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Psych 2A > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

Why study developmental psychology?

A
  • to understand what children are capable of
  • to inform social policy
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2
Q

Areas of development

A
  • perceptual development
  • cognitive development
  • action development
  • moral/social/emotional development
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3
Q

Periods of development

A
  • prenatal = conception until birth
  • infancy = 0-18 months, pre-verbal
  • preschool =18 months- 4 years, rapid learning
  • school age = young (5-7) and old(8-12)
  • adolescence = 13-20
  • adulthood = young (20-30), middle (30-60) and old (60-death)
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4
Q

perspectives on developmental psychology

A
  • comparative/evolutionary = how evolution/innate concepts shape behaviour
  • cross cultural
  • neuroscience = changes in the brain structure
  • behaviourist = ignores mental processes
  • psychoanalytic
  • cognitive science = interdisciplinary approach
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5
Q

How to study development

A
  • observation = rich data but correlational
  • experiments
  • longitudinal studies (same Ps over time)
  • cross-sectional studies (different Ps at one time)
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6
Q

microgenetic method of measuring change

A

examines changes as they occur (using repeated measures) to identify underlying genetic mechanisms

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7
Q

Foetus development

A
  • fertilization = sperm + egg = zygote
  • implantation = day 6- 2 weeks to implant then becomes embryo
  • embryonic period = 4-8 weeks
  • foetal period = 9 weeks - birth
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8
Q

foetal brain structure development

A

weeks after conception:
3 = neural tube starts to form
4 = brain regions now distinct
5 = cerebral vesicles present
10 = major CNS structures visible
24 = programmes cell death (apoptosis)

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9
Q

what is plasticity?

A

an organism’s ability to respond and adjust to changes in the environment

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10
Q

preferential looking method (how babies see)

A

present 2 stimuli and record which the baby prefers to look at

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11
Q

habituation method (what babies see)

A

habituate baby to same image, show new image and see if the baby dishabituates, measure looking times

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12
Q

Hearing in infants

A

babies can hear in utero and demonstrate preference for familiar voices
they attend to speech that is more likely to be relevant to them e.g., language patterns of their own culture

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13
Q

intermodal perception

A

integrating of two or more senses

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14
Q

reflexes - emergence of action in infants

A
  • patellar reflex = knee jerk
  • rooting reflex = move towards objects touching them
  • grasp reflex
  • stepping reflex = occurs when babies are lowered onto a surface
  • Moro reflex = arms move out to sides when baby is unsupported
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15
Q

visual flow fields - emergence of walking

A

visual patterns of motion help us judge speed and direction of movement
illusionary visual flow fields can knock infants down

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16
Q

maturational development (motor development)

A

motor development depends on brain development so motor deprivation doesn’t lead to impairment - babies begin to walk/move when they are cognitively ready

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17
Q

perceptual-motor development

A

development of the ability to guide voluntary action on the basis of perceived stimuli e.g., react to something, perceive your reaction, adjust performance

empiricist = trail and error lead to correct integration

nativist = move with purpose it is other developmental changes that improve performance

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18
Q

connection - imitation and bonds

A

infants have been shown to imitate facial expressions
infants form specific bonds by 7 months

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19
Q

Neglect and social deprivation of infants

A

children in neglectful institutions in Bucharest

Social deprivation reduces infant’s exploration, locomotion and motor action
React with fear or anger to any person but if the person remained, they would become clingy

Rocking back and forth, and biting themselves was observed = self-soothing?

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20
Q

Zeanah et al, 2003 - Bucharest early intervention project

A
  • randomised controlled trial of foster care for 136 children (half fostered, half remained in institutions)
    -age entering foster care ranged from 6-31 months

FOUND: foster care intervention was broadly effective in enhancing a child’s development in brain activity, attachment, language and cognition

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21
Q

Stages of language Aquisition

A
  • prelinguistic = babbling, preference for familiar languages
  • one-word utterances = emerges around 1 y/o, holophrases
  • two-word utterance= 18 moths, telegraphic speech
  • mastery of morphology = uses plurals and learns language rules
22
Q

Motherese

A

child driected speech
- louder voice
- slower speech
-higher pitch etc.

23
Q

Critical period in language aquisition

A

after 7 we lose the ability to speak like a native if we learn a new language

24
Q

Genie case - language deprivation

A

was beaten if she made a sound - discovered at 13 and was unable to speak
was taught and displayed a growth in cognitive ability but struggled to learn more complex language structures

25
Q

Neural dissociations

A
  • aphasia = abilities are selectively impaired
  • william’s syndrome = cognitive impairments but high levels of linguistic skill
  • specific language impairments = seem to be genetic
26
Q

development of the self - mirror test

A

place a mark on the child’s face and place them in front of the mirror
if they wipe the reflection, they do not yet have a sense of self, if they wipe themselves then they do

chimps, dolphins and elephants have also passed this test

27
Q

development of gender identity

A
  • age 2 = children use gender stereotyped features
  • age 4 = they believe gender is intrinsic
  • age 10 = are able to engage with a fluid view of gender

still debate over sex and gender e.g., case of Brenda/David

28
Q

memory and brain regions

A
  • hippocampus = develops relatively early, consolidates memories and helps retrieval
  • posterior cortex = develops next, stores context-independent info
  • prefrontal cortex = develops relatively late, strategic use and meta memorial knowledge
29
Q

Forms of memory

A

Sensory - temporary (echoic or iconic)

working memory/STM

LTM = many different forms
- explicit = concisely recalled
- implicit = unconsciously effects behaviour
- procedural
-declarative
- episodic
- semantic

30
Q

Infantile amnesia - memory format change hypothesis

A

as we develop, the format of our memories changes so we can’t recall infantile memories

31
Q

infantile amnesia - neural change hypothesis

A

late maturation of certain brain structures limits early storage

32
Q

infantile amnesia - cueing hypothesis

A

differences in the types of cues that trigger retrieval limit later recollection e.g. children don’t know language yet so encoding is difficult

33
Q

what is executive function

A

effortful, goal-directed regulation of attention, thought and actions

executive functioning in younger years can predict behaviour at later ages

34
Q

what is social development?

