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psych 2aa3 > child development final exam > Flashcards

child development final exam Flashcards

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1
Q

what is sternberg’s triarchic theory of intelligence?

A

analytical (which has to do with academics), creative (which has to do with imaginative things), and practical (which has to do with real-world applications)

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2
Q

there are 8 sets of abilities

what is gardner’s theory of intelligence and why is it a better descriptor for intelligence?

A

interpersonal (communication between people), intrapersonal (communication occurring within the self), verbal, mathematical, spatial, musical, nature, kinesthetic. The reason it’s better is because it’s more multifaceted and dimensional

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3
Q

what correlation does IQ tests have on the real world?

A

Those who score high on IQ tests have better success and longevity. Those who score low have more chronic disease, illness and criminal behaviour

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4
Q

what do familial studies show?

the genetic heritability of cognition

A

parents and offspring have similar executive function, and monozygotic twins have higher correlations of this than dizygotic.

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5
Q

What genetic effects impact the heritability of cognition?

A

Parents genes dictate how parents behave towards their children and the kind of environment they provide (passive effects). Child’s own genes dictate how others respond to them (evocative effects) and the environments that they choose (active effects)

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6
Q

how does environment effect cognition heritability?

A

Physically fit children (nutrition is environment) did better at allocationg attentional resources. Higher SES homes were associated with children with higher IQ and achievement. Low SES has a greater negative effect on children who experienced perinatal stress.

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7
Q

Hymovitch’s study with rats

A

he raised rats in 3 different environments: a typical cage; a stovepipe; a cage with much freedom. For days 30-75 they were in one environment, then in another days 75-120: Free environment into the stovepipe; Stovepipe into a free environment; Free environment the entire time; Normal cage the entire time

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8
Q

what were the results of hymovitch’s study?

A

the rats that were free the entire time made the least amount of errors in the maze. The free environment to stovepipe rats were right behind, with only a few more errors, showing that having the free environment early in development is just as good as having the free environment the entire time. the stovepipe to free environment rats suffered the most

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9
Q

what happened to the Romanian orphanages, and what was the effect of institutionalization?

A

these children were subject to insufficient crowding, underfunding, inadequate care, and sometimes abuse, leading to decreased height, IQ, and activation in the prefrontal cortex, hippocampus, amygdala and temporal lobe. Less myelination as well.

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10
Q

was the damage from institutionalization reversible?

A

some effects of their deprivation may be reversible. Children who were taken from the adverse conditions within 2 years of life were able to develop normally.

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11
Q

recent reserch suggests that efficiency of processing in neural pathways may be more indicative of intelligence. T or F?

A

True

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12
Q

high IQ brains

what did the Shaw et al study show?

A

High IQ brains have the most change from childhood to adolescence compared to average IQ brains. If your cerebral cortex is changing a lot during development we can guess that the child has high IQ/intelligence

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13
Q

42% of the world’s languages have subject-verb-object language rules. T or F?

A

True

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14
Q

English is one of the world’s language that adhere to the subject-object-verb rule. T or F?

A

False. English adheres to the subject-verb-object rule.

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15
Q

this may be tricky. Use English phrases to understand the ruledifference

More languages have the subject-verb-object rule than the subject-object-verb rule. T or F?

A

False. More languages (45% of the world’s languages) have the subject-object-verb rule. Only 42% of the world’s languages have

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16
Q

9 month olds can learn to identify a new word more easily if it starts with “d” than “t” when the preceding sound is “s”. T or F?

A

True.

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17
Q

think of 1, 2, 3 word utterances and the ages attributed to them

vocabulary development

A

1 word utterances (book, toy, mom) happen usually by 13 months. 2 word utterances happen 18-24 months. 3 word utterances (he hit me, I want pizza) happen 2-3 years of age

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18
Q

think of their sentence structure and rules

Infants learning Mandarin Chinese, Korean, and Japanese acquire more verbs earlier than infants learning English. Why is that?

A

Recency effect! In Eastern languages the sentence structure is SOV, so the verb is the last thing that enters their memory. With English it’s SVO, so the verb is in the middle, where our memory typically lacks.

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19
Q

under and overextension

A

defining a word too narrowly, you’re using a broad concept to describe only a specific thing (child uses the word “doggie” only for his family dog, not for any other dog). Overextension: defining a word too broadly (child uses the word “doggie” to describe every animal, even cats)

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20
Q

dyslexia is more prevalent in girls. T or F?

A

FALSE. It’s more prevalent in boys.

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21
Q

bilingualism and learning a 2nd language

Early acquisition individuals have the same brain areas active when processing either language. This is the opposite for late acquisition individuals. T or F?

