Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

mind brain behaviour 2 > DEVELOPMENTAL > Flashcards

DEVELOPMENTAL Flashcards

You may prefer our related Brainscape-certified flashcards:
The Brain flashcards
1
Q

Developmental Psychology

A

The study of CHANGE & CONTINUITY in the things that fundamentally effect how people UNDERSTAND & INTERACT in the world.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why study Developmental Psychology

A

To UNDERSTAND human nature

To SHAPE social policy (gov/management roles)

To ENRICH human life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

7 enduring themes of Development

A
  • continuity & discontinuity
  • mechanisms for change
  • universality & context specificity
  • individual differences
  • research & children’s welfare
  • nature & nurture
  • the active child
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Continuity & Discontinuity

A
  • Continuity = stability (eg: name)
  • Discontinuity = change (eg: person’s title Miss, Mrs, Dr…)
  • Continuous change =
    quantitative, reversible (eg: height, memory capacity)
  • Discontinuous change =
    qualitative, irreversible (eg: puberty, theory of mind, learning)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Mechanisms for change

A
  1. Evolution
    (migration / genetic drift / natural selection)

or… 2. Behavioral change
- pre-contemplation
- contemplation
- preparation
- action
- maintenance
- relapse

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Universality & Context specificity

A

To what extent do sociocultural context influence our development?

Universal / exclusive across cultures & context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Individual differences

A

How do children with a shared
background become different from each other? (eg: twins)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Research & children’s
welfare

A
  • How can researchers conduct
    MEANINGFUL research with
    infants & young people? (how would it be beneficial to the population)
  • How can we PROTECT infant’s & young people’s welfare in research)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Nature & nurture

A

Nature:
- genetics
- diff biological influences
- maturation

Nurture:
- environmental influences
- experiences
- learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The Active Child

A

The extent to which children shape their own lives and the extent to which they are PASSIVE respondents to their surroundings.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Wellbeing

A

a multidimensional concept that SHAPES and IS SHAPED BY developmental pathways

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Why does Wellbeing Matter?

A

In general:
wellbeing contributes to, and is affected by, our developmental experiences (continuity/discontinuity)

Students:
University experiences –> student wellbeing + resilience –>healthy professional practices

(eg: reduce future burnout in health care professionals)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

5 frameworks for thinking about wellbeing?

A
  • HEDONIC: (pleasure)
    = PANAS
  • EUDEMONIC: (meaning & purpose in life)
    = Self-Determination Theory (SDT)
  • H & E: (purpose AND meaning in life)
    = PERMA
    = Ryff’s wellbeing scale
  • INDIGENOUS
    = Balit Murrup (strong spirit)
  • UNI-DIM: (one score)
    = WEMWBS –> wellbeing
    = WHOQOL –> quality of life
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

PERMA

A

(+ve emotions, engagement, relationships, meaning, accomplishment)

  • scale 0 - 10
  • Scores for each subscale calculated by mean of the 3 items
  • 15 items total (3 Qs / domain)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Ryff’s Scale

A
  • 6 dimensions - (autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance)
  • score 0 - 7 (agree- disagree)
  • total 42 items
  • Issues: very long, reversed scored so hard to interpret
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Balit Murrup

A

Message of working with institutions rather than against them:
- Black hands –> families and relationships.
- Circles –> tribes (type of ppl)
- Footprints –> pathways thru life
- Big circles –> a different institution
- Ripples –> +ve impact these institutions can have

Connection to:
- spirit, spirituality, ancestors
- land and country
- culture and community
- family and kinship
- mind and emotions
- body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

WEMWBS

A
  • Measured over the past 2 weeks
  • range from 1-5
  • 14-item (w 5 categories),
  • single score
  • mostly worded +vely
  • all-round measure, but NO THEORY
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

SDT

A

Meta-theory of development:
- Tendency for mastery & growth
are innate but not automatic
- Social environments support + constrain capacity for growth / wellbeing

SDT = Human’s 3 basic needs for competence, relatedness, and autonomy (CRA)

Two SDT theories:
1. Growth / wellbeing
- autonomy (making own decisions)
- relatedness (bonding w others)
- competence (perception that they can succeed in life)
2. Growth / wellbeing = intrinsic
motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Students’ narratives of wellbeing (+ve experiences)

A
  • academic experiences(e.g. tutorials)
  • social experiences (e.g. friends)
  • emotional experiences (e.g. accomplishment)
  • non academic experiences (e.g. clubs)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Students’ narratives of wellbeing (-ve experiences)

A
  • academic experiences (e.g. exams, low grades)
  • social experiences (e.g. isolation)
  • emotional experiences (e.g. frustration)
  • non academic experiences (e.g. future plans)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

According to WEMWBS, how did student narratives contribute to wellbeing?

