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2021 EXAM REVISION > Developmental Psych > Flashcards

Developmental Psych Flashcards

1
Q

What are the domains of development

A 
PHYSICAL 
- biological changes 
COGNITIVE 
- thinking
- language ability and use 
- memory 
SOCIOEMOTIONAL 
- emotions 
- interpersonal relationships
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2
Q

What are the three lifespan perspectives?

A 
Brofenbrenner
 - ecological systems model
Baltes
 - normative and non-normative development 
Ford and Lerner 
 - dynamic systems perspective
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3
Q

Explain bronfenbrenners ecological system (MMEM)

A 
MICROSYSTEM 
- face to face interactions 
MESOSYSTEM
- connections between microsystems
EXOSYSTEM 
- indirect influences
MACROSYSTEM 
- general aspects of society
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4
Q

Baltes model of normative and non-normative development

A

picture in wk 1 folder

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5
Q

Ford and Lerners System perspective

A
  • The developmental systems perspective
    • Development occurs through transaction with the environment
    • Dynamic system where multiple elements interact to shape an individual’s life
    • System modifies and evolves in response to changes in biology and/or environment
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6
Q

METHODS IN DEVELOPMENTAL PSYCHOLOGY: EXPLAIN CROSS SECTIONAL STUDIES

A

Compare different people of different ages or age groups at one point in time
• Useful in describing age-related trends
• Convenient, timely, short time-frame, less costly than longitudinal studies
• May not show real developmental changes within individuals
• Susceptible to cohort effects

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7
Q

Explain longitudinal studies

A
  • compare sample people over time
  • tests or observations at several different times over the course of the research
  • can be expensive and time- consuming
  • selective attrition
  • some susceptibility to cohort changes - but reveal more developmental changes than cross-sectional studies
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8
Q

Explain sequential studies

A
  • combination of cross-sectional and longitudinal designs
  • at least 2 cohorts followed over time
  • within and between - cohort comparisons are made
  • measure actual developmental change AND allow for historical differences b/w cohorts
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9
Q

What is a theory?

A 
- A set of orderly statements to describe, explain and predict
behaviour in various domains
• Qualities of a good theory:
• Internally consistent
• Provide meaningful explanations
• Open to scientific evaluation
• Stimulate new thinking and research
• Provide guidance
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10
Q

what are three main classes of theories in dev. psych (PBC)

A
  • Psychoanalytic/psychodynamic
  • Behavioural/Social Cognitive
  • Cognitive-developmental (focus on children)
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11
Q

Explain psychoanalytic theory (Freud)

A
  • Behaviour energised by psychodynamic forces
  • 3 components of personality: id, ego and superego
  • stages of psychosexual development
    • - So: (1) early events can shape later development and (2) not all thought processes are conscious
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12
Q

Explain psychoanalytic theory (Erikson)

A

People are born with basic drives but emphasis on social & cultural aspects of development
• Development from interaction of ‘internal maturational plan’ and ‘external societal demands’
• Qualitative stages where we face potential conflicts or crises, eg basic trust versus mistrust

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13
Q

Explain Behavioural/Social Cognitive Theories (Skinner)

A 
Operant conditioning 
Reinforcement strengthens response ( + or - )
Punishment weakens response (+ or -)
Extinction - response dissaperars
Shaping - learning new behaviours
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14
Q

Explain Behavioural/Social (Albert Bandura)

A

Observational learning
• Imitation
• Modelling

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15
Q

Explain cognitive-developmental (Piaget)

A

Influential in his conclusions and in his methods
• Children go through same sequential discoveries, come to similar conclusions and do so in similar ways.
• Four major stages and process of transition between stages involves assimilation and accommodation

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16
Q

Explain piagets four stages

A
  • sensorimotor (0-2yrs)
  • preoperational (2-7yrs)
  • concrete operational (7-11yrs)
    formal operational (11-adulthood)
  • screenshot in wk 1 folder
17
Q

