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psyc1001 > developmental psychology > Flashcards

developmental psychology Flashcards

1
Q

types of bias

A

sampling bias
- relies on parents volunteering time (often university educated)

observer effects
- mother/teacher/researcher notice different things

selective attrition
- in longitudinal studies one group tends to drop out more than the other group

cohort variation
- 5 year old in 2023 different to 5 year old in 2000 due to culture
- much more significant now due to covid

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2
Q

cross sectional designs

A

different subjects studied at different ages
- cheaper
- issue of cohort variation
- doesn’t show age related changes
- doesn’t look at individual development

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3
Q

longitudinal design

A

subjects are studied at a variety of ages as they develop
- long and expensive
- cross-generational change might mean old findings not as relevant
- inflexibility to adjust in light of new research methods

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4
Q

Longitudinal sectional design

A

samples of different ages which is followed longitudinally over a short period of time
- reveals cultural/historical effects through time lagged comparison

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5
Q

what are long term effects of impoverished early child rearing environments

A
  • severity depends on duration and age it begins
  • lower cognitive & social emotional qualities
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6
Q

how is the severity of impoverished early environments determined?

A

english/Romanian adoption study
- greater catch up at 4 years for those adopted before 6 months
- linear association between age of adoption and percentage of impairment
- overall deprivation can be overcome by moving to a stimulating environment but the extent is determined by time in deprived environment

postnatal depression
- links to child cognitive delays
- 13yr increased cortisol levels
- 21yr greater risk of anxiety & depression

low SES
- are behind entering school & do not catch up

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7
Q

features of the head start program

A

treatment - 8 weeks prior to starting school
findings
- initial cognitive gains but no longer present in grade 2
- non-cognitive areas persisted to adulthood
- lower rate of referral to special education program

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8
Q

The Abecedarian project

A

features
- began early infancy (50 weeks every year for 5 years)
- focuses on parents & children

results
- 4yr benefits in language, social & IQ
- 12,15,21yr benefits in reading, maths & IQ

conclusions
- early intervention before 3yr essential
- assists low SES where parents are unable to give same attention and learning as middle-high SES

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9
Q

overview of Piaget’s theory of constructivism

A
  • children born with no innate knowledge
  • child is self-driven learner who constructs its own mental life
  • stage theory –> discontinuous developments
  • either assimilate or accommodate into schema (accommodate involves modifying or creating new schemas)
  • schemas are the only stage independent process
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10
Q

Sensorimotor stage

A

0-2 years
- from reflexes to symbolic thought
- understanding of object permanence (objects have a seperate and permanent existence

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11
Q

Preoperational stage

A

2-7 years
- counterfactual thinking (unable to think logically)
- development of symbolic thought
- egocentric thinking (physical & mental)
- centration
- animism (all things that move are alive)
- fail conservation tasks

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12
Q

Concrete operations stage

A

7-11 years
- mastered decentring & reversible thinking
- allowing: classification, conservation
- concepts of time & space developing

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13
Q

Formal operations stage

A

11 years +
- logical operations on abstract entities
- capacity for abstract thought
- reflective thinking
- remember eye questions (not limited to own experience)

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14
Q

Criticisms of Piaget

A
  • abstract thinkers still need concrete examples
  • adults/children fail logical reasoning tests in unfamiliar but pass in familiar environments
  • underestimated young children and overestimated adults abilities
  • developmental stages aren’t universal as culture has a dramatic affect
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15
Q

Strengths of Piaget’s/ideas held by contemporary constructivist

A
  • children explore the world
  • children have no innate knowledge
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16
Q

contemporary constructivists

A
  • major trajectory in development is from external regulation to self regulation
  • children are active but pick everything up like a sponge due to them having limited self regulating abilities
  • development is continuous (25yr) & cross cultural variation
  • as children develop they get better at directing their attention & self-regulating to achieve goals and enact complex plans
17
Q

Vygotsky’s sociocultural theory of development

A

the mental life of a child is co-developed with the people around them
- child’s mind socially distributed (adult encouraging memory)
- assessed child’s potential development rather then static assessment of stages
- predicted large cross-cultural differences in child development

18
Q

zone of proximal development

A

Vygotsky

problem solving under adult guidance or in collaboration with more capable peers

19
Q

examples of cross-cultural differences in child development

A
  • individualism vs collectivism
  • sleep alone (US), sleep with parents (Japan)
  • lower child:teacher ratio (US compared Japan)
  • more observational learning with Myan children then US (needed personal attention to learn) children
20
Q

Vygotsky’s focus on language

A
  • speech get’s internalised over time (child learns inner monologue)
  • thinking out loud helps children develop inner monologue
21
Q

developmental changes in how children reason about other people & social situations

A
  • older children are slightly more prosocial than younger children
  • takes several years for children to develop theory of mind
  • false-belief task: switching locations
22
Q

Piaget moral judgement

A
  • older children take into account intention/mental states during moral dilemmas

externally regulated (from 5yr)
- superficial and absolute reasoning
- little understanding of intentions of others

self-regulated phase (from 8yr)
- an internal morality
- intangible type of reason
- takes into account intention etc

23
Q

Kohlberg’s 3 broad stages of moral judgement

A

preconventional (early childhood)
- punishment & reward
- right & wrong

conventional (8-10)
- broad social system of prosocial behaviour
- legal & moral often equated

post-conventional (adolescence)
- beyond necessary conforming to laws
- universal principles of justice & human rights

24
Q

what makes human language unique?

A

grammar/syntax

recursion - sentences embedded within sentences

25
Q

behaviorist approach to language

A
  • acquisition via positive reinforcement
  • babies learn when parents are actively involved therefore need social context
26
Q

Nativist approach to language

A
  • Language acquisition device (innate capacity for learning language)
  • human language is too computationally complex (due to syntax) therefore innate
  • recursion - unique to humans
27
Q

interactionist-constructivist approach to language

A
  • interaction between maturation & environmental factors linked to cognitive development
  • innate: sophisticated brain & CNS system
  • children can develop arbitrary syntax themselves (wug test)
28
Q

examples of how people think based on different languages

A

those who have the same word for blue & green take longer to distinguish those two colours

Pedahehs in the amazon have no concept of numbers due to only having words for a few or a lot

29
Q

different types of motivation

A

Intrinsic motivation –> mastery goals
extrinsic motivation –> performance goals

30
Q

Person praise

A

“you’re so smart”
- encourages entity mindset
- intelligence is fixed and innate
- performance goals & extrinsic motivation
- leads to lack of effort & inability to cope with failure & challenge

31
Q

process praise

A

“you worked so hard”
- encourages growth mindset
- associated mastery goals
- increased effort in the face of failure
- better metacognitive self-regulated learning abilities

32
Q

boys in case of gender & maths

A
  • no difference if they have a teacher with math anxiety
  • higher minimum levels of achievement
  • achieve due to talent and fail due to lack of effort
33
Q

girls in the case of gender & maths

A
  • difference if they have a teacher with math anxiety
  • lower minimum levels of achievement due to supposed low level of natural ability
  • achieve due to trying hard & fail due to lack of ability
34
Q

skill and achievement over time

A

Those who have lower hours when younger and try a variety of skills/sports are the ones who become elite and better as they focus on one from age 17ish, then they have more hours

career switching, takes less years to catch up & have varied perspective

psyc1001 (4 decks)

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