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YEAR 1 Semester 2👩🏼‍🎓 > Developmental👶🏼 > Flashcards

Developmental👶🏼 Flashcards

1
Q

Theory of mind

And rock paper research

A

Ascribe mental states to self and others, understand they don’t always reflect reality
Challenging in new scenarios, interpretation can depend on background knowledge

-rock paper scissors winners stick with winning action

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2
Q

Mental states timeline

A

9 months look longer when adult reaches for a new toy (understand adult’s goal)
12 months shared mutual gaze, Protodeclarative pointing
18 months mental awareness: name object ‘modi’ and gave adult broccoli even though child prefers crackers
2yrs- contrast desires (I don’t like it but he does)
3yrs- “think” and “know”

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3
Q

Developing belief ability

A

4 yrs understand others beliefs
3-5yrs explicit mental state understanding
6yrs complex beliefs

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4
Q

When is insight apparent

A

Mental states differ from others’

Answer could have been based on self and happens to share common opinion

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5
Q

False belief tasks

A

Cannot substitute own beliefs for other character’s

Unexpected transfer tasks-asked character’s belief, object hidden without them knowing (5yr olds pass)
Unexpected content task- ask what you thought, another would think was in there (3yr can’t predict)

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6
Q

Second order theory of mind 6yrs

Research

A

Theory theory- Piagetian experiments

Update theory with evidence, understand false beliefs
False photograph test, move object from frame after (same as false belief without mental state component) ask where object was in room AND is in photo- 5yr pass both

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7
Q

Factors influencing theory of mind acquisition

A

Siblings- more likely pass false belief task age 3/4. Older siblings social interaction
Family- talks about mental state more success
Culture- same order: emotions, desires, beliefs
Executive function-those with better inhibitory control do better

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8
Q

Violation of expectancy task and inconsistencies in research

A

Look longer when adult reaches for object that has been swapped
Understands false beliefs BUT 3yr olds were seen to be poor at it previously : TWO SYSTEMS

Fast and simple- automatic and inaccurate
Slow and implicit- develops later around 4, acknowledge false beliefs

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9
Q

Symbols

A

Stands in for something (word, pic, gesture)
Think about objects without holding every aspect in the mind

Arbitrary- no resemblance to referent
Iconic-looks like referent

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10
Q

Symbols development timeline

And research

A

9 month- attempt to suck bottle photo (utilisation)
18month-understand symbols differ from referents
Select real whisk not photo it was paired with

Moving word task- 3yr say dog when word placed by dog but teddy when move dog teddy
Moving number task-understand numbers are fixed, answer correctly

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11
Q

Dual representation

And research

A

Regard entity in own right e.g. paper and as what it represents e.g. dog. Perform better if less salient

Scale model search task-model corresponds to room, hide object
3yr old can find object in real room
Strategic reasoning task-asked to give away small or big sweets. 3yrs struggle to focus away from reward. Better if symbolic

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12
Q

Neonate

A

Infant less than one month old

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13
Q

Ways to study child development through mother

A

Indirect: sounds on abdomen, mother report movement
Direct: ultrasound, fMRI

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14
Q

Prenatal periods

A

Germinal-8-10 days single cell zygote, morula to blastocyst. Attachment to uterine wall

Embryonic- up to 8th week primitive organs, sexual differentiation, respond to stimulation

Fetal period- 9th week until birth, early vertebrate,
Gastrulation 3 distinct germ layers

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15
Q

Germ layers

A

Ectoderm-brain, nervous system, skin. Neural plate, differentiates to forebrain, midbrain, hindbrain

Mesoderm- heart, sex organs, bones, muscles

Endoderm-inner lining of systems,organs

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16
Q

Formation of the brain (ectoderm)

A

3-4 weeks- neural groove to neural tube and brain and spinal cord
5-6 weeks- neural tube differentiates to forebrain, midbrain and hindbrain
7-14 weeks- clear division of hemispheres
6 month- nerve cell generation complete, cortex wrinkles, myelination
9 month- visually like adult brain

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17
Q

Phases of brain development: neural plate induction

Phase 1

A

Ectoderm induced by growth factors, neurons proliferate

Totipotent: zygote divides to produce all cells of body
Pluripotent: blastocyst, some are differentiating embryonic stem cells
Multipotent: neural tube develops, to any nervous system cell

