Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC121 & 122 > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

Why do infants seek predictability?

A

Uncertainty is expensive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why is uncertainty expensive?

A

Infants often resolve uncertainty through strong emotional responses such as crying, which is exhausting on the body.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How does language development reduce uncertainty in peoples behaviour

A

It reduces uncertainty in the behaviour of other people by decoding sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How does physical development reduce uncertainty in our body

A

It reduces uncertainty about how to operate the body in which you were born

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Evolution

A

the process by which all living things gradually change in ways that allow them to better adapt to their environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Social Development

A

Study of how children interact with other people in their social world in order to reduce uncertainty and adapt to life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is attachment

A
  • Enduring emotional tie between an infant and their caregiver
  • 2-way relationship
  • Product of repeated daily interactions
  • Infants can form attachments to more than one person (not limited to just their biological mother)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

2 key aspects important to attachment

A

Touch is important - being help etc
Social gaze - looking at child in the eye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Precocial

A

capable of surviving on their own from birth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Altricial

A

incapable of surviving on their own from birth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Why are humans altricial when most other mammals are precocial

A
  • Bipedalism narrowed our birth passage meaning we evolved to birth smaller, less developed babies
  • Humans also evolved large brains, once again meaning the need to be born underdeveloped before their brain grows too large to fit through birth canal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Biological basis for bond between child and mother

A
  • Oxytocin ( a hormone that is key in stimulating uterine contractions (inducing labour) lactation (breastfeeding) and there is evidence that its involved in social bonding
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Imprinting

A

A process in which an animal instinctively becoming attached to the first moving thing that the animal sees during this critical period.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what experiment did Konrad Lorenz (1937) conduct?

A

Duck/goose imprinting experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Konrad Lorenz goose experiment method

A

Divide goose eggs into two groups -one hatched with the mother goose and the other hatched away from the mother in the presence of Konrad.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Konrad Lorenz goose experiment findings

A
  1. The group that hatched around their mother followed the mother around wherever she went
    1. The group that hatched around Lorenz followed him around wherever he went!
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What happens to animals who fail to imprint during critical window

A

less successful finding a mate, and are less likely to adequately care for their offspring later in life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Critical period

A

A period that starts and ends abrubtly, during which the organism is extremely sensitive to external stimuli that are compulsory for developing a particular skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What happens once critical period ends

A

brain regions that arn’t stimulated during the critical period
that are allocated to this particular skill will adapt to perform a different function (once this period is over, you cant go back)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Example of critical period

A

Develop of the visual system. If an infant is not sufficiently exposed to visual stimulation they may develop issues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Sensitive Period

A
  • Starts and ends gradually
  • During this period, the organism is still highly sensitive to particular external stimuli
  • After the period ends, the skill can still be learned but it will be learned far less efficiently
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Example of sensitive period

A

Language Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Feeding hypothesis

A

Function of attachment is simply to access food (survival)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Psychoanalytic Theory of attachment

A

Attachment formed through drive reduction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Learning/Behaviour theory of attachment

A

Attachment formed through association with feeding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Social Needs hypothesis of attachment

A

Attachment is about fulfilling an important social need to be soothed or loved (creature comforts)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Why did Harlow choose Rhesus Monkeys

A
  • Similar to us (genetically, physiologically, behaviourally)
  • Shorter lifespans so easy subjects for studying development
  • Live in complex groups (social hierarchies, cooperation, conflict resolution)
  • Will live with their mothers for extended period (for several months but some as long as 2-3 years)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Harlows experiment

A

Used cloth/wire mother surrogates to investigate the feeding hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Findings of Harlows Study

A
  • Regardless of which mother fed them, they spent more time with the cloth mother (strong evidence against the feeding hypothesis)
  • Some support for the feeding hypothesis as there was an added benefit to attachment when the cloth mother was also feeding the monkey - less buildup needed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

3 dichotomies involved in attachment

A
  1. Nature Versus nurture
  2. Universal vs. individual differences
  3. Continuous vs. discontinuous
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Phase 1 of human attachment

A

Baby does not discrimate among people - 0-2 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Phase 2 of human attachment

A

Baby begins to prefer familiar people (as their recognising aspects become an association); beginning of ‘stranger anxiety’ - 2-7 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Phase 3 of human attachment

