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Child Psychology Flashcards

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1
Q

ATTACHMENT

Supporting studies

A

Lorenz-baby geese go through imprinting and critical periods which shows that attachment is evolved & shows critical period
Harlow-showed deprivation effects the monkeys exploration, socialisation and confidence
Bowlby 44 thieves-demonstrates that separation during early years causes delinquency and affection less psychopathy
Haven & Shaver-IWM supported adult relationships do match childhood (when measured via self-report)

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2
Q

AINSWORTH

what was the sample?

A

26 mothers + children - USA

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3
Q

AINSWORTH

what was the aim?

A

To see different types of attachment - causes + response to separation + stranger

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4
Q

AINSWORTH

what was the procedure?

A
  • M+B enter
  • M+B play (secure base)
  • Stranger enters + interacts (stranger anxiety)
  • M leaves (separation anxiety)
  • Reunion (reunion behaviour-comfort?)
  • M leave B alone (separation anxiety)
  • Stranger returns (stranger anxiety)
  • Reunion (reunion behaviour)
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5
Q

AINSWORTH

What type of obvseration is it?

A

Covert structural observation

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6
Q

AINSWORTH

what was type B?

A 
Secure attachment (70%)
Caused by responsive parenting 
Secure base
Stranger anxiety 
Separation anxiety 
Joy+comfort on reunion
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7
Q

AINSWORTH

what was type A?

A 
Insecure avoidant attachment (20%)
Caused by neglectful parenting
Doesn’t use secure base
No stranger anxiety 
No separation anxiety 
No joy or comfort on reunion
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8
Q

AINSWORTH

what was type C?

A 
Insecure resistant attachment (10%)
Caused by inconsistent parenting
Doesn’t use secure base 
Stranger anxiety 
Separation anxiety 
Hard to comfort + may lash out
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9
Q

AINSWORTH EVALUATION

Kagan?

A

It’s not parental sensitivity causing attachment type but rather temperament/personality

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10
Q

AINSWORTH EVALUATION

Generalisation points

A

-small sample
-ethnocentric
+both genders of baby
-women’s sample (gynocentric)

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11
Q

AINSWORTH EVALUATION

Reliability points

A

+standardised procedure - replicable

+reliable results cultural variations

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12
Q

AINSWORTH EVALUATION

Applicability points

A

+Useful for nursery’s and day care

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13
Q

AINSWORTH EVALUATION

Validity points

A 
\+low situational variables
\+mundane realism (baby sitting)
\+low demand characteristics-babies covert
-low ecological validity 
-participant variables
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14
Q

AINSWORTH EVALUATION

ethics points

A

+informed consent

-upsetting child protection from harm and right to withdraw

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15
Q

CROSS-CULTURAL STUDIES

What is a cross-cultural study?

A
  • when you conduct a procedure in one location/countries and then repeat the same procedure in another culture
  • compare the results to look for similarities and differences
  • if it’s the same across cultures we can argue it is universal/nature and if it is different it is nurture
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16
Q

CROSS-CULTURAL STUDIES

Evaluation

A

+we can figure out if things are nature or nurture
+less ethnocentric
+increases generalisability
-ethnocentrism-might missinterprate other cultures behaviour,bias,miss details
-procedure might not work-i.e Japan+strange situation

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17
Q

META-ANALYSIS

what is meta analysis?

