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1st Year 2nd Semester > Developmental > Flashcards

Developmental Flashcards

1
Q

prenatal stage

A

0-9 months pregnancy

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1
Q

neonatal

A

0-1 month

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2
Q

infancy

A

1-12 months

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3
Q

early childhood

A

1-3 years old

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4
Q

preschool

A

3-6 years old

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5
Q

middle school

A

7-12 years

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6
Q

adolescence

A

12-18 years

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7
Q

adulthood

A

20-45 + 45-65

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8
Q

late adulthood

A

65+ years

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9
Q

how much does brain grow from birth to adolescence?

A

4 x brain volume increase

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10
Q

what year did dev psych begin?

A

1997

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11
Q

ontogenesis

A

individ human dev in course of one life

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12
Q

phylogenesis

A

dev of species in process of evolution

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13
Q

3 levels of gene - environment interaction

A
  1. molecular - (internal env)
  2. cellular - (innate internal env)
  3. gene-environment - (species typical environment aka primal or learning)
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14
Q

3 brain dev theories

A
  1. maturation
  2. skills learning
  3. interactive specialisation
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15
Q

maturation theory of brain dev

A

baby brain is limited version of adult brain, gradual maturation of brain structures

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16
Q

skill learning theory of brain dev

A

same regions of brain used for basic skills in infants used for similar skills in adults

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17
Q

interactive specialisation theory of brain dev

A

dev limitations caused by lack of neural connections -> cortical areas undergo experience dependent specialisation

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18
Q

examples of predetermined epigenesis

A
  1. genes
  2. brain structure
  3. brain function
  4. experience
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19
Q

probabilistic epigenesis definitio

A

genes, brain structure, function and experience interact with each other

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20
Q

epigenetic landscapes

A

intrinsic developmental variation (cell level), development fates due to gene regulation

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21
Q

ontogenetic landscape

A

dev pathway of an (organism level), focuses more on experience than epigen

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22
Q

constructivism defintion

A

we are neither fully innate or acquired but complex interaction between genes and environment on different levels

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23
Q

discontinuous development example

A

height

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24
Q

continuous development example

A

age

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25
Q

cumulative development example

A

down syndrome babies born low in weight which will lead to weaker feeding which leads to low weight

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26
Q

development as holistic, Bronnfennbenner

A

dev + ecology inseperable

microsystem; individs close to you
meso; connections of microsystem
exosystem; social setting
macrosystem; culture

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27
Q

sensitive period definition

A

increased plasticity of brain + increased sensitivity to environmental influences

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28
Q

critical period definition

A

if missed we can’t learn skill

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29
Q

sensitive period examples

A
  1. language
  2. seeing/hearing
  3. emotional control
  4. social skills
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30
Q

key processes to brain dev

A
  1. genesis of brain nerve cells (embryonic dev)
  2. formation cerebral cortex then neurogenesis of glia + nerve cells
  3. pruning = creation + selection of synaptic connections
  4. creating connections between diff areas of cortex
  5. functional dev of cerebral cortex
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31
Q

3 processes of neurogenesis

A
  1. proliferation = cell division
  2. migration = movement of glia progenitor cells + neurons (also specialised cells along scaffolds of glia cells)
  3. differentiation = progenitor cells specialise into diff types of cells
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32
Q

formation of cortex

A
  1. colonisation of cerebral cortex by neurons
  2. chemical signals direct migration of cells
  3. overproduction of nerve cells
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33
Q

how many cell layers in cerebral cortex

A

6 layers

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34
Q

prenatal behaviours

A
  1. smile
  2. yawn
  3. grimace
  4. sucking
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35
Q

learning in uterus

A
  1. semantic memory = prenatals remember Dr Seuss stories from the sounds
  2. sound differentiation
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36
Q

low birth weight

A

2500 grams and lower

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37
Q

apgar scale criteria

A
  1. appearance (skin colour)
  2. pulse (heart rate)
  3. grimace (reflex irritability)
  4. activity (tone)
  5. respiration
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38
Q

