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Developmental Flashcards

1
Q

Developmental Psychology

A
  • Identify and explain the changes in behaviour that individuals undergo
  • Moment of conception until they die
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2
Q

Sources of Behaviour

A
  • Biological/Maturation (nature) - something emerges or changes over time as cognitive capacity grows
  • Experience (nurture) - how you interact with the environment, and how the environment reacts back
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3
Q

Methodological Considerations

A
  • Lab Studies - high experimental control, can isolate and all participants receive same environment
  • Naturalsitic studies - how children in the real world behave BUT can’t control variables
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4
Q

Design Issues

A
  1. Sampling bias
  2. Observer effects
  3. Selective attribution
  4. Practice effects
  5. Validity/reliability
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5
Q

Types of Reserach Designs

A
  1. Cross Sectional Approach - different subjects are studied at different ages
  2. Longitudinal Approach - studies the same subjects at a variety of ages as they develop
  3. Longitudinal-Sequential Design - studies multiple subjects at different ages at the same time as they develop
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6
Q

Monkeys

A
  • Isolation of monkeys for 3, 6, 9 and 12 months
  • Findings: The severity of the behavioural disruption depends on both duration of isolation and age at which it begins
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7
Q

Orphanage

A
  • Compared <3 months of age with late >3years of age placement of children in foster homes from orphanages
  • Findings: When institutional effects go on for 3 yrs or more the effects are long lasting and irreversible
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8
Q

English/Romanian Adoption

A

Examine recovery in orphans following removal from impoverished circumstances

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9
Q

Post Natal Depression

A
  • At 13 years old, children from PND mothers during infancy had increased cortisol levels
  • At 21 years old, more reactive to stressful situations and greater risk of depression
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10
Q

Abecedarian Project

A

Poor children provided early education intervention

Findings:

  • 4 year old benefits in language, social interactions and IQ
  • 12-21 years old benefits in reading and maths
  • At 21 years old, intervention group had a higher education level and lower unemployment
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11
Q

Schemes

A

Mental structures that capture common properties of behaviours

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12
Q

Adaptations

A
  1. Assimilations - Adding information to existing schema
  2. Accomodation - New schema is formed
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13
Q

Piaget’s Stages

A
  1. Sensorimotor Stage (0-2 years old)
  2. Preoperative Stage (2-7 years old)
  3. Concrete Operations Stage (7-11 years old)
  4. Formal Operations Stage (11+ years old)
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14
Q
  1. Sensorimotor stage (0-2 years old)
A
  • Understand object permeance - objects have seperate and permanent existence independet of our actions
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15
Q
  1. Preoperational Stage (2-7 years old)
A
  • Thought is illogical and inconsistent
  • Lacks egocentric thinking
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16
Q
  1. Concrete Operations Stage (7-11 years old)
A
  • Can take other perceptions
  • Time and space begins to develop
  • No abstract and hypothetical thoughts
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17
Q
  1. Formal Operations Stage (11+ years old)
A

Reflective, abstract and hypothetical thinking

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18
Q

Problems with Piaget’s Stages

A
  • Adults fail formal tests of logical reasoning
  • Abstract thinkers often need concrete examples
  • Underestimation of young children’s abilities
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19
Q

Sociocultural Theory

A
  • Start with blank slate and develop from there
  • Culture dependent
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20
Q

Contextual Theory

A
  • Zone of proximal development
  • The things they can do with assistance is internalised to what they can do next
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21
Q

Caudill & Weinstein (1969)

A
  • Infants in the US are seen as dependent and must learn independence
  • Infants in Japan are seen as independent and must be taught interdependence
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22
Q

Cole (1992)

A
  • US have small classes so more individual time with teacher
  • Japanese mothers heard this and wondered how children will learn the value of group membership
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23
Q

Correa-Chavez & Rogoff (2009)

A
  • The way you learn is from the way you are taught
  • Guatemalan Mayan children with little exposure to western schooling learned from simply observing siblings being taught
How well did you know this?
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2
3
4
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24
Q

