Brainscape's Knowledge GenomeTM

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


See full index

Year 1 BSc Psychology > Developmental 6-10 > Flashcards

Developmental 6-10 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

what is fluid intelligence?

A

thinking on the spot (being able to navigate your way around the world)

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

what is crystalized intelligence

A

factual knowledge (being book smart)

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

name the aspects of the three-stratum theory of intelligence (Carroll, 1993)

A
  • fluid intelligence
  • crystalized intelligence
  • general memory and learning
  • broad visual perception
  • broad auditory perception
  • broad retrieval ability
  • broad cognitive speed
  • processing speed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

name the parts of Gardner’s model of intelligence (1993)

A
  • Linguistic language and communication
  • Logical understanding
  • Spatial ability
  • Musical talent
  • Natural intelligence
  • Body/kinasthetic (physical&feeling)
  • Intra-personal own emotions
  • Inter-personal-other’s emotions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

name the parts of Stienberg’s Triarchic Theory of intelligence

A
  1. Analytical Intelligence (information processing)
  2. Creative Intelligence (novel problem solving)
  3. Practical Intelligence (applying intelligence in everyday skills)
    (all interact with each other)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is emotional intelligence according to Goleman (1996)

A

Recognising, understanding and managing our emotions and others’

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

why is emotional intelligence important in leadership?

A

-self-awareness
-self regulation
-motivation
-empathy
-social skills
(important for fostering effective working relationships)

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

ways of measuring intelligence

A
  • Wechsler Intelligence Test for Children (WISC)

- Home observations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what aspects are assessed in a home observations (intelligence)

A

-emotional and verbal responsibility

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

what do IQ scores predict?

A
  • academic success
  • economic success
  • occupational success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the flynn effect?

A

the rise in IQ from the 1942 to 1980

-occurred because people started going back to school after the war ended

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

how does schooling affect self-esteem

A

children that struggled to read would find it hard to access the curriculum and may not excel at school

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

what factors motivate children to learn?

A
  • short term goals
  • learning should be fun
  • competition (especially for boys)
  • interest and relevance
  • tangible rewards
  • parental recognition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

describe cultural differences in describing intelligence

A

-Caucasian women:
cognitive skills
-Cambodian, Filipino, Vietnamese and Mexican women: motivation, self-control, self-management and social skills (non-cognitive)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what were the parenting styles that were identified in the book ‘Battle Hymn of the Tiger Mother’?

A
  • harsh
  • tiger
  • supportive
  • easy going
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

how is Bandura’s theory of Self-efficacy related to intelligence?

A
  • people with high self-efficacy are motivated to learn and more likely to have high intelligence levels
  • it is an intrinsic factor but may be enhanced by positive peer relationships
  • achievement motivation requires an individual to persist at a certain task in order to succeed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what are risk factors associated with having low IQ?

A
  • low family income

- parental imprisonment and anti-social behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is ‘Head Start’ in relation to improving intelligence?

A
  • aimed at personal and social development of young people

- initially designed to improve academic success in schools and ultimately improve their success in life

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

define adolescence

A
  • period of transition from childhood to adulthood (development of sexual, psychological and economic maturity)
  • usually 10-19 years
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

early adolescence

A

10-14 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

late adolescence

A

15-19 years

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

define puberty

A
  • reaching sexual maturity and being capable of bringing a child into the world
  • marked by physical changes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what are the developmental themes identified by Steinberg (2014) in Adolescene

A
  • Identity
  • Sexuality
  • Intimacy
  • Autonomy
  • Achievement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what are the issues with identity in Adolescene

A

the time to think about WHO YOU ARE, what you BELIEVE IN, how you FIT INTO THE WORLD AROUND YOU

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what are issues concerning self-control in adolescence?

A

-teenagers gain more independence from their parents but with this comes responsibility

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

what are three areas of concern with adolescence?

