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EPPP > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

Critical Period: Definition

A

Limited time during which something can develop

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2
Q

Sensitive Period

A

A time when something develops, but there is flexibility within it.

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3
Q

Genotype

A

Characteristics that are determined by info on the genes

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4
Q

Phenotype

A

Observable characteristics that are affected by genes & environment

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5
Q

Canalization

A

Traits that are largely uninfluenced by environment (e.g. developmental milestones)

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6
Q

Range of Reaction

A

Traits that have boundaries set by genotype, so a range of phenotypes are possible

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7
Q

Secular Trends: definition

A

Generational differences in growth and development (e.g. changing age of first period)

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8
Q

Gene-Environment Correlation

A

Niche-picking: we seek out environments that are compatible with our generics

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9
Q

Heritability Index: definition

A

Used to estimate genetic factors
Ranges from: 0 - +1.00 (higher = more heritability)

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9
Q

3 Mechanisms of Genetic Inheritence

A
  1. Dominant/recessive genes: homozygous or heterozygous
  2. Sex-Linked traits: mostly transmitted on X
  3. Polygenic inheritence: determined by multiple gene pairs
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10
Q

Huntington’s Disease

Genetic

A

Caused by autosomal dominant gene
Degenerative CNS disorder

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11
Q

Phenylketoneria (PKU)

Genetic

A

Recessive gene disorder
Lack enzyme to digest an amino acid, which then becomes toxic and causes I.D
Can be prevented by diet: no milk, eggs, fish, bread

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12
Q

Down’s Syndrome

A

3 of the 21st chromosome
Causes:
* I.D
* Physical features
* risk of congenital heart disease
* thyroid dysfunction
* impaired vision
* Alzheimers

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13
Q

Prader-Willi Syndrome

Chromosomal

A

Paternal chromosome 15 DELETED
Causes:
* I.D
* Over eating
* Hypogonadism
* OCD
* Physical features

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14
Q

Klinefelter Syndrome

A

Only affects AMAB
Caused by an extra X chromosome
Secondary sex characteristics incomplete, often infertile

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15
Q

Turner Syndrome

Chromosomal

A

Only affects AFAB
All or part of X is missing
Don’t develop secondary sex characteristics
Features:
* infertile
* short
* stubby fingers
* ‘webbed’ neck

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16
Q

Fragile X Syndrome

A

Weak site on X chromosome
AMAB & AFAB
Features:
* Physical, intellectual, beh challenges

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17
Q

Teratogens: What are they?

A

An external thing that interferes with typical prenatal development. The impact depends on what stage of development they are introduced

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18
Q

3 Stages of Prenatal Development

A
  1. Germinal Period: contraception to implantation
  2. Embryonic Period: end of 2nd week to end of 8th week. Organs very susceptible to damage here
  3. Fetal Period: 9th week to birth. Organs less vulnerable, CNS more vulnerable
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19
Q

Common Teratogens (9)

A
  1. Alcohol: FAS/FAE
  2. Nicotine: respiratory, inattention/hyperactivity
  3. Cocaine: organ deformation, reactive once born, high cognitive impact
  4. Rubella: low birth weight, heart defects, I.D, gastro, cataracts
  5. Herpes: brain damage, seizures, I.D, L.D, fatality common
  6. Cytomegalovirus: can be fatal
  7. HIV: often premature. 80% die by 10, 20% by 4
  8. Prenatal Malnutrition: early on can cause abortion, organ abnormalities, later on impacts brain size and birth weight
  9. Maternal Stress: low birth weight, respiratory, irritability, hyperactivity
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20
Q

What is Premature Birth

A

More than 37 weeks early
Most survive and catch up to peers

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21
Q

What does ‘Small for Gestational Age’ mean?

A

Birth weight is below the 10th percentile
At higher risk than premies

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22
Q

What happens during Fetal Distress?