Piagets concepts

A

Direct learning: scheme development
• Assimilation: use existing scheme
• Accommodation: change existing scheme • Adaptation: process of development
• Social transmission: influence through observation of others
• Physical maturation: biologically determined changes

18
Q

Explain the information-processing theory:

A

Sensory register – the first memory store where initial information from the environment held
• Short-term (working) memory
• Limited capacity, limited time store
• Rehearsal can keep material in STM
• Long-term memory (unlimited store)
• Recognition, recall, reconstruction, organisation, elaboration, metacognition

19
Q

what are the genetic foundations of development

A

human life begins as single cell
zygote: a new cell formed when sperm penetrates the egg
Gametes divide and recombine @ conception

20
Q

What does the nucleus of each cell contain

A

Chromosomes: thread-like structures made up of DNA
DNA: a complex double helix molecule that contains genetic info
Genes: short segments of DNA

21
Q

What is mitosis, meiosis, and fertilisation

A

Mitosis: reproduction of cells
Meiosis: a cell division that forms sperm and ova (gametes)
Fertilisation: fusing of sperm and ovum to create a zygote
Combining genes of both parents increases genetic variability

22
Q

What is a genotype and phenotype

A

Genotype: what we inherit
Phenotype: how this is exhibited (interaction between genetics and environmental context)

23
Q

What is dominant and recessive genes?

A

Dominant: expressed in the phenotype
Recessive: only expressed if appears in conjuction with another recessive gene; if with a dominant gene, its influence will usually be controlled

24
Q

WHAT is alleles, homozygous, hetereozygous, co-dominance and polygenic traits

A

Alleles: alternate genetic forms
• Homozygous: alleles for a trait are identical
• Heterozygous: alleles for a trait are different (eye colour)
• Co-dominance: both alleles expressed
(Example of blood group)
• Polygenic traits: many genes and environment

25
Q

What no. of chromosome is the sex determined by

A

23

26
Q

Explain some genetic abnormalities

A

Genetic abnormalities:
• Chromosome abnormality
• e.g. Down syndrome • Dominant gene disorders
• e.g. Huntington’s disease • Recessive gene disorders
• e.g. Sickle-cell anaemia • Multifactorial
• e.g. Congenital heart disease

27
Q

Heredity and environment interaction -explain behaviour genetics and range of reaction

A

Behaviour genetics: seeks to discover the influence of heredity and environment on individual differences in human traits and development
• Heredity–environment correlations
- Range of reaction (in wk 2 folder as well): range of possible phenotypes depends on environment

28
Q

Explain prenatal development

A
  1. conception
  2. germinal (0-2weeks)
    • Blastocyst implants in uterus wall • Embryonic (3–8 weeks)
    • Umbilical cord connects embryo to placenta
    • Amniotic sac develops • Foetal
    • Week 9 to birth
29
Q

Hazards and teratology to prenatal development?

A

• Teratogen: any agent that can cause a birth defect or negatively
alter cognitive and behavioural outcomes
• Medicinal drugs
– Prescription of drugs such as thalidomide
• Non-medicinal drugs
– Foetal alcohol syndrome
• Maternal disease
– Viruses, bacteriological and parasitic diseases, STDs, HIV/AIDS
• Environmental hazards
– Physical, biological, chemical, radiation

30
Q

Teratology and hazards to prenatal development?

A
  • Dose
  • Genetic susceptibility
  • Time of exposure
31
Q

Explain the birth process

A
  • Stages of birth:
  • Stage 1: uterine contractions 15 to 20 minutes apart and last up to 1 minute
  • Stage 2: begins when the baby’s head starts to move through the cervix and birth canal and ends when the baby completely emerges from the mother’s body
  • Stage 3: afterbirth – umbilical cord, placenta and other membranes are detached and expelled
32
Q

Explain challenges in birth and the family

A
  • Challenges
  • Learning new parenting skills • Rearranging family schedules • Meeting economic demands
  • Need social and emotional support
  • Keep routine and allow time for older children
  • Bonding a complex process

2021 EXAM REVISION (6 decks)

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