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Developmental Lecture One - Introduction to Developmental Psychology > Developmental Lesson One - Intro - > Flashcards

Developmental Lesson One - Intro - Flashcards

Recognise, List, and explain key developmental psychology theories and concepts.

1
Q

What did Ancient Greek Philosophers believe the long term welfare of society depended on?

A

The proper raising of children.

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2
Q

What did Plato propose?

A

Nature - some children are born with innate knowledge

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3
Q

What did Aristotle propose?

A

Nurture - all knowledge comes from experience

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4
Q

Who reignited the discussion 2000 years later, proposing that children were blank slates and their development reflected nurture from parents and society?

A

John Locke proposed children were blank slates and their development reflected nurture from parents and society

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5
Q

Who’s research on evolution inspired scientists to think studying children could provide insights into human nature?

A

Charles Darwin in 19th century

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6
Q

Who published a paper in 1877 presenting what?

A

Charles Darwin, presenting careful and intensive observations of his son William’s motor, sensory and emotional development. Case study approach

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7
Q

Who ran some of the first systematic studies on child development 1896-1980?

A

Jean Piaget ran some of the first systematic studies on child development to get an insight into their thinking. Studied groups of children. He is seen as the founding father of Developmental psychology.

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8
Q

What do systematic studies involve?

A

a structured process to identify, select, and evaluate multiple studies that meet specific criteria: Formulating a research question, Identifying studies, Searching databases, Describing and appraising studies, and Synthesis and systematic maps

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9
Q

What is the definition of Developmental Psychology?

A

The study of change and stability over the lifespan.
What skills remain stable and what changes over their lifespan
How we change physically, cognitively, behaviourally, and socially over time is due to biological, individual and environmental differences.

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10
Q

What are the developmental periods in order?

A

PIPCAYML (PIP CAYML)
Prenatal, Infancy, Preschool, Childhood, Adolescence, Young Adulthood, Middle Adulthood, Late Adulthood.
Prenatal (Conception to birth)
Infancy (Birth -2 years)
Preschool (2-4 years)
Childhood (5-12 years)
Adolescence (12 -18 years)
Young Adulthood (18 - 40 years)
Middle Adulthood (40 - 65 years)
Late Adulthood (65 years and over)

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11
Q

What are the developmental periods including age ranges?

A

Prenatal (Conception to birth)
Infancy (Birth -2 years)
Preschool (2-4 years)
Childhood (5-12 years)
Adolescence (12 -18 years)
Young Adulthood (18 - 40 years)
Middle Adulthood (40 - 65 years)
Late Adulthood (65 years and over)

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12
Q

What are the types of development?

A

OMP
Ontogenetic Development , Microgenetic Development, Phylogenetic Development

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13
Q

What is Ontogenetic development?

A

Development of an individual over their lifetime/span

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14
Q

What is Microgenetic development?

A

Changes occurring over very brief periods of time. Timeframe includes days/weeks/months

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15
Q

What is Phylogenetic development?

A

Changes over evolutionary time.
Timeframe includes thousands and millions of years.

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16
Q

What are the levels of explanations in psychology?

A

The brain (neuroscience). Mental processes (cog psychology). Individual differences and environment (Social psychology). Macrostructure level.

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17
Q

How do you examine development in different domains?

A

Physically, Cognitively, and Psychosocially.

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18
Q

How do you examine development physically?

A

Body, brain, senses, motor skills such as crawling.

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19
Q

How do you examine development cognitively?

A

Learning, memory, language, reasoning. Thinking.

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20
Q

How do you examine development psychosocially?

A

Personally, emotions and social relationships. Temperament emotional relationships

21
Q

How do you study development or change?

A

Quantitively through quantitative changes - easily measurable and quantifiable aspects OF development.
Age, height.

Qualitatively through quantitative changes - changes in functions or processes. Harder to put into categories or make into a number.
Beliefs, conceptual changes in children’s understanding

22
Q

What is stability in development?

A

Stability - Not all development is change. Some processes remain stable and are more enduring characteristics (eg temperament).
Temperament remains stable throughout lifespan, however life circumstances might shift it but normally remains stable.

23
Q

What are the factors that affect development?

A

Nature and nurture.

24
Q

What is nature?

A

Nature involve genetics and biological maturation (eg growth, as its biologically determined, another example is foetus that grows in womb).

25
Q

What is nurture?

A

The environment including parents/ caregivers, family, friends, social-culture, nutrition, physical activity, and institutions such as government or school.
stress is an example

26
Q

What is continuous development?