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18
Q

Phases of brain development: neural proliferation

Phase 2

A

Generation of many cells

Anterior swelling becomes forebrain, midbrain and hindbrain

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19
Q

Phases of brain development: migration

Phase 3

A

Soma and immature axon, differentiates when migrates
Radial glial cells act as scaffolding for neurons to travel
Growth cones controlled by chemical attractants and repellants

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20
Q

Phases of brain development: axon growth and synapse formation
Phase 4

A

Synaptogenesis- chemical signal between pre and post synaptic neuron
Needs glial cells

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21
Q

Phases of brain development: cell death and rearrangement

Phase 5

A

40-70% die, can’t compete for neurotrophins for growth
Normal and necessary
Myelination- Motor myelinated before sensory. Begins in spinal cord, down craniogradual gradient to brain and cerebral cortex as mobility increases
Brain wiring- neurons and synapses connect, synaptic pruning

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22
Q

Fragile x syndrome

A

Defective gene suppresses pruning, neural noise

Causes MR and ADD

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23
Q

Cerebral cortex development

A

9 weeks- hemispheres
4 months- cells in cortex proliferate and migrate
6 months- cortex surface forms sucli and gyri, basic memory
External stimulation of neural networks

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24
Q

Touch

A

First to develop
Move towards facial touch in womb
Touch self, uterine wall, umbilical cord

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25
Q

Smell and taste

A

Smell followed by taste
Swallow and inhale amniotic fluid
Turn head to odourants in mother’s diet
Increased foetal swallowing to alcohol, later preference
Selectionary response to own amniotic fluid and mother’s colostrum and breast milk

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26
Q

Balance: vestibular system

A

Position relative to gravity
Sensed by three fluid filled canals in inner ear
Fluid moves to hairs in hairs for brain to process
Preterm babies rocked in incubator to stimulate

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27
Q

Sight

A

5 weeks- balloon structures, fold to two layer cup retina develops
2 months- lens develops, eye muscles
9 weeks-optic nerve cross over
5-7 month- REM, open eyes
30 weeks- can see patterns if born preterm

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28
Q

Hearing

A

6 weeks- auditory system
9 weeks- cochlea develops
14 weeks- vestibular system starts to work
25 weeks- detects vibrations of mother’s voice and heartbeat

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29
Q

Transnatal learning

A

Learning during prenatal period and remembered during postnatal period
35 weeks- learning/habituation
Learn sounds in utero, prefer mother’s voice and suck more to activate it (preterm babies do not show this)
4 days old- Discriminate language from foreign

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30
Q

Risks to foetal development

A

Chromosomal abnormalities increases with maternal age
Social function impairments increased with paternal age, could be from DNA myelination abnormalities in sperm

Inherited gene disorders
Maternal stress- premature birth but can be beneficial
Nutrition- low nutrition premature birth and low weight
Syphilis- liver damage, impaired eyesight and vision
Teratogens- environmental contaminants: drugs, alcohol, smoking

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31
Q

Teratogens

A

Smoking- increased spontaneous abortion, nicotine causes abnormal growth of placenta. Behavioural problems with attention
Alcohol- leading cause of mental retardation, fetal alcohol syndrome underdeveloped brain
Drugs- low birth weight, born addicted to heroin

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32
Q

Factors affecting teratogenic principles

A

Stage of development
Psychological state of mother
Teratogen concentration

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33
Q

Puberty

A

Vulnerable to risk behaviour with peers
Universal sequence, onset from 8-15 years
Stops at menopause for women, persists for men

Maturity based on limbic structures and hypothalamus

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34
Q

Adolescence

A

10-24

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35
Q

How is puberty triggered

A

Gonadotropin releasing hormone stimulates pituitary gland Releases leutenising hormone and follicle stimulating hormone.
Signal sex hormones to be released to sex organs
Sex hormones bind to ventral striatum, amygdala, cortex changing emotional response

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36
Q

Menarche and spermarche

A

Menarche: the term for a girl’s first period. It signals that ovulation has begun (although is often irregular for a few years)

Spermarche: the term for a boy’s first fejaculation, which signals sperm production has begun

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37
Q

Proof of puberty triggers

A

Immature gonads or pituitary gland transplanted to adult matures immediately, reproductive function

Altering hypothalamus/limbic system prevents prepubertal animal developing normal reproduction