dangers of perinatal period

A
  1. maternal depression + psychosis
  2. prematurity of newborn
  3. low birth weight
  4. perinatal complications (injuries etc)
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39
Q

methods of early cog development tracking

A
  1. visual preferences
  2. habituation + familiarisation
  3. violation-of-expectation
  4. eye tracking
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40
Q

difficulties in examining infants

A
  1. no verbal instructions can be given
  2. inability of infants to record responses
  3. challenging time window
  4. little control over infant attention
  5. studies take place with caregiver around
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41
Q

embryo age

A

3 weeks - 8 weeks

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42
Q

fetus age

A

8 - 40 weeks

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43
Q

Esther Thelen on motor skills

A

DYNAMIC SKILLS THEORY

motor development reveals workings of mind

dynmaic skills theory: motor dev involves skills that rearange based on demands

different systems interact

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44
Q

milestones for movement

A

1- 5 months

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45
Q

stages of verticalisation

A
  1. 2 months -> lift head whilst lying on stomach

2- 2-3 months -> rolling from back to stomach

  1. 3-4 months -> lifting head with hands
  2. 5 months -> supported seating
  3. 7-9 months -> unsupported sitting
  4. 8 months -> sitting down independently
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46
Q

stages of standing

A
  1. 6 months -> standing with support
  2. 9 months -> stands supported, pulls up
  3. 10-12 months -> stand without support
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47
Q

stages of locomotion

A
  1. 6 months -> creeping
  2. 9-10 months -> crawling
  3. 11-12 months -> walking
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48
Q

stages of grasping

A
  1. 4-5 months -> grabbing with two hands
  2. 5-6 months -> four finger grip
  3. 7-8 months -> grasping with thumb (scissor grasp)
  4. 9 months -> pincer grasp (thumb + index)
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49
Q

contingency / cause and effect memory
- age of baby in example
- stages of it

A

3 months

1 day: baby forgets items placed on carousel (semantic mem)

14 days: forgets leg kicking relation to carousel (contingent)

forget stuff but we can re-remember contingency

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50
Q

Karen Adolph 4 Es of dev

A
  1. embodied
  2. . embedded
  3. enculturated
  4. enabling
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51
Q

stages of coordination (sight + hands)

A
  1. 5-6 months -> reaching under control of sight
  2. 6-8 months -> search for hidden object + transfer obj one hand to other
  3. 9-12 months -> manipulation with both hands + diff grips
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52
Q

A not B Task Piaget

A

if object placed in A all the time baby won’t look in B even if it sees object being placed there

bad object permanence skill

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53
Q

Thelen’s explanation of A not B Task

A
  • kids tune their muscles for efficient gripping -> memory trace
  • kids reach for wrong location because of memory trace (reaching skills not developed enough to change place of reach)
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54
Q

2 cog developments in 1st year of life

A
  • perception
  • attention
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55
Q

sight skills in infants
face rec distance

A
  1. rec faces at 30 cm distance
  2. sensitivity to brightness changes
  3. can tell diff between stationary and moving objects
  4. track moving objects

sight develops fast after birth (depth perception)

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56
Q

face perception skills in infants

A
  1. sensitive to stimuli that look like faces

2- 2 weeks after birth preference for mom’s face

  1. face scanning change in 1st year of life
  2. prog specialisation in recog faces
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57
Q

depth perception skills in infants

A
  • depth perception linked to movement (4-5 months age)
  • binocular cues + motion info
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58
Q

colour perception skills in infants

A
  • preference for colourful stimuli right after birth
  • 3 months: can differentiate color stimuli + preference for bright colours (yellow, red etc)
59
Q

stages visual orienting in infants according to stimulus

A
  1. 1 month: obligatory attention -> difficulty disengaging with stimuli
  2. 3-6 months: can disengage looking at stimulus
  3. afte 6 months: can ignore exogenous stimuli
  4. 12 months + : can orient endogenously
60
Q

stages joint attention in infants

A
  1. 2-3 months: infants smile back at parents + voices
  2. 8 months: follow parents gaze
  3. 10-12 months: follow pointing finger
  4. 12-14 months: initiate point
  5. 15-16 months: draw parents attention to something by pointing, sound, gaze
61
Q

