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Psychology for uni > developmental psychology year 2 > Flashcards

developmental psychology year 2 Flashcards

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1
Q

lecture 1 - intro

plato, aristotle, locke, rousseau, freud, watson and preformationist views

A

P - children have innate knowledge
A - children are born with no knowledge and learn through experience
L - children are born a tabula rasa
R - children are born with qualities shaped by nature
F - psychodynamic
W - behaviourist views/re enforcement
Preformationist views - a real life human is already in the sperm

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2
Q

lecture 1

types of experimental designs

A
  1. cross sectional - people of different ages are studied at a single time and quickly
  2. longitudinal design looks at a group of people the same age over a period of time
  3. microgenetic design - people are observed over a short period of time
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3
Q

lecture 2

cognitive development in stages according to Piaget

A
  1. sensorimotor stage
  2. pre-operational stage
  3. concrete operational stage
  4. formal operational stage

in contrast to information processing - being that what underlies thinking such as memory, attention and language

further, vygotsky thought that sociocultural influences such as the zone of proximal development led to cog. development

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4
Q

lecture 3 - infancy

types of reflexes

A
  1. babinski (fanning of toes)
  2. crawling
  3. grasping
  4. rooting
  5. stepping
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5
Q

lecture 3 - infancy

3 temperament categories

A
  1. easy 2. difficult 3. slow to warm up
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6
Q

lecture 3 - infancy

babies preferences of taste

A

prefer breast milk

prefer salty over sweet

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7
Q

lecture 4 - core knowledge theories

what are core knowledge theories based on?

A
  • evolution
  • biology, objects, actions, number, psychology and space – all DOMAIN SPECIFIC
  • alludes to this notion that all babies are born with innate (inborn/natural) knowledge
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8
Q

lecture 4 -

what happens when you begin to hide a toy from a child?

A

active search for hidden toys is mastered between 6 and 9 months but if the hiding place changes the child cannot recognise where it may be until 10-12 months
- invisible displacement is mastered at 18 months

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9
Q

lecture 5 - Theory of Mind

A

…is the attribution of mental states to other people and requires integration of information which can only mature over time

  • at 8 months old intention develops
  • 9 months old gestures develop
  • joint attention starts at 3 months and altered and cemented between 9-18 months
  • understanding the desires of others happens after 12 months of age
  • ToM develops after 13 months of age
  • pretend play develops at 18 months but declines after 6 years of age
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10
Q

lecture 5 - ToM

False Belief testing

A

we can test ToM with the FB task such as the Sally-Anne task that allowed us to conclude that 3 year olds will not have a developed ToM but 5 year olds iwll

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11
Q

lecture 5 - ToM

what are the two order tasks required for ToM?

A

1st order task - require that another persons mental state is read and understood
2 order task - requires understanding of what 2 people think sequentially (mastered at 6 years old)

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12
Q

lecture 5- ToM

nativists vs empiricists

A

N - “we possess innate knowledge”

E - “we gain knowledge through experiences”

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13
Q

lecture 5 - ToM

Theory - theory vs. Mind blindness theory vs. Empathising-systemising theory

A

1 …implies that mind reading is a detached theoretical activity
2 …unable to contribute mental states to another which is common in Autistic children
3 … Autistic individuals no not develop empathy normally

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14
Q

lecture 6 - types of variables

A

binary - data that can be sorted via “yes”or “no”
nominal - categories that are named
ordinal - can out into order
interval - the intervals between the numbers are all equal (20,40,60…)
ratio - same as interval but always starts at 0 (0,1,2,3…)

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15
Q

lecture 6 - chi square

A

chi squares are used for categorial data

  • the statistics that we analyse show us what we should have expected vs. what we got
  • if the score is large enough we can say there is an association between the two
  • the residual is the difference between the observed and the expected
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16
Q

lecture 7 - middle childhood (2-7)

A
  • at this age we grow on average 6cm per year
  • weight gain = 2.25kg per year
  • gross motor skills are stronger in boys
  • fine motor skills are stronger in girls
  • from the ages of 2 the child can deductive reasoning meaning that they can draw inferences from 2 or more pieces of information
  • they can begin to use symbols for information e.g. maps but to do this they must have dual representation and above the age of 2.5
  • when a 2 year old groups together objects that have similar traits e.g. based n their shape and functions this is called perceptual organisation
17
Q

lecture 7 - middle childhood

what did taylor 1999 find?