A

Developed strengthened attachment to primary caregiver; beginning of ‘separation anxiety’ - 7-24 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Phase 4 of human attachment

A

Reciprocal relationship - child feels secure over prolonged separations - 24 months onward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

John Bowlby (1908 - 1990)

A

A theorist and experiment, famous for theory of attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Bowlbys 4 theories of attachment

A

It is an all or nothing process
It is carried out by an innate behavioural system
The goal of infants attachment behaviours is to get closer to the caregiver
The closer they can get to the caregiver, the greater their access to food & comfort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

What state do individuals have to be in to see their attachment behaviour

A

Distress - attachment is about how we handle fear, doubt, pain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Seperation Distress

A

(only seen when there is separation) - mitigated by crying, and caregiver comes back and closes the gap

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

“secure base” behaviour

A

see caregiver as a secure source of safety and comfort from which they can then go explore

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

What causes individual difference in attachments

A

Quality of care shapes infants’ predictions about the caregiver, and those predictions shape their attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

How do predictions shape attachment

A

Our brains are constantly making predictions and over time infants develop expectations about the parents behaviour.
- How quickly do they respond to my needs?
- How likely are they to ignore my crying?
- How likely is my caregiver to respond to me with anger?
How likely is the parent to be unpredictable?

These expectations create an internal working model in the mind of the infant. This is a kind of logical flowchart about how the infant logically thinks about their mother to inform their anticipation of their behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Generalisation of attachment

A

Instead, infants generalize their expectation about that caregiver for GENERAL expectations about how relationships work (this is how I SHOULD act, this is how others WILL act)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Inductive reasoning

A

Using a specific observation to form a general conclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Deductive reasoning

A

More like science
Use general ideas to form specific conclusions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Model

A

anything that represents some aspect of some things in the world.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Goal of Mary Ainsworths strange situation test

A

To measure the quality of attachment in infant-caregiver relationship

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Hypothesis of Mary Ainsworth’s strange situation test

A

When an infant becomes distressed, their ‘attachment system’ is activated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Ainsworth hypothesis of securely attached infants

A

Ainsworth hypothesized that infants who are securely attached to their caregiver experience distress when they are seperated from the caregiver, and will attempt to alleviate their distress by crying (communicate their needs to caregiver)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

5 specific predicted behaviours signalling secure attachment

A
  • Should seek to be near the caregiver when possible
  • Should show distress when separated from the caregiver
  • Should not be soothed by the stranger when the caregiver is away
  • They should be soothed when the parent returns
  • They should orient their actions more towards the caregiver when they are present
50
Q

3 types of insecure attachmet

A
  • Insecure avoidant
  • Insecure Resistant
  • Disorganised
51
Q

Insecure avoidant attachment behaviour during strange situation

A

Infant explores when they are with the mother
Infant is not distressed when she leaves
Infant avoids the mother when she returns
Infant does not react differently when alone with the stranger
The mother and stranger are able to comfort the infant equally well

52
Q

What happens when an infant showed insecure resistant attachment behaviour during strange situation

A

Least likely to explore compared to other attachment types
Infant is more distressed when the mother leaves
Stay close to mother when she returns (but may act angry)
Infant avoids the stranger, may even be fearful.

53
Q

Disorganised attachment behaviour during strange situation

A

Incoherent or bizarre behaviour
Typically associated with maltreatment of infant, or may indicate developmental disorder

54
Q

Behaviour that creates secure attachment

A

Consistently responsiveness/sensitive to infants needs

55
Q

Behaviour that creates insecure avoidant attachment

A

Consistently insensitive/unresponsive to infants needs

56
Q

Behaviour that creates insecure resistant attachment

A

Inconsistently sensitive/responsive to the infants needs

57
Q

Behaviour that creates insecure disorganised

A

Unsafe (frightening or frightened)

58
Q

Securely attached individuals later in life

A

Research shows higher self confidence, self esteem, better able to cope with challenges, greater sense of curiosity, better relationships with with peers and adults

59
Q

Insecure avoidant attached individuals later in life

A
  • More likely to prioritise independence and self sufficiency. Therefore may not form close relationships.
  • Have difficulty with intimacy and emotional problems
  • Have difficulties with commitment in intimate relationships
  • Experience toxic or abusive relationships
60
Q