A
  • conflict with parents(asserting independence)
  • mood swings(natural high & lows/pressure)
  • risk-taking behaviour (optimistic bias)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what are the reasons for general moodiness in adolescence

A
  • weak link between hormonal and neurological changes and moodiness in adolescence
  • physical appearance matures
  • increased need for sleep
  • changes of expectations of others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what are risk factors in adolescence?

A
  • friends
  • social activities
  • genetics
  • environment
  • lack of engagement in school
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what is optimistic bias?

A

having the notion that something bad won’t happen to you

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what is the Health Paradox in adolescence?

A

healthiest and most resilient period of the life span BUT morbidity and mortality rates are 200-300% higher in this period due to POOR HEALTH HABITS, DRUGS, DEPRESSION

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What are 2 neural changes in neural function during Adolescence?

A
  1. SYNAPTIC PRUNING-cutting down of neural connections that were achieved in childhood
  2. INCREASED MYELINATION-increases communication speed of neurons
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what are the primary causes of death/disability in adolescence

A

problems with control of behaviour and emotions
increasing rates of accidents, suicide, depression, alcohol, substance use, violence, sensation seeking and erratic behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

how do adolescents gain their adult status?

A
  • developing self-control of behaviours and emotions
  • involves neurobehavioural systems in the pre-frontal cortex (one of the last parts of the brain to fully mature)
  • self-regulation in adolescence is a predictor of greater academic success and involves high self-efficacy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what is early puberty?

A

several years with a sexually mature body and sexually-activated brain circuits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what is the average age for a girl to begin menstruation

A

12.5 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

adolescent processing of emotion

A

brain activity is high in the amygdala (involved in emotions)/ brain activity is low in the frontal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

what is the separation of juveniles from non-offenders?

A

self-control and neuropsychological and biological factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

what are some problems in adolescence (internal factors)

A

-temperament
-school progress
-low impulse control
-optimistic bias
(see as mainly characteristics of males)
-depression (mainly females, 14 and over)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

what are some problems in adolescence (external factors)

A
  • parenting styles

- influence of friends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

what parenting styles were established by Baumrind, 1978 and what kind of children comes from these parents (external factors in adolescence)

A
  • authoritative:self reliance and self-control children
  • authoritarian:less socially skilled children
  • indulgent:less mature children
  • neglectful:more impulsive children
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

what are some problems in adolescence (external factors)

A

Influence of friends

  • friends are SIMILAR in their risk-taking behaviour
  • socialised delinquents=close friendships in their groups
  • unsocialised delinquents=people act alone
  • victims=likely to get depression (13-15 vulnearable)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

why is employment in adolescence a problem? (external factor)

A
  • negative correlation between hours at work and school grades
  • an association between long hours at work and substance abuse and anti-social bahaviours
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

what is a problem of unstructured and unsupervised adolescents?

A
  • the assumption that children (15-18) can be left unsupervised
  • parental unavailability, poor working conditions, limited support networks - INCREASES UNSUPERVISED TIME
  • But parental presence REDUCES RISKS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

features of a role model for adolescencts (5)

A
  1. passion and ability to improve
  2. clear set values
  3. commitment to communities
  4. selflessness and acceptance
  5. ability to overcome obstacles
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

what are some positive factors in adolescence

A
  • quality of life
  • aspirations
  • youth organisations
  • community service
  • extra-curricular activities
  • sport (develops friendships and teamwork)
46
Q

what is the impact of technology in adolescence?

A
  • 92% of adolescents go online everyday

- internet has replaced family members when adolescents require information

47
Q

what is the impact of being close to grandparents in adolescence?

