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Year 1 Social and Developmental > Developmental > Flashcards

Developmental Flashcards

1
Q

Why study child development?

A

Education:
- Help parents/educators raise/ contribute to raising children more effectively

Social Policy:

  • Lead society as a whole to adopt wiser policies (political, medical) that promote children’s well-being
  • Children’s rights
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2
Q

What is development

A
  • Refers to systematic changes and continuities that individuals display over the course of their lives
  • Is a continuous and cumulative process
  • Is a holistic process (looks at the whole individual instead of one thing)
  • Shows plasticity (can be moulded and changed with experience)
  • Is dependent on historical and cultural context
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3
Q

Chronology of development

A 
Prenatal period - conception to birth 
Infancy - birth to 18 months 
Toddlerhood - 18 months to 3 years 
Preschool period - 3 to 5 years of age 
Middle childhood - 6 to 12 years 
Adolescence - 12 or so to 20 or so (hard to define)
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4
Q

What are the two major processes in development?

A

Maturation:

  • Development changes in the body
  • Behaviour that results from the aging process (developmental milestones)
  • Species typical

Learning:

  • Developmental change in behaviour that results from one’s experience or practice
  • E.g. learning to play the piano
  • Not a biological change
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5
Q

What is normative development?

A
  • Refers to typical patterns of development that are seen across most or all individuals
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6
Q

What does individual changes/development refer to

A
  • An individual’s variations in the rate, extent, or direction of development that is unique to the individual
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7
Q

Issues in developmental psychology

A
  • Nature/nurture debate (impact)
  • Active versus passive (are the processes active or passive)
  • Stability versus change (do we stay thee same throughout life)
  • Is this a continuous process, or do we develop through a series of leaps (quantitative or qualitative differences)
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8
Q

Founders of developmental psych (1800s)

A

Baby biographies (e.g. Darwin):

  • Inexact, but served to put child development on scientists’ agenda
  • Parents writing diaries for babies

G.S. Hall:
- In order to obtain more reliable data he distributed questionnaires to larger samples of children (aim of studying children’s minds)

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9
Q

Psychoanalytic perspective to developmental psych

A

Seeks to understand human behaviour in terms of unconscious drives and motive that stems from early life experiences

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10
Q

Psychoanalytic theories: Freud (Psychosexual)

A
  • Basic unconscious (sexual) drives, maturation
  • 5 stages of development (oral, anal, phallic, latency, genital)
  • Use of defense mechanisms
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11
Q

Psychoanalytic theories: Erikson (Psychosocial)

A
  • Cultural demands on the individual
  • More active
  • 8 stages of major conflicts/crises that must be resolved (trust, autonomy, initiative, industry, identity, intimacy, generativity, ego integrity)
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12
Q

Behaviourist approach to developmental psych

A

Argues that human behaviour is learned through experience with the environment

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13
Q

Cognitive developmental approach to developmental psych

A

Attempts to understand developments in children’s thinking in terms of the acquisition of new mental operations

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14
Q

Cognitive theories: Piaget (cognitive development)

A
  • Active explorer, construct schemes
Four stages:
Sensorimotor (0-2)
Pre-operational (2-7)
Concrete-operational (7-11)
Formal operational (11/12+)

Only when you gain all the skills from one can you move onto another

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15
Q

Cognitive theories: Vygotsky (sociocultural)

A
  • Cognitive growth as a social mediated process

- Heavily influenced by culture

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16
Q

Cognitive theories: Information-processing

A
  • Computer model of cognitive development and thinking

- No one theory

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17
Q

Theoretical Orientations: Ethological (Evolutionary) perspective

A
  • Concerned with the contribution of human evolution to human psychology
  • Assumes that behaviour and development depend on inborn motives that are species-specific due to natural selection
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18
Q

Theoretical Orientations: Ecology/contextual approach

A
  • A newer approach
  • Considers the context of how an individual grows up
  • Bronfenbrenner’s (1979) ecological systems approach considers a detailed analysis of environmental influences
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19
Q

How can we tell that babies feel emotions?

A
  • Psychological measures
  • Adults asked to label emotions apparently shown by babies’ facial expressions
  • There is a reporting bias: parents want their children to do well
  • If adults can discriminate reliably and agree on a range of emotions, this is our best evidence for a range of emotions in babies
  • Izard, 2007
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20
Q

What are primary emotions?

A
  • Basic emotions
  • At birth: contentment, interest, distress, disgust, neonate smile (don’t know whether it is true emotion or not)
  • 4-8 weeks: Pleasure/social smile
  • 2-7 months: anger, sadness, joy, surprise, fear
  • Biological influence: invariant sequence of emergence across cultures
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21
Q

What are secondary emotions?

A
  • Complex emotions
  • End of second year and beyond
  • Embarrassment
  • Shame
  • Guilt
  • Envy
  • Pride
  • Emotions are linked to how you perceive yourself
  • Once you’re around school age you start to show emotions when by yourself
22
Q

How children understand emotion

A
  • Emotional words used as young as 18 months, with an increase in the third year
  • How children process emotions could be a learnt script for how to behave/react
  • Emotional conflicts (mixed emotions) are not understood at 6 years of age
23
Q

What are emotional display rules?

A
  • Learnt rules
  • Acceptable vs unacceptable
  • Change over time
24
Q

How do emotional display rules develop?