A

Where the researcher looks at the findings from a number of a different published studies (all with the same procedure) in order to reach a general conclusion about trends and patterns (using statistics)

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18
Q

META-ANALYSIS

Evaluation

A

+high generalisability more cultures and larger sample
+studies have already been conducted low ethical issues
-we don’t always know the exact methods/ethical breaches
-researcher bias in filtering
-publication bias - certain studies published
+filtering eliminates extraneous variables
+objective-statistics quantities significance
+quicker,easier
+sees overall trends + patterns

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19
Q

VAINJENDOORN AND KROONENBERG

USA results

A

Secure 70%
Avoidant 20%
Resistant 10%

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20
Q

VAINJENDOORN AND KROONENBERG

Israel results

A

Secure 37%
Avoidant 13%
Resistant 50%

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21
Q

VAINJENDOORN AND KROONENBERG

Germany results

A

Secure 33%
Avoidant 49%
Resistant 18%

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22
Q

VAINJENDOORN AND KROONENBERG

Japanese results

A

Secure 68%
Avoidant 0%
Resistant 32%

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23
Q

VAINJENDOORN AND KROONENBERG

key results

A

•Germany - 49%

- avoidant (neglectful)
- value independence

•Israel - 50%

 - resistant (inconsistent)
 - different people care for them in kibbutz

•Japan - 0%

  - avoidant (neglectful)
  - collectivist-always with kids responding don’t put them down
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24
Q

VAINJENDOORN AND KROONENBERG

evaluation

A 
\+lots of different cultures
\+large sample
-only female parent
\+standardised procedure, replicable 
-publication bias
\+not ethnocentric
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25
Q 
CASE STUDIES
AO1 points(what is it)
A
  • One person/small group
  • longitudinal-development + change
  • unique/special
  • often qualitative data
  • multiple methods (observation, interviews, tests)
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26
Q

CASE STUDIES

AO3(evaluation)

A 
\+naturally occurring-ethical
-research bias-long time
-not generalisable
\+triangulation-back each other up (using different research methods ie. observation interview)
\+can see development/change
\+lots of depth + detail
-can’t repeat-longitudinal,unique
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27
Q

LI

aim of li?

A

To see the effects on cognitive,language and pre-academic skills in children who received either high or low quality care at infant/toddler level and preschool level

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28
Q

LI EVALUATION

generalisability points

A

+large sample 1364 families
+variety of backgrounds/areas in America
-USA only so ethnocentric

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29
Q

LI EVALUATION

Reliability points

A

+standardised tests like ORCE (and like woodcock Johnson)
+we can repeat Lis study because she used secondary data
-longitudinal hard to repeat

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30
Q

LI EVALUATION

applicability points

A

+useful for parents to know about the effects of good quality daycare

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31
Q

LI EVALUATION

validity points

A

+triangulation

+extraneous variable

32
Q

DAYCARE

what makes a good quality day care and why?

A
  • low adult to child ratio. Plenty of attention (1:8, 3-5 years old) (1:4, 2-3 years old) (1:3, -2 years old)
  • small sized group:easy to mix
  • Mixed age group: learn from older children
  • low staff turnover
  • well trained staff
  • stable attachment figure: same person, key worker
33
Q

DAYCARE

Supporting studies

A

Socially:Anderson
Went before one were more socially advanced
Emotion/aggression:ALSPAC
No evidence of increased antisocial behaviour or aggression
Cognitively:Li
High quality daycare, improved their academics abilities

34
Q

DAYCARE

Conflicting studies

A

Socially:DiLalla
Less cooperative and helpful in dealings with other children
Emotion/aggression:Belsky+Rovine
Those in daycare had an insecure avoidant type attachment
Cognitively:Tizard
Teachers have divided attention which means that they have less in-depth conversations and challenge them less cognitively

35
Q

DAYCARE

Individual differences

A

Pennebaker et al (1981)

Reported that shy children find daycare situation quite threading and are likely to find it a less beneficial experience

36
Q

KEY QUESTION

what is the key question

A

What should parents consider when deciding on daycare options for their children

37
Q

KEY QUESTION

AO1 explaining the issue

A
  • many parents need/want to go back to work therefore they need a daycare
  • day care can consist of other family members looking after the child, childminders, nursery
  • family members have the advantage of the child knowing them and more one to one care
  • childminders and nursery carers have to be qualified and inspected unlike family members
  • parent may worry about quality of care and what is best for their child
38
Q

