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PSY2306 Developmental Psychology and Psychopathology > Introduction > Flashcards

Introduction Flashcards

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1
Q

what is developmental psychology?

A

From conception to death
- Life-span developmental

Developmental psychology = discipline that aims to understand changes that happen over time in cog, emotional and behav functioning of indv due to genetic and env influences

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2
Q

what do developmental psychologists aim to examine?

A

human behav across lifespan and adopt range of perspectives

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3
Q

adult expectations about having children

A

Cultures, subcultures, indv fam heritage

Need for economic help

Primary ties and affection

Stim and fun

Expression of self

Adult status/social identity

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4
Q

developmental framework

A

Biology (e.g. genes, brain, neuropsych functioning)

Indv context (e.g. personality chars, thoughts, emotions, temperament)

Fam (e.g. parent-child r’ships, siblings) – one of most imp factors

Society (e.g. per r’ships, friendship v rejection)

Culture (e.g. poverty, ethnicity, immigration)

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5
Q

developmental framework - biology

A

Tissue maturation in the foetal brain

Maturation alters development of the child – at different ages children can think in different ways

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6
Q

developmental framework - the indv context - temperament

A

surgency

neg affectivity

effortful control

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7
Q

surgency

A

Activity level

Approach towards others, pos anticipation

High intensity pleasure

Impulsivity

Lack of shyness

Smiling and laughter

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8
Q

neg affectivity

A

Anger/frustration

Discomfort in reaction to sensory stim (e.g. bothered by light)

Slow rate of recovery from distress/arousal , difficult to soothe

Fearfulness, unease, worry, nervousness

Sadness in response to disappointment

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9
Q

effortful control

A

Ability to maintain attentional focus

Able to inhibit or supress responses

Pleasure of enjoyment in response to low-intensity stim (e.g. enjoys sitting on parent’s lap)

Perceptual sensitivity to low-intensity stim (e.g. notices even little specks of dirt on objects)

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10
Q

developmental framework - the indv context - cog and emotional development

A

Cog development (e.g. Piaget, Vygotsky, theory of mind)

Moral development (e.g. Kohlberg)

Emotional development (e.g. attachment)

Self-reg (e.g. emotion reg, cog control)

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11
Q

developmental framework - family

A

Baumrind’s typology of parenting styles

  • Warmth – how affectionate parent is
  • Level of expectations, maturity demands – e.g. expect children to do well at school
  • Clarity and consistency of rules, control
  • Communication between parent and child
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12
Q

styles of parenting

A

authoritative

permissive

authoritarian

neglecting

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13
Q

authoritative

A

most optimal style of parenting

High in all 4

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14
Q

permissive

A

Low in maturity demands, control and communication but high in affection

Found to be linked to anx and depression

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15
Q

authoritarian

A

Low in affection and communication and high in the rest

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16
Q

neglecting

A

Links with antisocial behaviour, early sexual activity, less achievement at school

Monitoring is very critical

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17
Q

developmental framework - society

A

Can have pos and neg experiences

How friendships develop

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18
Q

stages of friendship

A

reward-cost stage (7-9) years

Normative stage (10-11 years)

Empathetic stage (12-13 years)

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19
Q

types of people

A

popular

controversial

neglected

rejected

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20
Q

popular

A

High on ‘liked most’

Low on ‘liked least’

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21
Q

controversial

A

High on ‘liked most’

High on ‘liked least’

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22
Q

neglected

A

Low on ‘liked most’

Low on ‘liked least’

23
Q

rejected

A

Low on ‘liked most’

High on ‘liked least’

24
Q

influences from parents and peers

A

Lots of influences work together

Use of marijuana

If best friends were non-users but parents were users
- 17% adolescents smoked

If best friends users but parents not

  • 56% adolescents smoked
  • Peer r’ships v imp – influence r’ships

When both best friends and parents users – same experience – influences work together
- 67% smoked

25
Q

developmental framework - culture

A

Yale Human Relations Area Files (data avail on several areas of human activity, e.g. marriage, death rituals, child birth activities)

Universal transition points during 2nd year of life, around ages of 6/7 years and at time of puberty

Why?

  • 2 – age when children become autonomous
  • 6 and 7 – start using language – don’t really know answer
26
Q

psychopathology models

A

Medical model

Behavioural model

SL model

Cog models

Psychoanalytic models

Family systems models

27
Q

medical model

A

Puts emphasis on organic dysfunctions

Emphasises diagnoses (same for physical illness)

Env factors (e.g. high levels of stress and neg life events) can alter bio

28
Q

env effects on children’s cortisol levels

A

N = 167 school-aged maltreated children (abuse and neglect), N = 204 low income normal treated children

Maltreated children with internalising (emotional) problems had higher cortisol levels (known as stress hormone) compared to normal treated children

Cortisol = stress hormone – increases with neg experiences

Maltreated had more emotional problems and behavioural problems

Int – internalising – depression and anx – internalises worry and sadness

Ext – externalising – ADHD, aggression etc – main focus outside of indv

Neg env can change biology – increases stress hormones

29
Q

behavioural model

A

Puts emphasis on learning principles – every behav can be learned, maintained, changed/eliminated by learning principles

Use exps – very controlled conditions

consequences

focus on freq/intensity of maladaptive behav

30
Q

using exps

A

Conditioning
- Infants generalise past experiences to new situs

Habituation

  • Infant’s capacity to habituate to familiar stim begins in prenatal period and helps infant to learn
  • Explains how babies learn

Statistical learning

  • Infants learn likelihood that event will follow another
  • Associate events – can make predictions and understand what is happening in env
31
Q

consequences

A

Reinforcement (reward for the desired behaviour)