brain parts involved in infants face perception

A

1- subcortical structures

after a few months cortical structures take over

62
Q

stages of face perception

A
  1. newborns can distinguish between faces + non-faces AND habitual objects and new objects in environment
  2. 2-3 months: start of functional specialisation in brain
  3. 3 months: configurational processing of faces -> preference for same ethnic + gender + human faces (rather than monkey)
  4. 4 months: reactions to inverted faces
  5. 6 months: neuronal correlations to distinguishing faces from non faces + monkey vs human faces
63
Q

sensory hypothesis of faces

A

infants see faces as elements

64
Q

configurational hypothesis of faces

A

relationship between elements of face

65
Q

CONSPEC mechanism definition

A

primitive mechanism tendency to gaze at faces

66
Q

COLEARN mechanism definiton

A

recognition of faces + reading info from them

67
Q

still face experiment

A

if adults don’t engage with kids the kids become worry and try to get a response

if no response -> stress

68
Q

are babies moral?

A

yes babies can distinguish

  • have reactions towards immoral actions
69
Q

6 key experiments to study cog functions in infants

A
  1. habituation
  2. preferential looking
  3. oddball tasks (odd one out)
  4. selection tasks (looking for obj)
  5. object examination
  6. imitation
70
Q

what drives language learning?

A

1- genes
2. environment
3. social interaction

driving forces differ for phonological, semantic, syntax, prag

71
Q

language learning in womb how?

A

bathtub effect: fetus can hear lower sounds better than high

increased sensitivity to high sounds once born bc not used to it

72
Q

Patricia Kuhl findings on babies learning lang

A

kids take statistics of needed sounds

need humans to teach them -> if too much tv and not enough humans it might stunt their growth

73
Q

lang dev stages

A
  1. fetus (5 months) -> reacts to sounds
  2. 1 year -> gurgle + babble
  3. 1-2 years : period of expression -> first single words
  4. 2-3 years: sentence period -> simple clumsy sentences
  5. 3-7 years: increasing vocab + word inflections
74
Q

prosody experiment

A

rhythm of lang + everything else

French babies heard Russian and French and showed preference for French
-> distinguish between languages they already know based on rhythm

75
Q

phonetics experiment

A
  • infants suck more when hearing unknown lang BUT only until 8th month
  • after 8th month more focused on own language -> native lang magnet
76
Q

language facts

A
  1. kids from working class learn less words because less in environment
  2. direct measurements hard so parental reports + CCT
77
Q

how do we read?

A
  • ## anticipate next words
78
Q

bilingualism

A
  • the earlier learned the more proficient in new language
  • simultaneous bilingual (both lang learned at same time)
  • early sequential (one learned first the other soon after)
  • late bilingualism
79
Q

advantages of bilingualism

A

+ cognitive flexibility
+ more verbal fluency
+ awareness of lingo
+ protects against Alzheimers
+ better task switching
+ focusing on tasks

80
Q

disadvantages of bilingualism

A
  • less cog processing in 2nd lang
  • less working memory in 2nd lang
81
Q

brain and bilinguals

A
  • localising depends on age
  • early bi -> open + closed words stored in diff areas
  • lexicons stored similarly in both late + early bi
82
Q

4 Cs of lang learning

A

Communication
Culture
Context
Confidence

83
Q

cephalocaudal

A

kids motor dev from head downwards

84
Q

proximodist

A

motor dev from centre outwards, arms + legs before fingers and toes

85
Q

Kohlberg stages of moral reasoning

A
  1. preconvention -> rewards + punishment
  2. conventional -> relationships, expectations of one another, social systems
  3. post conventional -> utility, universal ethics, social contracts
86
Q

