Cognitive Development Flashcards

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1
Q

What is happening at around week 3 in neural development?

A

The embryo’s cells are starting to migrate towards their predetermined locations

The central nervous system and the peripheral nervous system has began to develop

The brain has began to develop into 3 sac-like vesicles: The forebrain, the midbrain and the hindbrain

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2
Q

What development is occurring from 8 weeks onwards of neural development?

A

The nerves begin to undergo synaptogenesis and making connections with each other, muscles and other tissues as well as organs

This process is influenced by environmental factors and experiences

At 2-3 years of age the number of synapses hit peak level

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3
Q

What processes occur from 28 weeks onwards of neural development?

A

The nerves begin the process of myelination. This process slows significantly after 2 years of age, but does continue through adolescence or later

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4
Q

What is synaptic pruning?

A

It is a process in which extra synapses are eliminated, therefore increasing the efficiency of the neural network. Major synaptic pruning stops at around 10 yrs, which 50% of the synapses present at age 2 have been eliminated. Minor pruning occurs throughout life

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5
Q

What is Plasticity?

A

It is when neuronal connections change based on experience.

Synapses and neurons that are more active become stronger
Synapses and neurons that are less active become weaker, or are removed

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6
Q

What is developmental plasticity?

A

It is the changes in neural connections as a result of interaction with the environment. It occurs throughout life but diminishes significantly with age

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7
Q

What is adaptive plasticity?

A

It is the brains ability to compensate for lost functionality due to brain damage
It occurs over the lifespan, however it is most effective during infancy and early childhood

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8
Q

Why are critical periods so important in development?

A

These are periods of development where an organism has a heightened sensitivity to external stimuli.
Once the critical period has passed there will be irreversible damage
These periods will start and end abruptly

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9
Q

What is a enriched environment?

A

It is when the brain is stimulated by its social, cognitive and physical environment.
It tends to enhance brain development

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10
Q

What is a deprived environment?

A

It is when the brain is lacking stimulation by its social, cognitive and physical environment.
It tends to impede brain development

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11
Q

What is attachment?

A

Attachment is a strong, close emotional bond that develops between an infant and their caregiver, which lasts many years
If this attachment never occurs, it is called privation, and can cause permanent emotional damage

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12
Q

What is Lorenz (1935) theory of attachment?

A

Lorenz investigated the mechanisms of attachment in geese.
He took a clutch of goose eggs and put half with a mother goose and half he kept in an incubator. Lorenz made sure he was the first moving thing his geese saw and imitated a mother gooses quacking.
He found that geese follow the first moving thing they see, this process is known as imprinting and suggests that attachment is innate and programmed genetically. Once imprinting occurred it could not be reversed.
The critical period of this happening can occur within 36 hours

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13
Q

What was Harlow & Zimmermann’s (1958) theory of attachment?

A

They proposed the behavioural attachment theory. This suggested that infants form an attachment with a caregiver that provides food, however Harlow believed that emotional comfort was critical

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14
Q

What was Bowlby’s (1969) theory of attachment?

A

He proposed that children come into the world biologically pre-programmed to form attachments with others, as this will help them to survive.
He proposed that attachment develops through a period of 5 years (the first 2 being most critical)

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15
Q

What is secure attachment?

A
  • It is seen in the majority of people.
  • Distressed when mother leaves
  • Avoidant of stranger
  • Will seek immediate contact upon return
  • Uses mother as a safe base
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16
Q

What is insecure-avoidant attachment?

A
  • No sign of distress when mother leaves
  • Okay with stranger
  • Little interest when mother returns
  • Both mother and stranger are able to comfort infant equally well
17
Q

What is insecure-resistant attachment?

A
  • Intense distress when mother leaves
  • Avoidance and fear response to the stranger
  • Seeks contact upon return of mother, but is still distressed
  • Cries more, explores less
18
Q

What is Jean Piagets theory of cognitive development?

A

He believed that cognitive development depends upon the interaction of the brain’s biological maturation with experience

He proposed that children go through 4 different cognitive stages

19
Q

What is the first stage of cognitive development proposed by Piaget?

A

Schemas: They are mental frameworks that organise past experiences and provide an understanding of future experiences

20
Q

What is the second stage of cognitive development proposed by Piaget?

A

Adaption progress: allow progression from one stage to another

Assimilation: adding a new object or experience to an existing schema

Accommodation: changing existing schema or creating a new schema to included a new object or experience

21
Q

What is the third stage of cognitive development proposed by Piaget?