A

True.

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22
Q

critical period vs sensitive period for language

A

a period in your life where specific experience is necessary for a specific behaviour to develop (think of the imprinting geese). The other is a flexible period in your life where experience has the optimal effect on behaviour.

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23
Q

behaviourist perspective on language

A

infants imitate what they hear and are rewarded (by smiles, attention, conversation) for using words correctly.

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24
Q

think of all the things this perspective cannot explain

limitations of the behaviourist perspective on language

A

does not really explain the novel combinations and uses of words that haven’t been done before (meaning they can’t’ve been imitated). doesn’t explain under or over extension. parents also rarely correct the incorrect grammar of their children, so how, under this POV, would a child learn grammar?

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25
Q

think chomsky and LAD

semantic bootstrapping

A

brain is ready to categorize the world into nouns (people/things) and verbs (actions). Every language has nouns and verbs, so there must be something primitive about the brain that must be ready to understand the world.

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26
Q

support for universal grammar

BROCA AND WERNICKE’S AREA

A

broca’s area is involved with speech production, so damage here will cause difficulty with saying shit. wernicke’s area is involved with speech comprehension, so damage here means that you can speak, but your sentences just don’t make any sense

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27
Q

kanzi, the smartest bonobo

A

learned hundreds of lexicons and symbols, and could actually understand and produce English words. However, he couldn’t master syntax or SVO, and his mastery of language seemed to be akin to a 3 year old

28
Q

support for universal grammar

Babies learn sign language from their deaf parents in the same way as hearing children who learn spoken language. T or F?

A

True. Begins with babbling, 1 word utterances, then 2-3 word utterances, just like hearing children.

29
Q

support for universal grammar

how does living in a soundless environment support the LAD?

A

Because if modality doesn’t matter, that does show an inclination toward learning language, syntax, etc. regardless of the circumstance

30
Q

support for universal grammar

how do critical/sensitive periods support the innate LAD?

A

Inability to learn language after 13-14 years of deprivation suggests innate LAD, that there is something biological in the brain that supports language acquisition, and that the deprivation of language accompanied with the brain maturation during the critical/sensitive period hinders learning

31
Q

support for universal grammar

vocab/grammar

A

Children not only learn new words, but learn the “position” of words simultaneously (“You do it” not “do it you”). Bilingual children also don’t confuse the grammar of their two languages

32
Q

social perspective of language acquisiton and development

A

Children master language in the content of social interactions. Can incorporate behaviourist, nativist, and cognitive perspectives

33
Q

Rothbart

shy baby vs active baby

A

shy: needs more encouragement than what is typical, may need more modelling. active: need more opportunities for exploration so they can burn off that extra energy

34
Q

DRD4 gene

A

implicated with temperament. Asian-American carriers for the gene were more interdependent, while European-American carriers were more independent.

35
Q

heredity and temperament

A

monozygotic twins more similar in temperament compared to dizygotic twins. negative affect is influenced by heredity. temperament in childhood shows higher heredity than infancy

36
Q

temperament and environment

goodness of fit

A

How well does a child’s temperament meet the environmental demands. Training can be helpful for parents of distress-prone infants (eg: more likely to cry and be irritable)

37
Q

attachment

what happened to detached infants raised in institutions after WW2? What does it teach us about attachment?

A

they were mentally impaired; often withdrawn and listless, despite receiving adequate nutrition and healthcare. Shows how important parental attachment is to socio-emotional development

38
Q

made to bserve the infant-caregiver relationship

Strange situation

A

Free play. Introduction of a stranger. Caregiver leaves infant with stranger. Caregiver returns.

39
Q

why is the quality of the infant-caregiver attachment important?

A

the quality of attachment sets the internal working model for social relationships. it influences the infant’s later responses to other people, self-concept, etc.

40
Q

think of what different cultures would value

cultural differences in types of attachment

A

German parents value independennce: maybe manifests in having more avoidant babies as opposed to more resistant. Japanese parents value interdependence and rarely leave infants alone with strangers: more resistant than avoidant

41
Q

the types of attachment

A
  • Secure attachment: baby may cry when mom leaves, but when mom returns, baby is relieved (most babies)
  • Avoidant attachment: baby not upset when mom leaves, and when mom returns, may ignore her by looking/turning away (20%)
  • Resistant attachment: baby upset when mom leaves, but remains upset or shows anger when mom returns; difficult to console (10-15%)
  • Disorganized: baby seems confused and/or disoriented when mom leaves and when they return (5-10%)
42
Q

adult attachment

how would secure vs dismissive vs preoccupied adults describe their childhood experiences?