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38
Q

Primary and secondary sex characteristics

A

Primary- directly involved in reproduction: testicles and ovaries
Secondary- not for reproduction: body hair

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39
Q

Factors affecting puberty onset

A 
Girls ahead by months or years 
Genes and ethnicity effect
Obesity quickens
Stress quickens 
Malnutrition delays
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40
Q

Early maturing girls and boys

A

Girls- at risk of parental conflict, bullying, early sexual activity and substance use

Boys- more socially poised and respected but less empathy

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41
Q

Puberty changes in wellness and body rhythms

A

Lymphoid system (tonsils) decrease in size. Less susceptible to asthma and colds, oily skin

Body rhythms change, stay up and rise later

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42
Q

Puberty changes in the brain

A

Reduced grey matter in cortex myelination increases white matter
Visual and somatosensory mature first, higher order (frontal cortex) later, Subcortical regions mature before cortical
More sensitive to dopamine, oxytocin
Amygdala and hippocampus increase in size, basal ganglia decreases

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43
Q

Hall storm and stress

A

Adolescents heightened levels of emotion, uncontrollable turmoil
BUT not inevitable

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44
Q

Maturational imbalance model

A

Imbalance between hyper-activated early maturing limbic system with late developing prefrontal cortex control system (inhibits processes)
Causes specific behaviours e.g. risk taking

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45
Q

Adolescents responding to stimuli

A

Appetitive- sucrose water
Aversive- salt water

Hyper responsive compared to adults
Heightened attention to reward and threat (Activated ventral striatum)

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46
Q

Substance use disorders adolescents

A

Alcohol abuse 16-19
Cannabis 18-19
Cocaine 21-24

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47
Q

Psychotic disorders adolescents

A

Earlier male onset, smoking marijuana greater risk

Rats impaired synaptic plasticity and structural changes
Endocannabinoid system role in brain maturation, over activation (THC) causes long lasting changes

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48
Q

Nature and nurture substance abuse adolescents

A

Relevance of genetic factors on alcohol use increases with age, environmental factors decrease,
Extent to which genetics affect determined by environment, peer networks and community

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49
Q

Adolescent perception of ambiguous figures and attention

A

Perception-4-11 yr see one figure (less flexible)
Young teens see both, more flexible

Attention- allocate attentional resources to one topic, better selective attention on adolescents (ignore irrelevant info)

50
Q

Processing speed

A

Time for brain to receive output info/speed mental calculations carried out. Partially driven by white matter maturation

51
Q

Processing speed tasks

A

Cross out us test- match shapes to stimulus
Matrix reasoning and block design- VSS ability
Analysis synthesis- solve missing parts of puzzle
Concept formation-identify geometric rule

52
Q

Memory in childhood (encoding switch hypothesis)

A

Rapid development of face processing (adult level 16)

Different info about faces represented in memory at different times.
Children rely on individual features while adults on configuration

53
Q

STM tasks

A

SPAN TASK- items presented rapidly, repeat as soon as possible
SPATIAL SPAN TASK- blocks presented in arrangement, asked to repeat

STM improves throughout childhood: neurological changes and stimuli familiar. Better WM in adolescence

54
Q

Memory strategies

A

Young- rehearsal

Older kids- chunking, more elaborate organisation strategy

55
Q

Types of plasticity

A

Experience dependent plasticity- ability to learn
Experience expectant plasticity-neural activity from stimulation

Adolescence and infancy are sensitive periods for experience expectant plasticity

56
Q

Luciana 9-20 yr results memory

A

Spatial info 11-12 years
Manipulate spatial units 13-15
Self organisation 16-17
Recognition and memory did not develop over this age

57
Q

IQ stability

A

Rapid expansion linguistics but IQ stable across age
IQ may be more stable when older, poor IQ correlation as a child (more context dependent factors) doesn’t distinguish between fluid and crystallised intelligence

58
Q

IQ tests teens

A

Wechsler’s intelligence scale for children 6-16
Verbal and performance scale
Teens perform better than children, abilities develop rapidly

59
Q

Fluid and crystallised intelligence

A

Crystallised- store info, skills, strategies acquired through education and experience

Fluid-reason, think abstractly. Measured in culture free tasks

Tested separately-crystallised intelligence increases rapidly in adolescence. Fluid decreases from 20s

60
Q

The Flynn effect

A

Average 3 IQ points per decade, biggest growth fluid intelligence. Genetics cannot explain