DAYCARE

AO2 things to consider

A
  • carer to child ratio
  • key worker
  • size of group
  • staff turnover
  • individual differences
39
Q

AUTISM

Triad of deficits

A
  • social interactions-e.g. poor attachment
  • communication-e.g. delayed language
  • imagination-e.g. lack of pretend play
40
Q

AUTISM

Characteristics of autism

A
  • no eye contact
  • organise toys
  • routine
  • don’t show pain
  • sensitive time noise
  • difficultly in interacting
  • hand flapping
  • inappropriate laughing and giggling
41
Q

AUTISM

what is savantism?

A

Rare abilities in one of two areas (drawing or maths)

10% have it

42
Q

AUTISM

when is it noticed?

A

Usually noticed at 4

43
Q

AUTISM

gender ratio?

A

75% male

44
Q

EXTREME MALE BRAIN EVALUATION

Supporting studies

A

+Baron+Chonen et al - high testosterone levels
+Manning et al - Autistic individuals lower 2D:4D ratio more testosterone exposure
+wen+wen - see brain differences between autism and those who are neurotypical (focused on amygdala)

45
Q

EXTREME MALE BRAIN EVALUATION

Conflicting studies

A

-Falter - no correlation 2D:4D ratio+worse on targeting + better at mental rotation

46
Q

EXTREME MALE BRAIN EVALUATION

Other explanations+theories

A
  • environmental factors - ischemia hypoxia linked time ASD (reductionist)
  • TOM cognitive not biological
  • Genetic - MZ concordance higher than DA 58/21
47
Q

EXTREME MALE BRAIN EVALUATION

Usefullness

A

+help teach children
+empirical,scientific,objective
+helps explain-ratio M:F, ability routine, face validity

48
Q

EXTREME MALE BRAIN EVALUATION

Testability

A

+empirical

-male dominated

49
Q

THEORY OF MIND EVALUATION

Supporting studies

A

+sally,Anne
+Baren-Cohen eye task
+osterling

50
Q

THEORY OF MIND EVALUATION

Conflicting studies

A
  • sheenan-HFA-little TOM problems
  • Pellicano-not TOM but other cognitive problems
  • Schlick-deaf children have problems with TOM
51
Q

THEORY OF MIND EVALUATION

Other explanations

A

Extreme Male brains as an alternative theory

52
Q

THEORY OF MIND EVALUATION

Usefulness

A

-TOM is a cognitive process so can’t be directly tested
+Face validity able to explain characteristics such as social interaction,delayed language
-Doesn’t explain all of them I.e routine
-cause+effect issues - Impared TOM -> autism or autism -> impared TOM

53
Q

THEORY OF MIND EVALUATION

Testability

A

Subjective in eye task lack mundane realism

54
Q

EXTREME MALE BRAIN

What is the biological theory?

A
  • Baron-Cohen suggests that the brain structure of an autistic person is a person is an exaggeration of a normal Male brain
  • He argues that there are many similarities between the brain structure of an autistic person and the Brian structure of a neurotypical Male
  • if a foetus is exposed to extra Male hormone in the womb it causes the brain to change and develop more down the ‘Male path’ developing more masculine tendencies/behaviours
55
Q

EXTREME MALE BRAIN

What is a systemiser?

A

Someone who analyses or constructs systems; trying to identify rules which can govern a system leading to predictability; rules can be detected by researching for patterns and regularities

56
Q

EXTREME MALE BRAIN

What is an empathiser?

A

Someone who can perceive emotion mental states in other and respond appropriately easier

57
Q

EXTREME MALE BRAIN

What is the relationship between systemisers, empathisers and autism

A

Extreme type S is likely to be more common in people with autism and type S more common in males. Research suggests that this is the case of people with autism being assessed as extreme type S in tests of S and E (Goldenfield 2005)

58
Q

EXTREME MALE BRAIN

Empathsising behaviours

A
  • empathy quotient
  • understanding complex facial expressions
  • eye contact
  • ’mind reading’
59
Q

EXTREME MALE BRAIN

Systemising behaviours

A
  • systemising quotient
  • collecting
  • attention to detail
60
Q

EXTREME MALE BRAIN

What behaviours do EMB explain?