A

positive association with being close with grandparents and reduction of stress and greater resilience

48
Q

what is the influence of family meals on adolescents

A
  • enhances health and wellbeing
  • reduces risk factors of adolescents
  • provides structure, stability and communication
49
Q

what are 4 positive attributes that can reduce the development of metabolic syndromes

A

-positive affect(positive emotions)
-optimism
-social status
-self-esteem
(social aspects but may protect from physical harm)

50
Q

teratogens (early development)

A

environmental agents causing harm to an unborn child

51
Q

examples of some teratogens

A
  • radiation
  • environmental pollution
  • condition of mother (stress,nutrition,disease)
  • drugs
  • tobacco
  • alcohol
52
Q

what is failure to thrive of weight faltering

A
  • being unable to gain, grow or maintain weight during infancy
  • it is non-organic=cannot be traced back to any physical or medical conditions
  • infant experiences cold/unresponsive care from the mother
53
Q

what is a pre-term baby

A

babies born before their due date (maybe unable to overcome risks)

54
Q

what is a low-birth weight baby

A

where maternal care during pregnancy wasn’t adequate (associated with academic and social maturity problems)

55
Q

implications of low-birth weight

A

-heart disease
-diabetes
(which occur years later)

56
Q

implications of excess weight

A

maternal high-fat diets increased the body size of he 3rd generation female, though the gene was transmitted through the paternal line

57
Q

what are the effects of extreme deprivation?

A
  • affects brain growth

- lack of stimulation and nutrition (leads to stunted growth)

58
Q

what is extreme deprivation of children?

A

being excluded from mainstream society

59
Q

what are the effects of extreme deprivation?

A

psychosocial dwarfism

  • growth disorder that appears at 2-15 years
  • due to decreased growth hormone secretion and immature skeletal age
  • usually have adjustment problems
60
Q

Fetal Alcohol Syndrome

A
  • caused by a lack of oxygen to developing cells
  • causes distinctive facial and physical feature
  • associated with SCHOOL ACHIEVEMENT, INAPPROPRIATE SEXUAL BEHAVIOUR and LONG LASTING MENTAL-HEALTH PROBLEMS
61
Q

What are the strongest predictors of complications during pregnancy (in teenagers and older women)

A
  • poor mental health

- environmental risks (stress/poverty)

62
Q

What are the findings from research into the ‘biology of a cuddle’

A
  • skin contact reduces stress (humans are sensitive to touch)
  • reduces repetitive behaviours in people with ASD and Asergers’ Syndrome (side effects=obesity)
  • oxytocin=lowers heart rate and cholesterol, increases trust and maternal behaviour and reduces conflict
  • children nurtured in infancy have more efficient brain circuitry for dealing with stress
63
Q

what did more studies into the biology of a cuddle find?

A
  • Harlow=monkeys chose comfort over the food

- Shivley=dejection led to structural changes in the brain (amygdala smaller by 12%)

64
Q

what are the characteristics of ‘better’ home environments?

A

safe, structured and nurturing

65
Q

what type of children come out of ‘batter’ home environments?

A

emotionally rich children with improved IQ

66
Q

What is Hygge?

A

cosiness, wellbeing

67
Q

what is secure readiness to learn?

A

a child having an attachment and adequate diet and care

68
Q

what factors are checked in home screenings?

A
  • feeding
  • general health
  • personal/home hygiene
  • safety
  • family relationships/responsiveness
  • child’s responsibility
  • guidance and control
  • community
  • warmth (body temperature)
69
Q

what could the effects of poverty on mental health

A

-lack of assets
-more vulnerable
-dysfunctional relationships
-low self esteem
-lack of hope
(may be a two way interaction=one may affect the other)

70
Q

what are 7 behaviours that are associated with longevity?

A
  • 7/8 hours of sleep
  • no smoking
  • eating breakfast daily
  • rarely eating in-between meals
  • being at or near prescribed weight
  • moderate-no alochol use
  • regular exercise
71
Q

effects of behavioural changes

A
  • physical activity=good health outcomes
  • social disparity and stress=affected by LOC
  • wearing seatbelts
  • not smoking or drink driving
72
Q

developmental plasticity

A

reversing the negative effects and reinforcing positive effects

73
Q

positive effects of nature

A
  • reduction in ADHD
  • reduction in indoor activities
  • reduction o vandalism
  • increase in meeting people in green spaces
  • improvement in discipline in children whose homes have views of trees
  • better recovery rates in hospitals with views of gardens
74
Q

what is the nature assumption

A

role of peers and parenting styles have effects that are PROFOUND and LASTING

75
Q

what is temperament?

