developmental psychology Flashcards

1
Q

why is developmental psychology importat

A

need to know where the child is developmentally - so know how they will communicate and relate with you and you with them

think about how their social context supports or hinders developmental progress

how the developmental leap that they are about to take will influence illness

think about how we can recruit and engage parents/school etc (ie their system) in treatments `

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2
Q

describe the relationship between hereditory and environmental influence on development *

A

babies have genetic blueprint - programmed to work in a way but not automatic

many systems are ready, but others need human input - eacy baby customised to their surroundings

they are programmed to detect the patterns in env, but we need to input the information - the input changes the outputb

people born in different places have different cultural needs

nature sets course eg by gender, genetics, temprement and maturational stages

but nurture shapes the predertimined course via the environment, parenting, stimulus, and nutritionn

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3
Q

describe how a baby can recognise its mother *

A

through hearing, smell and taste

hearing - receptive hearing at 16wks, functional at 24 - as newborn babies are familier with and prefer mother’s voice

smell - learn quickly about the smells associated with their mother - smell own amniotic fluid, maternal breast odours and prefer smell to mother’s expressed milk to others - advantage for food and bonding

taste - a newborn senses savoury, sweet, sour, bitter (not salt until 4 months), have a love for sugar, like glutamate (savoury) which is found in breast milk

sight - poor vision initially best at periphery, babies have preference for watching their mother’s faces, have a preference for looking at faces and face-like stimuli, have preference for faces with open eyes and look longer at happy face stimuli

this is reciprical socialisation - babies are social and respond to these stimuli, be aware of who delivered them and expect partners

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4
Q

why is social reciprocal socailisation important *

A

babies are dependant so need to be noticed to survive - therefore they act to elicit stimuli

learning to relate is critical for future behaviour

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5
Q

describe reciprocal socialisation *

A

bidirectional between children and parents - via facial expression - requires connection, synchronisation and mutual recognition

if baby reinforces child - child will keep acting and continue to develop in this area - this is scaffolding

baby and mothers actions are influenced by the others

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6
Q

describe the still face experiment *

A

child plays with mother

when mother stops responding ie has a still face - baby responds with signs of distress - illustrates how parent involvement effects development

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7
Q

describe the effect of parents providing a supportive environment for development *

A

through scaffolding and reciprocal socialisation, provision of a stimulating and rich environment (physiologically and psychologically) give babies the resources to develop

if have depressed mum - adjust to low stimulation and get used to lack of positive feelings

if agitated mum - stay ovet-aroused and have a sense that feelings explode out of you without control, or switch off feelings completely

well managed - expect world responsive to feelings, bring intense states to normal levels, by being supported in this they learn how to do it themselves

an ‘internal working model’ is determined through this social process - baby develops thsi by coordinating systems with the people around him

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8
Q

what is attachment *

A

described by Bowlby

biological instinct that seeks proximetry to an attachment figure when threat is percieved or discomfort experienced

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9
Q

purpose of attachment *

A

sense of safety provides a secure base so they can explore env and so promote development while being protected

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10
Q

when does attachment start and how does it effect life *

A

begins before birth, mum might start socialising with baby - supported by reciprocal socialisation

the internal working model formed informs our expectations and behaviour in wider situations and through life

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11
Q

what is attachment mediated through *

A

mind-mindedness

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12
Q

describe mind-mindedness *

A

parents with mind-mindedness treat children as individuals with minds

respond as if children’s actions are meaningful - ie motivated by thoughts, feelings or intentions - ie trying to communicate

if parent communicates with them helps the child to understand other’s emotions and actions

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13
Q

describe the development of attachment over the 1st yr *

A
  • Birth to 3M; baby prefers people to inanimate objects, indiscriminate proximity seeking eg clinging to carer
  • 3-8M; smiles discriminately to main caregivers
  • 8 – 12M; selectively approaches main caregivers, uses social referencing / familiar adults as “secure base” to explore new situations; shows fear of strangers and separation anxiety
  • From 12M; the attachment behaviour can be measured reliably.
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14
Q

what was the strange situation test *

A

children were put in unusual env

testing how they respond to the temporary absence of their mother

look at how much they explore room on own and how the child responds to return of mum

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15
Q

how do securely attached children respond to the strange situation test *

A

explore room freely when mum present

may be distressed when she leaves and explores less

happy when she returns

if cries - approaches mum and holds her - comforted and then ready to explore

his mother is responsive so he knows he can rely on her when under stress

65% children

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16
Q

what are the 3 types of insecurely attached children *

A

avoidant insecure

resistant insecure

disorganised insecure

17
Q

how did avoidant insecure children respond to strange situation *

A

doesnt explore muce

doenst show emotion when mum levaes

no preference for mother over stranger

when mum returns he avoids/ignores - doesnt get comfort from her

18
Q

how do resistant insecure children respond to the strange situation *

A

didnt explore much on own

wary of strangers and distressed when mum leaves

when mum returns child is ambivilent - wants to return close proximetry but is angry - so may reject mother’s advances and not easily soothed