Psychological Tools

A
  • Language systems
  • Strategies for learning
  • Memorising
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25
Q

Bandura Social Learning Theory

A

Observational/Vicarious Learning

  • People they regard as prestigious
  • Models of their own sex
  • Models who receive rewards
  • Models they perceive as being like themselves
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26
Q

Bobo Doll

A
  • Children showed videos of wither adults acting violently and nicely towards bobo doll
  • Children who saw adults act violently were more violent
  • Children who saw adults act nicely were nicer
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27
Q

Developmental Theory of Mind

A

Ability of individual to understand that others have thoughts different from their own

  • 12 month old watch an adult with full hands try to move widely open an ajar door with his head
  • Infants imitates based on perceived intentions and goal
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28
Q

Moral Judgment

A

Older children take intention into account, younger children do not

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29
Q

3 Stages of Moral Judgement

A
  1. Pre-conventional (early childhood)
  2. Conventional (8-10)
  3. Post-conventional (adolescence, but many never get here)
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30
Q
  1. Pre-conventional (early childhood)
A
  • What is right is rewarded
  • What is wrong is punished
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31
Q
  1. Conventional (8-10)
A

Fairness, empathy, helping each other defines right and wrong

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32
Q
  1. Post-conventional (adolescence, but many never get here)
A

People realise human rights that may be more important than laws

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33
Q

Types of Moral Judgement

A
  1. Externally regulated (5-8)
  2. Self-regulated (8+)
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34
Q
  1. Externally regulated (5-8)
A
  • Rules from another
  • Little understanding of the intentions
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35
Q
  1. Self-regulated phase (8+)
A
  • Rules from self
  • Judge in light of intentions
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36
Q

Empiricists

A
  • Knowledge comes from a blank slate
  • Skinner: learning via positive reinforcement
  • Bandura: learning via imitation and reinforcement
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37
Q

Nativists

A
  • Knowledge is hard wired into brain at birth and emerge naturally
  • Chomsky: Humans are born with Language Acquisition Device
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38
Q

Language Acquisition Device

A

Recursions: sentences can be embedded within sentences

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39
Q

Interactionist

A

Learning occurs as a result of interactions between individual and environment

  • Sociocultural Theory
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40
Q

Constructivist

A

Learning is a result of reflecting on personal experiences rather then acquriing information from external sources

  • Piaget’s Stages
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41
Q

Language Development in Early Childhood

A
  1. Vocabular Explosion (2-6)
42
Q
  1. Vocabular Explosion (2-6)
A
  • Natural Partitions Hypothesis
  • Can distinguish 2 dots from 3 dots
  • Can distinguish between 350 dots from 500 dots but not 351 and 352 dots
43
Q

Conceptual Essentialism

A
  • When children form categories they assume they are not arbitrary sets
  • “Sarah is a carrot-eater” vs. “Bec eats carrots” Children think Sarah is more likely to eat carrots in the face of adversity
44
Q

The Psychology of Self Esteem

A
  • Children’s self esteem as the central factor in determining a successful childhood
  • Hence focus on cultivating self esteem
  • Millennials are more concerned by their self-image then issues of social justice
45
Q

Intrinsic motivation

A
  • Working on something because you want to do it
  • E.G. Child going to library because they like reading
46
Q

Extrinsic motivation

A
  • Working to achieve reward
  • E.G. Child reading because they will get chocolate from parents
  • When there is no reward → Motivation is lost
  • Child ultimately becomes extrinsically motivated if child who likes reading and parents encouraged by including reward
47
Q

Entity Mindset

A
  • Intelligence is fixed
  • Good grades should come with little effort because I am smart
48
Q

Growth mindset

A
  • Intelligence isn’t fixed
  • Good grades are a result of effort
49
Q

Praise and gender differences

A
  • Boys are more likely to have growth mindset
  • Girls are more likely to receive non-academic praise
50
Q