A

significant +ve to wellbeing –> +ve academics, +ve socials

(Students’ +ve academic experiences
affected their wellbeing > -ve academic experiences.)

significant -ve to wellbeing –> -ve socials, -ve emotions, -ve ideologies (“success”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

How does success relate to wellbeing?

A

student wellbeing related to future & personal success > academic success

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What supports student wellbeing

A
  • engaging w academic life
  • talking w likeminded people
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What diminishes student wellbeing

A
  • feeling alone
  • overwhelming difficult experiences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What should teachers know about wellbeing?

A

(+ve wellbeing ..)
- create opportunities for meaningful experiences
- be aware & prepared for -ve academic experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Intelligence

A

The capacity to learn from experience and adapt to one’s environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What doe sIntelligence depend on?

A
  • Attention
  • Memory
  • Analysis
  • Planning
  • Persistence
  • Emotional Control
  • Social awareness
  • Inhibition (filtering irrelevant info)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Different types of intelligence

A

Cultural, Emotional, Intellectual (general intelligence)

29
Q

General Intelligence (g)

A

A person possesses a certain amount of general intelligence (g), that influences their ability on all intellectual tasks.

refereed to as:
- cognitive ability
- general mental ability
- general intelligence factor
- intelligence

30
Q

Measuring Intelligence

A
  • one dimension (g, IQ)
  • two dimensions (crystallized, fluid)
  • a few dimensions (thurstone 7, gardner 7)
  • many dimensions (caroll’s 3-stratum model)
31
Q

Binet-Simon Scale

A

Intelligence test measuring intellectual development in CHILDREN.
- ASSUMES THAT developmental trajectory of Intelligence can be changed
—> led to WISC, Stanford-Binet scale, British Ability

32
Q

Intelligence as One Dimension: Mental Age (MA)

A
  • The average age at which children achieve a given score on Binet and Simon’s test.
  • The Mean score for large samples of children of the same age
  • A TYPICALLY developing child should be able to answer questions typical for their chronological age
  • An intellectually IMPAIRED child should answer FEWER questions than typical for their chronological age
33
Q

Lewis Terman’s Intelligence Quotient (IQ)

A

IQ = (100)(mental age / chronological age)

problem: non-changing number hence can’t represent change –> doesn’t measure intelligence as a developmental concept

34
Q

Intelligence as Two Dimensions:

A

Raymond Cattell’s
- cyrstalized & fluid intelligence
- Crystalized intelligence INCREASES over the LIFESPAN, fluid intelligence DECREASES over the lifespan

35
Q

Intelligence as A Few Dimensions:

A

–> Howard Gardner’s 7 domains of intelligence
- linguistic
- spatial
- kinesthetic
- musical
- interpersonal (w other people)
- logic/ mathematical
- intrapersonal (with oneself)

–> Thurstone’s 7 primary mental abilities:
- word fluency
- verbal comprehension
- inductive reasoning
- spatial visualisation
- number facility
- associative memory
- perceptual speed

36
Q

Intelligence as MANY Processes:

A

John Carroll’s Three-stratum
theory of intelligence places:

  • g at the TOP of the intelligence hierarchy,
  • 8 moderately general abilities in the middle,
  • many specific processes at the bottom
37
Q

Stanford-Binet Scale

A

5 COGNITIVE abilities:
- Fluid reasoning
- Knowledge
- Quantitative reasoning
- Visual-spatial processing
- Working memory

Popular in U.S
For ages 2 to 23
Uses MA

38
Q

British Ability Scale

A

3 domains:
- Verbal ability
- Non-verbal reasoning
- Spatial ability

Popular in U.K
For ages 3 to 17:
- “Early” for 3 to 7
- “School” for 6 to 17
- Uses g