A

It can happen before or during birth
May lead to a slowing of labour, abnormal substances in the amniotic fluid, irregular heart rate

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23
Q

MMEMC

Bronfenbrenner’s Ecological Model: 5 Systems

A
  1. Microsystem: immediate environment
  2. Mesosystem: interconnections between microsystems
  3. Exosystem: environments your not in direct contact with, but still impact you (e.g. partners work)
  4. Macrosystem: sociocultural context
  5. Chronosystems: life stages, events that impact development
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24
Q

Rutter’s 6 Family Characteristics of Risk
MSLPMP

A
  1. Marital discord
  2. Low SES
  3. Large family, overcrowding
  4. Parental criminality
  5. Materal psychiatric disorder
  6. Placement of child outside of home
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25
Q

The Four Infant Reflexes

A
  1. Palmar grasp
  2. Babinski toes
  3. Moro (startle): back arch, extend legs
  4. Rooting: turns head when stroked near mouth
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26
Q

What is vision like during infancy?

A
  • The least developed sense at birth
  • Prefer facial stimuli
  • @1mo discriminate faces
  • @2-3mo distinguish colours
  • @60mo depth perception
  • by 1yo, same as adult
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27
Q

What is hearing like in infancy?

A
  • Just below adults at birth
  • Prefer human voice
  • Auditory localization: present at birth, disappears @ 2-4mos, returns @ 12mos
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28
Q

What are taste and smell like in infancy?

A

Can distinguish all four at birth
Preference for sweet flavours

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29
Q

Is early physical maturation beneficial?

A

It can be for AMAB, but not AFAB

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30
Q

Piaget’s Constructivist Theory: the premise

A

Learning is a dynamic process in which learners actively construct knowledge through a series of stages by creating and testing their own theories of the world

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31
Q

Piaget’s Theory: Equilibrium

A

The drive towards cognitive consistency
When consistency is not achieved, disequilibrium occurs

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32
Q

What do we do when disequilibrium happens, according to Piaget?

A

ADAPTATION

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33
Q

What are the 2 types of adaptation, according to Piaget?

A
  1. Assimilation: blend new info into an existing schema
  2. Accommodation: Modify an existing schema to account for new information
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34
Q

What are the 4 stages of Piaget’s Theory?

A
  1. Sensorimotor: birth-2yo
  2. Preoperational: 2-7yo
  3. Concrete Operational: 7-12yo
  4. Formal Operational: 12yo+
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35
Q

Three things of adolescent egocentrism

A
  1. Imaginary audience: think everyone is watching them
  2. Personal fable
  3. Invincibility complex
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36
Q

Information Processing Theories: what is their premise?

A

Focus on quantitative changes in cognition
Human processing is similar to a computer
Changes in biological systems and experiences allows children to become better processors

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37
Q

What are the Neo-Piagetian Theories?

A

A blend of Piaget’s and Information Processing Theories
Include qualitative changes

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38
Q

Vygotsky’s Sociocultural Theory: what 2 levels does learning occur on?

A
  1. Interpersonal
  2. Intrapersonal: uses overt or covert private speech
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39
Q

Vygotsky’s Zone of Proximal Development: what is it?

A

The gap between what a kid can currently do alone, and what they could do with support
Scaffolding: building appropriate challenges to support kids in developing skills

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40
Q

What is memory like in childhood?

A

@2-3mos: cued recall memory
@2-3yo: show episodic memory, but we often forget it
@9-10yo: rehearsal and other memory strategies get used more often
Metamemory develops

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41
Q

What is metamemory?

A

Knowledge about our own memory processes

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42
Q

What memory gets impacted in adulthood?