A

that 63% of children 3-7 had imaginary friends and they were often a firstborn or only child
- 7-9 years of age understand that plants are alive therefore they have this concept of essentialism

18
Q

lecture 8 - language

A

by the age of 5 the child understands basic structures of language

  • language comprehension comes BEFORE language production
  • phonological development is the acquisitions of knowledge about phonemes (such as p, b, d and t) and understanding the sound that distinguishes meaning (pad, bat, pat)
  • children do not have metalinguistic knowledge
19
Q

lecture 8 - semantic vs syntactic vs pragmatic development

A
  • semantic development = expressing meaning in a language beginning with morphemes (e.g. incoming such that it cannot be broken down any further)
  • syntactic development = learning the syntax or rules for putting words together and making them mean something
  • pragmatic development = understanding a variety of conversational techniques
20
Q

lecture 8 - language

what did Johnson and Newport 1989 report on language learning?

A
  • showed that participants who began learning english early (before 7) were more likely native speakers when they were older
  • decline in english began if they learnt english after 8 but was gradual
21
Q

lecture 8 - language

What did Eimas et al., 1985 report?

A

Babies attached to a nipple which is attached to a recorder and every time they such they would hear sounds from the recorder they would slow suck when they felt or heard a change they would speed up

22
Q

lecture 9 - intelligence

2 types of intelligence –

A

crystallised = factual knowledge and this increases with age
fluid =ability to solve problems and this declines with age

23
Q

lecture 9- intelligence

intelligence theorists

A

Binet - 1904 IQ test
Thurstone - 7 types of intelligence abilities
Carroll - said there were 3 types of intelligence
Caldwell and bradley - childrens iq scores are positively correlated with quality of family environment measured through a HOME test
Gardner - individual children learn best through instruction that allows them to build on their own strengths

24
Q

lecture 9 - intelligence

intelligence studies and findings

A

Kuhl - noticed babies turned heads to sounds changed by phonemes e.g. pop to peep change
Eimad - recorded how Japanese babies can hear changes between R and L but Japanese adults cannot
Werker + Tees - from 8-12 months babies do not discriminate sounds not used in their own language - open to all?
Nazzi - babies cannot distinguish between languages that have the same timing
Wolff - 2 weeks olds and a baby will stop crying to a human voice

25
Q

lecture 9 - intelligence and dyslexia

A

dyslexia affects 5-10% of kids in US
13/14 year olds with dyslexia have reading abilities that match a normal 7/8 year old
dyscalculia = maths dyslexia and 8% of kids world wide have this

26
Q

lecture 10 - genetic disorders and development

What is turners syndrome and Klineflfer’s syndrome?

A 
t... = 1 less chromosome 
K... = 47 but shows up as XXY - gives the males female characteristics e.g. breasts, wide hips..
27
Q

lecture 10 - genetic disorders and development

how does DNA pair and work?

A

AT + GC

  • we read DNA downwards
  • RNA is a messenger component that carries instructions from DNA for the process of making proteins
  • 3 base paris in mRNA code for amino acids which are called codons and we have 64 of these
28
Q

lecture 10 - genetic disorders and development

what makes us different?

A

our alleles - they are a variant of our genes and are either dominant or recessive

29
Q

lecture 10 - genetic disorders and development

mitosis vs meiosis

A

mitosis - cell replicative and division

meiosis - production of sex gamates

30
Q

lecture 10 - genetic disorders and development

four types of mutations

A

base substitutions - A becomes T
deletions
insertions
whole/partial chromosomal abnormalities such that you get a whole new chromosome (D.S)

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