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Psychology 2A > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

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1
Q

Naturalistic observation

A

less controlled observation of children in a natural environment with the experimenter remaining unobserved

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2
Q

Structured observation

A

anormal environment (e.g. play lab, doctor’s office), artificial, child given task to do/ structured activity

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3
Q

Flexible clinical interview

A

Flexible, targeted, lots of information from child. Comparisons difficult

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4
Q

Structured Interview

A

Comparisons, efficiency due to standard prompts
less depth/specificity

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5
Q

Carer/Teacher/Questionnaires

A

efficient, targeted, multiple perspectives, makes comparisons easy. limited depth and not exhaustive

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6
Q

Child Questionnaires

A

proximity to child, self-advocacy. lack of insight or self-awareness from younger children

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7
Q

Standardised Assessments

A

Without machines, cognitive and intelligence test. standardised level for everyone

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8
Q

Psychophysiological Testing

A

Map brain activity, provides focused and proximal data. Consent can be challenging due to unwelcoming environment

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9
Q

Clinical database analysis

A

cheap/power, historical data. unknown rigour, control and completeness of data

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10
Q

case study analysis

A

rich and multidimensional information. Non-generalisable, and potentially biased

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11
Q

ethnography analysis

A

Study of community and cultural groups

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12
Q

Internal validity

A

Ability to draw conclusions about the impact of the IV on the group being studied

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13
Q

External validity

A

our ability to make inferences from the sample to the population

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14
Q

Piaget’s Theory

A
  1. Sensorimotor (Birth - 2 years)
  2. Preoperational (2 - 7 years)
  3. Concrete Operational (6-12 years)
  4. Formal operational (11 + years)
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15
Q

Assimilation

A

Incorporating into an existing schema

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16
Q

Accomodation

A

Modification of a prior schema

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17
Q

Zone of proximal development

A

Modelling and scaffolding to accomodate learning

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18
Q

Information Processing Theory

A

cognitive development as a general, continuous process of maturation through internal, self-generated change

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19
Q

number sense

A

ability to understand that 5 = five = I I I I I

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20
Q

Executive function

A

Ability to represent a problem and come up with a problem solving strategy and monitor and adapt said strategy
encompasses working memory, inhibitory control, cognitive flexibility
Higher and lower cognitive processes that control behaviour

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21
Q

Case’s theory: The mind’s structure

A

Sensorimotor structures: sensory input, physical actions, cause-effect
Interrelational structures: internal representations (mental representation - word, images)
Dimensional structures: simple transformations of internal representations
vectorial structures: complex transformation of representations

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22
Q

Sensorimotor structures (case’s theory)

A

sensory input, physical actions, cause-effect

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23
Q

Interrelational structures (case’s theory)

A

internal representations (mental representation - word, images)
Simple relationships and Symbolic thinking

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24
Q

Dimensional structures (case’s theory)

A

simple transformations of internal representations
Multidimensional reasoning, quantitative logic (conservation)

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25
Q

vectorial structures (case’s theory)

A

complex transformation of representations
Abstract and systematic reasoning, future projections

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26
Q

Central conceptual structures

A

mental frameworks used to organise information:
numerical, social, spatial

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27
Q

Horizontal Decalage

A

a problem with piagets theory
many understandings/abilities appear in specific areas at different times rather than being mastered all at once. different insights have different levels of complexity and therefore difference processing demands

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28
Q

Core EF functions according to Miyake and Friedman

A

Inhibition (self-control, impulsivity, prepotent responses)
Updating/Working memory (monitoring/updating WM)
Shifting/Switching (cognitive flexibility)

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29
Q

Morality

A

A system of principles that guide behaviour (ours and how we perceive others)

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30
Q

Piaget’s theory of moral development

A
  1. heterogenous morality (moral realism) 4-7
  2. autonomous morality (moral relativism) 8-12 ish
31
Q

heteronomous morality (moral realism)

