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Year 2 Semester 2 > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

what are the 4 levels of Pennington’s Multiple Deficit Model? and give examples for each factor

A
  1. aetiological risk & protective factors (G1, E1, G2)
    -genetics e.g. Down’s syndrome/William syndrome
    -environment e.g. thalidomide
  2. Neural systems (N1, N2, N3)
  3. Cognitive processes (C1, C2, C3)
  4. Behavioural disorders (D1, D2, D3)
    -e.g. ADHD, ASD, DCD, Dyslexia, DLD
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2
Q

what is the difference in the cause of Down’s syndrome and William syndrome?

A

Down’s syndrome is caused by an extra 21st chromosome

William syndrome is caused by deleted genetic material in a chromosome

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3
Q

what is DCD and SLI/DLD?

A

Developmental Coordination Disorder (DCD), also known as Dyspraxia, is a neurological condition that affects a child’s ability to plan and coordinate movements

Specific Language Impairment (SLI)/Developmental Language Disorder (DLD) is a developmental language disorder in children who have difficulty acquiring language skills despite having typical intelligence and hearing.

DLD is a broader, more recent term

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4
Q

what does ‘rGE’ mean?

A

gene-environment correlation

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5
Q

what is evocative rGE

A

Evocative gene-environment correlation refers to the process by which an individual’s genetically influenced characteristics evoke or elicit responses from others in the environment.

For example, a child who is naturally outgoing and sociable may evoke positive social interactions and support from peers and adults, which further enhances their social development.

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6
Q

what is Passive rGE?

A

In passive gene-environment correlation, genetic factors and environmental influences are correlated because parents provide both their genes and the environment in which their children are raised.

For example, parents who are musically talented may provide their children with opportunities for music lessons or exposure to music, contributing to the child’s development of musical abilities.

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7
Q

what is Active rGE

A

Active gene-environment correlation occurs when individuals seek out or create environments that are correlated with their genetic predispositions or interests.

For example, a child with a genetic predisposition for athleticism may actively choose to participate in sports activities or seek out opportunities for physical activity.

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8
Q

What did Van Bergen et al’s Intergenerational MDM add to Pennington’s Multiple Deficit Model?

A

it added gene-environment correlations with the parental and extra-parental environment

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9
Q

what is a protective factor

A

A protective factor refers to any characteristic, condition, or factor that reduces the likelihood or severity of negative outcomes or adverse experiences in individuals or populations.

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10
Q

give an example of a study that identified a protective factor

A

Armstrong-Miller et al (2021):
- Used Born in Bradford data, including neighbourhood SES data teacher observations of pro-social behaviour.
- Identified that neighbourhood low SES is associated with academic underachievement for children with low levels of pro-social behaviour.
- Suggests that pro-social behaviour may mitigate academic risk.

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11
Q

what does Diane Reay suggest is a key cause of inequalities in attainment

A

inequalities in attainment are substantially the result of structural inequalities in education systems.

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12
Q

what is the difference between functional and vestigial reflexes?

A

functional - involuntary, rapid, and automatic responses to specific stimuli that are essential for the survival and well-being of an organism.

vestigial - Vestigial reflexes are remnants of once-functional reflex actions that have lost their original adaptive significance over the course of evolution.

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13
Q

when are Piaget’s stages?

A

Sensorimotor - 0-2 years

Pre-operational - 2-7 years

Concrete operational - 7-11 years

Formal operational - 11 years and older

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14
Q

What happens in piaget’s sensorimotor stage?

A
  • Development of the senses, and a capacity for coordinated movements facilitates the ability to explore the environment and learn from it.
  • A basis for developing: Object permanence & Symbolic thought
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15
Q

whats the difference between phylogenetic and ontogenetic?

A
  • Phylogenetic refers to the evolutionary history and relationships of organisms, particularly with regard to their genetic or morphological characteristics.
  • Ontogenetic refers to the development and growth of an individual organism from conception to maturity.(cultural/environmental)
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16
Q

D’Souza et al., 2017

A

Infants have the physical capacity for movements but they are often uncoordinated and show “over-flow”

Unimanual object-directed reaching shows more specialisation and less over-flow with age

Reductions in over-flow were associated with infant’s ability to selectively switch their focus of attention

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17
Q

Gottwald et al., 2017

A

Prospective-motor-control abilities associate with early Executive Functions at 18 months

They argue: early sensorimotor learning stimulates the development of more abstract cognitive abilities

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18
Q

LeBarton, Goldin-Meadow & Raudenbush, 2015

A

Use of gesture supports vocabulary development

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19
Q

Yu & Smith, 2017, Yuan, Xu, Yu & Smith, 2019

A

Object manipulation promotes sustained visual attention and joint attention

20
Q

Giles et al., 2018

A

Certain sensorimotor processes seem to relate more to certain academic areas

21
Q

Grissmer et al., 2010; Cameron et al, 2012; Kim et al., 2017

A

Fine Motor Skills at the start of school predict later academic attainment, particularly in mathematics

22
Q

Children with specific sensorimotor difficulties are more likely to have Lower academic attainment

A

Reading and spelling at age 7-9 years (Lingam et al, 2010)
GCSE outcomes (Harrowell et al., 2018)

23
Q

sensorimotor skills appear to:

A
  • support acquisition
  • enhance learning
  • influence expression
24
Q

Poorer SM skills can indirectly then disadvantage pupils on certain academic tasks because. (Berninger’s
‘Simple View of Writing’ Model, 2002)

A

sensorimotor control demands attentional resources

25
Q

Berninger’s
‘Simple View of Writing’ Model
(2002)

A

(finish)

26
Q

Factors that can lead to:Problems in sensorimotor development

A
  • Certain Chromosomal Disorders
    E.g. Down Syndrome
  • Experienced complications before, during or at birth
    Premature birth
    Infection or injuries to the immature brain
  • Another Neurodevelopment Disorder
    Intellectual Disability
    High co-occurrence in Dyslexia, ADHD, ASD and/or DLD
27
Q

Cerebral Palsy (CP) is defined by…

A
  • “a non-progressive disorder of motor function occurring as a result of brain damage” Sugden & Wade (2013)
  • An “umbrella” term for brain lesions at or around the time of birth leading to increased limb spasticity, dyskinesia and/or ataxia
28
Q

Development Coordination Disorder (DCD)* is defined by…

A
  • “…fundamental difficulty with coordination, leading to problems with movement and everyday functional activities.” Sugden & Wade (2013)
  • Note: DCD is classed as a type of Neurodevelopmental Disorder
29
Q

Development Coordination Disorder:Therapeutic interventions (our early findings)

A
  • Haptic interventions improve manual coordination in DCD (Snapp-Childs et al., 2012)
  • In school children can benefits transfer to a novel haptic feedback task and a additional novel manual task (with no added feedback)? (Shire et al., 2016)
30
Q

what is far transfer and near transfer?

A

….

31
Q

3 features of imagination/play

A

1) Collectively produced and socially recognizable

2) Discrepancy between imagined and actual situation (props can instantiate in reality)

3) Manufacturer calls for capacity to move back and forth between contexts

32
Q

name 6 types of play

A

Fantasy play
Rough and tumble
Loose piece play/ play with objects
Socio-dramatic play
Rule game play
Imaginary companion play

33
Q

Burghardt’s Criteria for Play (Animals)

A

Not fully functional (i.e. for survival)
Voluntary
Pleasurable
Differs in form or some other way from functional expression
Repeated
Tends to occur under conditions of abundance not stress

34
Q

6 (7) stages proposed by Mildred Parten (1932)

A
  • Unoccupied Play 0-3m
  • Solitary Play 0-2yrs
  • Onlooker Play Birth +
  • Parallel Play 21/2-31/2 yrs
  • Associative Play 3-41/2yrs
  • Cooperative Play 4-51/2yrs
  • Rule Based Games 6+yrs
35
Q

describe Unoccupied Play 0-3m

A

Before the play stages actually begin

This type of play is still very important, but would not be considered in Parten’s stages.

Child explores world and how they can manipulate it through growing coordination of senses and motor ability

36
Q

describe Solitary Play 0-2yrs

A

Children have not yet learned social skills to interact

Play with their own toys and do not get close to other children

Builds independence and enables children to use imagination and practice physical and mental skills

37
Q

describe Onlooker Play Birth +

A

Child is in close proximity watching other children but makes no attempt to join

Child learns by observation (mental engagement without the pressure of joining in)
Older and more verbal may ask questions or give suggestions: don’t overtly enter play

Develops alongside solitary play but is seen throughout childhood

38
Q

describe Parallel Play 21/2-31/2 yrs

A

Children play on their own next to other children and could be using the same toys

Older children connect by communication. Toddlers play next to each other

Helps build social relationships outside family

Learn from other children’s play & copy

39
Q

Associative Play 3-41/2yrs

A

Begin to play with others, share play materials, but could follow own storyline

Play together in the same group but not necessarily working together

No organizing for a specific goal or product. Play without a specific purpose

40
Q

Cooperative Play 4-51/2yrs

A

Highest level of social play

More organized and communicative

Everyone cooperates to achieve a common goal

Children negotiate, and change roles in play and make suggestions about the plot

41
Q

Rule Based Games 6+yrs

A

Part of cooperative play

Involves winner and losers with child controlled rules

Different from organized competitive games like sport

42
Q

Piaget claimed that the stages of play matched the stages of cognitive development, what were they?

A

sesnorimotor - practice play

pre-operational - symbolic play

concrete operational - play with rules

43
Q

what was vygostky’s perspective on play?

A

Vygotsky believed that play is not just a form of leisure for children but a leading activity that plays a crucial role in their development. Through play, children engage in behaviors that are beyond their age and developmental level, enabling them to acquire new skills and abilities.

44
Q

how may play affect social cognition?

A

Pretend play may be involved in using social signals
To develop symbolic function
Self regulation

Parent cues for pretend
Strong eye contact
Smile

Mothers’ pretend behaviours predict toddler’s understanding of a stranger’s pretense 6 months later
Early parent pretend play increases sensitivity to social symbols

45
Q

what are metarepresentations?

A

Metarepresentation is a concept rooted in cognitive science and psychology, referring to the ability of an individual to hold a representation about another representation. This concept plays a crucial role in various cognitive processes, including theory of mind, language comprehension, and problem-solving

46
Q

define theory of mind

A

Putting yourself in someone else’s shoes. Knowing people have different thoughts, feelings and ideas or can hold a false belief.

Year 2 Semester 2 (5 decks)

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