The Case of Gender and Math

A

Female university students view maths more negatively because gender stereotypes

51
Q

Beilock, Gunderson, Ramirez & Levin (2010)

A
  • Boys achieve because they are talented or fail because of a lack of effort
  • Girls achieve because they must have tried so extra hard (or perhaps good luck), while fail due to lack of ability
52
Q

-Identify and explain the changes in behaviour that individuals undergo
- Moment of conception until they die

A

Developmental Psychology

53
Q
  • Biological/Maturation (nature) - something emerges or changes over time as cognitive capacity grows
  • Experience (nurture) - how you interact with the environment, and how the environment reacts back
A

Sources of Behaviour

54
Q
  • Lab Studies - high experimental control, can isolate and all participants receive same environment
  • Naturalsitic studies - how children in the real world behave BUT can’t control variables
A

Methodological Considerations

55
Q
  1. Sampling bias
  2. Observer effects
  3. Selective attribution
  4. Practice effects
  5. Validity/reliability
A

Design Issues

56
Q
  1. Cross Sectional Approach - different subjects are studied at different ages
  2. Longitudinal Approach - studies the same subjects at a variety of ages as they develop
  3. Longitudinal-Sequential Design
A

Reserach Designs

57
Q
  • Isolation of monkeys for 3, 6, 9 and 12 months
  • Findings: The severity of the behavioural disruption depends on both duration of isolation and age at which it begins
58
Q
  • Compared <3 months of age with late >3years of age placement of children in foster homes from orphanages
  • Findings: When institutional effects go on for 3 yrs or more the effects are long lasting and irreversible
59
Q

Examine recovery in orphans following removal from impoverished circumstances

A

English/Romanian Adoption

60
Q
  • At 13 years old, children from PND mothers during infancy had increased cortisol levels
  • At 21 years old, more reactive to stressful situations and greater risk of depression
A

Post Natal Depression

61
Q
  • 4 years benefits in language, social interactions and IQ
  • 12-21 years old benefits in reading and maths
  • At 21 years old, intervention group had a higher education level and lower unemployment
A

Abecedarian Project

62
Q

Mental structures that capture common properties of behaviours

63
Q
  1. Assimilations - Adding information to existing schema
  2. Accomodation - New schema is formed
A

Adaptations

64
Q
  1. Sensorimotor stage (0-2 years old)
  2. Preoperative Stage (2-7 years old)
  3. Concrete Operations Stage (7-11 years old)
  4. Formal Operations Stage (11+ years old)
A

Piaget’s Stages

65
Q
  • Understand object permeance - objects have seperate and permanent existence independet of our actions
A
  1. Sensorimotor stage (0-2 years old)
66
Q
  • Thought is illogical and inconsistent
  • Lacks egocentric thinking
A
  1. Preoperational Stage (2-7 years old)
67
Q
  • Can take other perceptions
  • Time and space begins to develop
  • No abstract and hypothetical thoughts
A
  1. Concrete Operations Stage (7-11 years old)
68
Q
  • Reflective thinking
  • Abstract and hypothetical thoughts
A
  1. Formal Operations Stage (11+ years old)
69
Q
  • Adults fail formal tests of logical reasoning
  • Abstract thinkers often need concrete examples
  • Underestimation of young children’s abilities
A

Problems with Piaget’s Stages

70
Q
  • Start with blank slate and develop from there
  • Culture dependent
A

Sociocultural Theory

71
Q
  • Zone of proximal development
  • The things they can do with assistance is internalised to what they can do next
A

Contextual Theory

72
Q
  • Infants in the US are seen as dependent and must learn independence
  • Infants in Japan are seen as independent and must be taught interdependence
A

Caudill & Weinstein (1969)

73
Q
  • US have small classes so more individual time with teacher
  • Japanese mothers heard this and wondered how children will learn the value of group membership
A

Cole (1992)

74
Q
  • The way you learn is from the way you are taught
  • Guatemalan Mayan children with little exposure to western schooling learned from simply observing siblings being taught
A