A

Recent LT memory and working memory
Age impacts episodic memory more than semantic or procedural

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43
Q

Spearman’s Two-Factor Theory of Intelligence

A

All mental tasks require two abilities:
1. General ability ‘g’
2. Specific ability ‘s’

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44
Q

Guilford’s Structure of Intellect Theory

A

Derived 180 intellectual abilities
1. Convergent Thinking: logical processes, single correct answer
2. Divergent Thinking: flexibility and non-logical processes to derive multiple solutions

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45
Q

Horn and Cattell’s GC-GF Theory

Two types of intelligence

A

Crystallized Intelligence: acquired knowledge and ability to apply it to situations
Fluid Intelligence: unaffected by experience, underlies ability to reason and adapt to new situations

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46
Q

Carroll’s Three Stratum Theory

A
  1. Stratum III: g (general intelligence)
  2. Stratum II: 8 broad abilities (fluid & crystallized IQ, general memory, learning)
  3. Stratum I: specific abilities that are linked to 2nd stratum abilities
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47
Q

Cattell-Horn-Carroll Theory of Cognitive Abilities

A

10 broad cognitive abilities
70 narrow cognitive abilities
Framework for KABC-II and Woodcock-Johnson III

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48
Q

Gardner’s 8 Multiple Intelligences
BILLM SIN

A
  1. Linguistic
  2. Logical-Mathematical
  3. Musical
  4. Bodily-Kinesthetic
  5. Spatial
  6. Interpersonal
  7. Intrapersonal
  8. Naturalistic
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49
Q

CEP

Sternberg’s Triarchic Model of Intelligence

A
  1. Componential: analytic, methods of processing
  2. Experiential: creative, how unfamiliarity is handled
  3. Practical: how they respond to environment
50
Q

What is the Confluence Model of Intelligence?

A

First borns have IQ advantage because they have higher intellectual stimulation and resources

51
Q

Behavioural Theories of Language Development

A

Focus on environmental factors
Reinforcement and imitation

52
Q

Nativist Theories of Language Development

A

Focus on innate factors
Supported by: kids quickly learn how to apply complex grammatical rules
Chomsky’s Language Acquisition Device: kids w/ good vocab combine words into novel but grammatically correct structures

53
Q

Cognitive Theories of Language Development

A

Language acquisition is motivated by a child’s desire to express meaning and communicate

54
Q

SPMPS

What are the 5 components of language?

A
  1. Syntax
  2. Phonemes
  3. Morpheme
  4. Pragmatics
  5. Semantics
55
Q

Syntax

A

The rules of grammar

56
Q

Semantics

A

The meanings expressed

57
Q

Pragmatics

A

Knowledge about how to use language and communicate effectively

58
Q

Phonemes

A

The smallest units of sound

59
Q

Morpheme

A

The smallest unit of meaning

60
Q

8 parts

What is the sequence of language development?

A
  1. Cooing (1-2mos)
  2. Babbling (4-6mos)
  3. Echolalia/Expressive Jargon (9mos)
  4. First Words (10-15mos)
  5. Holophrastic Speech (12-18mos): single word + gesture
  6. Telegraphic Speech (18-24mos): two-word meaning
  7. Rapid Vocab Growth (30-36mos): 3-4 word sentences
  8. Complete Grammatical Forms (36-48mos): more complexity to language
61
Q

Language Error: Underextension

A

Word used too narrowly

62
Q

Overextension

A

Word used too broadly

63
Q

Overregularization

A

Misapplies general rule of language

64
Q

What is Temperament?

A

A person’s basic behavioural pattern and style
Stable from 2 yo onward

65
Q

Thomas & Chess 9 Temperament Dimensions
DA RAAAT IQ

A
  1. Activity level
  2. Rhythmicity
  3. Adaptability
  4. Approach/withdrawal
  5. Threshold for responsibility
  6. Intensity of reaction
  7. Quality of mood
  8. Distractibilty
  9. Attention span/persistence
66
Q

3 Categories of Kids Based on Thomas & Chess’s Temperament Dimensions

A
  1. Easy Children: cheerful, flexible, regular schedules
  2. Slow-to-Warm up: sad, tense, inflexible, withdrawn, irregular schedule
  3. Difficult Children: irritability
67
Q

What are the 5 Stages of Freud’s Psychosexual Development?

