Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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]

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
Development of attachment Behaviourists
-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
Development of attachment Evolutionary-Lorenz's geese
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
Development of attachment Harlow's monkeys
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
Development of attachment Bowlby-'Maternal deprivation hypothesis'
-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
Development of attachment Type of attachment: Secure
-reacts quickly and positively to child's needs -responsive =distressed when leaves =happy on return =seeks comfort when scared or sad
30
Development of attachment Type of attachment: Insecure anxious/avoidant
-unresponsive/ uncaring -dismissive =no distress when leaves =no acknowledgement of return =does not seek/ make contact
31
Development of attachment Type of attachment: Insecure resistant/ambivalent
-responds to child inconsistently =distress when leaves =not comforted by return
32
Development of attachment Type of attachment: Insecure disorganised
-abusive/ neglectful -responds in a frightening way =no attaching behaviours =dazed, confused or apprehensive in presence
33
Development of attachment Ainsworth and Bell (1970) Aim and basis
-highlight evolutionary concept of attachment Mother=secure base for exploration Attachment when alarm is caused by a stranger's presence.
34
Development of attachment Ainsworth and Bell (1970) Sample
``` 56 babies 12-18 months White middle class families contacted through paediatricians. ```
35
Development of attachment Ainsworth and Bell (1970) Method
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
Development of attachment Ainsworth and Bell (1970) The 'Strange Situation' episodes (each 3 minutes)
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
``` Development of attachment Ainsworth and Bell (1970) Results Crying Search behaviour Proximity seeking Contact maintaining Contact resisting ```
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
Development of attachment Ainsworth and Bell (1970) Conclusions
Attachment= predisposed. Caregiver sensitivity hypothesis- attachment style dependent on behaviour shown towards them by mother. Attachement and mother's presence= exploration.
39
Development of attachment | Application - Ronald McDonald House Charity
- '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
Impact of advertising on children Bandura Buijzen and Valkenburg (2000) At what age does brand awareness start? The ability to recognise logos and brand?
-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
Impact of advertising on children Barbie and me colour change bag Teksta T-rex
- girl in advert - girlie colours - woman accessory - boys in advert - darker colours - construction skills
42
Impact of advertising on children Johnson and Young (2002) Aims
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
Impact of advertising on children Johnson and Young (2002) Sample
188 you adverts out of 478 commercials from 3 years during breaks on children TV show channels.
44
``` Impact of advertising on children Johnson and Young (2002) Content analysis 3 parts and 4 elements ```
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
Impact of advertising on children Johnson and Young (2002) Verb elements and examples
- Action (crawl) - Competition/ destruction (crush) - Control (rule) - Limited activity (look) - Nurturing (cuddle)
46
``` Impact of advertising on children Johnson and Young (2002) Results -voice over -verb elements -speaking lines -use of the word power ```
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
Impact of advertising on children Johnson and Young (2002) Conclusions
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
Impact of advertising on children | Applications-adversiers and the media
- 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
Impact of advertising on children | Applications-parents
- 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
Impact of advertising on children | Applications-educators
- 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)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions