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Cognition, Emotion & Development > Introduction > Flashcards

Introduction Flashcards

1
Q

DEVELOPMENTAL PSYCHOLOGY

A

SLATER & BREMNER (2017)
- “… a discipline that aims to understand the changes that occur over time in the thought/behaviour/reasoning/functioning of a person due to biological/individual/environmental influences…”

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2
Q

DP: HISTORY

A
  • FOLK/THEORY: “…he that spareth his rod hateth his son…”
  • VIEWS: world (paradigm/philosophy/hypothetical model); organismic (constructivist/qualitative stages); mechanistic (passive until stimulated)
  • BEHAVIOURISM: Freud (passive kids); Piaget (paradigm shift/interactive kids)
  • TODAY: longitudinal life-course research
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3
Q

DP: AIMS

A
  • the examination of human behaviour across the life-course (conception to death)
  • adopting a range of perspectives
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4
Q

DEVELOPMENTAL TRAJECTORIES

A 
CONTINUOUS INCREASE
CONTINUOUS DECREASE
STEP/STAGE LIKE
INVERTED U 
UPRIGHT U
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5
Q

DT: CONTINUOUS INCREASE

A

LYALL et al. (2015)

  • longitudinal brain imaging
  • cortical thickness is 97% of adult values by 2y
  • surface area is 69% of adult values by 2y
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6
Q

DT: STEP/STAGE LIKE

A 
PIAGET'S THEORY:
0-2 = SENSORI-MOTOR
- thought in action
- basic problem solving
2-7 = PRE-OPERATIONAL
- advanced problem solving 
- egocentrism
- animism
7-11 = CONCRETE OPERATIONS
- conservation tasks
11+ = FORMAL OPERATIONS
- abstract/philosophical thought
- scientific reasoning
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7
Q

DT: INVERTED U

A

SHU-CHEN et al. (2004)

- intelligence in some aspects dips into inverted U with age (ie. memory, reasoning, etc.)

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8
Q

DT: UPRIGHT U

A

THE STEPPING REFLEX:

  • new-born infants make stepping movements to mimic walking
  • disappear at 2m; reappear at 11m when actually walking
  • disappearance also aligned w/body fat accumulation aka. infant can only walk when when legs are strong enough to carry their weight
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9
Q

DT: CONTINUOUS DECREASE

A

JANET WERKER:

  • native language
  • infants discriminate between all world languages from birth aka. phonetic contrasts
  • declines after 1y; phenomes not in own language lost
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10
Q

OBSERVATIONS

A 
BABY BIOGRAPHIES
TIME & EVENT SAMPLING
- multiple observations over time
- frequent, brief intervals
CLINICAL STUDIES  
INTERVIEWS
- time consuming
- rich data
- arguably more valid
- associated w/earliest recollections of memory
SURVEYS
CASE STUDIES
PSYCHOMETRIC TESTS
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11
Q

EXPERIMENTATIONS

A
  • manipulating IV
  • experimental/control group
  • randomisation
  • measuring DV/outcome
  • controlling for extraneous/confounding variables
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12
Q

O: BABY BIOGRAPHY EXAMPLES

A

DARWIN & ERASMUS (1839)
- Charles Darwin accounts firstborn son
HEARING:
- generally sensitive but incapable of directing head to source or comprehending it at 4m
VISION:
- fixed on candle at 9d; nothing else did at 6w until a bright tassel did at 49d

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13
Q

O: TIME & EVENT SAMPLING EXAMPLE

A

LEE & LARSON (2000)

  • 56 17-18y HS seniors; South Korea
  • 62 17y seniors; USA
  • timer beeped 7p/d; student recorded what they were doing p/beep
  • Korean = more school work/distress/depression; less leisure activities
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14
Q

O: INTERVIEW EXAMPLES

A

MILES (1893 (started long ago)
- questions include: earliest memory/age at time/happy/sad/neutral/people involved (if any)
MULLEN (1994)
- mean earliest memory = 3y4m; girls/firstborns earlier than boys; hypothesis generating (parents talk more w/firstborn/girls?)
PETERSON, SMORTI, TANI (2008)
- Italian males; more parentally involved/warm = earlier/positive/episodic memories <6y; females = maternally involved/warm

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15
Q

FRAGILITY OF MEMORY

A

PIAGET (1951)

  • clear/detailed early kidnapping memory; turned out made up by nurse for reward
  • just because a memory is real doesn’t mean it actually happened
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16
Q

FALSE MEMORIES

A

LINDSAY et al (2004)
- adults remembered 3 childhood events (2 true; 1 false)
- 65% recalled false event
WADE & LANEY (2008)
- false memories can be detailed/vivid/emotional/consequential; doesn’t guarantee its validity

17
Q

O: REACTIVITY

A

DIRECT/INDIRECT
- IRL (non-pp) VS secondary sources (ie. videos/text)
PP OBS/NON-PP OBS
- intimate group familiarity VS observer objectivity