Correa-Chavez & Rogoff (2009)

75
Q
  • Language systems
  • Strategies for learning
  • Memorising
A

Psychological Tools

76
Q
  • Observational/Vicarious Learning
  • People they regard as prestigious
  • Models of their own sex
  • Models who receive rewards
  • Models they perceive as being like themselves
A

Bandura Social Learning Theory

77
Q
  • Children showed videos of wither adults acting violently and nicely towards bobo doll
  • Children who saw adults act violently were more violent
  • Children who saw adults act nicely were nicer
78
Q
  • 12 month old watch an adult with full hands try to move widely open an ajar door with his head
  • Infants imitates based on perceived intentions and goal
A

Developmental Theory of Mind

79
Q

Older children take intention into account, younger children do not

A

Moral Judgment

80
Q
  1. Pre-conventional (early childhood)
  2. Conventional (8-10)
  3. Post-conventional (adolescence, but many never get here)
A

3 Stages of Moral Judgement

81
Q
  • What is right is rewarded
  • What is wrong is punished
A
  1. Pre-conventional (early childhood)
82
Q

Fairness, empathy, helping each other defines right and wrong

A
  1. Conventional (8-10)
83
Q

People realise human rights that may be more important than laws

A
  1. Post-conventional (adolescence, but many never get here)
84
Q
  1. Externally regulated (5-8)
  2. Self-regulated (8+)
A

Types of Moral Judgement

85
Q
  • Rules from another
  • Little understanding of the intentions
A
  1. Externally regulated (5-8)
86
Q
  • Rules from self
  • Judge in light of intentions
A
  1. Self-regulated phase (8+)
87
Q
  • Learning Approach
  • Skinner: learning via positive reinforcement
  • Bandura: learning via imitation and reinforcement
A

Empiricists

88
Q

Chomsky thought humans are born with Language Acquisition Device

89
Q

Recursions: sentences can be embedded within sentences

A

Language Acquisition Device

90
Q

Knowledge is always being developed through interactions with social norms

A

Interactionist/Constructivist

91
Q
  1. Vocabular Explosion (2-6)
A

Language Development in Early Childhood

92
Q
  • Gentner: Natural Partitions Hypothesis
  • Can distinguish 2 dots from 3 dots
  • Can distinguish between 350 dots from 500 dots but not 351 and 352 dots
A
  1. Vocabular Explosion (2-6)
93
Q
  • When children form categories they assume they are not arbitrary sets
  • “Sarah is a carrot-eater” vs. “Bec eats carrots” Children think Sarah is more likely to eat carrots in the face of adversity
A

Conceptual Essentialism

94
Q
  • Children’s self esteem as the central factor in determining a successful childhood
  • Hence focus on cultivating self esteem
  • Millennials are more concerned by their self-image then issues of social justice
A

The Psychology of Self Esteem

95
Q
  • Working on something because you want to do it
  • E.G. Child going to library because they like reading
A

Intrinsic motivation

96
Q
  • Working to achieve reward
  • E.G. Child reading because they will get chocolate from parents
  • When there is no reward → Motivation is lost
  • Child ultimately becomes extrinsically motivated if child who likes reading and parents encouraged by including reward
A

Extrinsic motivation

97
Q
  • Intelligence is fixed
  • Good grades should come with little effort because I am smart
A

Entity Mindset

98
Q
  • Intelligence isn’t fixed
  • Good grades are a result of effort
A

Growth mindset

99
Q
  • Boys are more likely to have growth mindset
  • Girls are more likely to receive non-academic praise
A

Praise and gender differences

100
Q

Female university students view maths more negatively because gender stereotypes

A

The Case of Gender and Math

101
Q
  • Boys achieve because they are talented or fail because of a lack of effort
  • Girls achieve because they must have tried so extra hard (or perhaps good luck), while fail due to lack of ability
A

Beilock, Gunderson, Ramirez & Levin (2010)

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