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Pyschology > Developmental Pysch > Flashcards

Developmental Pysch Flashcards

1
Q

Definition of Developmental Psychology

A

aims to explain how children and adults change over time (socially and pyschologically)

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2
Q

History: 1700

A

children were seen as ‘mini-adults’; only quantitavely different

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3
Q

History: Enlightenment

A

John Locke + JJ Rouseau: children development studied

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4
Q

History: 1800’s

A

Charles Darwin + Evolutionary Theory: adaptation, change, variation and individual differences

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5
Q

Industrial Revolution + 19th-century history

A

Childhood literary and education begins to be studied

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6
Q

The 1920s History

A

Dev Pysch becomes a scientific dicisiplines; hwoever broken into ‘nature’ vs ‘nurture’ aspects

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7
Q

20th Century + Now (HIstory)

A
  • nature + nurture brought together
  • ‘all encompassing’ study of development from childhood to adulthood (holistic) as whole life span deevelopment is studied
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8
Q

Who was Jean Piaget

A

a swiss scientists studied logical thinking in children from biological roots and came up with his ‘4 stages of development’ theory

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9
Q

John Locke

A

NURTURE; childs mind is a ‘tabula rasa’ at birth that sponges up experience

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10
Q

JJ Rousseau

A

NATURE: child develops due to a preconditioned biology

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11
Q

Genetic Epistemology Theory (2)

A

Piaget’s points of how knowledge is acquired in children:

  1. children are active agents in learning
  2. intellectual development is an evolutionary process occuring in progressive statges of intellectual development (each is fixed + invariant)
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12
Q

4 stages of Cognitive Development

A
  1. Sensory Motor
  2. Pre-Operational
  3. Concrete Operational
  4. Formal Operational
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13
Q

What happens in the Sensorimotor Stage

A

Birth- 2 years old

End: Object Permanence is Acquired After

Child:

  • uses senses and motor skills
  • beings to know items by their use
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14
Q

What happens in the Pre-Operational Stage

A

2- 6 years old
End: Imagination/Experience grows and Chidl Decenters View

Child:

  • symbolic thinking
  • language acquired
  • ecocentrism
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15
Q

What happens in the Concrete-Operational Stage

A

7-11 Years

End: conservation, matthematical thinking and classification, ideas

Child:

  • logic applications
  • some objectivity
  • informal interpretation
  • concrete thought to real life
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16
Q

What happens in the Formal Operational STage

A

12 years- Adulthood

End: acwuire ethics, politics and social/moral interests

Child:

  • think abstractly
  • hypothethical ideas
  • broader issues engaged with
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17
Q

Theories of Development (5)

A

Piaget

Vygotsky

Erikson

Bowly and Ainsworth

Bronfenbrenner

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18
Q

How did Piaget study object permanence

A

Placed a screen before a 6 month year old baby; showed the object ‘didnt exist’ unless the baby saw it

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19
Q

What was Piagets ‘A not B’ Task

A

2 cloths and an objec:
researcher places an object under a cloth-> baby grasps for that cloth

then:
reseracher moves object to another cloth-> baby still goes for original cloth as existence of toy was dependent on its own actions

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20
Q

How did Piaget study Conservation

A

he asked a 6 year old if playdought ofo the same size/shape was the same amount

then changed the shape of one of the playdoughs in front of the child

child in pre-operational stage would say that the changed object is of a higher quanitity

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21
Q

Piagets ‘building blocks of thinking’

A
  • mental schemes guide actions that aid in working through an issue/novel situation

work by:

Assimiliation-> equilibrium (set of rules)–> novel situation (rules dont apply)–> disequilibirum–> acocmodation

  • feedback kloop from environment changes shemes to adapt to new situations allowing for the accomodation of learning to occur
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22
Q

Butterworth Criticisms of Piaget

A

Critiqued his idea that babies are egocentric.

Babies follow where mom is looking= which shows that the undersatnd the mom sees somethign they dont

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23
Q

Donaldson critique of Piaget

A

Found children COULD conserve earlier than piaget predicted:

  1. changed the playdought tasks by changing the way the researcher asked the question:

—> used a ‘helper teddy’ that ‘changed the playdough’

Donaldson attributed that a child expects a change when researcher asks a question which influences their answer

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24
Q

Lev Vygotsky: what did he do/study

A

looked at the role of language in human society/thought

was a social ‘constructivist’; looked at how culture/society infleunces development

developed theory of scafolldly (kinds mind grows by interating with social elements and by paenting)

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25
Q

Theory of Zone of Proximanal Development

A

By Vygotsky; supposed that culture/society/environment influence social itneractions, speech and language

language and development important to how you structure your thought

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26
Q

Who was Erikson

A

looked at how individuals resolve pyschosocial conflicts to adjust to environment throughout LIFE SPAN

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27
Q

Theory of Psychosocial Development

A

the hollistic development (from cradle to grave); Erikson broke it into stages

we go through different ‘stages’ i nlife wherer are personatlities develop (they are pre-determine and progressive)

i.e. trust and mistrust in infancy or identity/role confusion in adolscence

Final stages are intertritgy and despair, stagnation, identity and isolation

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28
Q

Who was John Bowlby

A

studied the special role of social relationships between parents/children in forming personality and mental wellbeing

used animal studies and modern research and traditional psychoanalysis to conduct his studies

bomined cognitive rsearch with biology and traditional pyschoanalysis (piaget and darwin and freud)

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29
Q

attachment theory general gist

A

socio-emotional individual development is influenced by early experiences in childhood/infancy

  1. John Bowlby: studied mother-infant bond
  2. Mary Ainsworth: tested mother-infant bond
  3. Lorenz studied Imprinting
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30
Q

Lorenz Imprinting Theory 1935

A

ethnologist looked at how we’re biologically prepared for life;

looked at how goslings imprint to an object early in life;

used wellington boots to test this theory

found limits of imprinting= a critical window whereby the goslings lose the ability to imprint a few hours after birth

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31
Q

Harlows Experiment 1958

A

conducted experiments with rhesus monkeys:
1. cloth mom= no milk but cozy

  1. wire mom= cozy but no milk

results:
1. rhesus monkeys prefer cloth mom for comfort= shows caregiving crucial

  1. monkeys raised in isolation had severe behavior issues forever (aggression, rocking, OCD) if isolation for +3 months
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32
Q

What types of attachment are there

A
  1. Disorganized
  2. Organized (Secure and INsecutre)
  3. Disorder
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33
Q

Types of organized attachment

A

Secure and Insecure

and insecure is split into: avoidant and resistant-ambivalent

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34
Q

whatis the circle of security

A

parent must act as a secure basis/save haven AND a motiviator/leader to allow for a child to explore a world ‘safely’; inerplay of EXPLORATORY and ATTATCHMEN system

when parent is the ‘safe haven’; they protect/comfort and support the child (welcomes return)

when parent is ‘secure base’; parent watches, helps and enjoys with the child (Supports exploration)

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35
Q

what does the quality of attachment reveal

A

the quality of the relationship between a parent and a child

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36
Q

what is a secure base

A

the role a parent must play; this has individual braince in individuals in how stressed they are in being separated or reunited with their secure base

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37
Q

what are coherent attachment strategy

A

attachment caterogies which useful caterogies that escribe patterns of attachment in adults

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38
Q

what is a strategy

A

how an infnant uses its organizaing vehaivour relevant to attachment

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39
Q

Describe secure attachment

A

organised: the most healthy/optimal strategy where children grown up having good relationships in later life and academic success..

in experiment: child is tries to have pxotimity to adult in stress/novel stiuation but returns to exploring once base is secure

in ‘strange situation’; child reduces exploration, is a bit strssed/cries as parent leaves but when attachment figure redurns calm down and resume exploration

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40
Q

Describe avoidant attachment

A

organized; detrimental attachment behaviour + overfocus on exploration

in ‘strange situation’ experiment; child overfocuses on exploration, might even ignore attachment figure it they return or focus more on stranger

impression; child is fine/non-attached/indepdnent

reality= child just as stressed (shown by heart rate/galbanic skin conductance)

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41
Q

Describe ambivalent-resistant attachment

A

organised: too much focus on attachment

child= very depdentn on attachment figure

in strange situation experiment; child stressed by seperation, cries a lot while/when parent leaves and then difficult yto calm down even when AF returns (might not return to exploration at all)

