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Developmental Flashcards

1
Q

Cognition

A

The mental processes by which we acquire information and use it

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2
Q

Cross-sectional study

A

Studying participants across different age ranges simultaneously

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3
Q

What was Piaget first to experimentally study?

A

Genetic epistemology - intellectual growth

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4
Q

Piaget’s antidote to behaviourism?

A

Constructivist theory - children are active and construct knowledge of the world - important to have rich environment

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5
Q

Equilibrium - cognitive development

A

Minds tend to equilibrium - Disequilibria stimulates activity and encourages growth

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6
Q

Schemas

A

Patterns of thought or action that outline what the world is like

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7
Q

How are schemas developed? (2)

A

Organisation - existing schemas help build new ones - reflexes become visually-directed

Adaptation - assimilation and accomodation

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8
Q

What is meant by assimilation and adaptation (schemas)?

A

Interpreting incoming information using existing schemas and modifying existing schemas to account for new experiences

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9
Q

Stage theory of development

A

Unbypassed stages that represent qualitatively different levels of functioning

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10
Q

What are piaget’s stages of cognitive development?

A

Sensorimotor (0-2), preoperation (2-6), concrete operational (7-12) and formal operational (12+)

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11
Q

6 substages of sensorimotor stage

A

Simple reflexes
Primary circular reactions
Secondary circular reactions
Coordination of secondary circular reactions
Tertiary circular reactions
Beginning of representational thought

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12
Q

Substage 1

A

Reflexes - innate - 0-1 months

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13
Q

Substage 2

A

Primary circular reactions - repetitive - 1-4 months

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14
Q

Substage 3

A

Secondary circular reactions - more aware of events beyond their body - 4-8 months

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15
Q

Substage 4

A

Coordination of secondary circular reactions - truly planned behaviour/problem solving - 8-12 months

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16
Q

Substage 5

A

Tertiary circular reactions - trial and error exploratory schemas - 12-18 months

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17
Q

Substage 6

A

Beginning of representational thought - problem solving occurs internally - 18-24 months

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18
Q

Deferred imitation

A

Ability to reproduce behaviour of someone absent - development of mental imagery

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19
Q

When is object permanence developed?

A

Throughout the sensorimotor stage - achieved in stage 6

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20
Q

Violation of expectation

A

Habituation study - look longer at new or unexpected situations - suggests they know how something should behave

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21
Q

Renée Baillargeon - op

A

Infant’s failure to search for hidden object may stem from inability to perform coordinated actions - instead searched for cues that a child understood solidity principle

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22
Q

A not B explainations

A

Memory, control of action (immature frontal cortex - motor planning), previous behaviour

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23
Q

How do babies aquire knowledge?

A

Piaget - constructivist
Spelke & Wynn - nativist - innate principles

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24
Q

What is the preoperational stage characterised by?

A

Development of internalised representations - imitation, pretend play and imagery
Egocentrism
Centration
Reversibility