Punishment (aversive stim after undesired behav)

Avoidance (can have pos and neg consequences)

Imitation (/modelling) – social referencing

32
Q

focus on freq/intensity of maladaptive behav

A

Behav deficit (e.g. autism, learning difficulties) – occurs at lower level than usually expected in given society

Behav excess (e.g. OCD, hyperactivity) – behav occurs at much higher level than expected

33
Q

SL model

A

Puts emphasis on indvs as active agents in their env from v. young age – think about how to respond to given situ

Infants tested during 1st weeks of life show preference for patterned stim over plain (Fantz, 1961)

Face stim resembled human face and prefer to look at this

34
Q

SLT

A

Reciprocal determinism, a process in which a person and his/her env influence each other – mutual influence

Emphasise cog processes (e.g. problem solving, internal representations of r’ships)

Self-efficacy affects whether an indv expects a given outcome and whether he/she behaves in way to achieve desired outcome – how confident behav will produce particular outcome – more effort when they believe behav will produce outcome

Indv as active agent

35
Q

cog development

A

see diagram

36
Q

examples of cog mechanisms

A

processes

strats

metacognition

knowledge

37
Q

processes

A

basic level

Object recognition, memory, making associations between events

Processes change as children grow – can become more sophisticated – elaborate - more info

38
Q

strats

A

Children develop range of strats to problem solve – e.g. reach toy out of reach – to memorise material

By using variety of strats children adopt new situs more effectively

39
Q

metacognition

A

o Reflection – e.g. why did they get a certain mark in one module but a diff mark in another – advanced cog strat

40
Q

knowledge

A

Children who know topic well in better position to learn and remember new material – building up in their knowledge

Children can also form analogies between old and new material

41
Q

psychoanalytic models - Erickson’s theory of psychosocial development

A

see diagram

Follow stages and meet tasks at each stage

1) Can trust others but judge it as well – difficulties with trust if don’t develop at this stage – very important stage
2) Good sense of self-control if good encouraging env – punishment – may feel shame
3) Learn lots from their parents – model behaviour - imitation – internalise parents’ beliefs – disapproval = chronic sense of guilt – not doing well enough
4) Rejected – struggling academically – sense of inferiority
5) Have to make lots of decisions – social decisions – have to have a sense of identity – who they are and what they want – chronic sense of confusion about identity – become competent and confident adults

If not resolved may have problems in future

42
Q

family systems models

A

Family = system

Families have tendency to keep structure even in times of change (termed homeostasis)

Families have subsystems (marital subsystem, parent-child r’ships, siblings)

Fam members can participate in diff r’ships at the same time

43
Q

rigid boundaries v enmeshment

A

Fam subsystems work well when have clear boundaries (e.g. subsystems clearly differentiated, fam members have clear roles and expectations and have space to meet indv needs)

Rigid boundaries (e.g. strict role differentiation) can lead to alienation/difficulty at communicating feelings – don’t feel free to express feelings/own ideas

Enmeshment – emotional overinvolvement – (fam members don’t differentiate among one another) – attempts of individuation perceived by other members as threat to fam and can result in anx – disrupt coherence of fam’s system

44
Q

dysfunctional family systems

A

see diagram

45
Q

chars of psychopathology models

A

Organisational perspective

Continuity v discontinuity

Developmental pathways

Transactions

Multifinality and equifinality

46
Q

the organisational perspective

A

Development = hierarchical – increases in complexity and organisation (e.g. Piaget’s theory) – first 2 years – individuality – adolescence – think like scientists

‘Stage-salient issues’ need to be addressed for development to move on to next stage – Erickson’s theory good example

Stage-salient effects (whether resolved or not) are move forward to next stage – can lead to strengths/vulnerabilities

47
Q

continuity v discontinuity

A

Is development ‘more of the same’ / ‘marked by qual changes’

Rutter – Romanian Adoption Team (1998) – studies development of Romanian orphan children adopted into UK

Age of children when adopted sig in cog development – earlier = more pos cog development

48
Q

update on Romanian adoptees study

A

A recent update on the Romanian adoptees: Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian adoptees study (2006)

Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change:

(1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival.
(2) there was some catch-up between ages 6 and 11 for the bottom 15%.
(3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range.
(4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation.

49
Q

developmental pathways

A

N = 526 male Ps – 1-year birth cohort

Ratings of conduct problems – 7, 9, 11, 13, 15, 18, 21 and 26 years

Life-course persistent subtype had worst health outcomes (more psychiatric problems, poorer physical health) at 32 years

50
Q

transactions

A

Transactional model 91975) theorises that there are ‘bidirectional links’ between parent’s and child’s behav

51
Q

considering the behav of parents

A

Examples of parent driven effects

  • Parents’ use of proactive parenting longitudinally associated with decreased levels of behav problems among children (Denham et al., 2000)
  • Remote and disengaged father-infant interactions at 3 months predicted increased child behav problems at 1 year when controlling for both parent’ depression and other imp chars (Ramchandani et al., 2013)
52
Q

considering the behav of children

A

Anderson, Lytton and Romney (1986) found that, compared to control boys, boys with conduct disorder elicited more demands and neg responses when interacting with own mothers, mothers of other children with conduct problems and mothers of control children

53
Q

multifinality (Cicchetti)

A

diagram

54
Q

equifinality

A

Risk factors don’t act in isolation

Can diff risk factors lead to same outcome? – need studies that look at diff outcomes and risk factors

PSY2306 Developmental Psychology and Psychopathology (16 decks)

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