development Flashcards

Question

how many babies = secure = B

Answer 1

- 20% - no distress in seperation - not pleased in reuinion

Answer 2

- 10% - distressed, extreme highs

Answer 3

A1 A2 B1 B2 B3 B4 C2 C1 b4 = stressed but can be calmed c1 cannot be calmed

Answer 4

disorganised - type D

Answer 5

anxcious, changes in behaviour, disoganised - D babies have no obvious strategy for gaining contact with mother or for being soothed and comforted - May show bizarre or conflictual behaviours

Answer 6

poverty —> 25% drug abuse —> 43% maternal depression —> 19% abuse —> 43% middle class families —> 15%

Answer 7

meta analysis, 62% secure, 15% avoidant, 9% resistant, 15% disorganised

Answer 8

mental cogtnitive model that frames your view of relationships and what you expect in the ufture. working model of self, are you worthy of love? can be both positive and negative. representational , how you process yourexpeirnces, fixed at age 4-5.

Answer 9

Semi-structured interview for classifying an adult’s overall ‘state of mind’ w.r.t. attachment relationships

Answer 10

dismissing preoccupied autonomous unresolved

Answer 11

- *Dismissing* (Ds) – insist on lack of recall of attachment relationships, devalue attachments or idealise attachment figures - *Preoccupied* (E) – still preoccupied with early attachment experiences; the topic of attachment is overwhelming è anger or passivity - *Autonomous* (F) – attachment is an open topic, coherent & believable account of childhood, presented in a lively & objective fashion - *Unresolved* (U) - become incoherent specifically when discussing loss or abuse

Answer 12

life events

Answer 13

constructivism --> how dp chidlren ACTIVLEY construct their understanding of the world adaptation --> intelligence is a special form of adaptation to the environment, the main engine of cognitive change. the continuous process of adaptation is the engine of change

Answer 14

basic components of intelligence, first schemas are reflexes, the schemas become more complex via assimilation and accommodation

Answer 15

Sensorimotor (0–2 years) Pre-operational period (2–7 years) Concrete operations (7–12 years) Formal operations (c.11 years +)

Answer 16

different objects become associated to to the schema

Answer 17

accommodates for the fact not all objects have the same properties and we have to treat things a different way

Answer 18

Divided into six sub-stages Each stage can be characterised in terms of developments in the infant’s mode of interaction with the object world and resulting object concept

Answer 19

1. reflexes (0-6 weeks) 2. primary reactions, repeating body movements 4 consequences 3. secondary circular reactions, repetitions of sounds that have effect on environment (hitting something with sound 4. means-end behaviour, doing something to gain an end, moving blanket to get a toy 5. tertiary circular reactions, experiments to discover means to ends 6. representation, can imagine consequences of planned actions

Answer 20

Stage I: state of adualism Stage II: ‘out of sight, out of existence’ Stage III: can retrieve partially occluded objects BUT not fully occluded Stage IV: can retrieve fully occluded objects BUT A not B error v: invisible displacement vi: full object permanence

Answer 21

E hides desired object (fully occluded) at location A, and infant retrieves it Hiding at A is repeated twice more In full view of the infant, E moves object to location B Where will the infant search?

Answer 22

the ability to track the movement of a hidden object after seeing that object placed in, under, or behind an occluder and moved into or behind a second occluder

Answer 23

Infants are able hold a ‘representation’ of the object in memory, i.e. imagine objects that have been encountered previously

Answer 24

Egocentrism Lack of reversibility Animism

Answer 25

Children have problems decentring: viewing the world from perspectives other than their own Manifested in over-determination by appearances Centration: excessive focus on a single aspect of a phenomenon

Answer 26

Child shown 3-D model of mountain scene, and invited to walk around Doll placed at one side of the model shown images of different povs asked to chose which one represents dolls view

Answer 27

between 8 and 9 still giving wrong answer at 4 giving their own pov ,

Answer 28

Test of the understanding that basic properties of matter are unaffected by changes in appearance Examples: quantity, number, length, mass, area, volume Piaget: success requires concrete operational thinking (esp. reversibility)

Answer 29

Child shown two identical objects or arrays of objects Asked to judge whether same or different Experimenter manipulates object/array to alter appearance Child asked again whether same or different Pre-operational child: “Different”

Answer 30

correct use of operations requires reversibility being able to mentally retrace steps

Answer 31

Because perceptually dominated by one aspect of display: centration In number conservation, children may focus on length of array, without considering change in spacing of items In three mountains, over-determined by how the display looks to them Show lack of reversibility because can’t simultaneously represent two different perspectives

Answer 32

An example of children’s naïve theories about how the world works Children attribute animate and mental qualities to inanimate objects (Piaget, 1960) Why does the sun move? If you pricked a stone, would it feel it? Another form of egocentrism

Answer 33

Children now pass all the tasks they failed in the preoperational stage! - think abstractly - hypothetical reasoning

Answer 34

Third eye problem – where would you place your extra eye? Pendulum task – what determines how fast the pendulum swings?