19
Q

how do disorganised insecure children respond to strange situation *

A

exhibit a mix of avoident and resistant behaviours

confused and anxious

at risk of variety of behaviour and developmental problems

20
Q

what does secure attachment promote *

A

independance

emotional availability

better moods

better emotional coping

21
Q

how does secure attachment affect adolescent and adulthood 8

A

associated with:

  • social competence
  • loyal friendships
  • more secure parenting
  • greater leadersip qualities
  • greater resistance to stress
  • less mental health problems - depression and anxiety
  • less psychopathy - pschizophrenia
  • relate to social and romantic relationships

it is a protective factor

22
Q

what is secure attachment associated with*

A

fewer behavioural problems - insecure is not a cause for poor attachment

higher IQ and academic performance

moral development

reduce child distress

23
Q

what are the 2 prongues of secure attachment *

A

safe haven - protect and comfort, delight in and organise thoughts of child

secure base - support exploration - watch over child, delight in, help and enjoy - child feels like they can take risks

we are responsive to what child is communicating#

they know what to expect from their care giver - allow exploration and provides support and structure

24
Q

what is the role of play in development *

A

positive learning effects on the brain and ability to learn

animals in enriched envs have bigger, smarter brains and more brain derived neurotrophic factor - essential for growth and maintenance of braincells

25
Q

what are the benefits of play *

A
  • Engage & interact with world
  • Create & explore own world
  • Experience mastery & control
  • Practice decision-making, planning
  • Practice adult roles
  • Promotes language development
  • Promotes creative problem solving
  • Overcome fears
  • Develop new competencies
  • Learn how to work in group
  • Develop own interests
  • Extend positive emotions
  • Maintain healthy activity level
26
Q

what are the different types of play related to ages *

A

0-2 - solitary - play alone, limited interaction

2-2.5 - spectator - observe other children, wont play with

2.5-3 - parallel - alongside but not with others

3-4 - associate - start to interact with others, may be fleeting co-operation, develop friendships and preference of people, mixed-sex gps

4-6 - co-operative - shared aims of play as others, supportive of others, single sex gps

6+ competitive - winner

27
Q

describe piaget’s theory of cognition *

A

proposed childrens thinking changes qualititively with age

an interaction of brain’s biological maturation and personal experiences cause development of schemas

schemas are organised patterns of thoughts and action - development happens as the schemas get more complex and we get new ones

leads to assimilation (add new experience to existing schemas), accomodation (difference made by process of assimilation), which leads to adaption (new experience cause change to existing schema)

28
Q

describe piaget’s sensorimotor stage *

A

0-2

understand world through sensory experiences and motor interactions with objects

object perminance - idea object is present even when cant be seen

use words to represent actions, objects and needs

learning based on trial and error - not alwasy assimilated - eventually will be

29
Q

describe piaget’s preopperational stage *

A

world is represented sympolically through mental images/words - no understanding of rules

rapid language development

understanding of past and future

no concept of principle of conservation - objects are the same even though look different

irrevesibility - cant mentally reverse things

animism - attributing lifelike qualities ot physical objects and natural events

egocentrism - difficulty viewing the world from someone else’s perspective

30
Q

describe piaget’s concrete operational stage *

A

age 7-12

can perform basic mental operations concerning problems that involve tangible (concrete) objects and situations

understand reversibility

less egocentrism

solve conservation problems

trouble with hypothetical and abstract reasoning

31
Q

describe adolescence *

A

transitional stage - psycologically and physically

from puberty - period of rapid maturation when a person becomes capable of sexual maturation - to adulthood

cognitive development and physical growth - can extend into early twenties

transition to formal operational stage - abstract thought emerges

think more about moral, philisophical, ethical, social and political issues that require theoretical and abstract reasoning

use deductive logic or reasoning from a general principle to specic information

32
Q

describe the adaptive adolescent brain *

A

12-25yrs extensive brain remodelling (myenilisation, synaptic pruning)

create journey from secure world parents to fittikng into world created by peers

thrill/risk seeking

openess to new experiences

social rewards are strong

prefer own age company

less emotionally positive - level off and are more stable by end

storms and stress more likely

33
Q

limits of piagent *

A

outcomes have been replicated worldwide

but possibility children act this way to please the adult

some say qn is repeated and weird as it is so obvious that the child thinks you want them to change the ans

when more naturalistic ways of asking qns were used - children performed better

34
Q

describe the development of the children’s concept of death *

A

<5 dont think final, take euphamisms concretely, may think caused death because trying t figure out how they impact the world

  • 10 develop idea of death as irreversible nad unavoidable, more empathetic to another’s loss, may be preoccupied by justice
  • adolesence - long term consequences, think hypothetically, draw parallels and review inconsistencies

this is all dependant on experience eg pets deaths