39
Q

Wechsler Intelligence Test
for Children (WISC)

A

Wechsler Intelligence Test
for Children (WISC)
- most widely used instrument for children 6+ years

  • Two main sections:
    1. Verbal: general knowledge, language skills
    Information
  • Vocabulary
  • Similarities
  • Arithmetic
  • Comprehension
  • Digit span
  1. Performance: spatial & perceptual abilities
    - Block design
    - Coding
    - Mazes
    - Object assembly
    - Picture completion
    - Picture arrangement

(Uses MA –> ONE SCORE of intelligence )

40
Q

What do items measure?

A

the CAPACITY of an individual to the world about him and his RESOURCEFULNESS to COPE with its CHALLENGES

41
Q

Correspondence analysis

A

Identifies sets of items that DISCRIMINATE between children of the same age (eg: MA)

42
Q

Factor analysis

A
  • Determines patterns of response across the items.
  • Identifies commonalities or differences in those patterns.
  • Distinct patterns represent underlying “factors” (cognitive abilities)
  • Informs different theories of the structure of intelligence.
43
Q

ISSUES of measurement

A
  • none of all 3 (SBS, BAS, WISC) measure all 8 components of G
  • crystallized / Fluid / Visual perceptions are influenced by cultural background
44
Q

Fluid intelligence

A

–> ability to learn fr experiences & solve problems
(eg. block design: arrange these blocks to match the picture)
- X influenced by culture
(eg. mazes)

45
Q

Crystallized intelligence

A

–> Our accumulated knowledge and verbal skills; tends to increase with age (eg. general info, comprehension)
- WISC scores DIFFER among ethnic groups (Average IQ of Euro-American children is higher than African American children)
- indicate a CULTURAL DIFF in intelligence
- Patterns refer only to statistical means, not individual scores
- More variability within groups than between them
- Perhaps reflects differences in crystalised and visuo-spatial tests

46
Q

Larry P vs Riles (1970)
[WISC & Culture case study]

A

Legal case between 6 African-American families and California:

  • Children who did poorly on WISC were labelled ‘mentally retarded’ / ‘cognitive impaired’
  • Test items all drew on European-American culture
  • Minority children did poorly on the test
  • The families wanted the Court to acknowledge the racial discrimination within, and furthered by, the WISC
  • The families WON the legal case
  • NO IQ tests were to be given to African-American children in the state of California
  • Larry P was in 1st grade when given the test
  • He was deemed ‘mentally retarded’ and moved into special ed class with no resources
    –> In 8th grade:
  • He had 3rd grade reading level
  • “Half-Day” program, working at the local grocery story store for 4 school hours each day, without pay
    –> As an adult:
  • Involved in serious work-place injury
  • Missed out on workers compensation because he couldn’t read the letter offering it
47
Q

Judith Kearins
[WISC & Culture case study]

A
  • Indigenous children scored higher on visuo-spatial tasks
48
Q

The Koori IQ Test

A

demonstrates:
* how value of knowledge is culturally constructed
* what it is like to be assessed and graded on the basis of unfamiliar criteria

49
Q

Recent Adjustments to the WISC

A
  1. WISC IV (2003) was revised to be more VERSATILE:
    - Items showing CULTURAL, SES (socio-economic status), or regional bias were eliminated or re-worded prior to the test
    - Updating of norms to account
    for POPULATION CHANGES in IQ
    - Updated items and items that
    were more AGE appropriate
    * Simplified instructions and
    teaching efforts
  2. Other updates include:
    - Improvements to measures to reflect new neurological models of cognitive functioning:
    o Fluid Reasoning
    o Perceptual Reasoning Index
    o Working Memory
    o Processing Speed
    - Revised queries and language samples for answers
    - Allowance for some MCQ testing with children to see what they know but cannot express.
50
Q

The Active child

A

Children contribute to THEIR OWN DEVELOPMENT from early in life, and their contributions increase as they grow older.

Children make decisions about:
Preferences, Behaviors, Values

51
Q

Piagetian theory
(of the active child)

A

–> emphasizes the child as INDEPENDENT CONSTRUCTOR of its own development,
- UNDERVALUES contribution of OTHER PEOPLE to cognitive development,
- EXCLUDES TEACHING & cultural influences.

