Child Psychology- Biological Flashcards
Topic 1- Intelligence
What is meant by crystallised intelligence and fluid intelligence? (Cattell 1942)
- Crystallised- what we learn or develop (knowledge that we’ve taken in and used)- usually stronger in elderly people than teenagers
- Fluid- innate ability which is static, born with intelligence we have
Topic 1- Intelligence
What findings did Horn (1967) find in an assessment of IQ regarding fluid and crystallised intelligence?
Increases, decreases etc
- Fluid tended to be higher for younger adults, but crystallised higher for older adults
- Fluid lost as we age, crystallised grows and improves as we age
Topic 1- Intelligence
How much DNA do monozygotic twins (identical) share compared to dizygotic twins (non-identical)? How does this affect intelligence?
Mono- 100%
Di- 50%
* If identical twins have the same level of intelligence, this can be explained due to genes- if not it may be the environment
Topic 1- Intelligence
Why would biological factors be argued to be more impactful on intelligence than environmental? (Plomin and Defries)
Identical twins who share genetics had greater similarities in their IQ than non-identical twins, emphasising the importance of genetics as an explanation
Topic 1- Intelligence- Van Leeuwen
What was the aim of the research into “A twin family study of general IQ”?
To investigate intelligence using a study with twins, siblings and their parents to assess the relationship between family and IQ
Indivdual differences are a result of genetics
Topic 1- Intelligence- Van Leeuwen
What sample was used for the research?
- 112 families from the Netherlands
- Contained a set of MZ/DZ twins, siblings and 2 parents
- Only included those without mental health issues
Topic 1- Intelligence- Van Leeuwen
What did the participants do that would make the research ethical?
Gave informed consent
Topic 1- Intelligence- Van Leeuwen
What design was used?
Extended twin design
Topic 1- Intelligence- Van Leeuwen
How was DNA evidence given from the twins?
Using a cheek swab providing biological evidence to check whether twins were identical or not
Topic 1- Intelligence- Van Leeuwen
What IQ test did all children individually complete and how was this completed?
Raven’s Standard Progressive Matrices (SPM)- completed at own pace through verbal instruction
Topic 1- Intelligence- Van Leeuwen
What IQ test did did the parents take and how was this completed?
Raven’s Advanced Progressive Matrices (APM)- written instructions as this is more advanced
Topic 1- Intelligence- Van Leeuwen
What was found in regards to correlations on scores of IQ?
They were higher for MZ twins
Topic 1- Intelligence- Van Leeuwen
What was found about correlations of IQ in couples (parents)?
They were significant- people are more likely to mate with people with a similar intellectual ability
Topic 1- Intelligence- Van Leeuwen
What was concluded about genes influencing intelligence levels through both the environment and genetics?
Genes do interact with environmental factors to influence intelligence, despite main influence being genetics
Topic 1- Intelligence- Applications
What are the Ravens’ Progressive Matrices IQ tests and how can the strategy be implemented?
- Nonverbal test of fluid intelligence- number of incomplete, novel, pictorial patterns
- Three versions that meet the needs of age group- items on test become more difficult throughout
- (IN AGE ORDER)- Colour, standard and advanced progressive matrices- scores can be compared to an average of age group to determine whether extra support in learning is needed or not
Topic 1- Intelligence- Applications
What is the Goodenough- Harris Drawing test and how can it be implemented?
- Asseses intelligence through drawings instead of logic- focuses on understanding visual spatial skills
- Draw a man, a woman and themself- analyses 14 aspects of drawing including presence, absense, detail and proportion
Could be used alongside other measures to strengthen concurrent validity
Topic 2- Pre-adult brain development
Which way does the brain develop and which parts develop first and last?
Back to front- cerebellum/ occipital lobe first, frontal lobe last
Topic 2- Pre-adult brain development
How do synapses (gaps between neurons) adjust and change when developing when a child ages?
Synaptic pruning occurs- the connections that aren’t being used die off and prune up, allowing the ones that are used to have specialised useful functions in the brain, giving greater organisation in the brain
Topic 2- Pre-adult brain development
Which area of the brain is one of the last areas to develop?
