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PSYC10004: mind brain and behaviour 2 > developmental psychology > Flashcards

developmental psychology Flashcards

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1
Q

What is developmental psychology?

A

Studies of human growth across life-span
Changes
Factors that affect development
Child psychology vs lifespan psychology

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2
Q

Why study developmental psychology?

A

Understand human nature
Shape social policy
Enrich human life

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3
Q

Why study child development

A

Understand human nature: how do genetics and environment affect children’s development

Shape social policy: how can we conduct research with children while protecting their human rights

Enrich human life: what can psychology tell us about effective child-rearing and child mental health

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4
Q

Why study lifespan development

A

Understand human nature: how do we change across our lifespan? How do we stay the same?

Shape social policy: how to we recover from trauma? What supports are effective, for who?

Enrich human life: to what extent do we actively shape our lives or passively respond to surroundings?

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5
Q

enduring themes

A

Continuity and discontinuity
Continuity = stability e.g. a person’s name
Discontinuity = change e.g. a person’s title miss, ms, dr
Continuous change = quantitative, reversible e.g. height, capacity for memory
Dis-continous change = qualitative, irreversible e.g. puberty, theory of mind

Mechanisms for change
Changes in species e.g. migration, genetic drift, natural selection
Changes in behaviour e.g. preparation, action, maintenance

University and context specificity
To what extent is the development:
Universal across contexts and cultures
Exclusive to specific contexts and cultures

Individual differences
How do children with a shared background become different from each other?

Research and children’s welfare
How can researchers conduct meaningful research with infants and young people?
How can we protect infants’ and young people’s welfare in research

Nature and nurture
How do nature and nurture together share development

The active child
How do children shape their own development

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6
Q

What is cognitive development?

A

How children/people think, learn, explore, remember and solve problems
Perception, attention, language, problem solving, reasoning, memory, conceptual understanding, and intelligence

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7
Q

Developmental themes:

A
  • Continuity and discontinuity
  • Nature and nurture
  • The active child
  • Mechanisms of change
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8
Q

Cognitive theories

A

Concerned with: how out cognitive skills develop
E.g.
Piaget’s cognitive-developmental theory
Vygotsky’s sociocultural theory
Information processing theories

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9
Q

Piaget Theory

A

Four stages of cognitive development
- Sensorimotor stage
- Preoperational stage
- Concrete operational stage
- Formal operational stage

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10
Q

Vtgotsky’s sociocultural theory

A

Individuals’ cognitive development is largely shaped by the social and cultural context
1. Infants have basics cognitive skills (attention, sensation, perception, memory)
2. As infants interact with other, these skills become more sophisticated

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11
Q

What is intelligence?

A

The capacity to learn from experience and adapt to one’s environment
It is a developmental concept
Intelligence means different things at different ages
The definition could vary in different contexts

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12
Q

General intelligence

A

A person possesses a curtain amount of general intelligence (g), that influences their ability on all intellectual task
Cognitive ability
General mental ability
General intelligence factor
Intelligence

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13
Q

Multiple theories of intelligence
Intelligence can be measured as:

A
  • One dimension e.g. g, IQ
  • Two dimension e.g. crystalised and fluid
  • A few dimensions e.g. thurstone 7, gardner 7
  • Many dimensions e.g. carroll’s 3-stratum model
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14
Q

Intelligence as one dimension: mental age/IA

A

Mental age (MA)
The average age at which children achieve a given score on Binet and Simon’s test

IQ = mental age/chronological age x 100

problem: a non-changing number that represents a developmental concept

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15
Q

Intelligence as many processes

A

John Carroll proposed a three-stratum theory of intelligence
A hierarchical integration of:
G
Eight generalised abilities
Many specific processes

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16
Q

Stanford-Binet scales

A

Five cognitive abilities:
Fluid reasoning
Knowledge
Quantitative reasoning
Visual-spatial processing
Working memory
From fluid intelligence to broad visual perception
Uses MA to calculate IQ
Popular in US, for ages 2-23

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17
Q

British ability scale

A

Three domains:
Verbal ability
Non-verbal reasoning
Spatial ability
Popular in UK, ages 3-17
Uses g
Fluid intelligence crystallised intelligence + broad visual perception

18
Q

Issues of measurement

A

WISC scores differ among ethnic groups:
Average IQ of Euro-American children is higher than that of African-American children
Does this indicate cultural difference in intelligence? NO
E.g. “who discovered America?” is a culturally insensitive question

18
Q

The WISC-R intelligence test

A

Wechsler Intelligence test for children (WISC)
The most widely used instrument for children 6+ years
Two main sections:
Verbal: general knowledge, language skills
Performance: spatial + perceptual abilities
Uses MA to calculate IQ

Verbal section
Information: “what is the capital of France?”
Vocabulary: “what is a helicopter?”
Similarities: “How are a hammer and a chisel alike?”
Arithmetic: “If 4 friends divided 20 lollies equally, how many would each person get?”
Comprehension: “Why do we have prisons?”
Digit span: “repeat the following numbers in order when I have finished: 5, 3, 7, 4, 9

Performance section:
Block design: arrange 9 blocks to match a picture
Coding: identifying patterns from series of simple shapes/numbers, each paired with simple symbol
Mazes: a set of increasingingly difficult mazes printed in a response booklet - no pencil lifting or entering blind alleys
Object assembly: assemble puzzle parts to form a meaningful whole
Picture arrangement: arrange cartoon frames to tell a coherent story

