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Development Psych Flashcards

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1
Q

Cognitive Development

A

Development of knowledge and how children learn under various conditions
Aim to show how children learn something

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2
Q

Piaget

A

Theory of cognitive development that describes basic stages that children go through as they mature mentally
Theory of schemas

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3
Q

What is Piaget’s theory?

A

Child constructs a mental model of world, intelligence is not a fixed trait and development is a process which occurs due to bio maturation and interaction with environment

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4
Q

Piaget Schemas

A

Cognitive frameworks that help people understand and organise and interpret information and enable us to form mental representation of world

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5
Q

Adaption and assimilation - Schemas

A

Assimilation - using an existing schema to deal with new object or situation
Adaption- happens when existing schema does not work and needs to be changed to deal with new object or situation

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6
Q

Equilibration - Schemas

A

Force which moves development along

Occurs when child’s schemas can deal with new information through assimilation

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7
Q

Disequilibrium - Schemas

A

Unpleasant state

new information cannot be fitted into existing schema and schema must be changed or created

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8
Q

What are Piaget Stages of development?

A
  1. Sensori-motor
  2. Pre-operational
  3. Concrete operational
  4. Formal operational
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9
Q

Sensori motor stage

A

birth - 2 years

Infants knowledge of world limited to sensory perception and motor activities

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10
Q

Preoperational stage

A 
2 - 6 years old 
Child learns language 
Doesn't understand logic, 
cannot mentally manipulate info 
cant see others POV
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11
Q

Concrete operational

A

7 - 11 years
gains better understanding of mental operations
Starts to think logically
Difficult to understand abstract concepts

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12
Q

Formal operational stage

A 
12 to adulthood 
Develops skills to think about abstract concepts 
Develop skills such as logical thought, 
deductive reasoning 
systematic planning
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13
Q

Physical development

A

Advancements and refinement of motor skills

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14
Q

Stages of Physical development

A

0 - 2 : Sitting, crawling, and standing
2 - 6 : Running, skipping, throwing, swimming and balancing
7 - 10 : Combining movement and skills (ball games)
11 - 12 : Development of specialised skills for particular sports (netball)

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15
Q

Social Development

A

Children’s development of relationships with others, understanding of the meaning of relationships and understanding others intentions, thoughts and attitudes

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16
Q

Vygotsky and Social development

A

Social learning precedes development
Social interaction plays fundamental role on process of cognitive development
New info liked to prior knowledge thus mental representation are subjective

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17
Q

More Knowledgeable other

A

MKO anyone who has better understanding of a particular task than the learner

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18
Q

Zone of proximal development

A

ZPD is the distance between a students ability to perform a task under adult guidance and solving problem independently

19
Q

Vygotsky vs Piaget

A

Social construct
P - Little emphasis
V - Heavy emphasis
Stages
P - Strong emphasis on stages of development
V - No general stages of development
Constructivism
P - Cognitive constructivist
V - Social constructivist
Role of language
P - Minimal
V - Major (language plays powerful role in shaping thoughts)
Key processes
P - Schemas , Equilibrium, Adaption, accommodation and assimilation
V - Zone of proximal development, scaffolding (language tools of culture)

20
Q

Vygotsky vs Piaget- Social construct, Stages, Constructivist, role of language and key processes

A

Social construct
P - Little emphasis
V - Heavy emphasis
Stages
P - Strong emphasis on stages of development
V - No general stages of development
Constructivism
P - Cognitive constructivist
V - Social constructivist
Role of language
P - Minimal
V - Major (language plays powerful role in shaping thoughts)
Key processes
P - Schemas , Equilibrium, Adaption, accommodation and assimilation
V - Zone of proximal development, scaffolding (language tools of culture)

21
Q

What is emotional development

A

Emergence of the experience, expression, understanding, and regulation of emotions from birth and the growth and change in these capacities throughout childhood, adolescence, and adulthood.

22
Q

Emotional development cont.

A

As children develop they develop strategies to manage emotional responses
Young children - physical behaviour and reactions
Then develop ability to recognise feelings

23
Q

Results of experience of emotions

A 
Physical response (heart rate and breathing)
Thoughts and judgements associated with feelings 
Actions desires (fight or flight)
24
Q

Importance of play (Parten 1932)

A

Play is important for children to develop emotionally, physically and socially
6 stages

25
Q

Solitary play

A

0 - 2 years
Play alone with toys
Teaches children to entertain themselves
Common at young age as physical, cognitive and social skills haven’t developed

26
Q

Onlooker play

A

2 - 2.5 years

Child observes others play but does not join in with them

27
Q

Parallel play

A

2.5 - 3 years
Children play side by side but do not interact
Lays groundwork for more complex stages of play

28
Q

Associative play

A

3 - 4 years

Child interacts with other children and start to understand how to get along with others

29
Q

Cooperative play

A

4 - 6 years
Begin to really socialise, share ideas and toys and follow established rules and guidelines
Play shop and roles
Learns social skills - Being flexible, taking turns and solving problems

30
Q

What is the nature vs Nurture debate?

A

The debate on which one has more influence on one’s psychological development

31
Q

Nature

A

In-born, inherited factors gained genetically from parents

32
Q

What are genes?

A

Basic unit of heredity that occupies a specific location on a chromosome. Each consists of nucleotides arranged in a linear manner. Most genes code for a specific protein or segment of protein leading to a particular characteristic or function.

33
Q

What is DNA?

A

Exists within cell nucleus and serves as a template for production of mRNA which, further on , results in the production on protein which are directly involved with the physical development of the body

34
Q

Genotype vs Phenotype

A

Genotype is the set of genes inherited from a set of biological parents
Phenotype is the observable characteristics of a person’s genotype

35
Q

What are hormones?

A

Chemical substances that are secreted into the blood stream from various glands and target specific organs
E.g. Adrenaline , Testosterone

36
Q

Nuture

A

Enviromental factors that influence a persons development
Based on experiences or exposure to stimuli
E.g. food, education and love

37
Q

What are the two types of nuture environments?

A

Enriched or deprived

38
Q

Enriched enviorment

A

All basic needs are met such as education, nutrition and love
Exposure to stimuli in this environment positively contributes to the development of the child

39
Q

Deprived enviroment

A

Basic needs are not met such as lack of nutrients, not being socialised and not receiving enough sensory stimuli (language)
Individuals are exposure to stimuli in a deprived environment negatively impacts development and doesn’t allow for normal growth

40
Q

What are they and why do we do adoption studies?

A

Provide the basis for real life studes on the effect of nature or nuture on development
We can see if biological parents or adopted parents have greater influence

41
Q

Daniel and Plomin (1985) Shyness in biological mother

A

Hereditary role in the shyness of a child
Children with above average shy bio mother will be above average shy
Enviorment also plays role as link between adoptive mother shyness was established
Highlights how enviro and bio factors play into development on child

42
Q

Twin studies

A

Use twin studies to examine the role of genetics in intelligence and personality of individual

43
Q

Problem with twin studies

A

No way to ensure similarities in enviroment

Identical twins may be tretes more alike than fraternal twins

Psychology (10 decks)

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