child development final exam Flashcards
what is sternberg’s triarchic theory of intelligence?
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)
there are 8 sets of abilities
what is gardner’s theory of intelligence and why is it a better descriptor for intelligence?
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
what correlation does IQ tests have on the real world?
Those who score high on IQ tests have better success and longevity. Those who score low have more chronic disease, illness and criminal behaviour
what do familial studies show?
the genetic heritability of cognition
parents and offspring have similar executive function, and monozygotic twins have higher correlations of this than dizygotic.
What genetic effects impact the heritability of cognition?
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)
how does environment effect cognition heritability?
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.
Hymovitch’s study with rats
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
what were the results of hymovitch’s study?
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
what happened to the Romanian orphanages, and what was the effect of institutionalization?
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.
was the damage from institutionalization reversible?
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.
recent reserch suggests that efficiency of processing in neural pathways may be more indicative of intelligence. T or F?
True
high IQ brains
what did the Shaw et al study show?
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
42% of the world’s languages have subject-verb-object language rules. T or F?
True
English is one of the world’s language that adhere to the subject-object-verb rule. T or F?
False. English adheres to the subject-verb-object rule.
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?
False. More languages (45% of the world’s languages) have the subject-object-verb rule. Only 42% of the world’s languages have
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?
True.
think of 1, 2, 3 word utterances and the ages attributed to them
vocabulary development
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
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?
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.
under and overextension
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)
dyslexia is more prevalent in girls. T or F?
FALSE. It’s more prevalent in boys.
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?
True.
critical period vs sensitive period for language
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.
behaviourist perspective on language
infants imitate what they hear and are rewarded (by smiles, attention, conversation) for using words correctly.
think of all the things this perspective cannot explain
limitations of the behaviourist perspective on language
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?
think chomsky and LAD
semantic bootstrapping
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.
support for universal grammar
BROCA AND WERNICKE’S AREA
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
kanzi, the smartest bonobo
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
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?
True. Begins with babbling, 1 word utterances, then 2-3 word utterances, just like hearing children.
support for universal grammar
how does living in a soundless environment support the LAD?
Because if modality doesn’t matter, that does show an inclination toward learning language, syntax, etc. regardless of the circumstance
support for universal grammar
how do critical/sensitive periods support the innate LAD?
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
support for universal grammar
vocab/grammar
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
social perspective of language acquisiton and development
Children master language in the content of social interactions. Can incorporate behaviourist, nativist, and cognitive perspectives
Rothbart
shy baby vs active baby
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
DRD4 gene
implicated with temperament. Asian-American carriers for the gene were more interdependent, while European-American carriers were more independent.
heredity and temperament
monozygotic twins more similar in temperament compared to dizygotic twins. negative affect is influenced by heredity. temperament in childhood shows higher heredity than infancy
temperament and environment
goodness of fit
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)
attachment
what happened to detached infants raised in institutions after WW2? What does it teach us about attachment?
they were mentally impaired; often withdrawn and listless, despite receiving adequate nutrition and healthcare. Shows how important parental attachment is to socio-emotional development
made to bserve the infant-caregiver relationship
Strange situation
Free play. Introduction of a stranger. Caregiver leaves infant with stranger. Caregiver returns.
why is the quality of the infant-caregiver attachment important?
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.
think of what different cultures would value
cultural differences in types of attachment
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
the types of attachment
- 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%)
adult attachment
how would secure vs dismissive vs preoccupied adults describe their childhood experiences?
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
I-self vs me-self
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
how is self-concept in middle-late childhood and adolescence?
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)
how is self-concept in preschool years?
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)
looking glass self
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
these are internal false impressions we have
Key features of adolescent self-concept
Imaginary audience
Personal fable
Illusion of invulnerability
James Marcia’s explanation of exploration and commitment
exploration: examining alternatives. commitment: landing on a decision and making a personal investment in it.
identity achievement
exploration: yes
commitment: yes
identity foreclosure
exploration: no
commitment: yes
identity moratorium
exploration: yes
commitment: no
identity diffusion
exploration: no
commitment: no
biculturalism
you identify with your majority and minority culture
separation
you identify with your minority culture but not your majority one
assimilation
you identify with your majority culture but not your minority one
marginalization
you don’t identify with either minority or majority culture
instrumental, hostile, reactive and relational aggression
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
high aggression is more stable than lower aggression. T or F?
True. If there’s a high aggression there’s evidence that it will continue.
social role theory
observed psychological differences between men and women emerge mainly through societal expectations about gender-specific roles (eg: home-makers vs wage-earners)
heretonomous vs autonomous morality
HM: others have determined rules and punishments. AM: morality is based on free will, everyone is capable of saying what’s good or bad
Piaget’s moral stages and their ages
Premoral stage (2-4 years). Moral realism (5-7 years). Moral relativism (8-10 years and beyond)
level 1: preconventional stage 1 and 2 (Kohlberg’s theory)
stage 1: rules must be obeyed and you will be punished if you break them. stage 2: act in an egocentric way.
level 2: conventional stage 2 and 3
stage 3: what is expected of a good person, it’s about others expectation. stage 4: law and order exists for everyone’s good.
level 3: postconventional stage 5 and 6
stage 5: balancing individual’s needs with society’s needs. stage 6: personal morality based on justice, compassion and equality
parenting styles
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)
selman’s stages
- Undifferentiated (3-6 years): confusion between own thoughts/feelings and those of others
- Social-informational (4-9 years): understanding that different people can have different thoughts and knowledge; pass false-belief tasks
- Self-reflective (7-12 years): ability to “step into” other people’s shoes; knowledge that others can also take your perspective
- Third person (10-15 years): ability to step outside immediate situation to evaluate the situation from a 3rd-party perspective (eg: argument)
- Societal (14-adulthood): recognition that even a 3rd-person perspective is influenced by broader personal, social and cultural factors