Hoffmann dev levels empathy

A
  1. 1 year: global empathy
  2. 1-3 years: egocentric empathy
  3. pre-elementary school: empathy of others feelings
  4. late child-early adolescent + : empathy for others life conditions
87
Q

early childhood critical periods

A
  1. numbers
  2. social skills
  3. symbols
  4. emotional control
88
Q

brain maturation 3-6 years

A

6 year old brain -> 95% weight of adult

  • stronger visual pathways
  • reproduction of what is seen
89
Q

physical development early childhood

A
  • baby fast lost
  • 20/20 vision
  • 20 primary teeth
  • 11-13 hours of sleep needed
90
Q

language dev early childhood

A
  • questioning age
  • understand + use colours numbers and time
  • listen to longer stories + comprehend them
91
Q

emotional dev early childhood

A
  • period of intense emotions
  • temper tantrums, kicking, screaming, crying
  • need parents to model emotional regulation
92
Q

dominating emotions in early childhood

A
  • anger
  • fear
  • jealousy
  • curiosity
  • affection
  • joy
93
Q

social dev early childhood (3-6yrs)

A
  • pregang age = no group loyalty
  • imitation of others
  • kids need healthy families to dev healthy social habits
  • start to play with others
  • make belief play
94
Q

understanding in 3 year olds

A
  • no law of conservation
  • pre-operational (no maths)
  • understand sex, relationship, body parts
95
Q

developing interests early childhood

A
  • religion
  • sex
  • self
  • human body
  • clothes
96
Q

problems in early childhood

A
  • eating problems
  • sleeping problems
  • elimination prob (potty)
  • social adjustments
  • accidents
97
Q

middle childhood (4-5) changes

A
  • play with other kids more actively
  • dramatic play closer to reality
  • respond to distress with care
  • higher attention span
98
Q

red flags in early/middle childhood dev

A
  1. no interest in others
    2 no imitating others
  2. distractable
  3. repetitive behaviour
99
Q

key elements in emotional dev

A
  1. psychophysio relation
  2. subjective experience -> interpretation
  3. expression
  4. understanding
  5. regulation
100
Q

Kohlberg Morality Levels

A
  1. preconventional -> rewards + punishments rule based on self-interest
  2. conventional -> interpersonal relationship expectations, social expectations
  3. post-conventional -> utility, social contracts, personal ethics
101
Q

moral affect

A

emotions in morality
guilt
empathy

102
Q

empathy development

A
  1. (0-1 yr) -> global empathy
  2. (1-3 yr) -> egocentric empathy
  3. preschool to primary -> empathy for others feelings
  4. late childhood onwards -> empathy for another’s life conditions
103
Q

characteristics of teenagers

A
  1. higher abstract thinking + prob solving
  2. community consciousness + other wellbeing consciousness
  3. more self knowledge -> develop personal philosophies
  4. need for life planning guidance
104
Q

emotion recognition in teenagers

A

teenagers often mistake fear for aggression especially males

105
Q

self concept definition

A

cognitive aspect of own perception

106
Q

self-esteem definition

A

affective aspect of own perception

107
Q

global self-esteem definition

A

general evaluation of own person as a whole

108
Q

specific self-esteem definition

A

evaluations of specific parts of ourselves

109
Q

why does low self-esteem develop in teenagers?

A

discrepancy between self-concept + what others think you should be

110
Q

Erickson’s Early Adulthood
intimacy vs isolation

A
  • seek connections that are multilevel, less rigid than teens (but of same beliefs)
  • pursue romantic partner to establish family
  • learns commitments (base don trust + self-confidence learned as kid)
111
Q

Early Adulthood Kohlberg stage

A
  • most at conventional stage
  • some might develop to post-conventional (universal rights, confidence to stand up to injustice)
112
Q

relationship skills in early adulthood

A
  • compatibility sought
  • factors: attractiveness, hobbies, interests, beliefs
113
Q

compatibility definition

A

social, emotional, physical facotrs that create situation where partners fit together

114
Q

most important factors for compatibility

A

similar worldview, beliefs (faith, politics), temperament, life goals

115
Q

struggles with relationships + coliving

A

(commitment + compromises)
- not having sense of identity
- jealousy + rigidity

116
Q

difficulties with parenthood

A
  • adjusting expectations of independence
  • control schedule
  • prioritising
117
Q

physical changes mid adulthood

A
  • menopause
  • decline of peak fitness
  • poor lifestyle choices will lead to disease
  • preventative care increases
118
Q

cognitive chanes mid adulthood

A

still in formal operation (abstract thinking)
- increase of crystal intelligence
- decrease in fluid intelligence (harder to learn new skills + info)