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25
Distinction between symbols and signs
Symbols are personalised representations and signs are conventional representations (banana as phone vs thumbs up)
26
Egocentrism
Egocentric communication - common in preschoolers
27
Centration
Tendancy to focus on one aspect of a situation and ignore other aspects - pizza slices hungry
28
Reversibility
Lack of understanding that if you split something you can remodel it to the original form
29
What is the concrete operations stage characterised by? (4)
Aquisitions of operations, understanding of conservation, class inclusion/seriation and transitivity, logical replaces intuitive thinking.
30
What is formal operational stage is characterised by?
Abstract thought (algebra) and logical thought (hypotheses)
31
Hypothetico-deductive reasoning tests
Piaget and Inhelder’s pendulum problem and combination of chemicals problem
32
What schema do formal operational thinker have?
Combinatorial schema - keep trying
33
What is abstract thinking made up of? (3)
Idealistic thinking (realities), meta-cognition and hypothetical thinking
34
Evaluating Piaget’s theory: Pros
- first account of cognitive development - positive vision that children are active thinkers - came up with core concepts - egocentrism, conservation and object permanence
35
Evaluating Piaget’s theory: Cons
- does development proceed in discrete qualitative stages? - valid account of children’s abilities? - competance and performance… motivation and articulation etc
36
Age of ability to solve problems may be down to…
Experience, familiarity of context and drawing from other problems
37
Flavell(1981) two levels of perspective taking:
Level 1: knowing someone can see something. Level 2: knowing what someone can see
38
Moll and Tomasello (2004) Gaze
12 month old follow and adults gaze - aware that others know something they don’t
39
Alternative theories
Vygotsky’s Socioculteral thoery - development through social interaction Zone of proximal development - difference between what a child can do and has potential to do Scaffolding - development from internalisation of socially shared processes - skilled to less skilled
40
Information processing in cognitive development
As cognitions become more efficient, additional resources are available for other cognitive tasks i.e. memory, perception and verbal-comprehension
41
Thoery of mind
Understanding that others have beliefs and these guide their behaviour
42
Deception and false belief
Children perform better on deception Children who perform well in false belief task lie less sincerely
43
Factors in developing an understanding of mind (3)
Maturation of socially specific processes, development of general abilities (inhibition etc.) and contribution of social influences
44
Children perform better on false belief tasks if:
They have daily interaction with adults, mothers talk to them about pschological states, they are not autistic and have older siblings.
45
Hindsight bias
Events that have happened seem more predictable once they have occured
46
Intent vs consequences
Older children base judgement on intent
47
Piaget’s three stage theory of moral development
Amoral, moral realist (consequences), moral relativist (apply rules, judge based on intent)
48
Kohlberg’s stage theory (3)
Preconventional (self interest - reward/punishment), conventional (awareness and compliance with rules), postconventional (individual rights and harm is wrong)
49
Self interest vs rules
Younger = self interest
50
Innate moral understanding
6-10 mnth olds prefer to look at someone helping than hindering others
51
Evaluating Kohlberg’s theory
Cultural (rights, harmony etc) and role of gender (only based on studies of boys - girls more caring?)
52
Cognitive skills and morals
Higher IQ, more education and performance on perspective tasks = more advanced moral reasoning skills
53
Parental influence on moral development
Adult behaviour modelling, punishment styles (should this be individualised?), security of relationship
54
Attachment
A close, reciprocal, emotional relationship between two persons characterised by mutual affection and desire to maintain close proximity
55
Who is know for studying stages of attachment?
Schafer and Emerson (1964)
56
Phases of attachment (4)
Asocial (0-6 weeks) , indiscriminate phase (preference for social interaction 6wks - 6months), specific attachment phase (single caregiver 7-9mths) and multiple attachment phase (9-18mths)
57
Theories of attachment (3)
Psychoanalytic, learning and ethological
58
Psychoanalytic attachment
Freud - oral creatures - mother=food
59
Learning theory of attachment
Primary reinforcers (food, warmth etc.), secondary reinforcer (mother much like pavlov’s bell) - Harlow’s wire monkey = food
60
Ethiological theory of attachment
Lorenz - imprinting Bowlby - adults predisposed to respond appropriately to a baby Strong enforcement for carers - noices, mirroring and cuteness
61
How do infants develop mental representations if their worthiness?
They base it off of peoples avaliability and willingness to provide care and protection
62
The strange situation explores:
Stranger anxiety and seperation anxiety Ainsworth
63
Secure attachment pattern
Infant welcomes contact and is upset bu absense - caregiver is secure base. Caregiver shows mutual attention
64
Resistant attachment pattern
Consistant contact with caregiver and very distressed by seperation. Caregiver shows inconsistent attention to infant’s needs
65
Avoidant attachment pattern
Little contact with caregiver and little distress when seperated. Sometimes sociable with strangers. Caregiver generally unresponsive to infant.
66
Disoriented attachement pattern
Infant shows variable interest in caregiver. Dazed/freezes when reunited. Caregiver neglectful and inconsistent - may be associated with depression in primary care giver
67
Kagan’s temperament hypothesis
Attachment based off of temperament - easy, difficult and slow to warm up (secure, resistent and avoidant).
68
Evaluation of Kagan’s temperament hypothesis
Would expect that both parents have equal attachment style Lyons-Ruth etal 1990 - intervention for depressed and poverty stricken mothers - more secure attachments and higher intelligence test scores
69
Parent attachment styles
Secure (loving), dismissing (no problem leaving) and preoccupied (anxious)
70
12-18months secure attachment associated with: (4)
Better problem solving, more attractive playmates, more positive/fewer negative emotions, more complex and creative in play
71
Attachment and memory
More secure = better memory of +ve and worse memory if -ve events

Individual Differences (3 decks)

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