A
  • Males are more likely to use the right side of their brain whereas women tend to use both side
  • Males develop language more slowly than females (autistic people develop language slower)
  • In males the amygdala is slighting larger than in females (autistic people will be more aggressive)
61
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What is CBT?

A
  • designed to help people notice and understand how thoughts, behaviours + emotions affect each other. It is also designed to help them learn new ways of thinking about and responding to distressing situations.
  • the therapist breaks down problems into feelings, thoughts and actions to work out which are unhelpful or realistic. They then teach them how to replace those feelings, thoughts and actions with more helpful and realistic ones.
62
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What does CBT focus on?

A

Secondary issues, anxiety, depression, bullying, skill deficits and limited social support

63
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What are the 4 common elements?

A
  • assessment
  • psycho education
  • cognitive restructuring
  • exposure
64
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What is the first common element(assessment)?

A

Evaluation of the participants language, cognitive and emotional skills before they begin the therapy, key strengths, weakness and areas to work on

65
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What is the second common element(psycho education)?

A

Designed to increase the participants behavioural and cognitive skills and enhance their emotional development, or the therapist may teach the participants to use one or more relaxation technique

66
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What is the third common element (cognitive restructuring)?

A

Designed to help the participants identify negative thoughts or interpretations

67
Q

COGNITIVE BEHAVIOUR THERAPY (CBT)

What is the fourth common element (exposure)?

A

This technique puts the participants into problematic situations in a controlled setting and teaches them to face their distress by using the skills they have acquired in the psycho education and cognitive restructuring components of therapy

68
Q

THEORY OF MIND (TOM)

What is the cognitive theory?

A
  • TOM is the ability to attribute mental states feelings beliefs etc to oneself and others; develops from 12-18 months to 4 years.
  • However children with autism have a delay in this skill (their TOM doesn’t develop normally)
69
Q

THEORY OF MIND (TOM)

Why characteristics can TOM deficit explain?

A

Organise toys
Inability to read emotions
Delayed speech

70
Q

THEORY OF MIND (TOM)

What are the supporting studies?

A

Osterling - studied babies at 1st birthday parties. The ones who were later diagnosed autistic tended not to pay attention to others faces

Eye task - given a picture of eyes with two words to describe their emotion. The pictures were simple and easy and they had opposite words to describe them e.g excited or worried

Winner+Perner - toy was moved when she wasn’t looking. Autistic people believe that she knows where it is even though she didn’t see it

71
Q

THEORY OF MIND (TOM)

What is a conflicting study?

A

Sheeran et al - found very little difference in performance on TOM tasks compared to normally developing children. Could do mental reasoning

72
Q

CBT EVALUATION

What are some supporting studies?

A
  • sofronoff (2005) children experience less anxiety after CBT and identify positive strategies
  • wood (2009) 78.5% improvement in anxiety after 16 CBT sessions
73
Q

CBT EVALUATION

What are some conflicting studies?

A
  • oii et al (2008) no significant reductions in anxiety levels
  • Weston et al (2016) CBT was not superior to control conditions when used to either treat affective disorders of symptoms associated with autism
74
Q

CBT EVALUATION

What are other better/worse treatments

A

ABA eliminates the characteristics of autism which are usually the root of anxiety when using CBT

75
Q

CBT EVALUATION

Usefulness?

A

+long term as you learn skills
+individualised - one on one - focuses on that child’s issues
-low functioning children find it hard/impossible
-costly time consuming

76
Q

CBT EVALUATION

Testability?

A

-cognitive process, difficult to measure, not empirical

Psychology (5 decks)

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