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42
Q

Describe disorganized attachment

A

unclassified cases; added by Main + Soloman:
contradictory/variable strategies (fear, freezing, disoretnation, rocking)

child might become even frightented when AF return (conflict situations/malteratement)

strategies relative to different parents

43
Q

Mary Ainsworth did what

A

concerned with individual variances of attachment:
conduced studies in uganada and balitmore

development strange situation lab procedure

44
Q

Ainsworth First Study

A

Observed families at home in Uganda:

reviswed Bowlblys papers and reformualted attachment theory

45
Q

Ainsworth Second Study

A

proplonged visits to families in Baltimore

looking at children from 1-12 month ages

looked at mother-infant patterns and individual differents in moms respones to infants signal

46
Q

Strange Situation Lab Procedure (Outline it)

A

AInsworth: observed and videod attachment relationships between attachment figure and child to analyze different attachment systels

included infants of 12 months (as thats when the first signs of selectivve attachment occured)

looked at:

  1. how children react in strage/novel situations with strangers when mo mleaves room and then the subsquent reunion
  2. intiate brief seperations
  3. looked at the circle of security
47
Q

what was the attachment triology

A

book series by ainsworth looking at loss and seperation (1969)

Looked at

  1. initial indiscriminable attachment (children only focus on primary care giver)
  2. attachement (children use attachment figure as secure base to explore environment and for reassurance)
48
Q

what is selective attachment

A

having one/two people specifically whereby seperation/stranger anxiety is shown and this person is seen as the prominent attachment figure where proximity is key

49
Q

evolutionary function of attachment

A

protects infant from danger but allows for development

50
Q

how might one measure attachment in children

A
  • ainsworth strange situation proceudre
  • attachment questionaire set
  • narrative stories/picture repsones
  • direct interviews
51
Q

how might one measure attachment in adults

A
  • adult attachment interviews
  • adult attachment projective picture system
  • self reported questionnaires
52
Q

Bowlby + Life Span Attachment

A

‘from cradle to grave’; theories that attachment styles in early life consistent with attachment later in life as just our attachment figures changes (parent to best friend to romanitc partne)

53
Q

what are IWM

A

‘internal working models’; mental representaiton based on epxeriences with attachment figure that anticipate future interactions with others

(how we internalize our expectations of attachment figure in our own reactions/respones)

54
Q

are IWM constant

A

nope! can change throughout life as we develope different views of self, relationships and others

parenting interventions are helpful here t

55
Q

what are AAI

A

adult attachmet interviews

56
Q

what do AAIS do

A

look at adult attachment patterns/states of mind

semi-structure interviews that ask people about their childhood and current relationships

look at memories and quality of relationships with carefigvers

key is COHERENCE not CONTENT as secure asults tend to give unified/balanced accounts

57
Q

adult ‘attachment’ caterogies

A

secure autonomous

insecure dismissive

insecure preocuppied

unresolved/disorganized

non-classifiable

58
Q

what did the Minessota longiutundal atttachment studies reveal

A

there is a continuinity of attachment patterns;

parenting styles of attachment tend to also manifest themselves in chidlren

59
Q

explain intergenerational transmissions of patterns of care

A

care-giver tends to use own parenting style/attachment model in care-tyle of children which creates a a cycle of conitnuinuity

hence the caregivers mental representation of attachment influences their qualtiy of care which is then placed into the infants IWM and then creates a cycle

60
Q

what are parenting interventions and what are the 2 types

A

used to change parenting styles in at/risk, malgreteated or negelected communities

two types are:
1. IPP (infant parent pyschotherapy)

  1. PPI (Pyschosocial educational parenting)
61
Q

what are IPP

A

Infant Parent Pyschotherapy:
collaboration between parent and child in therapy to improve their attachment relationship

chases away negative maternal representation modes of parent/cchild interactions

62
Q

what are PPI

A

pyscosocial educationalparenting interventions

focus on training moms to adopt good parenting skills, coping strategies and learn about child development

tries to provide assitance in developing social support networks

63
Q

Who was Urie Bronfenbrenner

A

looked at how both nature/nurture (person and environment) affect development and created the ecological systems theory

64
Q

what is the ecological systems theory

A

a bioecological modelof human development= a child is raised in context of expanding and multi-variable systems in which a person is integrated

65
Q

macrosystem

A

social ideology/values (government, education)

66
Q

excosystem

A

indirect environment systems; laws, economy,

67
Q

mesosystem

A

connctions between systems; police, teachers, etc

68
Q

microsystem

A

direct interactions in activites, roles and key relations; parents, friends, home, church, school

69
Q

technosystem

A

media, internet, phone, social media,

70
Q

individual ‘system’

A

age, sex, health (GENES; nature)

