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A LEVEL > Child Psychology Priority > Flashcards

Child Psychology Priority Flashcards

90%-100%

1
Q

Pre-adult brain development

Early Brain development 
1st trimester
2nd trimester
3rd trimester
1 year old
2 years old
3 years old
A

1st trimester-neural tube develops and brain develops into 2 sections.
2nd trimester-nerve cells develop.
3rd trimester-cereal cortex develops and all areas assume primary function.
1 year old-recognition developed-familiar faces vs strangers. 60% of adult brain.
2 years old-language areas in brain develop- vocabulary X4
3 years old-social environment starts to shape. Synaptic connections denser and faster than adults. 80% of adult brain.

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2
Q

Pre-adult brain development

Adolescent Brian development (10/11 to 25 years)
Synaptic pruning
Grey matter
Limbic System
Prefrontal Cortex
MATURITIES
A

Synaptic pruning=unused connections are eliminated
Grey matter=peak volume

Limbic System: includes ventral striatum=reward and gratification
Prefrontal Cortex: inhibition centre=decision making

MATURITIES-ventral striatum matures earlier in adolescence and is often more dominant than the prefrontal cortex which does not mature until the mid 20s.

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3
Q

Pre-adult brain development

Expected value

A

Expected value= the sum of all possible outcomes of a choice. Used to judge whether the risks involved in a certain course of action are worth taking in order to gain reward.

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4
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Sample details

A
  • self-selected sample
  • 19 adults 22 adolescents
  • posters and online
  • deemed healthy be self-report
  • no psychological medication
  • all right handed (contralateral control)
  • all gave informed consent
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5
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Method/Design

A

-Lab bass quasi experiment
IV: adult vs adolescent
DV: no. of gambles in Spinner game accepted. Activity in VS.
Matched pairs

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6
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Procedure: brain scanning

A

(familiarised with mock scanner activity)
fMRI scans conducted by the 3-Tesla Trio MRI machine during game.
140 functional images. 2 structural images.

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7
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Procedure: the gambling task

Intake session
Spinner game

A

Intake session- explained task. Provided info on source of income and spending money per month (valuation of momentary reward). $20 given for completing an to be used as ‘playing’ money. Told they could gain $20 or lose $20=sense of ownership.

For each trial- asked to gamble real money and this would be applied to the payment at the end of the $20 given.

Shown a spinner of 50% probability. Amounts ranged from +/- $5 to +/- $20. 192trials: 144 counterbalanced, 24 gain only, 24 loss only = broader range of EVs.

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8
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Results: neuro-imaging

A
  • more activity of VS of adolescents as the EV increased, than adults
  • hyperactivation of VS only accused in adolescents even though both showed activation.
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9
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Results: behavioural

A
  • both showed gambling behaviour
  • Positive correlation:increased EV increased likelihood of an accepted response- more likely adolescents than adults
  • Acceptance: postitive EV> zero EV >negative EV
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10
Q

Pre-adult brain development
Barkley-Levenson+Galvan (2014)
Conclusions

A
  • Hyperactivation in VS of adolescents tells us the response is due to brain placing greater value on potential rewards.
  • Gambling behaviour increased as VS is more dominant than the prefrontal cortex in adolescents
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11
Q

Pre-adult brain development
Application- strategies to reduce risk taking behaviours using knowledge of brain development

Steinberg
GDL in the USA

A

Steinberg-belived much of adolescent risk taking behaviour occur in groups. The reaction, anticipate driving rush, competitiveness, social acceptance.

GDL in the USA-6 moth probationary period after passing. No more than once passenger(accept family or 21+ year old drivers) and can’t drive between 12am and 6am.

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12
Q

Perceptual development

Perception

A

Perception-process by which to minds organise, process and make sense of sensory data in order to interact with our environment.

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13
Q

Perceptual development

Depth perception
Elevation
Relative size
Motion parallax

A

Depth perception=visual ability to perceive the world in 3D.
Elevation=how the horizon is seen as vertically higher than the foreground.
Relative size= allows you to determine how close objects are to a known (size) object.
Motion parallax=things closer to us seem to be moving faster than things further away.

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14
Q

Perceptual development

Studying perception in animals -selective rearing-Blakemore and Cooper- evaluations

A

+doesn’t require extent
+more ethical than using humans
+animals develop quicker=saves time
+easier to control

  • cannot cgenralise to humans
  • can’t consent
  • dont know if distressed
  • long term implications unknown
  • social sensitivity
  • anthropomorphism= base assumptions from human assumptions
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15
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Aim

A
  • if ability to perceive and avid a drop is innate.
  • at what age does depth perception develop in infants
  • which textual cue is more important: texture or motion parallax
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16
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Human sample

A
  • 36 babies 6-14 months old
  • could all crawl
  • when visual development developed
  • learn depth perception
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17
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Animal sample

A

I day old: chicks, lambs, baby goat.