BUT better at dealing with stress because of experience

119
Q

2 activities to prevent dementia

A
  1. reading
  2. problem solving
120
Q

social changes mid adulthood

A
  • peer group becomes more important (kids take up less time)
  • marriage suffers after empty nest
121
Q

developmental tasks mid adulthood

A
  • need to develop sense of purpose by seeing goals to completion (kids, career, academic)
  • need productivity for self-esteem
122
Q

mid-life crisis in middle adhulthood

A
  • major changes to routine from early adulthood (career, kids, family)
  • focus shifts back to individual
  • marriage back to spouse centre
  • physical changes insecurities
  • previous issues of identity resurface
123
Q

steps for success in middle adulthood

A
  1. big picture thinking
  2. focus on healthy relationships
  3. pursue hobbies + social activities (needed for good late adulthood)
  4. pursue intellectual activities
  5. protect health
124
Q

physical process of ageing

A
  • optimum can live to 115 but dysfunction + tissue failure stop this

cells stop replacing -> ageing

125
Q

socio-emotional consequences of ageing

A
  1. adjustements of some activities
  2. mentally still same person
  3. evolving self image (identity has to fit new social role)
126
Q

challenges in late adulthood

A
  1. death of loved ones
  2. retirement
  3. grandparent role
127
Q

myths about old people

A
  1. old people don’t need love or sex
  2. old people are stupid
  3. old people have no hobbies
  4. people age in same way
128
Q

sensitive period for lang learning

A

1-12 months

129
Q

puberty in girls vs boys

A

girls:10-11 years
boys: 12 years

130
Q

changes in brain in adolescence

A
  1. pruning
  2. myelination
  3. amygdala matures faster than prefrontal cortex
131
Q

implications teachers for adolescence

A
  1. talk about body changes
  2. talk about sex + developments without judgements
  3. provide fun, active learning experiences
  4. avoid comments that criticise or compare bodies
132
Q

6-12 years cog abilities

A
  1. concrete operations
    - basic arithmetics
    - alphabetalise
    - transform objects (pennies to pounds)
133
Q

12-18 years cog abilities

A
  1. abstract thinking
  2. reason from known principles (deductions)
  3. consider other points of view
  4. metacognition/TOK
134
Q

adolescent thinking early adolescence

A
  1. more complex thinking processes
  2. question authorities / society standards
  3. formal logical operations in schoolwork
  4. formation of own thoughts / opinion + speak on them
135
Q

crossing paths definiton

A

adolescence + midlife crisis happens at same time in family

136
Q

shift in thinking middle adolescence

A
  1. philosophical + future concerns
  2. questions + analyses more extensively
  3. own identity developed
  4. begin longterm thinking
137
Q

ambivalent/ anxious attachment style

A
  • clingy with fear of rejection
138
Q

avoidant attachment style

A

emotionally distant, don’t react when parents leave the room

139
Q

shift thinking late adolesence

A
  1. become intolerant to opposing views + debate more
  2. more thoughts on global issues (justice, patriotism, religion etc)
  3. develops idealistic view on topics
  4. begin focus on career goals + role in adult society
140
Q

EQ factors

A
  1. emotional perception
  2. emotional integration
  3. emotional understanding
  4. emotional management
141
Q

Piaget’s operational stages

A
  1. sensorimotor (0-2 years)
  2. preoperational (2-7 years)
  3. concrete operational (7-11)
  4. formal operational (12-18)
142
Q

preoperational stage

A

2-7 years

symbolic play
can use lang
don’t understand law of conservation at young ages
egocentric

143
Q

concrete operational

A

7-11 years

more logial thinking
law of conservation

144
Q

formal operational

A

12-18 years

-abstract thinking
- deductions
- problem solvinh

1st Year 2nd Semester (3 decks)

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