Answer 35

- can be due to limited motor skill - differengt methodology - dishabituation

Answer 36

Infant habituates to event—i.e. ‘interest’ decreases with repeated presentation The stimulus is changed Look to see whether infant renews attention to the changed stimulus: dishabituation If so, can infer that the infant has perceived the change

Answer 37

5 year infants shown possible and impossible condition which found they can retain phsyical dimensions and object existence

Answer 38

- may be due to language barriers

Answer 39

The mind exists The mind has connections to the physical world The mind can represent objects and events

Answer 40

Understanding links between beliefs & behaviour Understanding the logic of mental state language Understanding that beliefs are only in the running for truth – they can be false as well as true

Answer 41

Have regular contact with extended family (Lewis et al., 1996) Higher SES Mothers more highly educated Better at collaborative symbolic play earlier in development (Astington & Jenkins, 1995; Meins et al., 1998; Youngblade & Dunn, 1995)

Answer 42

Children who can represent different mental states are said to have acquired a theory of mind

Answer 43

asking children what anotehr person would believe about a false belief

Answer 44

Failure may be due to other task demands Executive (Russell et al. (1991) Reality bias (Mitchell, 1994) Narrative problems – children have to understand the notion of story telling Standard ToM tasks heavily dependent on verbal abilities There are individual differences in ToM in children of identical age

Answer 45

he didn’t sufficiently integrate social experiences into his theory of cognitive development unlike the ToM

Answer 46

- developed a theory that did justice to the social origin of mental processes - mental processes can only be understood by looking at what they develop from and into - interpersonal social interactions are very important

Answer 47

- reliance on genetic method —> higher mental functions and elemenrtay mental functions, how do elementry develop to higher - semiotic mediation —> HMF mediated by culturally derived systems - social orgins —> HMF have origins in societal inertactions

Answer 48

develop along natural line, basic, not human specific, innate, not conscious

Answer 49

develop along a cultural line via social interactions, specific to humans and accessible to consciousness, mediated by sign systems (language), not automatic

Answer 50

- using signs and symbols (language) to mediate an facilitate cognitive processes - these tools help us organise thoughts an communicate - play a roll in cognitive evelopment, hlpes us individualise cultural norms

Answer 51

children asked question about colours, then they arent allowee to say a certain colour, theyre given a card with a picture e.g., grass (green banned) how can they describe it.

Answer 52

5-6 year old had many errors 8-13 card acted as mediartion and improvement was seen adult little errors with no help

Answer 53

sign language acts as a mediation --> HMF

Answer 54

ones own ability to develop and potential to develop under guidance focus on potential

Answer 55

tutors need to work with ZPD need to identify it

Answer 56

evidence —> we would expect older children to be more self regulated, older children were much more self regulated. wertsch and hickamn —> this shift can happen quickly. indiviudal differences in tutoring styles - adjustments made in task to target their ZPD

Answer 57

meins found that secure group mothers were better at ifnding ZPD level whilst insecure were too involved or not involved enough

Answer 58

wood foundpryamid task, children who had ZPD targeted tutror perfomed better in conclusion: ID in wetehr caregivers and teachers tailor their interaction to the childs ZPD can have fair reaching consequences for child development

Answer 59

Lev Vygotsky saw private speech as a critical step in cognitive development. He argued that it serves as a tool for thinking and problem-solving and is a precursor to inner speech. Vygotsky believed that private speech reflects a child's growing ability to self-regulate and think independently.

Answer 60

verbal thoughts

Answer 61

piaget - children are just speaking for themselves and unable to see other people p eak in ages 3-7

Answer 62

social interctaion -> private speech --> inner speech

Answer 63

The study of the development of mind and behaviour Hence obvious links with most other areas of psychology Focus on how mind and behaviour change (i.e. description), and why they change (i.e. causal explanation)

Answer 64

john locke - mind is a blank slate - everything is learned in terms of development

Answer 65

Idea of development as progressive adaptation to environment Systematic methods – no longer reliant on anecdotal evidence Biological origins of human nature – idea of genetic and evolutionary inheritance - gave rise to stage theories

Answer 66

modern position - recognisig that bath nature and nurture are important for development piaget and vgotsky = interactionist

Answer 67

freud - dis - psychosexual development bandure - continuous

Answer 68

- do some things develop over time - are somethings most important at certain periods of life

Answer 69

Ecological validity Children are often not compliant, and/or do not understand what is required of them Minor changes in methodology can entirely alter children’s responses

Answer 70

Generalisation from clinical observations to ‘normal’ children being reared at home  focus on all separation as trauma Concerned with the making and breaking of attachments Single attachment to mother: “good mothering from any kind of woman ceases to satisfy [the infant] – only his own mother will do” (p. 370). So called monotropy