A

the process of learning self-expression and how to interact with others

35
Q

what is emotional development?

A

the process of learning to recognize and express feelings and establish a unique personal identity - the feelings a person has about themselves will be reflected in their behaviour towards others

36
Q

Milestones in social development

A

Eye contact
- observed in infants 4-8 months
- recognise expressions and emotions

joint attention
- co-ordination of action with others
- can predict later social development and indicate disorders

pointing
- emerges around 12 months
- pronto-imperative (requesting) pointing
- pronto-declarative (shared interest) pointing

gaze following
- new-borns look faster at targets cued by eye movement
- babies react differently to faces looking away

social referencing
- look towards others in ambiguous situations

self-recognition

theory of mind
- ability to recognise that other have minds that differ to our own

37
Q

Steps in the development of the Theory of mind

A
  1. imitate experiences with other people
    precursor of empathy
  2. understanding attention in others
  3. understanding other’s knowledge
    Ponvinelli and deBlois (1992) found 4 y/o have this by hiding a ball under a cup and having a ‘knower’ and ‘guesser’ direct the child to where the toy is
  4. understanding others (true and false) beliefs
    Meltzoff (1995) showed 18 month olds were able to infer intention when an adult failed at a task.
  5. understanding other’s intentions
    begin to explain other’s behaviours based on beliefs (occurs around 3 y/o)
38
Q

difference between emotions and feelings

A

emotions come from within but are motivated by external events
a feeling is the awareness of the emotional state

as we grow, these emotions become easier to regulate

39
Q

development of smiling

A

newborns can smile but they are fleeting and likely don’t mean anything

  • endogenous smile = occurs by 3 weeks, triggered by changes in nervous system activity
  • social smile = occurs around 8 weeks, response to social stimuli
  • instrumental smile = occurs around 10 weeks, smile to achieve a goal
40
Q

development of laughter

A

4 months = response to physical stimulation
6 months = laughing in response to visual/social stimuli

the development of smiling/laughing is similar cross-culturally but the behaviours caregiver use to elicit laughing vary

41
Q

development of crying

A

begins as a reflex response as it has survival value and allows infants to communicate
as we grow crying becomes more related to cognitive and emotional conditions rather than physical ones

42
Q

development of anger

A

9 months = infants have developed a sense of control of themselves, and anger emerges out of frustration
12 months = frustrated by awareness of physical limits
during toddlerhood, anger increases as they strive towards autonomy

43
Q

development of attachments

A

bonds form between a child and caregiver for security. attachments aren’t fully formed until age 2

44
Q

Puberty

A

difficult to measure as it is different in each individual - studies into it are limited as most are questionnaires and lack intersectionality

puberty can be triggered by different genetic and environmental factors

during puberty, people undergo physical and psychological changes due to the effects of hormones

45
Q

brain development in puberty - Elkind (1967)

A

changes in brain structure affect emotion regulation, response inhibition and planning

these cognitive changes result in:
- imaginary audience (Elkind)
- personal fable
- egocentrism

46
Q

gender differences in maturation differences

A
  • early maturing boys are at a social advantage
  • early maturing girls are more likely to break social norms but less likely to go to uni

Moffit (1993) = maturity gap theory = in adolescence there is often a gap in biological and social maturity

adolescents become aware of their attractions between 10-15 - for LGBT individuals, disclosure or ‘coming out’ occurs around 16

47
Q

Adolescent identity development (Marcia, 1966)

A

developed an interview technique to assess identity status and described it in 4 stages:
- diffusion
- foreclosure = parental ideas
- moratorium = adolescent crisis
- achievement of identity

adolescents are likely to argue with their parents over autonomy and are more likely to engage in risk-taking behaviours to impress friends/find themselves
BUT this varies between cultures

48
Q

DSM-5 definitions of mental disorder

A

A syndrome characterised by clinically significant disturbance

DSM-5 groups disorders with similar risk factors, concurrent variables, outcomes or treatments

Strengths of DSM-5 definitions:
- adopts medical model - disorders are individual rather than societal
- disorders have underlying psychobiological disfunction
- assess disorders in terms of socio-cultural background

weaknesses:
- specific biological causes have not been identified for most mental disorders
- not all people with disorders show abnormality or need treatment

49
Q

Attention deficit / hyperactivity disorder (ADHD)

A

can be presented in inattention symptoms or hyperactivity-impulsivity symptoms
symptoms are generally present around the age of 7 (in boys)
related to brain function - enviro-social aspects ignored

present across lifetime - inattention remains, hyperactivity tends to decline
treatment = stimulant medications but these differ between individuals and long-term use is rare - aim to use coping mechanisms for long term

50
Q

Autism spectrum disorder (ASD)

A

spectrum of conditions that have difficulties in social communication
affects 1% of population

sex differences in the presentation of ASD could be due to the male biased diagnostic procedure or could be biological

early onset of ASD indicate there is a biological element. there is also evidence of neurobiological differences

treatments = generally therapies to help cope but sometimes prescribed antidepressants (etc)

Psych 2A (5 decks)

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