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UOE PSYCH 2B > developmental psych > Flashcards

developmental psych Flashcards

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1
Q

in what ways do psychologists categorise development (2-2)

A

in psychological areas or time periods

quantitative or qualitative

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2
Q

difference between quantitative and qualitative development

A 
quantitative = numerical changes (height, weight)
qualitative = structurally different changes
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3
Q

observational studies

A

important to observe children in their natural environment, BUT they are correlational and so experimental studies may be more valuable to establish causation

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4
Q

longitudinal designs

A

very important to monitor development without individual differences, but they are expensive and high attrition rates

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5
Q

microgenetic method

A

examines change as it occurs; repeated measurements are taken from the same ppt over a period of transition

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6
Q

perry & pollard brain study

A

studied deprived children, found that their brains were abnormally small and underdeveloped

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7
Q

how is brightness useful in measuring developmental

A

it is a low-level processing task used to mark where children are in terms of visual processing

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8
Q

visual acuity

A

clarity or sharpness of vision

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9
Q

how is visual acuity tested in infants (2)

A

preferential looking method - ppl tend to look at stimuli which is more visually interesting, so infants are shown increasingly detailed stripes = they will look at the most detailed one they perceive before the stripes ‘become grey’
habituation - infants will only be interested in new stimuli if they perceive it as changed (they have become dishabituated)

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10
Q

faces in infancy

A

babies prefer their mothers face or happy faces

at 3 months, infants prefer proportionate faces or faces that are racially similar to their own

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11
Q

hearing in infancy

A

newborns prefer culturally familiar sounds

at 6 months they can interpret verbal intonation

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12
Q

smell in infancy

A

infants prefer breast milk to formula, and sweet smells (as well as tastes)

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13
Q

reflexes in infancy

A

these are the first levels of motor development

- they begin to disappear as the frontal cortex grows (and the ability to control motor movement develops)

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14
Q

intermodal perception

A

integrating information from 2 or more senses

- appears to be inherent from infancy

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15
Q

2 theories of motor development

A

maturational theory

dynamic systems theory

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16
Q

maturational theory of motor development

A

motor development occurs in a predetermined order by the brain’s motor program
& deprivation doesn’t lead to impairment (unless EXTREME)

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17
Q

dynamic systems theory of motor development

A

development is produced by multiple systems interacting with the environment; complex behaviours come from complex interactions

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18
Q

perceptual-motor development

A

developing the ability to produce voluntary action based on perceived stimuli, along with adjusting your own actions

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19
Q

vision in developing walking

A

blind children are often delayed = this shows the importance of visual flow fields
visual patterns of motion give feedback - infants are often knocked over by illusions

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20
Q

importance of contingent responding

A

forming connections is extremely important in development; contingency helps to form bonds and establish role models

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21
Q

bucharest early intervention project

A

comparing children who were randomly assigned to high quality foster care or remaining in institutional care
= foster care increased brain activity (on EEGs), language skills, recognition & decreased chances of experiencing severe mental health issues

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22
Q

prelinguistic language ability

A

mostly babbling
phonemes begin to be tailored to mimic native language
if deaf & exposed to sign language, babbling is done with hands

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23
Q

holophrases

A

early infancy speech - single words stand in for sentences

24
Q

wug test

A

tests the application of language (verbs / nouns, etc) to ensure its not just memorisation

25
Q

critical period in language acquisition

A

before 8 years of age

after this time, it sees a steady decline in score

26
Q

nicaraguan sign language

A

school of deaf children created their own sign language to communicate with each other in the 70s; it is still functional and used today

27
Q

how is self perception tested in children / other mammals

A

the mirror test; a mark is put on their head, then they face a mirror and observed to see if they touch the mark on their head by just seeing it in the mirror (=recognise their reflection as themselves)

28
Q

6 types of LTM

A 
explicit = consciously retrieved
implicit = subconsciously effects behaviour
declarative = knowing something is true
procedural = how to do something
semantic = knowlege/facts
episodic = events/memories
29
Q

3 theories for why infantile amnesia occurs

A
  • memory format changes so it’s impossible to access old format
  • neural change; late maturation of specific brain structures (hippocampus) limits early storage
  • cueing; differences in types of cues that trigger memory retrieval limit recollection
30
Q

3 components of a developed autobiographical memory

A
  • orienting info (context about the event)
  • referential detail (physical properties and descriptors)
  • evaluative info (own response to event)
31
Q

metacognition

A

awareness of one’s own thinking, moving away from absolutism

32
Q

executive function

A

effortful, goal-directed regulation of action; predicts achievement better than intelligence when young & predicts life success in adulthood

33
Q

joint attention [social]

A

coordinating attention with other people towards stimuli

34
Q

social referencing [social]

A

referring to others in ambiguous situations

35
Q

importance of eye movement in social dev

A

newborns look faster at items cued by gaze following; babies later diagnosed with autism have little reaction to eye movement

36
Q

theory of mind

A

recognising that other people have a full range of mental states

37
Q

5 stages of theory of mind

A 
1 - imitative experiences with others
2 - understanding attention in others
3 - understanding others' knowledge
4 - understanding others' intentions
5 - understanding others' beliefs
38
Q

tests for theory of mind (2r)

A

reading emotions from eye photos

sally-anne test; interpreting false beliefs and point of views on different information

39
Q

3 types of smiling

A

endogenous - triggered by changes in nervous system / physical sensations
social - triggered by social stimuli
instrumental - to achieve a goal

40
Q

development of laughter

A

changes from being triggered by physical stimuli to cognitive stimuli

41
Q

development of crying

A

starts as a survival reflex response, changes to be emotionally or cognitively triggered

42
Q

sex differences in play / attention

A

newborn girls look longer at faces & boys at moving mobiles
these differences often come out in play diff.
these were also seen in monkeys who had never seen toys before - girls went to dolls and boys to truck

43
Q

tanner stages of development

A

5 stages to help determine where adolescents are at in terms of puberty
split into external genitalia, breast development, and pubic hair growth
BUT it’s based off of one ethnic group and small sampling

44
Q

puberty age variation

A

shown to have a genetic component

the age of onset has decreased since the 19th century

45
Q

psychological effects of puberty (3)

A

consequences of physical changes
hormonal
changes in brain structure

46
Q

changes in brain structure in puberty

A

excess gray matter is pruned out = connections become more efficient
motor areas mature, but higher thinking isn’t finished maturing until early 20s

47
Q

elkind & imaginary audience

A

adolescents give themselves an imaginary audience - they feel observed in their changes
they develop a personal fable, showing signs of egocentrism

48
Q

marcia’s identity stages

A

interview technique to determine stages of identity status

  • diffusion
  • foreclosure
  • moratorium
  • achievement of identity
49
Q

ADHD as a developmental disorder

A

present in children from v young age & cannot keep up with their peers throughout childhood

50
Q

diagnosing ADHD

A

need 6+ of the inattention symptoms
need 6+ of the hyperactivity-impulsivity symptoms
symptoms must be present before age 7
must be affected in 2 settings

51
Q

ADHD differences in brain structures (4)

A 
frontstriatal circuit abnormalities
prefrontal cortex
basal ganglia
cerebellum
[these are associated with executive function]
52
Q

ADHD treatments

A

stimulant medication

53
Q

autism structural abnormality

A

brain overgrows in early years

54
Q

sex differences in autism

A

M:F
4-5:1 in classic ASD
10:1 in asperger’s

55
Q

autism treatment

A

long-term therapies
antidepressants/antipsychotics
no treatment available for social communication difficulties

UOE PSYCH 2B (6 decks)

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