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PYU404 > Developmental Psychology > Flashcards

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
Q

3 examples of sex chromosome anomalies

A

Klinefelters syndrome
Turners syndrome
Triple x pattern

26
Q

Klinefelters syndrome

A

XXY

undeveloped sex organs, trouble with language or learning

27
Q

Turners syndrome

A

XO
Girls with stunted growth and sterile
Abnormal development or cerebrum and cerebellum

28
Q

Triple x pattern

A

XXX

Girls slow in physical development, lower IQ and poor verbal abilities

29
Q

Current estimate of heretability of intelligence

A

Around 50%

30
Q

How to investigate heretability of intelligence

A

Twin and adoption studies

31
Q

Two main research methods

A

Cross sectional

Longitudinal

32
Q

Cross sectional

A

Data collected simultaneously across all age groups

33
Q

Longitudinal

A

Data is collected at different intervals in time using same ppts

34
Q

3 Pros of cross sectional

A

Quick
Uses best methods of the time
Less expensive

35
Q

Con of cross sectional

A

Subject to cohort effects

36
Q

3 pros of longitudinal

A

People act as own controls
Not subject to cohort effects
Differences occur over time

37
Q

2 cons of longitudinal

A

Selective atrophy

May retain less effective research methods

38
Q

Sequential research design

A

Uses best of both cross sectional and longitudinal studies

Begin with cross sectional and follow up with longitudinal

39
Q

Cognition

A

Processes of knowing, attending, remembering and reasoning, concepts and memories

40
Q

Cognitive development

A

Development of processes of knowing, including imagining, perceiving, reasoning and problem solving

41
Q

Schemas

A

Template for how you act, based on memories and experiences

42
Q

Adaptation

A

Creation of schemas through interaction with environment

43
Q

Assimilation

A

Using current schemas to interpret new environment

44
Q

Accommodation

A

Using old schemas to better fit new environment

45
Q

Equilibrium

A

Steady state

46
Q

Organisation

A

Organise schemas into efficient systems

47
Q

Two main ways of developing thinking

A

Assimilation

Accommodation

48
Q

Assimilation

A

Responding to info using existing ways of thinking. Adding to existing knowledge

49
Q

Accommodation

A

Reformulation of ways of looking at things based on new experiences

50
Q

Object permanence

A

Cognition acts on mental representations of the world not necessarily available to the senses

51
Q

Constructionism

A

Gradually construct knowledge of the world and mental representations. Not inborn

52
Q

What age does an infant not have object permanence and what age do they

A

9 months they don’t

2 years they do

53
Q

A not B error

A

A- infant facial to account for disappearance to new location
B- despite seeing object hid in new location

54
Q

Loafers theory of cognitive development

A

Colourful description of what cognitive development looks like.
Addresses fundamental questions.
Draws disjointed aspects of development under one coherent theory.

55
Q

Four stages of cognitive development by Piaget

A

Sensorimotor
Pre operational
Concrete operations
Formal operations

56
Q

Sensorimotor

A

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
Q

Preoperational

A

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
Q

Concrete operations

A

7-12 years
Think logically and use systematic classification systems but unable to use abstract classification systems without examples

59
Q

Formal operations

A

12 years onwards.

Think abstractly, systematically and hypothetically

60
Q

4 criticisms of Piaget theory

A

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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