A
  1. Oral Stage (0-1yr)
  2. Anal Stage (1-3yrs)
  3. Phallic Stage (3-6yrs): oedipal/elektra complexes. If resolved, the superego forms
  4. Latency Stage (6yr-puberty): sexual drive dormant, superego solidified, social values assimilated
  5. Genital Stage (post puberty): sex drive reactivated and reoriented
68
Q

Erikson’s 8 Stages of Psychosocial Development

A
  1. Trust vs Mistrust (birth-1yr)
  2. Autonomy vs Shame/Doubt (1-3yrs)
  3. Initiative vs Guilt (3-6yrs)
  4. Industry vs Inferiority (6yo-puberty)
  5. Identity vs Identity Confusion (adolescence)
  6. Intimacy vs Isolation (young adulthood)
  7. Generativity vs Stagnation (middle adulthood)
  8. Ego integrity vs Despair
69
Q

What are Baumrind’s 4 Parenting Styles?

A
  1. Authoritative
  2. Authoritarian: insecure, timid, lack motivation
  3. Permissive: impulsive, ignore rules, uninvolved
  4. Uninvolved: impulsive, leads to anti-sociality
70
Q

What are two dimensions of Baumrind’s Parenting Styles?

A
  1. Acceptance/Responsiveness
  2. Demandingness/Control
71
Q

Self Awareness in Young Childhood

A

18mos: recognize self
19-30mos: self description + eval
30-40mos: respond to wrong doing

72
Q

How do kids describe themselves as they develop from 3-15+?

A

3-9yrs: physical
9-12rs: what they’re doing
12-15yo: social self
15+: psychological self

73
Q

Psychodynamic view of Gender Identity Development

A

When the crisis of the phallic stage is resolved by identifying with the same sex parent, gender identity develops

74
Q

Social Learning Theory of Gender Identity Development

A

Rewards and punishments for gender appropriate/inappropriate behaviour

75
Q

Gender Schema Therapy of Gender Identity Development

A

Masculine and feminine schemas are used to perceive and encode information
These schemas develop by 3yo

76
Q

Kohlberg’s Cognitive-Developmental Theory of Gender Identity

A
  1. Gender Identity Development (2-3yo): child recognizes their gender
  2. Gender Stability: recognize that gender is stable over time
  3. Gender Constancy: realize that gender identity doesn’t change based on your gender expression
77
Q

Erikson’s and Marcia’s Adolescent Identity Crisis

A
  1. Identity Diffusion: no crisis, not committed to any identity
  2. Identity Foreclosure: no crisis, committed to an identity upon suggestion
  3. Identity Moratorium: crisis, explore options
  4. Identity Achievement: resolved crisis, committed to identity
78
Q

Gilligan’s Relational Crisis

A

Preteen girls have a crisis that makes them exile parts of themselves in favor of more feminine stereotypes

a ‘loss of voice’ is experienced when they realize their opinions are not valued as much as mens

79
Q

Levinson’s ‘Season’s of a Man’s Life’
4 Stages

A
  1. Early Adult Transition: emotionally and financially independent
  2. Age 30 Transition (28-33yo): reevaluate life choices, ‘settle down’
  3. Midlife Transition (40-45yo): evaluate success and failures
  4. Late Adult Transition (60-65yo): reconcile the ‘dream’ with their lives
80
Q

What is Bowlby’s Ethological Theory?

A

The bestest attachment theory
Attachment is innate and is the foundation from which we make sense of the world

81
Q

What are Bowlby’s Innate Attachment Behaviours?

A
  1. Sucking
  2. Crying
82
Q

The 4 Stages of Attachment According to Bowlby

A
  1. Preattachment
  2. Attachment in the making
  3. Clear cut attachment
  4. Reciprocal relationships
83
Q

What is Social Referencing?

A

Infants gauge their reaction based on their caregiver’s reaction

84
Q

When does Separation Anxiety Peak?