A

4-7 years
morality governed by external forces
rules are created by authority figures with immanent justice -> good behaviour rewarded and bad behaviour punished
focus on the consequences not the intentions of actions

32
Q

Autonomous morality (moral relativism)

A

8-12 years
morality becomes self governed and rules can sometimes be adapted and fairness is about considering others needs

33
Q

Moral Judgement competence

A

ability to make reasoned decisions about what is right and wrong, when there are conflicting values or interest to consider

34
Q

Kohlberg’s stages of moral development:

A
  1. Preconventional stage (self)
    a. infancy: obedience and punishment
    b. pre-school: self-interest
  2. Conventional stage (family; community)
    a. school-age: conformity and social relationships
    b. school-age: law and order
  3. Post conventional stage (community; humanity)
    a. adolescence: social contract
    b. adulthood: universal principles -> justice
35
Q

Heinz dilemma

A

husband stealing essential medicine he can’t afford to save his wife

36
Q

moral atmosphere

A

Shared culture or moral understanding of what is an appropriate or inappropriate behaviour based upon the interaction amongst group members

37
Q

Social cognitive domain theory

A

by Elliot Turiel
Moral development is one component of a broader social reasoning system.
3 domains:
Moral domain: welfare, rights, justice -> authority independent universal context
social conventional domain: social etiquette, rules -> authority dependent, context-specific
Personal domain: Personal choices -> personal jurisdiction

38
Q

Language

A

system of communication that uses symbols (sounds, gestures, words, syntax) to convey meaning

39
Q

Pragmatics

A

understanding how we use language, i.e. the context of the speech, the speakers intentions, listener’s intentions, social norms

40
Q

pre-linguistic stage

A

coo-ing -> first sign of babbling -> more complex babbling -> first words
practice vocal chords and learning communication, learning sounds, rhythms of language

41
Q

two word stage (18-20 months ish)

A

simple sentences, action sentences, can understand instructions, rapid vocab spurt - up to 300 words

42
Q

Learning Theory (Skinner) (Theories of language acquisition)

A

Behavioural, learning language through imitation, conditioning and reinforcement

43
Q

chomsky (theories of language acquisition)

A

“Universal Grammar” an d “Language Acquisition Device” -> children are born with an innate ability to acquire language and infer linguistic rules from input received.

44
Q

Piaget (theories of language acquisition)

A

little scientists that learn from their environment and develop schemas
cognitive development precedes language development.

45
Q

Social theorists Vygotsky and Bruner (theories of language acquisition)

A

language about communicating , impact of social environment through scaffolding, modelling and ZPD

46
Q

Empathy vs Sympathy

A

empathy more emotionally neutral compared to sympathy and antipathy which are cognitive states coloured by emotion (mirroring response)

47
Q

cognitive component of empathy

A

intellectual/imaginative appreciation of the mental state of another

48
Q

emotional component of empathy

A

affective response to another through matching and mirroring response e.g. compassion

49
Q

Motivational component of empathy

A

inherent drive to emotionally engage with others

50
Q

Rochat’s theory of empathy development

A

Stage one - Birth: passive, obligatory emotional resonance
Stage two - approx. 2 months+ : emergence of active reciprocation (social smiling, complex dialogical engagement)
Stage 3 - approx 6-9 months: 6 months: surprise if object moves on its own, 9 months: attempts to share attention with others (joint attention)
Stage 4 - approx 14 months +: identification of self as unique, identify/project themselves into others -> projective empathy
Stage 5: approx 24 months +: self concsious emotions, systematic compariosns, categorisations and conceptualisation of the self in relation to others
Stage 6 - approx. 4-6 years: Fully developed awareness of mental states and role in explaining behaviours, prediction of others behaviours

51
Q

Theory of Mind

A

capacity to understand other people by ascribing mental states to them. understanding that others’ beliefs, desires, intentions, emotions, and thoughts may be different from one’s own