A

SA: describe childhood experiences objectively; value impact of their caregiver-child relationships. DA: sometimes deny the value of or cannot recall childhood experiences, yet often idealize their caregivers. PA: describe experiences emotionally and often express anger/confusion regarding caregiver-child relationships

43
Q

I-self vs me-self

A

I-self: ability to think about ourselves, metacognition; can be independent of others. Emerges around 3 months (recall mobile-kicking, understanding of actions and consequences). me-self: sum total of what a person knows/believes about themselves; can include other’s opinions; self concept. Emerges around 15 months

44
Q

how is self-concept in middle-late childhood and adolescence?

A

Middle-late: introduction of emotions, competencies relative to others, more realistic (eg: Sometimes I get mad, I’m the fastest in my class). Adolescence: more complex, abstract, differentiated, integrated, and possible self (eg: I’m cheerful except when I’m stressed about exams; my friends say I’m friendly although there are days when I don’t want to hang out with others; I’m good at biology so I hope to become a doctor)

45
Q

how is self-concept in preschool years?

A

Descriptions of self anchored in tangible activities, preferences, competencies, and physical characteristics (EG: I dance, I like pizza, I can count to 10, I have brown hair). Cultural differences: Asian children are more likely to describe relationships that North American children (I pay with Xiaoqing in my school)

46
Q

looking glass self

A

we learn to know ourselves by interacting with others and observing (experiencing) how they respond to us
Not necessarily what others think, but how we perceive others are thinking about us (based on their reactions). You are seeing yourselves in others

47
Q

these are internal false impressions we have

Key features of adolescent self-concept

A

Imaginary audience
Personal fable
Illusion of invulnerability

48
Q

James Marcia’s explanation of exploration and commitment

A

exploration: examining alternatives. commitment: landing on a decision and making a personal investment in it.

49
Q

identity achievement

A

exploration: yes
commitment: yes

50
Q

identity foreclosure

A

exploration: no
commitment: yes

51
Q

identity moratorium

A

exploration: yes
commitment: no

52
Q

identity diffusion

A

exploration: no
commitment: no

53
Q

biculturalism

A

you identify with your majority and minority culture

54
Q

separation

A

you identify with your minority culture but not your majority one

55
Q

assimilation

A

you identify with your majority culture but not your minority one

56
Q

marginalization

A

you don’t identify with either minority or majority culture

57
Q

instrumental, hostile, reactive and relational aggression

A

IA: children use aggression to achieve a specific goal. Observed by 1 year of age. HA: unprovoked aggression to humiliate, harass another. RCTV: aggression in response to another’s behaviour. RLTN: hurting others by undermining social relationships

58
Q

high aggression is more stable than lower aggression. T or F?

A

True. If there’s a high aggression there’s evidence that it will continue.

59
Q

social role theory

A

observed psychological differences between men and women emerge mainly through societal expectations about gender-specific roles (eg: home-makers vs wage-earners)

60
Q

heretonomous vs autonomous morality

A

HM: others have determined rules and punishments. AM: morality is based on free will, everyone is capable of saying what’s good or bad

61
Q

Piaget’s moral stages and their ages

A

Premoral stage (2-4 years). Moral realism (5-7 years). Moral relativism (8-10 years and beyond)

62
Q

level 1: preconventional stage 1 and 2 (Kohlberg’s theory)

A

stage 1: rules must be obeyed and you will be punished if you break them. stage 2: act in an egocentric way.

63
Q

level 2: conventional stage 2 and 3

A

stage 3: what is expected of a good person, it’s about others expectation. stage 4: law and order exists for everyone’s good.

64
Q

level 3: postconventional stage 5 and 6

A

stage 5: balancing individual’s needs with society’s needs. stage 6: personal morality based on justice, compassion and equality

65
Q

parenting styles

A

authoriative (high in warmth and control); authoritarian (low in warmth and high in control); permissive-indulgent (high in warmth and low in control); rejecting-neglecting (low in warmth and control)

66
Q

selman’s stages

A
  1. Undifferentiated (3-6 years): confusion between own thoughts/feelings and those of others
  2. Social-informational (4-9 years): understanding that different people can have different thoughts and knowledge; pass false-belief tasks
  3. Self-reflective (7-12 years): ability to “step into” other people’s shoes; knowledge that others can also take your perspective
  4. Third person (10-15 years): ability to step outside immediate situation to evaluate the situation from a 3rd-party perspective (eg: argument)
  5. Societal (14-adulthood): recognition that even a 3rd-person perspective is influenced by broader personal, social and cultural factors
67
Q
A

psych 2aa3 (1 decks)

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