A

Cognitive stages:increasing sophistication

1) Sensorimotor stage (0-2):
- Thinking is egocentric
- Lack understanding of object permanence

2) Preoperational stage (2-7):
- Understand object permanence
- Think about things symbolically
- Egocentric thinking

3) Operational stage (7-12):
- Beginning of logical thought
- understand reversibility

4) Formal operation (12+):
- Think more flexibly
- Apply logic more abstractly
- hypothetical thinking

22
Q

What is the Sociocultural theory of cognitive development?

A

Lev Vygotsky (19178) believed that children learn through experience.
He also suggested that parents, caregivers, peer and the culture were responsible for developing high order functions

23
Q

What are the three components of Vygotskys theory of cognition?

A

1) More knowledgeable other (MKO): is anyone who has a higher understanding than the learner

2) Zone of proximal developmeny (ZOPD): is a zone where a learner can complete a task with the guidence of the MKO

3) Scaffolding: it refers to the temporary support given to a child by a MKO that enables the learner to perform a task until they can do it independently

24
Q

What are the 5 areas basic cognitive changes occur?

A

1) Attention
2) Memory
3) Processing speed
4) Organisation of thinking
5) Metacognition

25
Q

Attention

A

a state in which cognitive resources are focused on certain aspects of the environment rather than on others
- Improvements are seen inselective attention and divided attention across development.

26
Q

Memory

A

the ability to retain information or a representation of past experience across time, and retrieve the memory
- Improvements are seen in working memory and long-term memory across development.

27
Q

Processing speed

A

the time it takes for an individual to mentally perform a cognitive (or mental task)
With maturation, children think more quickly.
- Processing speed improves sharply between age five and middle adolescence, levels off around age 15, and does not appear to change between late adolescence and adulthood.

28
Q

Organisation of thinking

A

mental strategies that an individual uses to solve both simple and complex cognitive problems
- As children mature, they are more planful, they approach problems with strategy, and are flexible in using different strategies in different situations.

29
Q

Metacognition

A

an individual’s personal awareness and understanding of their own thought processes
- Older children can think about thinking itself. This often involves monitoring one’s own cognitive activity during the thinking process.Metacognition provides the ability to plan ahead, see the future consequences of an action, and provide alternative explanations of events.

30
Q

Rutter, O’Connor, and the English and Romanian Adoptees (ERA) Study Team (2004)
- Sample

A

The sample consisted of 165 children
- 144 were from Romanian institutions and reared from infancy in very depriving conditions. They were adopted into UL families between February 1990 and September 1992
- 52 were UK-born children who were used as the comparison sample

31
Q

Rutter, O’Connor, and the English and Romanian Adoptees (ERA) Study Team (2004)
- Method

A

A stratified random sampling design was used based on the child’s age at the time of entering the UK
At adoption, the children were aged from early infancy (< 6 months) to 42 months
- 45 children placed at under 6 months
- 54 placed between 6 and 24 months
- 4 placed between 24 and 42 months
The UK-born children were placed into adoptive families before the age of 6 months
The children were measured on psychological, behavioural and physical attributes at the time of entry and at 6 years of age

32
Q

Rutter, O’Connor, and the English and Romanian Adoptees (ERA) Study Team (2004)
- Results

A

The researchers found that at entry the Romanian adoptees had significant deficits in psychological and physical functioning

By 6 years of age, most of the children showed relatively normal psychological and physical functioning but that duration of deprivation was significant predictor of cognitive impairment and those children who spent the most amount of time in deprived environments were the most likely to be adversely affected
Cognitive impairment occurred in 15.4% of the institution reared adoptees from Romania, compared with 2.0% of within-UK adoptees
- There was a linear association with duration institutional care, with 2.3% cognitive impairment in those experiencing 6 months or less of institutional, 12.0% cognitive impairment in those experiencing greater than 6 but not more than 24 months, and 32.6% in those experiencing greater than 24 but not more than 42 months
In addition, the pattern of disinhitited attachment was much more common in the adoptees from the Romanian institutions and was strongly associated with the duration of institutional deprivation…

The researchers concluded that some form of biological programming or neural damage stemming from institutional deprivation was likely to have caused the differences observed in the outcomes of the children, and that this effect is not necessarily deterministic (because some children were able to ‘catch-up’).