A

18-24 months
Starts around 6 mos

85
Q

When does Stranger Anxiety Peak?

A

18-24 months
Starts around 8-10 months

86
Q

3 Stages of Prolonged Separation

A
  1. Protest: loud crying, rejection of other adults
  2. Despair: crying, withdrawal
  3. Detachment: apathy
87
Q

What are Ainsworth’s 4 Attachment Styles?

A
  1. Secure
  2. Anxious/Avoidant: low interest in environment, low distress with separation, sometimes wary of strangers
  3. Anxious/Resistant: anxious around CG, distressed with separation but ambivalent upon return, may reject comfort, always wary of strangers
  4. Disorganized/Disoriented: alternate between avoidance and proximity seeking
88
Q

What are the 4 Adult Attachment Styles?
PUDS

A
  1. Secure-Autonomous: integrate good and bad from childhood. coherent narratives. value relationships.
  2. Dismissing: devalue relationships, guarded, idealize parents
  3. Preoccupied: confused about early attachment. angry/fearful/passive, a lot of role reversal during childhood
  4. Unresolved: have not resolved own trauma, dysfunctional family relationships
89
Q

Damon Stages of Friendship

A
  1. 4-7 yo Shared Interests: friends are ppl you play with
  2. 8-10yo Mutual Trust & Assistance: friends are ppl you can count on
  3. 11yo+ Intimacy and Loyalty: friends understand you, and don’t deceive or abandon you
90
Q

When is Conformity to Peers the Strongest?

A

14-15yo
Strongest for positive behaviours

91
Q

How do friendships change in adulthood?

A

We become more selective due to limited time and capacity
Socioemotional Selectivity Theory: the more that time feels constrained, the more selective we are

92
Q

What are the first emotions that infants experience?

A

@birth interest, disgust, distress
@few months sadness, joy, surprise, anger, fear
More complex emotions arise around 2yo (envy, empathy, embarrassment) and later (guilt, shame, pride)

93
Q

Social Learning Approach of Aggression Origin

A
  • Coercive family interaction style: coercion used to influence behaviour + poor monitoring
  • Mimic caregivers aggression and use it instrumentally
94
Q

Cognitive Theory of Aggression Development

A
  • Believe it’s easier to act aggressive than to inhibit
  • Expect that aggression has positive outcomes
  • No remorse
95
Q

Dodge and Crick’s Cognitive Model of Aggression

A
  1. Encoding social cues
  2. Interpretation of social cues
  3. Response search
  4. Response evaluation
  5. Response enactment
96
Q

Piaget’s Theory of Moral Development
PHA

A
  1. Premoral Stage (birth-5yo): limited understanding of rules
  2. Heteronomous Stage (5-6yo): rules absolute, judge morality based on the consequences, egocentrism leads to inflexibility
  3. Autonomous Stage (10-11yo): flexibility, rules made by agreement between people and are alterable. Intentions are considered when judging.
97
Q

What is the effect of divorce on the parents?

A

Diminished parenting capacity for 2ish years

98
Q

What is the effect of divorce on children?

A

Preschoolers have worst ST impact but better LT impact
Boys more immediate impact + more externalization
Girls may have a ‘sleeper effect’

99
Q

What is the Montesorri Education Method?

A
  1. Practical life skills
  2. Sensory skills
  3. Language and math skills
  4. Physical, social, cultural skills

Has mixed outcomes

100
Q

What is the Head Start program and does it work?