Insecure resistant individuals later in life

A
  • More likely to develop dependency, have difficulty trusting others, be preoccupied with concerns of abandonment, have a fear of intimacy
  • Are sensitive to perceived rejection
  • Have difficulties resolving conflict
  • Low self esteem
    • Need assurance and validation from others
61
Q

Disorganised attachment styles later in life

A
  • More likely to dissociate
  • Struggle to manage emotions
  • Very disrupted by other peoples emotions
62
Q

Benoit & Parker (1994)

A

Conducted a study looking at how stable attachment was from infancy to toddlerhood

63
Q

Research question in Benoit & Parkers study

A

Would mothers and/or grandmothers attachment predict the infants attachment

64
Q

Benoit & Parker (1994) method

A
  • Sample containing 96 infants and their mothers and grandmothers (cross-generational transmission).
  • Attachment in pregnant mothers and grandmothers was measured using AAI (Adult attachment interview)
  • When the infant was 12 months old they took part in a strange situation test
  • Once the infant was 19, they took part in the AAI
65
Q

What is the Adult Attachment Interview

A
  • 1-hour structured interview
  • Asks about adults recollection and evaluation of early attachment experiences
66
Q

What did Benoit & Parker (1994) find?

A
  • Mothers and grandmothers attachment were in agreement 49% of the time
  • If they were ‘at chance’ (meaning no relationship) we would expect about 25%
  • Mothers attachment predicts infants attachment 68% of the time
67
Q

Conclusion of Benoit and Parkers study

A

Attachment is (to some extent) being passed on between generations
One the one hand, its more likely to see stability in attachment however, 48% is far from 100%, so we do not necessarily pass on the attachment style we developed.

68
Q

Can we reshape our attachment style

A

Yes (for better and worse)

69
Q

Why is it difficult (but not impossible) to reshape attachment style

A

Attachment is a sensitive period in life, so changing one’s attachment style late in life does require more time and effort compared to earlier in life.

70
Q

Why is attachment important in romantic relationships

A
  • Vulnerability is the heart of all intimate relationships
  • Vulnerability requires trust
  • Trust requires security
71
Q

Two reasons making poor choices are expensive

A

Unnecessary expenditure, Opportunity cost

72
Q

Unnecessary expenditure

A

Expending the energy needed to do the (bad) action

73
Q

Opportunity cost

A

Missing the opportunity to do the better action that would be more helpful in the long run

74
Q

What is self control

A

Control of thoughts, emotions and actions

75
Q

What does self control look like in childrens behaviour

A
  • Complying with a request
    • Starting and stopping activities according to situational demands
    • Formulating a plan and sticking with it
    • Controlling emotions in social settings
    • Tolerating frustration
    • Waiting
      • Behaving appropriately (even when nobody is watching)
76
Q

Generalisation in the context of attachment

A

expectations of our caregiver transfers to our expectation of ourselves/others)

77
Q

Generalisation in the context of self-control

A

Patterns of behaviour that develop in one situation transfers to other situations

78
Q

Why does your experience matter (for self control)

A

The choices you make will reinforce the choices your more likely to make later.

79
Q

What is self-control correlated with

A

Academic success, longevity, happiness

80
Q

What was the research question of Dunedin Multidisciplinary study looking into self control

A

Does EF during childhood predict health/behaviour/wellbeing outcomes in adulthood

81
Q

What is a longitudinal study

A

The same participants are measured at multiple points during their lives

82
Q

What is a challenge in longitudinal studies

A

Need to get all of these ~1,000 people to come back into the lab to complete EF tasks and interviews at multiple specific times!

