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Psychology 2A > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

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
vectorial structures (case's theory)
complex transformation of representations Abstract and systematic reasoning, future projections
26
Central conceptual structures
mental frameworks used to organise information: numerical, social, spatial
27
Horizontal Decalage
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
28
Core EF functions according to Miyake and Friedman
Inhibition (self-control, impulsivity, prepotent responses) Updating/Working memory (monitoring/updating WM) Shifting/Switching (cognitive flexibility)
29
Morality
A system of principles that guide behaviour (ours and how we perceive others)
30
Piaget's theory of moral development
1. heterogenous morality (moral realism) 4-7 2. autonomous morality (moral relativism) 8-12 ish
31
heteronomous morality (moral realism)
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
Autonomous morality (moral relativism)
8-12 years morality becomes self governed and rules can sometimes be adapted and fairness is about considering others needs
33
Moral Judgement competence
ability to make reasoned decisions about what is right and wrong, when there are conflicting values or interest to consider
34
Kohlberg's stages of moral development:
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
Heinz dilemma
husband stealing essential medicine he can't afford to save his wife
36
moral atmosphere
Shared culture or moral understanding of what is an appropriate or inappropriate behaviour based upon the interaction amongst group members
37
Social cognitive domain theory
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
Language
system of communication that uses symbols (sounds, gestures, words, syntax) to convey meaning
39
Pragmatics
understanding how we use language, i.e. the context of the speech, the speakers intentions, listener's intentions, social norms
40
pre-linguistic stage
coo-ing -> first sign of babbling -> more complex babbling -> first words practice vocal chords and learning communication, learning sounds, rhythms of language
41
two word stage (18-20 months ish)
simple sentences, action sentences, can understand instructions, rapid vocab spurt - up to 300 words
42
Learning Theory (Skinner) (Theories of language acquisition)
Behavioural, learning language through imitation, conditioning and reinforcement
43
chomsky (theories of language acquisition)
"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
Piaget (theories of language acquisition)
little scientists that learn from their environment and develop schemas cognitive development precedes language development.
45
Social theorists Vygotsky and Bruner (theories of language acquisition)
language about communicating , impact of social environment through scaffolding, modelling and ZPD
46
Empathy vs Sympathy
empathy more emotionally neutral compared to sympathy and antipathy which are cognitive states coloured by emotion (mirroring response)
47
cognitive component of empathy
intellectual/imaginative appreciation of the mental state of another
48
emotional component of empathy
affective response to another through matching and mirroring response e.g. compassion
49
Motivational component of empathy
inherent drive to emotionally engage with others
50
Rochat's theory of empathy development
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
Theory of Mind
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
Atypical Empathy
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
Caregiver Psychological Neglect : Impact on empathy development
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
Abuse: impact on empathy development
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
Autism
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
Evolved definition of empathy by fletcher-watson and bird (2019)
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
Masking and camouflaging
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
Hyper empathy
hyper arousal of the empathic system
59
dark empathy
high empathy and high dark triad (Machiavellianism, narcissism, psychopathy)
60
Narcissistic Personality Disorder
typically have deficits in empathy but have high cognitive empathy - use it differently
61
Antisocial Personality Disorder (ASPD/Psychopathy)
high cognitive empathy, dissociation and emotional empathy is processed different able to read very subtle cues
62
Gender identity
individual self identity/description that consists of factors (biology, societal structures, cultural expectations, personal experiences)
63
Kohlberg's gender schema
an approach grounded in Gender constancy Gender labelling (by age 3) Gender stability (by age 5) Gender consistency (by age 7)
64
Gender Schema theory (Bem)
Children actively build schemas as a larger lens through which to view the world and adjust behaviour to align with gender norms
65
Dual pathway theory
Gender is affected by attitudinal pathways (societal gender expectations) and personal pathways (personal interests)
66
Gender dysphoria
negative, distressing experience the body as differing from our gendered self-image
67
gender euphoria
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
Resilience
capacity for successful adaptation and recovery in response to stressful life events
69
Adverse Childhood experiences (ACEs)
acute/chronic stressful events that occurred during childhood resulting a biological/physiological stress response
70
PERMA model
Positive emotion (framing, cognitive reappraisal) Engagement Relationships (support, catharsis, cognitive reappraisal) Meaning Accomplishments
71
PI-PE model
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
distress
negatively framed stress
73
Eustress
Positively framed stress

Psychology 2A (5 decks)

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