A

Developed for lower income people to prepare for school
IQ gains are not maintained, but there is less drop out and higher achievement scores

101
Q

Stanford Binet Intelligence Assessment (SB5)

A

Ages: 2-85yo
Assesses: developmental disability, psych-ed, forensic, career, neuropsych
5 Cognitive Factors:
1. Fluid reasoning
2. Knowledge
3. Working memory
4. Quantitative reasoning
5. Visual-Spatial processing

102
Q

Weschler Adult Intelligence Scale (WISC)

A

Ages: 16-90yo
Premise: intelligence is a global ability made of different factors
Indexes:
1. Working Memory
2. Verbal Comprehension
3. Perceptual Reasoning
4. Processing Speed

103
Q

Slosson Intelligence Test

A

SIT-P: 2-7yo
SIT-R3: 4-65yo
Assesses: cognitive ability, verbal intelligence
Can be used with visually impaired people

104
Q

Kauffman Intelligence Test
3 diff. ones

A

KABC-II: 3-18yo
* Tests: simultaneous, sequential, planning, learning knowledge
KBIT-2: 4-90yo
* tests V and NV abilities
KAIT: 11-85yo
* Tests: fluid, crystallized, total
* More culturally fair

105
Q

Woodcock-Johnson III

A
  1. WJIII of Cognitive Abilities: general and specific
  2. WJIII of Achievement: oral language, academic achievement
    Ages: 2-90yo
    Used to test for eligibility for special ed
105
Q

Cognitive Abilities Test (CogAT)

A

Group test
Tests: verbal, NV and quantitative reasoning
Ages: K-12 school kids
Predicts grades and evaluates for gifted programs

106
Q

Wanderlic Personnel Test-R

A

Group test
50 items
Tests: verbal, numerical, spatial

107
Q

Bayley Scale of Infant and Toddler Development

A

Ages: 1-42mos
Assesses: cognitive, motor, language, social-emotional, adaptive behaviour
Detects developmental delays

108
Q

Denver Developmental Screening Test

Infants & Preschoolers

A

Ages: 0-6yo
Observations:
* personal-social
* fine motor adaptive
* language
* gross motor
Developmental delay: if fail an item that 90% of kids got at younger age

109
Q

Fagan Test of Infant Intelligence

A

Ages: 3-12mos
Assesses: recognition memory, compares time they look at novel vs familiar pictures

110
Q

Columbia Mental Maturity Scale

A

Ages: 3-12yo
Doesn’t require verbal or fine motor skill
Developed for use with ppl w/ cerebral palsy or other disabilities affecting motor

111
Q

Peabody Picture Vocab Test 4th ed.

A

Ages: 2yr6mos-90yo
Assesses: verbal intelligence
Indicate pic that best describes a word
Good for ppl w/ speech or motor impairment

112
Q

Hiskey Nebraska test of Learning Aptitude

A

Ages: 3-17yo6mos
Used w/ ppl w/ hearing impairment
Picture association, spatial reasoning, visual attention span, memory for colour

113
Q

Leiter International Performance Scale 3rd Ed.

A

Ages: 3-75yo
No verbal requirement
Good for hearing impaired or ESL

114
Q

Raven’s Progress Matrices

A

All non-verbal
Solve problems w/ abstract designs
Ages: 6yo+

115
Q

Illinois Test of Psycholinguistic Abilities

A

Ages: 5-12yo11mos
3 Global Composite Scores:
* general language
* spoken language
* written language
Finds: dyslexia, low phonological coding

116
Q

Wide Range Academic Achievement Test

A

Ages: 5-94yo
Assesses: reading, spelling, math
Finds: LD’s

117
Q

General Aptitude Test Battery

A

Used for: career counselling + job placement
Evaluates 9 aptitudes

118
Q

Purdue Pegboard and Crawford Small Parts Dexterity Occupational Tests

A

Looks at: psychomotor skills
Practice effects may be problem

119
Q

What is the Individual’s w/ Disabilities Education Act (IDEA)?

A

All disabled kids get education, testing and IPP

120
Q

Larry P. v. Riles: what is it about?

A

Racial bias in testing
San Fran banned from using IQ tests to place black kids in special ed programs

121
Q

What is the Family Educational Rights and Privacy Act (FERPA)?

A
  • Schools can’t release educational info w/o CG consent
  • CG have right to ask or educational info and challenge it
  • Old records be destroyed
122
Q
A

EPPP (9 decks)

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