52
Q

Culture

A

socially transmitted / socially constructed constellation consisting of:
- practices
- competencies
- ideas,
- schemas
- symbols
- values
- norms,
- institutions
- goals
- constitutive rules
- artefacts,
- modifications of the physical environment.

53
Q
A
54
Q

A developmental theory about culture:

A

Culture shapes development

55
Q

Body image

A

our thoughts, feelings, attitudes and
behaviours we hold towards our appearance

(e.g., how we
look, how our body functions)

56
Q

Development of Body Image

A
  • develops early as young as 3y/o
  • concerns about ‘becoming fat’ / aversion to weight gain
    – +ve judgements of thinner bodies

-ve body image in childhood –> a risk factor for poorer psychological wellbeing, disordered eating, in adolescence & adulthood

57
Q

Cultural variations of physique

A
  • Societal ideals: women (naturally thin), men (muscular)
  • But in 980s –> larger bodies in Eastern culture were idealized as it meant wealth/healthy
58
Q

Body image in sexual minority men

A

Sexual minority men (e.g., gay, bisexual men) are more vulnerable than heterosexual men to experiencing -ve body image
- emphasis on having a visibly muscular physique
- avoidance of stereotyped effeminate (feminine)

2 layers of Body image in sexual minority men –> subculture (values, norms), broader culture (stereotypes)

59
Q

Relationship between
nature & nurture

A

NATURE:
- Heredity & genetic make-up
- Cell maturation
- Evolutionary behaviour
- Biological systems

NURTURE:
- Environment
- Learning
- Peers, friendships
- Cultural Influences

60
Q

How does G & E affect development?

A

Four relationships of child development:
1. Parent’s Genotype –> Child’s Genotype
2. Child’s Genotype –> Child’s Phenotype
3. Child’s Environment –> Child’s Phenotype
4. Child’s Phenotype –> Child’s Environment

61
Q

How does developmental diversity
occur?

A

Developmental diversity results from the CLOSE and CONTINUAL interplay of GENES and EXPERIENCE

Three key elements:
- Genotype: genetic material one person inherits
- Phenotype: observable expression of the genotype
- Environment

62
Q
  1. Parent’s Genotype –> Child’s Genotype
A

Transmission of chromosomes & genes from parent to offspring

63
Q
  1. Child’s Genotype –> Child’s Phenotype
A

The child’s phenotypes are
expressions of their genotypes

64
Q
  1. Child’s Environment –> Child’s Phenotype
A

Impact of environment on child’s phenotype:
–> Epigenetics :
- Changes that arise due to changing gene EXPRESSION rather than the gene itself
- events in ancestors’ lives can have
ongoing effects on current lives
–> Opportunity :
- Life decisions, availability of options, resources, dangers, nutrition

–> PARENTAL contribution to environment
- Manner of interaction, home
environment, experiences they arrange, encouragement for particular behaviours and attitudes

65
Q

Child’s Phenotype –> Child’s Environment

A

The child shapes their own
environments:
- PASSIVE (decrease in influence over time): Children engage in activities that encouraged by others.

  • ACTIVE (increase in influence over time): Children seek out environmental niches that
    are most compatible with their predisposition (tendencies)
  • EVOCATIVE (same influence over time): Children’s attributes affect HOW OTHERS interact with them
66
Q

How much does G & E affect development (heritability)

A

Heritability:
(how much variability in a population is due to genetic variation)

genetic variation / (genetic + environment)

67
Q

Two strategies that assess heritability:

A
  1. selective breeding (eg in peas, animals, humans in marriage influences)
  2. family studies (adoptive, twins)
68
Q

Family studies: ethical considerations

A
  • cannot separate families
  • cannot force adoption
  • cannot force twins

so observational designs is best:
- identify adoption fams
- report patterns

69
Q

Gene-environment interactions (GxE)

A
  1. EPIGENETIC effects of environment on genes
  2. VARIATIONS in heritability according to environmental circumstances
  3. Gene–environment CORRELATIONS
  4. Gene–environment INTERACTIONS

mind brain behaviour 2 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions