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Developmental Psychology Flashcards

1
Q

Is concerned with

A

Changes during childhood

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2
Q

Assumes that

A

Changes will take place throughout childhood

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3
Q

Concerned with

A

Identifying change and it’s causes

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4
Q

Five principles of lifespan development

A 
Development is lifelong
Multidimensional 
Multi directional 
Plasticity 
Context and history
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5
Q

What are the three groups in the principles of lifespan development

A

Normative, age graded
History graded influences
Non normative life events

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6
Q

Three things that determine the importance of developmental psychology

A

Human development is multifaceted.
Can diagnose problems, intervene or remediate.
Can establish appropriate developmental activities for all groups.

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7
Q

Continuity

A

Development seen as a continuous growth function, constantly acquiring knowledge, skill and behaviours

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8
Q

Discontinuity

A

Sees development as stages with qualitative changes, some normative and others non normative

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9
Q

What is development a dynamic interaction of

A

Biology, cognition and the environment

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10
Q

What are the four domains of development useful for

A

Categorising the study of physical growth as the domains are not discrete and interact and influence each other

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11
Q

How does nature affect development

A

Your inherited abilities or genes

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12
Q

How does nurture affect development

A

The result of your experiences and environment

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13
Q

Teratogen

A

Is an agent which can cause a birth defect, usually in the environment that the mother may be exposed to in pregnancy

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14
Q

Four examples of maternal disease teratogens

A

Rubella
HIV/AIDS
Cytomegalovirus
Chronic illness (diabetes/lupus)

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15
Q

What are some environmental teratogen hazards

A 
Mercury 
Fish 
Lead
Anaesthetic gases 
Solvents
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16
Q

What are some drug teratogens

A 
Alcohol 
Smoking 
Cocaine 
Marijuana 
Heroin
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17
Q

5 Other teratogens

A 
Over the counter drugs 
Diet and nutrition 
Mothers age 
Stress and emotional state 
Poverty
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18
Q

How many chromosomes does the average person have

A

46 (23 pairs)

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19
Q

3 problems in prenatal development

A

Genetic disorders
Autosomal disorders
Sex linked disorders

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20
Q

3 Autosomal disorders

A

Sickle cell disease
Tay Sachs
Huntington’s disease

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21
Q

3 sex linked disorders

A

Colour blindness
Haemophilia
Fragile x syndrome

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22
Q

Trisomies

A

Three copies of an autosome

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23
Q

Example of a trisomy

A

Down syndrome

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24
Q

Sex chromosome anomalies

A

Incorrect or incomplete division of either sex chromosome

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25
3 examples of sex chromosome anomalies
Klinefelters syndrome Turners syndrome Triple x pattern
26
Klinefelters syndrome
XXY | undeveloped sex organs, trouble with language or learning
27
Turners syndrome
XO Girls with stunted growth and sterile Abnormal development or cerebrum and cerebellum
28
Triple x pattern
XXX | Girls slow in physical development, lower IQ and poor verbal abilities
29
Current estimate of heretability of intelligence
Around 50%
30
How to investigate heretability of intelligence
Twin and adoption studies
31
Two main research methods
Cross sectional | Longitudinal
32
Cross sectional
Data collected simultaneously across all age groups
33
Longitudinal
Data is collected at different intervals in time using same ppts
34
3 Pros of cross sectional
Quick Uses best methods of the time Less expensive
35
Con of cross sectional
Subject to cohort effects
36
3 pros of longitudinal
People act as own controls Not subject to cohort effects Differences occur over time
37
2 cons of longitudinal
Selective atrophy | May retain less effective research methods
38
Sequential research design
Uses best of both cross sectional and longitudinal studies | Begin with cross sectional and follow up with longitudinal
39
Cognition
Processes of knowing, attending, remembering and reasoning, concepts and memories
40
Cognitive development
Development of processes of knowing, including imagining, perceiving, reasoning and problem solving
41
Schemas
Template for how you act, based on memories and experiences
42
Adaptation
Creation of schemas through interaction with environment
43
Assimilation
Using current schemas to interpret new environment
44
Accommodation
Using old schemas to better fit new environment
45
Equilibrium
Steady state
46
Organisation
Organise schemas into efficient systems
47
Two main ways of developing thinking
Assimilation | Accommodation
48
Assimilation
Responding to info using existing ways of thinking. Adding to existing knowledge
49
Accommodation
Reformulation of ways of looking at things based on new experiences
50
Object permanence
Cognition acts on mental representations of the world not necessarily available to the senses
51
Constructionism
Gradually construct knowledge of the world and mental representations. Not inborn
52
What age does an infant not have object permanence and what age do they
9 months they don’t | 2 years they do
53
A not B error
A- infant facial to account for disappearance to new location B- despite seeing object hid in new location
54
Loafers theory of cognitive development
Colourful description of what cognitive development looks like. Addresses fundamental questions. Draws disjointed aspects of development under one coherent theory.
55
Four stages of cognitive development by Piaget
Sensorimotor Pre operational Concrete operations Formal operations
56
Sensorimotor
0-2 years Start to differentiate yourself from their physical world and understand cause and effect and interact with physical world and become egocentric. Develop object permanence
57
Preoperational
2-7 years Egocentric at 2-4 years Have broad classification and grasp observation of mass and volume, becoming less egocentric from 4 onwards, have a sense of right and wrong
58
Concrete operations
7-12 years Think logically and use systematic classification systems but unable to use abstract classification systems without examples
59
Formal operations
12 years onwards. | Think abstractly, systematically and hypothetically
60
4 criticisms of Piaget theory
Over reliance on verbal interview methods. Stages are influenced by socio-cultural factors and not universal, as claimed. Development may be more domain specific than described in the stages. May have underestimated children’s ability to understand the physical world.

PYU404 (4 decks)

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