Introduction Flashcards
DEVELOPMENTAL PSYCHOLOGY
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…”
DP: HISTORY
- 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
DP: AIMS
- the examination of human behaviour across the life-course (conception to death)
- adopting a range of perspectives
DEVELOPMENTAL TRAJECTORIES
CONTINUOUS INCREASE CONTINUOUS DECREASE STEP/STAGE LIKE INVERTED U UPRIGHT U
DT: CONTINUOUS INCREASE
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
DT: STEP/STAGE LIKE
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
DT: INVERTED U
SHU-CHEN et al. (2004)
- intelligence in some aspects dips into inverted U with age (ie. memory, reasoning, etc.)
DT: UPRIGHT U
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
DT: CONTINUOUS DECREASE
JANET WERKER:
- native language
- infants discriminate between all world languages from birth aka. phonetic contrasts
- declines after 1y; phenomes not in own language lost
OBSERVATIONS
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
EXPERIMENTATIONS
- manipulating IV
- experimental/control group
- randomisation
- measuring DV/outcome
- controlling for extraneous/confounding variables
O: BABY BIOGRAPHY EXAMPLES
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
O: TIME & EVENT SAMPLING EXAMPLE
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
O: INTERVIEW EXAMPLES
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
FRAGILITY OF MEMORY
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
FALSE MEMORIES
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
O: REACTIVITY
DIRECT/INDIRECT
- IRL (non-pp) VS secondary sources (ie. videos/text)
PP OBS/NON-PP OBS
- intimate group familiarity VS observer objectivity
O: TASK TYPE
OBTRUSIVE/UNOBTRUSIVE
- pp acknowledgement VS no pp acknowledgement
STRUCTURED/UNSTRUCTURED
- systematic (predefined coding) VS maximum data w/o predefined codes
O: LOCATION
NATURALISTIC/CONTROLLED
- home/school/hospital VS lab
O: +
- 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
O: -
- expensive
- uncontrolled
- extensive training requirement
- observer influence
- unforeseen variables may threaten validity
- time consuming; events only occur one by one
- unsure causation
O: EMPIRICAL EXAMPLE
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
E: NATURAL EXAMPLE
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
O + E: COMPARISON
- can be used together
- OBS = helps w/new hypotheses/exploration
- EXP = tightly controlled
O: PSYCHOMETRIC TEST EXAMPLES
WISC-V (WISCHLER INTELLIGENCE SCALE FOR CHILDREN)
- figure weights/fluid reasoning
- vocab/verbal comprehension
- matrix reasoning/patterns
O: LONGITUDINAL EXAMPLE
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
CHILDREN’S BRAIN IMAGING
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
CBI: FMRI EXAMPLE
TERVO-CLEMMENS et al (2020)
- tested duel risk theory in adolescents
- substance use risk associated most w/activation differences in striatum
CBI: -
- invasive
- challenging procedure (ie. loud)
- rapid infant development
- expensive
ADVANCED RESEARCH DESIGNS
CROSS-SECTIONAL
LONGITUDINAL
MICROGENIC
ARD: CROSS-SECTIONAL
- age group difs
- quick/cheap
- between-pp design
- cannot test time
ARD: LONGITUDINAL
- 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
ARD: MICROGENIC
- allow detailed developmental change data collection
- detailed observations over short period
- big concern = practice effects
ARD-L: ALSPAC EVALUATION
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
RCT (RANDOMISED CONTROLLED TRIAL)
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
16 SRCD ETHICAL STANDARDS FOR RESEARCH W/CHILDREN
- NON-HARMFUL PROCEDURES
- PARENTAL CONSENT
- DECEPTION
- CONFIDENTIALITY