52
Q

Atypical Empathy

A

Disrupted development (usually early on) through severe abuse or extreme neglect
leads to dysfunctional socialisation effects as the formation of neural pathways for empathy develop in early life and are highly sensitive to the environment

53
Q

Caregiver Psychological Neglect : Impact on empathy development

A

Absence/ withdrawal of appropriate stimuli, support care of child
which leads to short and long term cognitive and emotional development deficits (withdrawal, low self-esteem, negative affect)
weakening/atrophy of neural pathways

54
Q

Abuse: impact on empathy development

A

severe cognitive and emotional deficits, not atrophy of pathways but aberrant pathways are built (aggression, less empathy, increased psychiatric disorders, delinquency, criminal behaviour)
changes to hypothalamic pituitary adrenal (HPA) axis - important brain region

55
Q

Autism

A

present from birth
unique strengths/challenges:
social communication/interactions; Restricted/repetitive behaviours; sensory differences (hyper/hypo); focused interests; anxiety; meltdown/shutdowns; sometimes delayed developmental, intellectual disability

historically typified as having ‘deficiencies’ of empathy/theory of mind
difficulties with theory of mind/cognitive empathy might be due to difficulties with self-other representation

56
Q

Evolved definition of empathy by fletcher-watson and bird (2019)

A

Empathy involves
step 1: noticing someone else’s emotional behaviour
step 2: correctly interpreting that behaviour/emotion
step 3: affinity for, resonate with/mirror how that person feels
step 4: deciding upon and expressing a response

57
Q

Masking and camouflaging

A

some neurodivergent people learn and practice certain behaviours, or suppress other behaviours to appear neurotypical -> leads to fatigue, harm to self-identity, depression, anxiety, limit access to diagnosis and support

58
Q

Hyper empathy

A

hyper arousal of the empathic system

59
Q

dark empathy

A

high empathy and high dark triad (Machiavellianism, narcissism, psychopathy)

60
Q

Narcissistic Personality Disorder

A

typically have deficits in empathy but have high cognitive empathy - use it differently

61
Q

Antisocial Personality Disorder (ASPD/Psychopathy)

A

high cognitive empathy,
dissociation and emotional empathy is processed different
able to read very subtle cues

62
Q

Gender identity

A

individual self identity/description that consists of factors (biology, societal structures, cultural expectations, personal experiences)

63
Q

Kohlberg’s gender schema

A

an approach grounded in Gender constancy
Gender labelling (by age 3)
Gender stability (by age 5)
Gender consistency (by age 7)

64
Q

Gender Schema theory (Bem)

A

Children actively build schemas as a larger lens through which to view the world and adjust behaviour to align with gender norms

65
Q

Dual pathway theory

A

Gender is affected by attitudinal pathways (societal gender expectations) and personal pathways (personal interests)

66
Q

Gender dysphoria

A

negative, distressing experience the body as differing from our gendered self-image

67
Q

gender euphoria

A

distinct enjoyment/satisfaction caused by the correspondence between the person’s gender identity and gendered features associated with a gender other than the one assigned at birth

68
Q

Resilience

A

capacity for successful adaptation and recovery in response to stressful life events

69
Q

Adverse Childhood experiences (ACEs)

A

acute/chronic stressful events that occurred during childhood resulting a biological/physiological stress response

70
Q

PERMA model

A

Positive emotion (framing, cognitive reappraisal)
Engagement
Relationships (support, catharsis, cognitive reappraisal)
Meaning
Accomplishments

71
Q

PI-PE model

A

Pre-stressor adjustment -> specific stressor -> tolerance to stressor (tolerant/intolerant) -> narrative construction (positive/negative accommodation/assimilation) -> adaption (thriving/sustainability/recovery/transformation) or maladaptation (rigidity/vulnerability) to stressor -> psychological immunity/elasticity/susceptibility

72
Q

distress

A

negatively framed stress

73
Q

Eustress

A

Positively framed stress

Psychology 2A (5 decks)

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