Introduction Flashcards

Question

developmental framework - culture

Answer 1

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

Answer 2

Medical model Behavioural model SL model Cog models Psychoanalytic models Family systems models

Answer 3

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

Answer 4

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

Answer 5

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

Answer 6

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

Answer 7

Reinforcement (reward for the desired behaviour) Punishment (aversive stim after undesired behav) Avoidance (can have pos and neg consequences) Imitation (/modelling) – social referencing

Answer 8

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

Answer 9

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

Answer 10

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

Answer 11

see diagram

Answer 12

processes strats metacognition knowledge

Answer 13

basic level Object recognition, memory, making associations between events Processes change as children grow – can become more sophisticated – elaborate - more info

Answer 14

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

Answer 15

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

Answer 16

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

Answer 17

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

Answer 18

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

Answer 19

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

Answer 20

see diagram

Answer 21

Organisational perspective Continuity v discontinuity Developmental pathways Transactions Multifinality and equifinality

Answer 22

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

Answer 23

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

Answer 24

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.

Answer 25

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

Answer 26

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

Answer 27

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)

Answer 28

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

Answer 29

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