Environmental factors- Enchanted nutrition, Health, quality and access of education, reduced family size, complex society, technology

61
Q

Deductive and inductive reasoning

A

Deductive- general premises draw specific conclusions from (all cows fly, Bertha is a cow so can fly)

Inductive-specific premise draw general conclusion (Bertha,Daisy,Mabel can fly, they are only cows on farm, all cows on the farm can fly)

62
Q

Adults and children inductive and deductive reasoning

A

Some adults struggle deductive, easier to reason about UNIVERSAL (all) than PARTICULAR quantifier (some)

Deductive develops during adolescence, easier with a concrete form
Preschoolers show deductive when material is familiar, rely less on content. Understand both by 13 years

63
Q

Analogical reasoning

A

Solve problem by comparing it to similar problem solved previously (A is to B as C is to D) requires abstraction
9-10 simple reasoning understood
12 solve if concrete
13-14 understand abstract

64
Q

Second order analogies

A

Requires use of crystallised intelligence, derive relationship that is not inherent to make connections

Not solved reliably until 16-17

65
Q

Formal operational Piaget

A

Age 12+ final stage
Abstract thought, reality one of many possibilities, imagine mathematical calculations, hypothetical reasoning (theories explain phenomena, test)
INTERPOSITIONAL thinking-relate parts to others to solve problems

66
Q

Concrete operational Piaget

A

May need to draw pictures to solve problems

INTRAPOSITIONAL thinking- concrete symbols

67
Q

Formal operational reasoning research

A

Balance differently weighted blocks

Concrete no success but wouldn’t abandon original hypothesis
Formal (teens) gave up original hypothesis when wasn’t working

68
Q

Inhelder tasks and findings

A

Balance scale task- predict movement of scale, only adolescents consider weight and distance
Pendulum task-how string length influences pendulum speed

Formal operational test hypothesis systematically

69
Q

Inhelder and Piaget criticisms

A

Follow up studies fail to replicate
Only small proportion of teens show formal operations and some never reach
Culture and education effects it
Formal operations domain specific

70
Q

Piagetian task- teen test performance (age, culture, student)

A

Older teens more open to training in logical reasoning
Physics students did well
Cultures where scientific thinking not emphasises perform poorly but greater cognition in other areas

71
Q

Steiger balance task analysis

A

Few adolescents used advanced rule (inconsistent with Piaget)
Thinking may become rule based (domain specific) instead

72
Q

Cross generation combinatory thought

A

Gains across generation (permutation, pendulum, mechanical curve) but same in conservation task

Related to Flynn effect

73
Q

Adolescents as intuitive scientists contradictions

A

Tasks largely failed by 12 year olds and undergrads

When shown answer refused to admit mistake, incorrect theory (not lack of evidence) led to incorrect predictions

74
Q

Kids and teens common flaws in thinking

A

Fail to separate their opinion and evidence, search for confirmatory evidence
Don’t abandon when contradicted
Need a plausible alternative to accept other

75
Q

5 characteristics of adolescent thinking

A 
Possibilities (not just present)
Systematic hypothesis testing
Plan ahead, think of future 
Introspection (metacognition)
Context of thought (moral, social)
76
Q

Risky Adolescent vs adult thinking research

A

Exploratory decision making- Gambling task improves during adolescence
Not as good in making decisions based on past outcomes
Tower of London task (strategic planning) better performance late adolescence, better working memory and impulse control

77
Q

Characteristics of social development

A

GROWTH- new skills, emotions and function
DIFFERENTIATIONS- range of activities, behaviours, larger individual differences
SYNTHESIS-integrate new knowledge, fulfilling adulthood of done well

78
Q

Goals of development and 5 domains

A

Autonomous, emotionally regulated, Sense of self and identify,
Form close relationships with peers

DOMAINS (social environment, puberty, family, peer group and self)

79
Q

Hull and development

A

Sequences development according to evolutionary timeline. Retract species development (phylogeny) in their growth (ontogeny)
Human embryos have slits in neck like fish, more primitive areas maturing before recent (cognitive)
LEADS TO STORM AND STRESS struggle to shed primitive ways
Education could suppress phylogeny

80
Q

Hull criticisms

A

Exaggerated effect
Not universally a difficult time
Stress may not be negative

81
Q

Lewin’s field theory

A

Psychological experiments can be experimented on

Behaviour = interactions between person and environment
Forces across time and space between individual and environment creates dynamic field