Week old: dogs, rate, pigs, turtles, kitten reared in darkness.

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18
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Method/Design

A

Quasi controlled observation
Repeated measures
IV: what side called to
DV: compliance/ side preference

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19
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Visual apparatus

A

Texture density- square size smaller on deep side (had under lighting to look deeper) as further away. [control=steep side squares enlarged/ grey]

Motion parallax- shallow squares move more quickly across visual field than the deep.
[control=larger squares on shallow]

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20
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Results:humans quantitative and qualitative

A

Quantitative: 27 moved to shallow. 3 went to the deep side.
Qualitative: went to the edge then backed away. Some cried when they couldn’t get across to their mum on the deep side.

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21
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Results: animals

A

Chicks: all to shallow none to deep
Goats and lambs: all on shallow, none to deep-went limp when put on deep (instinct to fear)
Rats: cross to deep as could feel with whiskers but when the cliff was raised 95% they would not cross to the deep as could not feel.
Kittens: avoid deep side. Reared in dark=no preference but this changed.
Turtles: little preference for either side= depth doesn’t matter in water.

22
Q

Perceptual development
Gibson and Walk (1960)-The Visual Cliff
Conclusions

A

Humans can discriminate (natural habitats sense danger) as soon as they can crawl.
This is required or survival by all species once they have developed motor skills.

23
Q

Perceptual development

Play strategies to develop perception in young children-4 different suggestions.

A

Soft play-visual, tactile and auditory perception.

Hand claps-visual, tactile and auditory perception.

Mobiles-visual, tactile and auditory perception.

Soft books with colours, noises and different fabrics-visual, tactile and auditory perception.

24
Q

Development of attachment

Attachment

A

An affectional tie that one person/ animal from between themselves and another.

25
Q

Development of attachment

Behaviourists

A

-learn attachment through association or reinforcement

-Classical conditioning
Food, attention, comfort=love
Babies associate caregivers to always being there.
Cupboard love=conditional-if needs are provided, the child loves the caregiver

26
Q

Development of attachment

Evolutionary-Lorenz’s geese

A

Imprinting-attach with that ‘thing’ as long as it provides something meaningful.

Critical period: 36 hours after birth
[adoptive or surrogate parents still attach but attachment hindered if in intensive care]

27
Q

Development of attachment

Harlow’s monkeys

A

Rhesus monkeys separated from biological mothers and left in cage with just a cloth. See if the monkey would go to the wire monkey with food or the cloth monkey as mother. When scared too.
1-went to wire with food then cloth (nature)
2-scared-went straight to cloth=comfort (nurture)
3-cloth monkey most of the day
4-raised with nothing- rocking, nothing, banging head

28
Q

Development of attachment

Bowlby-‘Maternal deprivation hypothesis’

A

-attachments form model for later relationships

Critical period: first 2 years of life

If not= rescued intelligence, dwarfism, increased aggression and affection less psychopathy(lack awareness or empathy for others)

Evidence: 17/44 offenders had not developed secure attachment with their primary care giver.

29
Q

Development of attachment

Type of attachment: Secure

A

-reacts quickly and positively to child’s needs
-responsive
=distressed when leaves
=happy on return
=seeks comfort when scared or sad

30
Q

Development of attachment

Type of attachment: Insecure anxious/avoidant

A

-unresponsive/ uncaring
-dismissive
=no distress when leaves
=no acknowledgement of return
=does not seek/ make contact

31
Q

Development of attachment

Type of attachment: Insecure resistant/ambivalent

A

-responds to child inconsistently
=distress when leaves
=not comforted by return

32
Q

Development of attachment

Type of attachment: Insecure disorganised

A

-abusive/ neglectful
-responds in a frightening way
=no attaching behaviours
=dazed, confused or apprehensive in presence

33
Q

Development of attachment
Ainsworth and Bell (1970)
Aim and basis

A

-highlight evolutionary concept of attachment
Mother=secure base for exploration
Attachment when alarm is caused by a stranger’s presence.

34
Q

Development of attachment
Ainsworth and Bell (1970)
Sample

A 
56 babies 12-18 months 
White middle class families contacted through paediatricians.
35
Q

Development of attachment
Ainsworth and Bell (1970)
Method

A

Controlled observation through a one way mirror inso a small room with floor space and lots of toys.
2 observers recording a running commentary.
Click every 15 seconds. 1 score max (12 for 3 minutes)

36
Q

Development of attachment
Ainsworth and Bell (1970)
The ‘Strange Situation’ episodes (each 3 minutes)

A

1-M enters with B observer. Observer leaves.
2-M puts B on floor and watches only joining if B seeks attention.
3-S enters ad sits quietly for 1 minute. Talks to M for 1 minute. Approaches B with toy for 1 minute. M leaves.
4-B playing= S does not participate. B is inactive= S interests. B distressed= S comforts. B not comforted=episode ends.
5-M enters pauses in doorway until B responds. S leaves. When B is settled playing, M leaved again ‘bye bye’.
6-B left alone for 3 minutes unless too distressed.
7-S enters and behaves as in 4. If too distressed, episode ends.
8-M returns, S leaves. Reunion observed. Procedure ends.