Answer 71

monotropy - thought there were multiple attachments

Answer 72

Goal-corrected system, rather than innate responses Mother most notable and interesting cue in environment, proximity to her becomes set goal Attachment not a purely innate instinct, but depends on environmental conditions activating the innate attachment systems

Answer 73

- measures are used that do not observe behaviour - for example, child attachment interview (CAO) - self report methods

Answer 74

Secure attachment  Autonomous AAI Avoidant attachment Dismissing AAI Resistant attachment Preoccupied AAI Disorganised attachment Unresolved AAI

Answer 75

The 4 Ps Profound – changes individual’s entire outlook on the world, e.g. attachment formation Permanent – unlike learning, developmental changes are not easily reversed Progressive – developmental changes bring about improvement Pervasive – affects all areas of life  can’t look only at one developmental domain

Answer 76

the balance between these processes required for the creation of consistent internal models

Answer 77

Criticism: pre-operational children’s failure may be due to language issues Piaget’s tasks certainly can be linguistically demanding: e.g. “as much as”, “same amount”, “more than” Many other cognitive tasks known to relate to verbal ability

Answer 78

Cars without garages: 4–6-yr-olds interpret ‘more’ correctly Cars with garages, around a third interpret ‘more’ as ‘complete’

Answer 79

Criticism: Children fail these tasks because they don’t make ‘human sense’ (Donaldson, 1978) If you alter the task to make it more ‘relevant’ to the child’s experience, performance will improve

Answer 80

Children asked to hide the doll so that it can’t be seen by the policeman doll(s) 3.5-yr-olds - 90% correct Piaget has seriously underestimated children’s perspective-taking ability?

Answer 81

Piaget’s theory sets out a sequence of steps that are logically necessary for thought to develop fully Thus, quibbling with the timetable for ages for specific stages misses the point No study has questioned the order of stages Piaget himself was well aware of individual differences in task performance

Answer 82

developmental psychology has moved towards understanding children’s ability to take another person’s mental perspective

Answer 83

Understanding links between beliefs & behaviour Understanding the logic of mental state language Understanding that beliefs are only in the running for truth – they can be false as well as true

Answer 84

Failure may be due to other task demands Executive (Russell et al. (1991) Reality bias (Mitchell, 1994) Narrative problems – children have to understand the notion of story telling Standard ToM tasks heavily dependent on verbal abilities There are individual differences in ToM in children of identical age

Answer 85

ToM performance is facilitated by having access to communicative interaction Interaction involving mental state talk seems particularly important

Answer 86

Have regular contact with extended family (Lewis et al., 1996) Higher SES Mothers more highly educated Better at collaborative symbolic play earlier in development (Astington & Jenkins, 1995; Meins et al., 1998; Youngblade & Dunn, 1995)

Answer 87

The caregiver’s tendency to treat the young child as an individual with a mind Enables parent to ‘tune in’ to what the child may be thinking or feeling Appropriate and non-attuned mind-related comments Accurately tuning in to your infant’s internal states facilitates the child’s own mind-reading abilities later in development

Answer 88

Egocentrism --> Socialisedintellect Private speech Social speech

Answer 89

Speech begins as a social activity & is later internalised to create the individual intellect PS is an essential mid-point stage in this internalisation, indicating the use of words (psychological tools) to control behaviour Vygotsky therefore makes the same prediction as Piaget about PS dying away, but for very different reasons

Answer 90

- Assessed children’s PS during the Tower of London (an executive planning task) - Self-regulatory PS was most common on puzzles of moderate difficulty Levels of self-regulatory PS were positively associated with concurrent task success

Answer 91

What happens to task success if one tries to prevent children from using PS?

Answer 92

Developed three-level scheme to indicate internalisation level Level 1: task irrelevant PS Level 2: task-relevant, overt PS Level 3: external manifestations of task-relevant inner speech (inaudible muttering, whispering, verbal lip movements)

Answer 93

Test of spatial memory Navigating a rectangular room is difficult after disorientation for adults Does having one wall painted blue help navigation? adults use blue room to help find reward start to act like adults 5-7 years

Answer 94

As well as being used for communication and creativity, we use speech throughout the lifespan to regulate our behaviour There may be no such thing as a ‘non-verbal’ task

Answer 95

a not b invsibible discplacement

Answer 96

- hold object in memory - pass A not B - pass invisble displacement

Answer 97

- - conservation - 3D mountain - reversability test

Answer 98

the unexpected transfer task 4+

Answer 99

all tests at pre operational stage have been passed

Answer 100

Ability to think abstractly Hypothetical or inferential reasoning If Amy is taller than Eve and Eve is taller than Sophie, who’s the tallest?

Answer 101

- social origin - EMH & HLF - ZPD - tutoring - Private speech and inner speech

Answer 102

supportive and gradually reduced guidance provided by an instructor to help a learner accomplish tasks independently, targeting their zone of proximal development.