The prefrontal cortex which is responsible for planning, personality development and moderating social behaviour
Topic 2- Pre-adult brain development
Why would adolescents be more prone to risky behaviours?
Due to a combination of both an immature brain and environmental factors, like equally as immature peers
Topic 2- Pre-adult brain development
Which two areas of the brain is extremely active in adolescents that develop at the onset?
Limbic system- responsible for emotions, very active
Ventral Striatum- highly sensitive to rewards
Topic 2- Pre-adult brain development
What is the result of an underdeveloped prefrontal cortex and matured ventral striatum/ limbic system in adolescents?
More engagement in risky, adult-like behaviours as they’re unable to assess the potential dangers and consequences
Topic 2- Pre-adult brain development
How has a reduction in serotonin been show to lead to impulsivity?
Monkeys- seen in situuations where offspring have been subjected to stress as a baby
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What is the house-money effect?
Gambling term that suggests people are happier to take bigger risks when the money they’re playing with doesn’t belong to them
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What was the aim for research into neural representation of expected value in the adolescent brain?
To investigate if there is a difference in neural activity between adolescents and adult brains when given risk taking scenarios
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
How many adults and adolescents took part, what was their mean age and how were they matched?
How many were used in the end after checks?
- 19 adults (8m 11f) 30 years avg age
- 22 adolescents (11m 11f) 15.6 years avg age
- All from USA, healthy (lacked mental issues) and were all right handed
20 adolescents, 17 adults
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What kind of experiment was it and what was the IV and the DV?
Quasi lab experiment (naturally occurring IV adult or adolescent)
DV- Brain activity in fMRI and gambling activity
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What experimental design was used?
Independent measures
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What information was collected from participants prior to the experiment?
Info on spending per month and perceptions on winning and losing (significant effect of age and spending money)
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
How were participants familiarised to the environment?
They had a mock fMRI to prevent confounding emotions of sudden fear or uncertainty affecting the real fMRI brain activity scan
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
How much were ps paid with and what were they told on having this?
$20- they then had an opportunity to win an additional $20 or the possibility that they could lose their $20 in the gambling task
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What task were ps presented with one week later when they returned to the lab?
A series of gambles each with 50% probability of gaining or losing the amount ($5-$20) on a spinner (give or take)
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
How many trials were there in total, and how many win only and loss only trials were there?
- 144 trials in total
- 24 win-only trials, 24 loss-only trials to test for participants who weren’t engaging properly
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What did the fMRI scans measure?
Their brain activity whilst rejecting or accepting the gamble
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
Did everyone accept or reject the gamble when the expected value was positive as opposed to zero?
All accepted
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
When were the adolescents more likely to gamble as opposed to the adults?
The higher the expected value of a win, the more likekly they were to gamble than adults
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
Which side of the ventral striatum was there more activity in adolescents?
Left
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What was concluded into why adolescents are more likely to take part in risky behaviours in terms of ventral striatum activity?
Developmental brain differences in ventral striatum- adolescents show greater activity than adults
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
Do adults or adolescents place greater value on rewards?
Adolescents
Topic 2- Pre-adult brain development- Application
What are the Graduated Driver Licensing Schemes and how can they be implemented in young people?
- Witholds a full driving license from a young person until they successfully pass a probationary period (as they’re more likely to drive in a riskier manner due to lack of cognitive control)
- Restrictions in place to limit need for cognitive decisions:
Curfews
Maximum speed limits and suspension
Limiting passengers/ passengers of a certain age
Topic 2- Pre-adult brain development- Barkley-Levenson and Galvan
What are parenting strategies and how can these be implemented in the life of a young person?
- Those who are brought up in authoritative families are less likely to display risk behaviours (high expectations, stern punishments) with positive relationships, open communication and support
- Discipline children when they engage in risky behaviours (Operant conditioning- punishment) and model positive non risky behaviours, avoiding taking part themself (SLT) avoid vicarious reinforcement
