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EPPP > Developmental > Flashcards

Developmental Flashcards

1
Q

Horizontal Decalage

A

Gradual skill development within a single developmental stage

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2
Q

Propositional thought

A

evaluate the logic of an abstract statement

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3
Q

Elkind

A

Personal Fable and Imaginary Audience in adolescence

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4
Q

Vygotsky’s Private Speech

A

Children’s self-directed speech when problem-solving

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5
Q

Reminiscence Bump

A

In elderly, most recalled events come from ages 15-25

Maybe due to identity formation at that time

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6
Q

Synchrony effect

A

Differences in circadian rhythms result in different performance at different times of day by age.
Older adults – best in morning
Younger adults – best in late afternoon/evening

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7
Q

Developmental vulnerability

A

From conception, boys have more vulnerability than girls to various risk factors

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8
Q

Learning theory of language development

A

Language learning results from imitation and reinforcement

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9
Q

Nativist theory of language development

A

humans are biologically programmed to acquire language.

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10
Q

Social interactionist theory of language development

A

Language depends on both bio and social factors. A native capacity + strong social drive and rich language environment result in language learning.

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11
Q

Chomsky’s Language Acquisition Device

A

A nativist theory, humans have a linguistic processor that enables children to understand the rules of language

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12
Q

Phonemes

A

Smallest unit of sound in language

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13
Q

Morphemes

A

Smallest unit of language with meaning. Can be free (words) or bound (to other words, eg prefixes, suffixes).

(think: you’ve morphed my meaning!)

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14
Q

Semantics (language component)

A

The meanings of different parts of language

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15
Q

Syntax

A

How words are organized into phrases

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16
Q

Pragmatics (language component)

A

How language is used in a social context to communicate

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17
Q

Vocabulary Spurt

A

Rapid increase in vocabulary beginning around 18 months

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18
Q

Holophrastic speech

A

Using a single word to express a whole thought (12-15 months)

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19
Q

Telegraphic speech

A

Two-word phrases (18-24 months)

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20
Q

Overextension and underextension (language)

A

Children use a word too broadly or narrowly

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21
Q

Overregularization (language)

A

Children misapply rules for plurals and past tense.

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22
Q

Language Brokering

A

When children from immigrant families act as translators.

This has mixed effects (competence/confidence, also anxiety/frustration and role-reversal)

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23
Q

Animism (theorist)

A

Piaget (preoperational stage, age 2-7)

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24
Q

Centration (theorist, definition)

A

Piaget (preoperational)

Focus on only one aspect

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25
Q

Circular Reactions (theorist and order)

A

Piaget’s Sensorimotor stage

from Reflexive to Sensory to Objects to Cause and effect

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26
Q

Decentration and Reversibility (theorist)

A

Piaget (concrete operational stage)

27
Q

Declarative memory - 2 types

A

Semantic (facts/knowledge) and Episodic (events)

28
Q

Egocentrism (theorist)

A

Piaget (preoperational stage)

lacking sophisticated theory of mind

29
Q

Equilibrium (theorist, definition)

A

Piaget - Motivation for development. Consistency between new information and assimilated/accomodated information (schemas)

30
Q

Piaget’s sensorimotor stage: ages and accomplishments

A

Birth- 2 years

Object permanence and basic representational thought (including make believe play and deferred imitation)

31
Q

Ages and abilities in Piaget’s preoperational stage

A

Age 2-7

Think about past/future, represent one object with another,

32
Q

Transductive reasoning

A

Spurious correlations (characteristic of Piaget’s preoperational stage)

33
Q

Ages and abilities in Piaget’s concrete operational stage

A

7-12 years
Logical operations based on physical characteristics
Decentration (more than one aspect at a time)
Reversibility (of actions/processes)

34
Q

Ages and abilities in Piaget’s formal operational stage

A

12 years and older
Abstract thinking
Hypothetical deductive reasoning (test alternative hypotheses)
Propositional thought (evaluate the logic of an abstract statement)

35
Q

Vygotsky’s sociocultural theory: how does development occur

A

First interpersonally then intrapersonally (kids internalize directions from others)
Within zone of proximal development (what they can do with support)
Scaffolding (prompting through a task)

36
Q

What did Vygotsky propose as a function of pretend play?