82
Q

Lifespace dynamics

A

Map of lifespace- person, available goals and barriers. Factors influence behaviour. Regions separated by boundaries
(needs and perceptions) region activated when try and solve problem
Represent forces acting on individual (move towards or away from goal)

83
Q

Field theory conflicts

A

Different goals compete for individual’s locomotion e.g. study vs party
Goals have both positive and negative values e.g. job offer but far away

84
Q

Adolescent’s life space

A

Locomotion towards cognitively unstructured regions
Familiar regions change e.g. body
Susceptible to behavioural patterns, regions become more numerous and less permeable
Must change group membership, social locomotion (transition from child to adult) may be prone to instability

85
Q

Time management

And risks

A

Outdirected time-external goals, work
Other people directed time- social
Inner directed time-hobbies
Non directed time-relaxation

Girls more social relationships, boys more passive
At risk if more non directed time, less external goals

86
Q

Gender, race and rural time management

A

Black/white similarities but differences in inner directed types
Black-less gender differences, instruments
Differences- values, basketball vs the mall

Rural youth-more boredom, delinquency and substance use, low self esteem more non directed time

87
Q

Teens trends in time alone

A

Most teens spend most time alone (exercise/study)
Interact with peers, community and family

Hungary: more with family
Netherlands: more alone

88
Q

Identity vs confusion stage

A

5th stage of ego, not exclusive to adolescence
Conflict about who you are and your personal identity. Successfully complete the stage = strong sense of self through life

89
Q

Identity and role confusion definition

A

Identity- who you are, values and direction in life. Drives relationship and career

Role confusion- weak sense of trust, little autonomy or initiative. Little exploration in adolescence. Vocation may not match interests and skills

90
Q

Adolescent changes in self concept and self esteem

A

Self concept- depends on context later, organised and combined

Self esteem-rises from mid to later adolescence. Affected by Pubertal timing (early for girls, late for boys), Child rearing style,
Social environment

91
Q

Identity statuses

A

Identity achieved- higher self esteem, moral and open to ideas, feel in control
Identity foreclosure- passive in identity concerns, inflexible. Resist info that threatens stability
Identity diffusion- believe in fate and luck, avoidance cognitive style. Risk for depression

92
Q

Adolescent egocentrism

A

Inability to distinguish between perception of others and reality
Focus on own perceptions, psychological metamorphosis
Believe others are as attentive to behaviour as self

93
Q

Mental constructions of adolescent egocentrism

A

Imaginary audience-believe others are watching

Personal fable- believe special and invulnerable (confidence vs recklessness)

94
Q

Factors that affect identity development

A

Personality- confident to pursue goals
Family-secure base
Peers-trusting, supportive
School, community- promote development opportunities

95
Q

Moral development

A

Heteronomous morality (stage 1) younger children see justice and rules as interchangeable

Autonomous morality (stage 2) older children laws are created by people. Consider intentions and consequences 
Tied to formal operational thought
96
Q

Hoffman cognitive disequilibrium theory

A

Adolescents recognise their beliefs are one of many-debates on what is right or wrong

97
Q

Influences of moral reasoning

A 
Personality- flexible and open minded 
Child rearing- authoritative 
Peers-different views 
Culture-industrialised=acquired faster 
Schooling- stimulating and challenging
98
Q

Identity development in ethnic minorities

A

Additional challenges, accumulative stress (conflict between culture and host country)lower self esteem over differences in independence
Bicultural identity- explore and adopt values from both cultures

99
Q

Kohlberg’s theory of moral development: 3 types

A

Preconventional- no internalisation of moral value. Children worry about punishment from those with more power
Conventional-abide by standards of others. Concerned with meeting external social expectations
Post conventional-internalised morality, universal ethical principles

100
Q

Influence on Kohlberg’s theory of moral development

A

Cognitive development
Modelling (how others cope)
Peer relations

101
Q

Negative evaluation of Kohlberg’s theory of moral development

A

Moral reasoning may not lead to normal behaviour in real world
Excludes other values e.g. caring
Culturally biased, happens at different rates

102
Q

Kohlberg’s theory of moral development sex differences

Recent disputes

A

Women score lower (better at interpersonal care, rated lower)and males better at justice orientation rated higher
Concluded males developed quicker and to greater degree