A

stable, primarily biological based individual differences in reactivity and self-regulation

76
Q

two sections of emotions

A

basic=simple and innate

complex=self-conscious emotions

77
Q

how does emotional self-regulation develop

A

occurs as the frontal lobes of the cerebral cortex develop and carers assist the infants in acquiring self-regulatory strategies (encouraging different experiences)

78
Q

what is the functionalist approach to emotional behaviour?

A

emotions are ‘central, adaptive forces in all aspects of human activity’ including cognitive processing, social behaviour and physical health

79
Q

what is emotional self regulation

A
  • developing voluntary control over your emotions

- ability to manage disruptive emotions and impulses and behave according to situations

80
Q

what is ‘effortful control’ in emotional self-regulation

A

suppressing certain responses in order to behave in a more appropriate way

81
Q

describe Ekman’s theory into emotional development

A
  • emotions develop from basic to complex
  • happiness strengths the emotional bond
  • anger and fear develop as infants evaluate the world
  • sadness=pain
  • complex emotions=self-consciousness (shame=feeling inadequate; guilt=good adjustment)
82
Q

what is temperament

A

-individual differences in personality and neural function
types:easy going, calm, cheerful, active, reactive, angry
thought to remain stable over time

83
Q

Rothbart’s approach to explaining temperament

A
  • individual difference in reactivity and self-regulation

- biological so develops through maturation

84
Q

Buss and Plomin’s approach to explaining temperament

A
  • biologically based ‘set of inherited personality traits’ appear early and are genetic in origin
  • differentiate between the earliest emotions (infancy) and complex (by 3 years old)
  • development varies between people based on environmental forces and events
  • difficulties are hard for parents to handle
85
Q

what is the as EAS Model by Buss and Plomin (temperament)

A

Emotionality-child’s emotional reactions
Activity-energy levels
Sociability-enjoyment of interaction with others

86
Q

Thomas and Chess’ ORIGINAL approach to explaining temperament

A 
temperaments included:
-easy=40% children
-difficult=10% children
-slow to warm up=15% children
35% didn't fit any category
87
Q

Thomas and Chess’ ‘Goodness to Fit’ model of temperament

A
  • creating an appropriate environment for child’s temperament
  • encouraging adaptive functioning if a chld displays negative behaviour
  • temperament works with environmental factors to influence later development
  • parenting styles need to crete a ‘good fit’ with child’s temperament
88
Q

Goldsmith’s approach to explaining temperament

A
  • individual differences in the expression of primary emotions
  • begins with early emotions then becomes a continuum of personal to relational emotions
  • social interaction causes difficulties
89
Q

measuring temperament

A
  • interviews/questionnaires for parents and carers
  • behaviour ratings by professionals
  • observing behaviours
  • temperament testing tasks (waiting or refusing activities for child)
90
Q

stability of temperament

A

-responses are similar over time and new/different situations

91
Q

what is the stability vs plasticity debate of temperament

A

children with a particular temperament will remain the same over time
i.e social child=social adult

92
Q

how is temperament a predictor of behaviour

A
  • temperament may predict poor emotional self-regulation and conduct disorder(antisocial behaviour)
  • cortisol levels are higher in shy children rather than sociable children
93
Q

role of self-efficacy in temperament

A
  • being motivated to achieve goals

- ability to react in a manner that is appropriate for the situation

94
Q

what is a learning disability?