A

It creates a zone of proximal development

37
Q

2 possible explanations for childhood amnesia

A

Limited language skills

Insufficient sense of self

38
Q

Age related decline in types of memory

A

Episodic memory declines with age, while semantic and non-declarative do not.

Greatest decline in recent long term, then short term working memory.
Least affected is short term (primary) and remote long-term

39
Q

Sex difference in math abilities

A

In adolescence, girls>boys on computation, boys>girls on reasoning and problem-solving

40
Q

Sex differences in self-esteem

A

Boys>Girls from adolescence onward

41
Q

Evidence supporting Chomsky’s language acquisition device (2 findings)

A

Languages have the same basic grammatical structure and children acquire language at similar ages

42
Q

3 types of cry from birth

A

Low pitch rhythmic – hunger/discomfort
Shrill non-rhythmic – frustration
Loud high-pitch then silence - pain

43
Q

Piaget’s 3 stages of moral development

A

Premoral (birth-5)
Heteronomous (6-10)
Autonomous (10+)

44
Q

Piaget’s premoral stage

A

Birth – 5

Very limited understanding of rules and morality

45
Q

Piaget’s heteronomous stage of moral development

A

6-10 years

rules are made by authorities and cannot be changed. Judgments are based on consequences of behavior.

46
Q

Piaget’s Autonomous stage of moral development

A

11+

Rules are determined/changed based on agreement. Judgments based on intentions.

47
Q

Kohlberg’s stages of moral development

and what was the basis

A

Based on Heinz dilemma, each have 2 sub-stages.
Preconventional
Conventional
Postconventional

48
Q

Basis for moral judgments in Kohlberg’s preconventional stage of moral development

A

a) Punishment and obedience

b) Instrumental hedonism (whether or not it leads to rewards or satisfies the person’s needs)

49
Q

Basis for moral judgments in Kohlberg’s conventional stage of moral development

A

a) Good boy/girl – based on social approval

b) Law/order orientation – rules of authorities

50
Q

Basis for moral judgments in Kohlberg’s postconventional stage of moral development

A

(a) the morality of contract – democratically chosen laws

(b) Individual conscience – broad, universally applicable principles

51
Q

Bowlby’s ethological theory

A

Infants/moms are predisposed to form attachment for survival. Infant behaviors solicit proximity and care

52
Q

Which theorist made internal working models

A

Bowlby

53
Q

Three signs of attachment in infancy

A

Social referencing
Separation anxiety
Stranger anxiety

54
Q

Three classifications based on Adult Attachment Interview

A

Autonomous
Preoccupied
Dismissing

55
Q

Describe the cultural differences in attachment

A

Secure is the most common cross culturally

Within insecure, avoidant is more common in individualistic and resistant is more common in collectivist

56
Q

Separation from parents in hospital does not cause adverse effects before what age

A

7 months

57
Q

What primary emotions are shown from birth

A

Contentment, interest, distress

58
Q

What secondary emotions begin around age 2

A

Envy, empathy, embarrassment

59
Q

What complex emotions emerge by 3 years?

A

Shame, guilt, pride

60
Q

What is the lifespan trend in emotions?

A

Negative emotions decrease and positive emotions are stable or increase during adulthood. In senior years, emotions are tied to health status.

61
Q

Positivity effect (emotions)

A

Older adults attend to and recall more positive information than younger adults

62
Q

Patterson’s Coercive family interaction model

aggression

A

Threats/punishment stops misbehavior (temporarily)
Children learn these aggressive behaviors, and learn to ignore them or temper tantrum
Aggressive family interactions escalate over time

63
Q

How does parent training effectiveness for childhood aggression vary by ses and severity?

A

For severe problems, training is equally effective across ses.
Low SES families benefit less when the child’s problems are mild

64
Q

Prospective Memory

A

Memory for future events (eg plan to do something at a future time, forget to do that thing). Eg, forgetting why you had set a timer.

EPPP (8 decks)

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