Gillian- different moral development. Integrate complementary male justice and female to reach potential
Recent studies show no gender difference however

103
Q

Moral identity

A

Degree morality is central to self concept

Strengthened: inductive discipline, opportunities for civic engagements. Parents enforce compassion for those less fortunate
Extra curricular activities-induce social change, democratic schooling
Religion- those who remain have lower delinquency, alcohol, early sex

104
Q

Gender typing in adolescence

A

Gender stereotypes increase

105
Q

Parenting for adolescent development

A

Authoritarian- obedience, punishment
Permissive- no rules
Uninvolved-little guidance or attention
Authoritative-IDEAL, rules and positive. More likely to identify with parents and imitate warm people, moral

Pubertal maturation has increased emotional distance with parents

106
Q

3 elements in parenting and adolescence development

A

Warmth- responsiveness, degree of affection and acceptance = competence
Structure- demandingness, extent rules exist =fewer behavioural problems
Autonomy support-encourage independence=less distress

107
Q

Family strain

A

Less than 10% strained with parents

Resilience if develop well despite it

108
Q

Friendships in adolescence

A

Best friends decline, intimacy more important, disclose less to friends and more to partner or parents. Same sex friends more common

Girls- emotional closeness, communal concerns
Boys- more variable, status and achievement
Closeness can lead to corumination and anxiety

109
Q

Social media and adolescent friendships

A

Meet new people, explore concerns in less threatening contexts
Calling/texting but if used too much is unhappy
See social media neither negative or positive effect on people their age

110
Q

Cliques and crowds

A

Cliques- 5-8 members. Similar attitudes, family background, more important for girls
Crowds-several cliques, membership based on reputation, stereotype
Identity in school structure, modify behaviours, beliefs, decline in importance as dating increases

111
Q

Dating in adolescence

A

Begins from cultural expectations
Younger= recreation, group activities
Later=more intimate
Too young= drug use, delinquency

10-20% dating violence, lesbian/gay youth especially

112
Q

Delinquency

A 
11% arrests are adolescent FACTORS:
Parenting
Low socioeconomic status 
Peer pressure 
Literacy 
Lack of parental guidance 
Population increase
113
Q

Preventing and treating delinquency

A

Preventing early at multiple levels
Intense/lengthy training parents in communication, discipline
Experience to improve social skills, cognition
Zero tolerance NOT effective

114
Q

Good research practice

A

Claims should be verifiable, referenced
Data may have been interpreted
Own beliefs may affect his claims are evaluated

115
Q

Triple p positive parenting program

A

Evidence based intervention program:
Improve parenting skills, competence, prevention. Combines learning strategies
Whole community rather than specific problem groups
Integrate access to support services, active skills training and support

116
Q

Dissemination of triple p

A

Uptaken and used by service providers rather than success of intervention itself
Uptake by service providers, quality of program, training and post training
Manageable in the institution
Internal advocate of the program

117
Q

Elements of dissemination

A 
Who-source 
What-message
Which-channel to communicate through
Whom-audience 
Effect-purpose, destination of communication
118
Q

Adopting innovative behaviour

A

Knowledge- present innovation
Persuasion- argue why innovation is good to use
Decision-consumer accepts or rejects
Implementation-consumer uses
Confirmation-review innovation, decides whether to continue

119
Q

Why hard to change policies

A 
Getting research published can be more than 10 years 
Study and analysis 
Write manuscript, submit 
Peer review, feedback and changes 
Manuscript accepted 
Published online, later in paper 
Delay=less time for replication 
File drawer problem=non significant findings less likely published
120
Q

Reducing misconceptions

A

Aware of audience (fellow scientists, laypeople policy makers)
Explain concepts that target audience may not know
Avoid misleading reader by omitting info/one sided
Aware most readers will not understand statistical analysis which results are based on
Respond to wrong statements or quotes by writing research
Active contributor in debates around topic
Teach others how to interpret findings

121
Q

Psychological moratorium

A

Trying out different aspects of identity without committing

122
Q

Memory in childhood

Glasses research

A

Children fail to identify without person’s glasses, encode non essential info
8 year olds accurate as adults on facial expressions and lip reading but 10 year worse than adults on matching head orientation
Female advantage in face memory but not perception

YEAR 1 Semester 2👩🏼‍🎓 (5 decks)

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