A

Continuity - to what extent is development a SERIES OF GRADUAL SMALL CONTINUOUS CHANGES?
Definition - gradually adding more of the same skill or characteristic. Series of small / no continuous change.

LIKE SIMS ADDING SKILLS SAME SKILL GRADUALLY . small continuous changes

27
Q

What is discontinuous development?

A

Discontinuity - to what extent development involves ABRUPT transformations or discontinuous stages?

DEFINITION - A process in which new ways of thinking or responding emerge at specific times

28
Q

Are children passive or active recipients in sharing their own development and how others respond to them?

A

ACTIVE recipients in sharing their own development and how others respond to them.

29
Q

What are the scientific methods used in developmental psychology?

A

Observation - when children start school , some are better at maths than other children (example)
Hypothesis - perhaps children who are better at maths did more maths activities with their caregivers at home?
Test hypothesis - Select a group of children, test their maths ability. Ask their caregivers to fill in a questionnaire on maths activities they did or do at home
Consider possible variables, operationalise the age group of children being tested.
Are our measures reliable and valid?
IMPORTANT CONSIDERATIONS - WEIRD samples
Western, Educated, Industrialised, Rich, Democratic.

30
Q

What are developmental psychologists interested in understanding?

A

What processes/mechanisms drive change
eg is it nature or nurture

31
Q

What is one way to look at change over a period of time?

A

Run studies w diff age groups and compare whether results change across age.
Track one group of children over time as they age

32
Q

What are 3 methods for understanding change?

A

Cross sectional studies, longitudinal studies, and microgenetic studies

33
Q

What is a cross sectional study?

A

Researchers get children of different ages studied at the same time

34
Q

What is a longitudinal study?

A

The same children are tested repeatedly at multiple time periods as they grow older.

35
Q

What is a microgenetic study?

A

An extreme version of a longitudinal study where changes are examined AS they occur. Involves individual children being tested repeatedly over A SHORT PERIOD OF TIME.

36
Q

Strength and weakness of a cross sectional study?

A

Least time consuming (dont have to wait for child to grow older)
But cant look at how individual children change as a performance is averaged over different individuals at each age

37
Q

Strength and weakness of longitudinal study?

A

Can look at both individual change and across children change
But intensive to run, costly in time and money and dropout rates are high. Children may also show change just bc theyre getting practice on the tasks (practice effects)

38
Q

Strength and weakness of a microgenetic study?

A

Very precise descriptions are taken due to the high intensity of measurements
But extremely intensive to run, so often only results in small samples of children. Practice effects too

39
Q

How may experimental designs be used by researchers to test the effect of variables on children’s skills / abilities?

A

May use experimental design in controlled env to rigorously test whether one variable that the researcher manipulates (IV) influences another variable (the DV)

40
Q

What is an independent variable?

A

The variable the researcher manipulates or changes

41
Q

What is a dependent variable?

A

The variable that is measured and expected to be influenced by the independent variable.

42
Q

How can you gather data about children?

A

Through indirect and observational methods
1. Interviews / questionnaires w parents ab children.
2. Naturalistic observations in natural env or field where the behaviour occurs
3. Structured observation in a LAB situation set up to evoke the behaviour of interest

43
Q

What are cognitive measures?

A

Tasks designed to measure the process of interest such as IQ tests or memory measures. Accuracy and reaction time can be measured

44
Q

What are psychophysical measures?

A

Methods to uncover basic biological processes that can sometimes help us to infer perception and cognition
EG EYE TRACKING, looking at eye movements and pupil dilations, heart rate and stress response. When surprised children’s eyes dilate

45
Q

What are cognitive neuroscience techniques

A

fMRI - Functional magnetic resonance imaging - scanners have magnetic fields that can detect differences in oxygen within the brain
Reveals then which parts of the brain were activated when ps were engaged in a task (specific)

46
Q

What are some challenges of working w children?

A

Limited language abilities, attention spans and motor skills.
So hard to engage w them and design tasks that truly capture their capabilities

47
Q

What questions do you ask yourself when trying to choose what methods and measures to use?

A

What do u wanna understand? - behaviour, the role of experience or of the env, cognition , or the neural underpinnings of a process
What context do you wish to understand it - in a controlled env w control over effects of other variables, or whether u wanna measure development that reflects how these processes play out in day to day life
The age and abilities of the child

48
Q
A

Developmental Lecture One - Introduction to Developmental Psychology (1 decks)

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