A
  • impairment of intellectual functioning (IQ blow 70)
  • impairment of adaptive/social functioning
  • occurs before 18
  • may be mild, moderate or severe
95
Q

6 genetically caused disorders

A

-Downs Syndrome
-Williams Sydrome
Prader Willi Syndrome
-Fragile X Syndrome
-Rett Disorder
-Angelman Syndrome

96
Q

Down’s Syndrome characteristics (Trisomy 21)

6 points

A
  1. extra copy of Chromosome 21
  2. IQ usually below 50
  3. distinctive facial features
  4. broad hands, short fingers, furrowed tongue
  5. can suffer from heart problems
  6. appear to age rapidly (high mortality after 40)
97
Q

Fragile X Syndrome characteristics

4 points

A
  1. Chromosome X is weak, bent or broken
  2. mild to moderate learning disabilities
  3. elongated face, prominent ears
  4. rare disorder (0.08-0.04% of births)
98
Q

Prader Willi Syndrome characteristics (4 points)

A
  1. seven genes on chromosome 15 are deleted or unexpressed
  2. decreased muscle tome (hypotonia), poor reflexes, muscles not fully relaxed
  3. short in stature, incomplete sexual development, involuntary urge to eat (leads to obesity)
  4. learning difficulties
99
Q

Williams Syndrome characterisitics

7 points

A
  1. deletions on chromosome 7
  2. can be detected early through failure to thrive, production of too much calcium (hypercalcemia) and cardiovascular diseases
  3. facial features: upturned nose, large ears, thin upper lip, small chin
  4. hypotonia (poor muscle tone at birth)
  5. hypsersociability= friendly towards anyone, including strangers
  6. good face recognition and linguistic abilities
  7. poor emotional recognition and spatial skills
100
Q 
Autism characterisitics
(4 points)
A
  1. social difficulties (imaginative)
  2. communication difficulties (facial expressions)
  3. rigidity of thought (love rountines and special interests)
  4. low IQ
101
Q

Asperger’s Syndrome characteristics

3 points

A
  1. form of Autism
  2. often average of above average IQ
  3. social, communication and rigidity of thought to varying degrees
102
Q

Foetal Alcohol Syndrome charcaterisitics

7 points

A
  1. caused by drinking alcohol during pregnancy
  2. CNS damage
  3. slowed growth
  4. low IQ
  5. distinct facial features
  6. attention deficits, poor impulse control, behavioural problems
  7. health problems
103
Q

what is Pica (5 points)

A
  1. ingestion of inedible substances (like hair, insects) which may persist for more than a month at a developmentally appropriate age
  2. at risk of intestinal obstruction, stomach tearing and lead poisoning
  3. begins in infancy and continues
  4. may stop on its own or with improved environmental situations
  5. for people with learning disabilities, it may last into adolescence
104
Q

depression in childhood

6 points

A
  1. sadness, hopelessness, irritability, loss of interest/pleasure
  2. difficulty concentrating, making decisions and memory
  3. thought of death/suicide
  4. changes in appetite and sleep
  5. less than 1% of children; 17-25% of adolescents
  6. 3rd leading cause of death in 10-18 year olds
105
Q

anxiety (5 points)

A
  1. separation anxiety, phobias, OCD, panic attacks
  2. among the most prevalent forms of psychopathology in adolescents
  3. could develop into adulthood
  4. causes risk for other disorders (persistent depression)
    5, interferes with adaptve functioning
106
Q

difficulties with disorders in childhood (5 POINTS)

A
  1. medication (the Ritalin debate=medications were given too regularly)
  2. labels/stigma
  3. caregiving is important
  4. long waiting lists (charities, NHS, agencies)
  5. consent for medications is difficult for children
107
Q

ADHD (2 points)

A
  1. inattention (being distracted, poorly organised)
  2. hyperactivity=being impulsive
  3. often used as an explanation for behaviours but there is over-diagnosis in the USA
108
Q

Conduct Disorder (3 points)

A
  1. a repetitive behaviour which goes against the social norms
  2. aggressive conduct=that causes or threatens physical harm to others
  3. non-aggressive conduct=causing property loss or damage
109
Q

Oppositional Defiant Disorder (ODD)

A
  1. a pattern of negativistic, defiant, disobedient and hostile behaviour towards authority figures that last more than 6 months
  2. often looses temper, argues with adults, refuses to comply, annoys people deliberately, blames others
110
Q

what is pet therapy

A

a successful method of therapy which improves the quality of life for people with learning disabilities

Year 1 BSc Psychology (10 decks)

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