Introduction to Developmental Psychology Flashcards

1
Q

Define developmental psychology

A

The study of physical, cognitive, social, emotional and behavioural changes throughout the life span

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2
Q

What are the aims of developmental psychology?

A
  • Describe human development
  • Explain human development
  • Optimise human development
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3
Q

What is a critical period?

A

A time in development when a certain experience/stimuli MUST occur for the organism to develop

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4
Q

What is a sensitive period?

A

A time in development when a certain experience/stimuli SHOULD be experienced for the individual to be more primed or for the development to be more optimised

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5
Q

What does the term senescence describe?

A

Biological ageing

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6
Q

Explain the debate of ‘Continuity vs Discontinuity’

A
  • Thinks about whether or not we see development as a gradual accumulation
  • With continuity, the visual representation would show a linear line continuously moving forward upwards (quantitative changes over time)
  • With discontinuity, the visual representation would be more of a step function with qualitative changes at different stages (Piaget, Freud, Erikson)
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7
Q

Explain the debate of ‘Stability vs Change’ in traits

A
  • Stability would be a smaller tree growing into a larger tree (you feel like you are the same person you were when you were 5yo)
  • Change would be a caterpillar growing into a butterfly (you feel like you’re an almost-completely different person to when you were 5yo)
  • Does a behaviour or trait stay stable over time or change?
  • Consideration of the importance of early experiences
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8
Q

Explain Baltes’ Model of Development

A

Three Types of Influences on Development:
1. Normative age-graded influences
2. Normative history-graded influences
3. Non-normative life events

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9
Q

Explain normative age-graded influences

A

Puberty, starting school

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10
Q

Explain normative history-graded influences

A

WWII, natural disasters, COVID-19

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11
Q

Explain non-normative life events

A

Death of a parent, serious injury

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12
Q

What are the most frequently used research designs for developmental psychology?

A
  • Cross-sectional studies
  • Longitudinal studies
  • Cohort studies
  • Cohort-sequential studies
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13
Q

Explain cross-sectional studies

A

Different participants with different ages, at the same time

Advantages: Cost-effective and quick
Disadvantages: Individual differences, Cohort effects

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14
Q

Explain longitudinal studies

A

Same participants, tested more than once at different ages at different times

Disadvantages: High attrition rate, Time-consuming, Viability of RQ at the end of study

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15
Q

Explain cohort studies

A

Different participants, same ages, different historical times (ex. effect of social media in 20yo born in ‘40, ‘70, ‘00)

Disadvantages: Time-consuming, Danger of research question becoming obsolete

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16
Q

Explain cohort sequential design

A

Different AND same participants, different AND same ages, different AND same historical times (ex. effect of preschool programmes on children born in 1990, 2000. 2010 AND follow them from 3-12 years of age)

Disadvantages: High attrition rate, Time-consuming, Danger of question becoming obsolete

17
Q

Explain the debate of ‘Nature vs Nurture’

A
  • Biological: Genetic inheritance
  • Environmental: Experiences
18
Q

How is ‘Nature vs Nurture’ usually studied/observed?

A

Twin studies
- Monozygotic twins (100% identical)
- Dizygotic or Fraternal twins (50% identical)

Adoption Studies
- Rearing environment from adoptive parents
- Genetic inheritance from biological parents
- Whom do they resemble more?

19
Q

Explain the more modern, current view on Nature AND Nurture

A
  • Genotype-environment interaction
  • You could have the same genetic makeup as someone else but different experiences in your life trigger different developmental processes to make you who you are
20
Q

Define evolutionary psychology

A

It asks “Does human ancestry tell us about ourselves now?”
- Spatial mapping -> Hunting and tracking animals
- Remembering locations -> Finding and gathering food