83
Q

What are correlations between EF and health

A

The more self control that children exhibit, the lower their poor physical health index, lower substance dependency

84
Q

What is a notable feature of the relationship between self control and health outcomes

A

There is a very steep drop off between 1 and 2 - people rated 1 on self control are disproportionately suffering than whats expected with a linear trend - Resources must be concentrated to help group one as they are facing a bigger burden

85
Q

Relationship between self control and crime

A

Linear downward trend (higher self control, lower rates of crime)

86
Q

Does self control definitively predict life outcomes

A

No - there are other factors that play into this. You are not doomed or destined, just significantly more/less likely

87
Q

Individual differences in EF of infants compared to adults

A

Not so much individual difference in infants, but lots of individual difference in adults

88
Q

Two periods of major advancements in EF

A

Preschool years and adolescence

89
Q

Why is there major development in EF during preschool years

A

A lot of social engagement at school, social interaction with peers

90
Q

Why is there major development in EF during adolescence

A

Independence, opportunities to use self control

91
Q

How can you test working memory

A

Verbatim Digit Span: Test the longest sequence of random numbers a person can repeat in the exact order the heard them

92
Q

Findings of Verbatim Digit SPan

A

Performance increases with age

93
Q

When are the most amount of hospital visits due to punching walls and what does this say about emotional regulation

A

15 years to 22 years = most hospital visits due to inability to regulate anger - this develops as you age

94
Q

Histogram

A

Shows distribution of data where y axis is number of people in one category

95
Q

What experiment did Walter Mischel (1930 - 2018) conduct

A

Stanford Marshmallow Experiments (1960s)

96
Q

What aspect of self control does marshmallow experiment test

A

Delay of Gratification

97
Q

Task given to 4 year olds during marshmallow test

A

If child can resist a smaller but immediate reward they will receive a larger reward later

98
Q

Results of marshmallow test

A

~30% of 4-year-olds ate the marshmallow within seconds
~30% held out for 15 minutes

99
Q

What were the correlations between success on the marshmallow test and other traits

A
  • Better concentration
  • Better coping with frustrating tasks
  • Better cognitive and social competence
100
Q

Follow up on children that took marshmallow test at age 18 found that…

A

Those who withheld for 15 minutes had better grades and fewer behavioural problems 18

101
Q

3 strategies on marshmallow test

A
  • Attentional Disengagement (look away, close eyes)
  • Mental Distraction (think about something else)
  • Distancing
102
Q

What is distancing in marshmallow test

A

Mentally trying to distance oneself from the temptation by focusing on things that are unrelated to the temptation, or imagining a future context when they are no longer being tempted.

103
Q

How did teaching children distancing improve their performance on marshmallow test

A

When children were taught to pretend the marshmallow was surrounded by a picture frame, waiting time increased from 60 seconds to 15 minutes

104
Q

What factors affect development of EF

A
  • Brain maturation
  • Culture
  • Parenting (modelling behaviours)
  • Environmental contingencies
105
Q

How do parents influence EF

A

Self-control more likely when parents model self- control in their own behaviour

106
Q

Why do children from strict households demonstrate less self control

A

Strict household = removing the choice from the child = fewer opportunities to make decision to use self control!

107
Q

How do environmental contingencies influence self control

A

More likely to trust experimenter in reliable conditions leading to increase in average wait times

108
Q

How did marshmallow test change environmental contingencies

A

Art supplies - some children were told to wait for new art supplies and were never given them, while the other group were actually given art supplies

109
Q

China vs USA self control

A

In China, there is a cultural emphasis on self control that is not present in USA

110
Q

Inhibition

A

The ability to restrain oneself from performing a particular action (resisting temptation)

111
Q

Task Switching

A

The ability to quickly change from one task (or from one goal) to another

112
Q

Working memory

A

he ability to hold information in ones mind while also engaging in some effort to monitor or manipulate those items

113
Q

Planning

A

The ability to mentally represent future events to guide future action

114
Q

Attentional Control

A

the ability to regulate and direct

115
Q

Emotional regulation

A

the ability to manage emotions to better control behaviour and reach our goals

116
Q

What is executive function

A

Cognitive skills needed to organise information and make good decisions

117
Q

What childrens game develops inhibition

A

Simon Says

118
Q

What childrens game develops Task Switching

A

Red light, green light

119
Q

What childrens game develops working memory

A

Hide and seek

120
Q

What childrens game develops planning

A

Duck, duck, goose

121
Q

What childrens game develops attentional control

A

Musical Chairs

122
Q

How does psychological research measure young childrens EF

A
  • Observation of Childrens behaviour
  • Parent and Teacher Reports
  • Standardized Experimental tasks

PSYC121 & 122 (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions