaviour in social situation
Deal with adversaries

56
Q

Social development how it’s achieved

A

Social learning theory (watching others)
Cognitive development theory (drive social development)
Parents
Peers

57
Q

Parents

A

Correct behaviour and deal with adversaries
Demandingness and Responiveness
2 way street

58
Q

Emotional development

A

Understand other’s feelings

Emotion regulation

59
Q

Moral development not doing right

A

Learn from consequences
Over time, rules internalized
Rules NOT learnt faster if consequences harsher

60
Q

Moral development doing right

A

Children distressed when others are
Offer help
Learn what others think is helpful

61
Q

Kohlberg’s Theory

A

From boys 10 - 17

62
Q

Preconventional level

A

Based on authority, punishment

63
Q

Preconventional level stage 1

A

Morality of punishment and obedience

Obey authority

64
Q

Preconventional level stage 2

A

Morality of naive instrumental hedonism

Egoentrically

65
Q

Conventional level

A

Understand social system has interest in behaviour

66
Q

Conventional level stage 3

A

Morality of maintaining good relation

67
Q

Conventional level stage 4

A

Morality of maintaining social order

Maintain order, must be obeyed

68
Q

Post conventional level

A

Moral rules

69
Q

Post conventional level stage 5

A

Morality of social contracts

Individual rights take precedence over laws

70
Q

Post conventional level stage 6

A

Morality of universal ethical principles

Ethical values, human life values

71
Q

Genetic sex

A

Type of chromosome

72
Q

Morphological sex

A

Appearance, internal/external sex organs

73
Q

Gender identity

A

Personal sense of gender

74
Q

Gender role

A

Cultural expections about ways certain gender should act or think

75
Q

Gender stereotypes

A

Beliefs about differences in behaviour, abilities, traits of gender

76
Q

Development of gender 18 months

A

Beginning of gender-types preferences

77
Q

Development of gender 3 years

A

Knowledge of own gender

Ability to assign gender limited - superficial but doesn’t understand gender constancy

78
Q

Development of gender 5 years

A

Knowledge of gender constancy

79
Q

Gandelman, Vom Saal & Reinisch

A

Prenatal exposure to testosterno = “male - like” behaviour in females

80
Q

Ward

A

Male deprived of testosterone = more female like

81
Q

Biological differnces

A

Physical aggression in males biologically predisposed
Gender difference = hormone exposure during development
Cognitive ability eg increase testosterone = better spatial ability

82
Q

Evolutionary Theories

A

Gender evolved to behave differently, depends on role in society

83
Q

Congenital Adrenal Hyperplasia

A

Internal female organs

Adrenal gland overproduce testosterone = external male organ

84
Q

Case of Bruce Reiner

A

Twin boys

Penis burnt off, undergo surgery into girl = identity issues

85
Q

Montemayor experiment

A

6 & 8 year olds boys and girls given game

Labeled gender - appropriate, - neutral, - inappropriate

86
Q

Montemayor results

A

Performance
Highest: - appropriate
Lowest - inapproprate

87
Q

Morribguello & Dawber experiment

A

Parents communication to sons and daughters (2 -4 years) in free play, when teaching a playground safety

88
Q

Morribguello & Dawber results

A

No difference in communication
Son = increase risk-taking
Daughter = greater perceived injury vulnerability

89
Q

Smiths & Lloyd

A

Mother + 6 month
Gender of baby manipulated (no external change)
Mother behaved differently with each gender

90
Q

Weisner & Silson - Mitchell

A

Kids raised with no gender differences = attitude and behaviour more gender neutral

91
Q

Realistic stage

A

9 years
Continue or stop as spontaeous activity
Imitate real life

92
Q

Intelligence

Florence Goodenough

A

Draw-a-person test

Difference b/w groups, not identity individual causes

93
Q

Psychological wellbeing

A

Draw-a-family
Psychonalytic therapy (unconscious desire)
Can’t differenate b/w well-adjusted and not

94
Q

Sexual abuse

A

Non - verbal measure of abuse

Yet to find consistent pattern

95
Q

Verbal communication aid drawing

A

Content of drawing not relevant

Help talk about events

96
Q

Bulter, Gross & Hayne experiment

A

5 - 6 years

Visited fire station and interviewed next day

97
Q

Bulter, Gross & Hayne manipulated variable

A

Interview: draw & tell, tell (half and half - between subjects)
Question: free and directed recall (all - within subjects)

98
Q

Bulter, Gross & Hayne measured variable

A

Amount recalled

errors in recall

99
Q

Bulter, Gross & Hayne results

A

Draw and tell x2 info in direct recall

No difference in free recall

100
Q

Beneficial effects of draw and tell

A

Help emotionally laden events
3 - 12 years
Delay up to 1 year
Real clinical setting

101
Q

Why could drawing be beneficial?

A

Increase interview length
Own retrieval cues
Recreate situation
Affect interviewer behaviour, allow child to talk

102
Q

Child sexual abuse dilemma

A

Unwilling to disclose abuse
Evidence rarely present
Absence of witnesses

103
Q

Children’s ability to be witnesses memory

A

Limited to duration
Context dependence
Language competence
Knowledge base

104
Q

Children’s ability to be witnesses verbal reports

A

Free recall accurate by brief

Question more specific, more detail but more errors

105
Q

Children’s ability to be witnesses suggestibility

A

Degree of memory influenced by suggested info

Cognitively and socially driven

106
Q

NZ legal System

A

No lower age limit
No corroboration laws
System - direct and cross examination

107
Q

Problems with child witnesses

A

Lack of legal knowledge
Confronting the accused
Courtroom environment
Cross - examination

108
Q

3 options to give evidence child witnesses

A

In courtroon, screen shielding
In another room, via CCTV
Pre-recorded

PSYC112 (4 decks)

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