19
Q

Social development

A

The gradual acquisition of certain skills (e.g. language, interpersonal skills), attitudes, relationships, and behaviour that enable the individual to interact with others and to function as a member of society

20
Q

Developmental themes:

A

Continuity and discontinuity
Mechanisms of change
Active child
Nature and nurture

20
Q

Psychoanalytic theories
Freud’s theory of psychosexual development

A

Concerned with: the relationship between the conscious and the unconscious
Relevance to development: how personality (and psyche) develop across different stages of psychosexual development (oral, anal etc)

21
Q

Autism spectrum disorder
Neurodevelopmental disorder
Neuro = brain

DSM-5 definition

A
  1. Social communication and interaction deficits
    - Social reciprocity
    - Nonverbal communication
    - Social relationship
  2. Restricted and repetitive behaviour and interests
    - Stereotypes or repetitive motor movements
    - Insistence on sameness
    - Restricted and fixated interests
    - Hyper- or hypo- reactivity to sensory input

Neurodiversity model
Autism as a part of brain variation
Strengths-based approach

Current understanding about autism
~1% of the population in the world
More common in males than females
Highly heritable and highly genetically heterogenous
Commonly comorbid with other conditions or disorders
Usually diagnosed after 2-3 years of age
No standard therapies

21
Q

Erikson’s theory of psychosocial development

A

Concerned with: how people learn specific behaviours
Relevance to development: learning of behaviour can take place across lifespan and has ongoing consequences for the person’s life

E.g.
Watson’s classical conditioning
Skinner’ operant conditioning
Bandura’s social learning theory

Watson’s classical conditioning
Learn to associate two unrelated stimuli

Skinner’s operant conditioning
Learn by associating behaviours with consequences

Bandura’s social learning theory
Learn by observing other people’s behaviours

22
Q

Bottema-beutel et al. (2019)

A

Associatiations between social functioning and cognitive and interpersonal constructus in autistic and non-autistic children
Meta-analysis of 120 studies

22
Q

Waddington et al. (2023)

A

Associatiations between atypical development in the first year of life and the age of autism diagnosis
Parent-report survey → parents of autistic children
“Do you recall anything unusual about your child’s development or behaviour during their first 6 months?”
N = 423

23
Q

Tiede and walton (2019)

A

Effects of group-designed naturalistic developmental behavioural intervention
Meta-analysis of 29 studies

24
Q

Wang et al. (2019)

A

Effects of pivotal response treatment on language development
Randomised controlled trial
PRT = pivotal response treatment
TAU = treatment as usual

25
Q

What are emotions?

A

Combination of physiological and cognitive responses to thoughts or experiences
- Neural responses
- Physiological factors
- Subjective feelings
- Emotional expressions
- The desire to take action

26
Q

Emergence of emotions

A

Emotions are innate, biologically based, and universal.
Six basic emotions:
- Joy
- Sadness
- Anger
- Disgust
- Fear
- Surprise

27
Q

Criticism of the basic emotion perspective

A
  • Disagreement about which emotions are the basic ones
  • Vagueness of the biological bases
  • Problematic cross-linguistic mapping
  • Rejection on the assumption that emotions are discrete categories
28
Q

Constructivist perspective

A

Emotions are learned through individual experiences, cultural context, and social interactions
- Not innate or universal

29
Q

Functionalist perspective

A

Emotions are biologically evolved responses that serve adaptive functions, helping individuals navigate and respond to environmental challenges for survival and well-being

30
Q

Emotional regulation

A

A set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions

31
Q

importance of emotional regulation

A
  • Affects social functioning and relationships
  • Affects mental health and overall well-being
  • Affects academic and profession success
32
Q

emotional regulatory strategies

A
  • Self-comforting behaviours, self-distraction, social support, cognitive re-apprasial, mindfulness etc.
  • Developmental
33
Q

Emotion regulation from infancy to toddlerhood (Atkinson et al. 2021)

A

Aim: examine changes in the use of self-soothing, attentional distraction, and dyadic regulation through infancy to toddlerhood

Methods:
Mothers and their full-term (n=46) and healthy very-low-birthweight preterm (n=56) infants
Dyads participated in free-play interactions at 5.2,12, and 18 months of age. Behaviours were coded using age-appropriate systematic, observational coding systems

34
Q

Temperament

A
  • Individual differences in emotion, activity level, and attention that are exhibited across contexts
  • Influenced by both genes and the environment
35
Q

Measuring temperament

A
  • Every child has some level of same set of dimensions
  • Developed questionnaires to measure temperament from infancy to adulthood
  • The Infant Behaviour Questionnaire
  • The Child Behaviour Questionnaire
  • Temperament can be measured in five dimensions: fear, distress/anger/frustration, attention span, activity level, smiling and laughter
  • Rating tend to be stable over time and predict later behavioural problems, anxiety disorders, and social competence
36
Q

Physiological measures

A
  • Emotional reactions to laboratory situations
    1. heart-rate variability
    2. electroncephalogram (EEG)
37
Q

define culture

A

“a culture is a socially transmitted or socially constructed constellation consisting of practices, competencies (thinking, reasoning and problem solving), ideas, schemas, symbols, values, norms, institutions, goals, constitutive rules, artefacts, and modification of the physical environment”

38
Q

Bronfenbrenner’s Bioecological model examples

A

considered the child’s environment as composed of a series of nested structures, ranging from micro to macrosystem

microsystem e.g.
- peers
- childcare setting
- parents and siblings

macrosystem e.g.
- culture/subculture
- social class
- broad ideology

PSYC10004: mind brain and behaviour 2 (3 decks)

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