18
Q

O: TASK TYPE

A

OBTRUSIVE/UNOBTRUSIVE
- pp acknowledgement VS no pp acknowledgement
STRUCTURED/UNSTRUCTURED
- systematic (predefined coding) VS maximum data w/o predefined codes

19
Q

O: LOCATION

A

NATURALISTIC/CONTROLLED

- home/school/hospital VS lab

20
Q

O: +

A
  • hypothesis generating (ideal for new child development qs)
  • micro processes/mechanisms targeted/chosen/defined
  • vast child repertoire of natural beh and easy
  • IRL data for processes/situations
  • useful when alternates = inapp (ie. interviews)
  • child expression = difficult
  • accurate info on beh in common settings
21
Q

O: -

A
  • expensive
  • uncontrolled
  • extensive training requirement
  • observer influence
  • unforeseen variables may threaten validity
  • time consuming; events only occur one by one
  • unsure causation
22
Q

O: EMPIRICAL EXAMPLE

A

BJORK et al (2006)

  • aimed to describe needs of children w/cancer <7y during initial hospitalisation
  • obs made on beh/body language/verbal expression; of many activities throughout day
  • results showed needs to: have parents close/play/joy/pp in care/good staff relationship/physical and emotional satisfaction
23
Q

E: NATURAL EXAMPLE

A

TALWAR & LEE (2011)

  • aimed to compare lying beh of 84 3/4y West Africans from punitive/nonpunitive schools
  • kids told not to peek at toy when left in room
  • most couldn’t resist temptation; more punitives lied (93%>50%) = punitive environments “teach” lying
24
Q

O + E: COMPARISON

A
  • can be used together
  • OBS = helps w/new hypotheses/exploration
  • EXP = tightly controlled
25
Q

O: PSYCHOMETRIC TEST EXAMPLES

A

WISC-V (WISCHLER INTELLIGENCE SCALE FOR CHILDREN)

  • figure weights/fluid reasoning
  • vocab/verbal comprehension
  • matrix reasoning/patterns
26
Q

O: LONGITUDINAL EXAMPLE

A

MUNCK et al (2012)

  • 120 VLBW (very low birth weight) 2001-2004 kids followed via Bayley Scales of Infant Development (2y) and WISC (5y); 168 random healthy controls
  • VLBW = lower scores; both = good cognitive stability
27
Q

CHILDREN’S BRAIN IMAGING

A

AIMS
- linking between specific brain areas and functions
- locating potential neurological disorder areas
- help develop interventions for disorder treatments
METHODS
- EEG (ELECTROPHALOGRAPHY)/ ERP (EVENT-RELATED POTENTIAL); measuring activity at scalp via electrodes
- FMRI (FUNCTIONAL MAGNETIC RESONANCE IMAGING); measuring cortical activity via blood flow

28
Q

CBI: FMRI EXAMPLE

A

TERVO-CLEMMENS et al (2020)

  • tested duel risk theory in adolescents
  • substance use risk associated most w/activation differences in striatum
29
Q

CBI: -

A
  • invasive
  • challenging procedure (ie. loud)
  • rapid infant development
  • expensive
30
Q

ADVANCED RESEARCH DESIGNS

A

CROSS-SECTIONAL
LONGITUDINAL
MICROGENIC

31
Q

ARD: CROSS-SECTIONAL

A
  • age group difs
  • quick/cheap
  • between-pp design
  • cannot test time
32
Q

ARD: LONGITUDINAL

A
  • repeat of same kids over time (ie. d/w/m/y)
    CROSS-LEGGED PANEL
    SEQUENTIAL DESIGN
    ACCELERATED COHORT
  • allows for growth trajectory over larger age range and shorter time
  • KIDDLE et al (2018)
  • ALSPAC (Avon Longitudinal Study of Parents and Children); continuing collection now; 70 paper p/y
33
Q

ARD: MICROGENIC

A
  • allow detailed developmental change data collection
  • detailed observations over short period
  • big concern = practice effects
34
Q

ARD-L: ALSPAC EVALUATION

A

PSYCHOGIOU, RUSSEL & OWENS et al (2019)

  • parents depressive symptoms at 8y predicted lower academic performance in 16y kids
  • mediated via negative parent-kid relationships and mental health of kids
35
Q

RCT (RANDOMISED CONTROLLED TRIAL)

A

BMJ

  • fish oil supplementation in pregnancy
  • 523 pregnant women and kids; 24w preg to 6y; 96% white/51% male kids
  • randomised double blind; 263 fish/260 olive daily supplements 24w to 1w after birth
  • fish = increased lean/bone/non-sig higher fat mass by 6y; 357g weight dif suggests healthy growth somatic; uncertain long-term clinical importance
36
Q

16 SRCD ETHICAL STANDARDS FOR RESEARCH W/CHILDREN

A
  1. NON-HARMFUL PROCEDURES
  2. PARENTAL CONSENT
  3. DECEPTION
  4. CONFIDENTIALITY

Cognition, Emotion & Development (17 decks)

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