37
Q 
Development of attachment 
Ainsworth and Bell (1970)
Results 
Crying
Search behaviour
Proximity seeking
Contact maintaining
Contact resisting
A

70% secure 15% avoidant 15% resistant

Crying: started at 4, reduced at 5, increased at 6, did not decrease in 7 (mother’s absence most distressing not just being alone)
Search behaviour: 4+7 moderate. 6 strong.
Proximity seeking: increased after each separation.
Contact maintaining: increased with every return.
Contact resisting: those with high CM also had high CR- ambivalence.

38
Q

Development of attachment
Ainsworth and Bell (1970)
Conclusions

A

Attachment= predisposed.
Caregiver sensitivity hypothesis- attachment style dependent on behaviour shown towards them by mother.
Attachement and mother’s presence= exploration.

39
Q

Development of attachment

Application - Ronald McDonald House Charity

A
  • ‘home from home’
  • reduce separation anxiety
  • in case of an emergency
  • child may not have secure attachment and so may not feel calmed by parents presence
  • immediate reunion to maintain secure attachment which is also used as a method of calming
40
Q

Impact of advertising on children

Bandura
Buijzen and Valkenburg (2000)

At what age does brand awareness start? The ability to recognise logos and brand?

A

-social learning theory

-many children asked for at least one advertised product of their Christmas list.
The younger=the more asked for.

-6months awareness starts and can recognise brands and logos by the age of 3.

41
Q

Impact of advertising on children

Barbie and me colour change bag
Teksta T-rex

A
  • girl in advert
  • girlie colours
  • woman accessory
  • boys in advert
  • darker colours
  • construction skills
42
Q

Impact of advertising on children
Johnson and Young (2002)
Aims

A

1-do advertisers use different language scripts for male and females in adverts aimed at children?
2- how is gender used as a code to link products to gender roles?

43
Q

Impact of advertising on children
Johnson and Young (2002)
Sample

A

188 you adverts out of 478 commercials from 3 years during breaks on children TV show channels.

44
Q 
Impact of advertising on children 
Johnson and Young (2002)
Content analysis
3 parts and 
4 elements
A
  1. adverts targeted to boys
  2. adverts targeted to girls
  3. adverts targeted at both or neither gender
  • voice over
  • verb elements
  • speaking lines
  • use of the word power
45
Q

Impact of advertising on children
Johnson and Young (2002)
Verb elements and examples

A
  • Action (crawl)
  • Competition/ destruction (crush)
  • Control (rule)
  • Limited activity (look)
  • Nurturing (cuddle)
46
Q 
Impact of advertising on children 
Johnson and Young (2002)
Results
-voice over
-verb elements
-speaking lines
-use of the word power
A

Gender categorised toy-Big time action Hero and GirlTalk

-voice over:Male 100% on boys and boy/girl ads (aggressive) Female 89% in girls (high pitched/ sing-song)
-verb elements:Boys= destruction, control limited activity. Girls=limited activity, nurturing.
[0 nurturing verbs for boys and 9 destructive for girls]
-speaking lines: Boys= 26% of adverts. Girls+ girls and boys= over 50% of adverts.
[girls prefer to talk but what is said is less important and is often after a comment]
-use of the word power: boys= 21% used ‘power’ or ‘powerful’. Girls=’power’ used once.

47
Q

Impact of advertising on children
Johnson and Young (2002)
Conclusions

A

1-changing stereotypes that have worked is too risky and profits could be lost.
2-gender polarisation prepares for gender specific products that are common plant in the adult consumer market.

48
Q

Impact of advertising on children

Applications-adversiers and the media

A
  • consider how both genders are presented in adverts
  • create adverts differing from stereotypes to challenge others unconsciously
  • mixed verbs or remove certain (=remove stereotypes)
  • social learning theory
49
Q

Impact of advertising on children

Applications-parents

A
  • discuss with child about adverts
  • buy a range of toys and let them choose(as well as gender neutral ones)
  • Piaget-assist with building knowledge of genders/ roles earlier than predicted
  • Behaviourism-assocaition and classical conditioning
50
Q

Impact of advertising on children

Applications-educators

A
  • PE groups mixed and do the same in both primary and secondary school
  • at younger years give out toys intended for opposite gender and let play
  • boys play nurses and girls pay soldiers
  • Social learning theory = shown opposite gender role and imitate it

A LEVEL (15 decks)

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