71
Q

what can developmental trajectories be broken down into

A

equifinality and multifinality

72
Q

equifinality

A

having different development pathways that lead to the same outcome (depression)

73
Q

multiffinality

A

having the same early experiment (maltreatment) but not the same outcome

74
Q

what is a risk factor

A

a condition/circumstance that increases the likihood of developing a pyschopathological disorder

75
Q

define ‘vulnerability’

A

factors that increase response to risk/predispotiion to negative outcomes in high risk candidates

76
Q

what is a protective factor

A

promotes + maintains health development

77
Q

explain resilience

A

good adjustment despite being at high risk

78
Q

results of parenting interventions

A

before interventions: high avoidance/disorganized attachment

afer= more secure attachment style and less disorganised/avoidant ambigalent

79
Q

definition of attachment theory

A

ways of conceptualization the propensity of human beings to make strong affectional bonds to paritucular others and the emotional distrses/pesronality distrubances that might result from this

80
Q

definition of attachment behaviour

A

any form of behabiour resulting in a person attaining/retaining proxmiity to another individual (usually diffeerntiated, stronger and or wiser)

its different that feeding/sexual behaviour class

81
Q

features of attachment behaviour (7)

A
  1. specificity
  2. duration
  3. engagement of emotion
  4. ontogeny
  5. learning
  6. organization
  7. biological function
82
Q

specificity

A

direction of behaviour towards specific, preferred individuals

83
Q

duration

A

attachtment endures but might be supplemented for other type

84
Q

learning

A

learning to distinuish familiar from strange attachment

85
Q

ontogeny

A

attachment develops in first 9 months; the more interactions with a person the more attachment

86
Q

organization

A

relationships are mediated by simple and sophisticated behaviour activated by how the attachment figure responds

87
Q

biological function

A

almost all mammals maintain proximity in early stages to parental figure

88
Q

how is attachment different from dependenc

A

dependnece= not related to pxomiity or directed at somone specific or has a strong feeling/biological function

89
Q

Minessota Longintudnal Study

A

followed 180 people from 3 months before birth to age 34

mainly children born in poverty (different care qualities and developmental outcomes)

all domaints of development studied (cognition, language, socio-emotional) + CONTEXTS (school, home, peers, etc)

looked at parenting and own development of chidlren

90
Q

results of Minessota Longintudnal Study

A
  1. nutrition in earl trimesty important (nutrition of mom)

2. ‘early’ is a relative concept

91
Q

Schaffer + Callender

A

demonstrated that hospitalized babies in first few months (before 7) have negative attitudes towards staff

but kids before 4 months= showed no decrease in security of attachment

92
Q

Sameroff and Chandler

A

development the ‘transcational model’: premature infacts catch up over first year in middle class contexts due to increased response to their need and social support

93
Q

Sroufe Case

A

demosntrates how childs who withold emotional expression is due to rejectio when they express a need

result= might later isolate themselves from others

94
Q

Cumulative Pathways

A

different modes of development where each ‘stage’ is an interaction between the individua; the moment and the environment (cumulative history more important than early history)

95
Q

what are 5 risk factors that paredict adoslecence beahviour problems

A 
child maltreatment
witnesses violence
family distruption
family life stress
SES
96
Q

what is a schemea

A

a mental framework that helps us interpret information

97
Q

what is assimilation

A

interpreting novelities in context of existing schemas

98
Q

what is accomodation

A

changing/adjusting our schemas to novelties

99
Q

engagmenet of emotion

A

(e.g. love, grief, anxiety, etc)

100
Q

Dependence in contrast to attachment (5)

A
  • not specifically related to maintaining proximity
  • not directed towards a specific individual
  • does not need to imply an ENDURING bond
  • no biological function
  • person depdenent= usually seen as clingy/less admirable
101
Q

how was attachment seen untill the 1950s

A

Until mid-150s
attachment seen as a way for individuals to reduce drives (like hunger) which need another human

  1. primary need= food and sex dependence
  2. secondary need= personal relationships
102
Q

form of disturbances:

A
  • parent sees child as replica of himself

- treating the child as if they were a sibling/jealous

103
Q

why are children scared when parent gone

A

react with fear when not with attachment figures even when not in dangerous situations due to the RISK OF danger.
—> this is part of mans basic behavioral equipment (bowlby by 1973); therefore anxiety in separation is normal and healthy.

Pyschology (13 decks)

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