Developmental Psychology Flashcards
what are the 4 levels of Pennington’s Multiple Deficit Model? and give examples for each factor
- aetiological risk & protective factors (G1, E1, G2)
-genetics e.g. Down’s syndrome/William syndrome
-environment e.g. thalidomide - Neural systems (N1, N2, N3)
- Cognitive processes (C1, C2, C3)
- Behavioural disorders (D1, D2, D3)
-e.g. ADHD, ASD, DCD, Dyslexia, DLD
what is the difference in the cause of Down’s syndrome and William syndrome?
Down’s syndrome is caused by an extra 21st chromosome
William syndrome is caused by deleted genetic material in a chromosome
what is DCD and SLI/DLD?
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
what does ‘rGE’ mean?
gene-environment correlation
what is evocative rGE
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.
what is Passive rGE?
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.
what is Active rGE
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.
What did Van Bergen et al’s Intergenerational MDM add to Pennington’s Multiple Deficit Model?
it added gene-environment correlations with the parental and extra-parental environment
what is a protective factor
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.
give an example of a study that identified a protective factor
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.
what does Diane Reay suggest is a key cause of inequalities in attainment
inequalities in attainment are substantially the result of structural inequalities in education systems.
what is the difference between functional and vestigial reflexes?
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.
when are Piaget’s stages?
Sensorimotor - 0-2 years
Pre-operational - 2-7 years
Concrete operational - 7-11 years
Formal operational - 11 years and older
What happens in piaget’s sensorimotor stage?
- 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
whats the difference between phylogenetic and ontogenetic?
- 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)
D’Souza et al., 2017
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
Gottwald et al., 2017
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
LeBarton, Goldin-Meadow & Raudenbush, 2015
Use of gesture supports vocabulary development
Yu & Smith, 2017, Yuan, Xu, Yu & Smith, 2019
Object manipulation promotes sustained visual attention and joint attention
Giles et al., 2018
Certain sensorimotor processes seem to relate more to certain academic areas
Grissmer et al., 2010; Cameron et al, 2012; Kim et al., 2017
Fine Motor Skills at the start of school predict later academic attainment, particularly in mathematics
Children with specific sensorimotor difficulties are more likely to have Lower academic attainment
Reading and spelling at age 7-9 years (Lingam et al, 2010)
GCSE outcomes (Harrowell et al., 2018)
sensorimotor skills appear to:
- support acquisition
- enhance learning
- influence expression
Poorer SM skills can indirectly then disadvantage pupils on certain academic tasks because. (Berninger’s
‘Simple View of Writing’ Model, 2002)
sensorimotor control demands attentional resources
Berninger’s
‘Simple View of Writing’ Model
(2002)
(finish)
Factors that can lead to:Problems in sensorimotor development
- 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
Cerebral Palsy (CP) is defined by…
- “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
Development Coordination Disorder (DCD)* is defined by…
- “…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
Development Coordination Disorder:Therapeutic interventions (our early findings)
- 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)
what is far transfer and near transfer?
….
3 features of imagination/play
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
name 6 types of play
Fantasy play
Rough and tumble
Loose piece play/ play with objects
Socio-dramatic play
Rule game play
Imaginary companion play
Burghardt’s Criteria for Play (Animals)
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
6 (7) stages proposed by Mildred Parten (1932)
- 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
describe Unoccupied Play 0-3m
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
describe Solitary Play 0-2yrs
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
describe Onlooker Play Birth +
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
describe Parallel Play 21/2-31/2 yrs
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
Associative Play 3-41/2yrs
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
Cooperative Play 4-51/2yrs
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
Rule Based Games 6+yrs
Part of cooperative play
Involves winner and losers with child controlled rules
Different from organized competitive games like sport
Piaget claimed that the stages of play matched the stages of cognitive development, what were they?
sesnorimotor - practice play
pre-operational - symbolic play
concrete operational - play with rules
what was vygostky’s perspective on play?
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.
how may play affect social cognition?
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
what are metarepresentations?
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
define theory of mind
Putting yourself in someone else’s shoes. Knowing people have different thoughts, feelings and ideas or can hold a false belief.
