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PS1040 > Developmental psychology 1 > Flashcards

Developmental psychology 1 Flashcards

1
Q

What is development psychology

A

The study of how we can change over our lifespans

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2
Q

Child development

A

Consistencies and changes in children’s abilities and development from birth to adolescence

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3
Q

When is adult development

A

Post-adolescence

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4
Q

The study of developmental psychology has applied relevance where?

A

Education, health, social care, child-rearing, etc.

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5
Q

what is Interdisciplinary inquiry?

A

Interdisciplinary inquiry is when developmental science draws together bio-behavioural, social and psychological disciplines

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6
Q

Domains of development

A

Physical, cognitive, social and emotional development

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7
Q

Physical development

A

Refers to changes in:
- Body size, proportions and appearance
- Functioning of body systems
- Perceptual and motor development
- Physical health

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8
Q

Cognitive development

A

Refers to changes in:
- Intellectual abilities, including attention, memory, academic and everyday knowledge
- Problem-solving
- Imagination and creativity
- Language

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9
Q

Social and emotional development

A

Refers to changes in:
- Understanding of self and others
- Social competence
- Emotion understanding and regulation
- Intimate relationships (parent-child, sibling, friendships)
- Moral reasoning and behaviour

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10
Q

Periods of child development (Piaget)

A
  • Pre-natal: conception to birth
  • Infancy and toddlerhood: birth to 2 years
  • Middle childhood: 7-11 years old
  • Adolescence: 11-18 years old
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11
Q

Main 3 questions for developmental psychology

A
  • Normative development vs. individual differences
  • Continuous development vs. discontinuous development
  • Nature vs. nurture
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12
Q

Normative development

A
  • Species-normal development changes over time
  • Focus on similarities→ E.g. Piaget’s theory of cognitive development
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13
Q

Individual differences

A
  • Differences observed between children at a given age/time/place
  • Focus on individual differences→ Temperament differences
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14
Q

Continuous

A
  • Theories emphasising mechanisms of continuous change assume that development is cumulative.
    • Development involves quantitative change
    • E.g. Information processing theories
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15
Q

Discontinuous

A
  • Theories incorporating ‘stages’ of development assume that development is discontinuous
    • Development involves qualitative changes→ E.g. Piaget’s theory of cognitive development
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16
Q

Common developmental curves

A
  • Continuous increase
  • Continuous decrease
  • Stage like
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17
Q

Continuous increase

A

E.g.

  • Height & weight
  • Vocabulary size
  • Memory capacity
18
Q

Continuous decrease

A

E.g.

  • Hours of sleep needed
  • Learning a new language (e.g. Johnson & Newport, 1991)
  • Late life decline in hearing
19
Q

Stage-like

A
  • Qualitative or discontinuous
  • E.g.
    • Cognitive development according to Piaget (1954)
    • Moral development according to Kohlberg (1981)
20
Q

Nature vs. Nurture

A

Nature = biological underpinnings of behaviour, ‘instincts’, innate behaviours/traits

  • Genetic influences

Nurture = environment, culture, context, family influences

  • Environmental influences
21
Q

Nature vs. Nurture 2

A
  • Can work at the level of normative development, as well as explaining individual differences
  • Almost all psychologists believe that both nature and nurture are important, but different theorists may prioritise one over the other
22
Q

Observational research (2 types)

A

Naturalistic

  • In the ‘field’ or natural environment where behaviour happens

Structured

  • Laboratory situations set up to evoke behaviour of interest
  • All participants have an equal chance to display behaviour
23
Q

Collecting systematic observations

A

Event sampling & Time sampling

24
Q

Event sampling

A

Observer records all instances of a particular behaviour during a specific time period

25
Q

Time sampling

A

Observer records whether certain behaviours occur during a sample of short time intervals

26
Q

Limitations of observational research

A

Observer influence & Observer bias

27
Q

Observer influence

A
  • Participants may react in unnatural ways
  • Can be minimised→ Observer familiar to children→ Use a video camera
28
Q

Observer bias

A

Observers record what they expect rather than what really happens

29
Q

Interview methods

A
  • Interviews with child
  • Interviews with parents/caregivers
30
Q

Interview limitations (Interviews with child)

A
  • Developmental language level may limit understanding and/or ability to respond
  • Accuracy of child’s expressions/recall
  • Responses may be influenced by the desire to please
31
Q

Interview limitations (Interviews with parents/caregivers )

A
  • Responses may be influenced by the desire to achieve/avoid diagnosis for their child (depending on the situation
  • Distortions in recall and/or judgment/interpretation
32
Q

what is a clinical/case study method and some examples

A

a method that brings together a wide range of information on one child
- observations
- parent/caregiver interviews
- test scores
- psychophysiological measures

33
Q

give examples of experiments outside the lab:

A
  • field experiments
  • natural experiments
34
Q

what are field experiments?

A

they are experiments that use rare opportunities for random assignment in natural settings
i.e. observing children in the playground

35
Q

what are natural experiments?

A
  • usually quasi-experiments
  • compares differences in treatment that already exists
  • groups chosen to match characteristics as much as possible
    i.e. observing children playing at state vs. private school
36
Q

Lab Experiments: How do we know what infants know? Methodologies?

A

Novelty preference & operant conditioning

37
Q

what is novelty preference & its methods?

A

novelty preference refers to the fact that infants are more likely to pay attention to new objects or people than those they’ve seen before
- preferential looking paradigms
- habituation paradigms

38
Q

what is operant conditioning & methods?

A

a method of learning that uses rewards and punishment to modify behaviour
- eye movements
- psychophysiological measures (e.g. heart rate)
- neuroimaging

39
Q

operant conditioning: reinforcer

A

increases the probability of the behaviour occuring again
- presenting desirable stimulus
- removing unpleasant stimulus

40
Q

operant conditioning: punishment

A

reduces the probability of behaviour occuring again
- presenting an unpleasant stimulus
- removing desirable stimulus

41
Q

operant conditioning: what did Collier (1999) experiment on and discover?

A
  • Collier (1999) attached a baby’s ankle to a mobile by a ribbon & they soon learnt to kick vigorously
  • memory of how to activate mobile context-dependent in 3-6-month-olds

PS1040 (10 decks)

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