A
  • Social training
  • Mothers display positive emotions in play
  • Adults respond selectively to babies’ emotional displays
  • Social training differs among cultures
25
Q

What are the results of social training for emotional display rules?

A
  • Socially acceptable emotional displays shaped from early on
  • Takes time to learn emotion display rules
  • 3 year olds some limited ability to disguise true feelings
  • As they get older they get better at lying/masking
  • Learning to express or surppress emotions at will
  • Key to following emotional display rules is emotional self-regulation and the ability to lie about our mask our emotions
26
Q

Regulating emotions

A

Babies and children develop strategies:

  • Six month olds turn away from aversive stimuli
  • 1 year olds may use rocking, moving away, chewing on objects
  • Toddlers may distract themselves (e.g. if forced to wait) but can’t suppress strong emotions (e.g. fear)
  • 2-6 years: parental guidance and verbal help that becomes internalised

Also taught to maintain or intensify some emotions (e.g. self-evaluative emotions)

27
Q

Recognition and interpretation: First few months of life

A
  • Babies can discriminate between adult facial expressions of primary emotions
  • May be perceptual only: not evidence for interpretation
28
Q

Recognition and interpretation: 2-3 months

A
  • Smile more to human faces than inanimate objects

- Nelson, de Hann and Thomas, 2006

29
Q

Recognition and interpretation: Infants

A
  • Able to recognise emotional changes in adults’ expressions and vocalisations in their first year of life
30
Q

Recognition and interpretation: social referencing

A
  • Late in first year
  • Approx 7-10 months
  • First look to adults if uncertain, later look after reacting
31
Q

Recognition and interpretation: Toddlers and older children

A
  • Adults initiate conversations about emotions
  • Children show more developed/earlier secondary emotions if brought up by parents who discuss emotions with them
  • Same for understanding mixed emotions
32
Q

Recognition and interpretation: overall

A
  • Importance for social development
  • Emotional competence = social acceptance
  • Nursery children who use more emotion related words are more popular
  • Early competence continues into the later school years
33
Q

Recognition and interpretation: Tests

A
  • Still face experiments
  • Infants and young children expect adults to synchronise emotions with them in play and are sensitive to emotionless displays
34
Q

What is temperament?

A
  • Tendency to respond in a certain way across situations

- Considered a precursor of personality

35
Q

Five major temperament attributes in babies

A
  • Activity level
  • Irritability
  • Soothability
  • Fearfulness
  • Sociability
36
Q

What are the techniques to study perceptual abilities in infancy?

A
  • Preference looking
  • Habituation
  • High-amplitude sucking
  • Operant conditioning
37
Q

What are the perceptual abilities in infancy?

A
  • Vision
  • Taste and smell
  • Audition
  • Touch
  • Depth and face perception
38
Q

What are newborn survival reflexes?

A
  • Adaptive value
  • Satisfy needs

E.g. breathing, sucking, swallowing

39
Q

What are newborn primitive reflexes?

A
  • Not as useful as survival
  • Disappears in first year

E.g. Babinski reflex (foot thing), swimming, grasping

40
Q

What is sensation?

A

The detection of sensory stimulation

41
Q

What is perception?

A

The interpretation of sensory input

42
Q

Preference technique

Fantz, 1956

A
  • Baby shown two pictures or two objects
  • Researcher keeps track of how long baby looks at each one

Picture baby looks at longest:

  • Baby indicates that he/she sees some difference between thee two
  • Reveals something about the kinds of objects that capture thee baby’s attention
43
Q

What is habituation?

A
  • Researchers first present a baby with a particular sight or sound over and over until they habituate
  • Then the researchers present another sight, sound or object that is slightly different to see if thee baby shows renewed interest (dishabituation)
44
Q

Habituation study

Baillargeon and DeVos (1991)

A
  • Used 3 month old babies
  • Habituated on small or tall carrot passing behind a tall screen
  • 3 month olds look longest at the impossible event
45
Q

What is high amplitude sucking?

A
  • Rate of sucking on na pacifier control the presentation of a stimuli, shows preference and discrimination
46
Q

Vision at infancy

A
  • Least mature sense
  • Poor acuity (see as well as adults by 2 years)
  • Detect changes in brightness
  • Detect colours (newborn infant has only a limited ability, discrimination is goof by 2/3 months)
  • Tracking improves rapidly
47
Q

Audition at infancy

A
  • Discriminate sounds based on loudness, duration, direction, and frequency
  • Turn to sound location
  • Prefer mother’s voice to other women
  • Prefer sounds heard prenatally in third trimester
  • Can recognise sound patterns (including their own name) at 5 months
  • At 6 months, sensitive to phonemes, even better than adults (if sounds are not part of the adult’s spoken language)
48
Q

What is infant phoneme discrimination?

A

Losing the ability too discriminate between sounds that are not part of the native language in the first year

49
Q

Taste and smell at infancy

A
  • Prefer sweet over sour, bitter, or salty
  • Avoid unpleasant odours
  • At 1 week can discriminate mother by smell
50
Q

Touch at infancy

A
  • Touch enhances development, allows exploration of environment
  • Sensitive to touch
  • Sensitive to temperature
  • Sensitive to pain - even at 1 day
  • May be best developed sense
51
Q

What is intermodal perception?

A
  • Integration of information from two or more senses
  • Piaget believed this ability developed late in the first year of life
  • James and Eleanor Gibson believed that some intermodal abilities are present at birth, these skills are then developed based on experience

Year 1 Social and Developmental (2 decks)

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