Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

PSYC1000 > L1&2 Developmental Psychology > Flashcards

L1&2 Developmental Psychology Flashcards

1
Q

Why is developmental psychology important

A

Understanding normal development
* understand how we might work with someone of a particular developmental stage
* understand when things go wrong with development
* Typical trajectory of development

Understanding factors that affect development

Understanding continuity and change with development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is developmental psychology about

A

Science of human development seeks to understand how and why people- all kinds of people, everywhere change and remain the same over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What kind of development are developmental psychology about

A

Physical (including neural)
Cognitive (including intellectual)
Social (including emotional)

*interdependent domains

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Interdependent domains

A

Changes in one are likely to cause change in others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Developmental issues and methods

A
  • Nature and nurture
  • Sensitive and critical periods
  • Stability and change
  • Continuity and discontinuity
  • Normative versus non-normative events
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Nature VS nurture

A

the extent to which development is influences by nature and/or nurture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Microsystem

A

the most immediate surroundings (eg. family friends, teachers)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Mesosystem

A

relations between microsystems (eg. connection between home and the workplace)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

ecosystem

A

comprises social settings that affect the individual without them playing an active role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

macrosystem

A

operates at the outer level of the ecology (eg. laws, cultural values

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

chronosystem

A

represents changes that occur over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Critical period

A

concept suggests that the brain is set to acquire a function during a limited period of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

if key experiences do not occur during a critical period…

A

the function may not develop or may not be fully developed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Maturation

A

biologically based changes that follow an orderly sequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stability and change

A

acquisition to the loss of a behaviour or function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Continuous change

A

a gradual alteration of behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Discontinuous

A

states of growth that are qualitatively different and that are usually ordered in a fixed sequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Continuity in development

A

strong consistencies over time in
* intelligence
* personality
* Social skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Why continuity

A
  • effects of biological characteristics
  • individual shaping their environment and experiences
  • cumulative effects of +ve/-ve experiences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Age related ormative events

A

those that most people experience at certain ages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Non-normative events

A

atypical to unexpected events
* exposure to a disaster
* loss of parent
* violence at home / community
that potentially alters a person’s developmental trajectory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Quantitative differences in developmental trajectories

A

eg. individuals with a developmental delay or intellectual disability usually go through same stages of development, but at a slower pace

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Qualitative differences in developmental trajectories

A

eg. individuals with autism spectrum disorders develop social and emotional skills quite differently than their typically-developing peers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Cross-sectional research

A

Different participants of various ages are compared at one point in time to determine age-related differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Longitudinal research
same participants are studied at various ages to determine age-related changes
26
Sequential studies
examine different age groups at multiple time points (reduced cohort effects)
27
Prenatal
Conception to birth
28
infancy and toddlerhood
Birth-2 years
29
Early childhood
2-6 years
30
Middle childhood
6-11 years
31
Adolescence
11-18 years
32
Physical development
Fetal posture - newborn Holds chin up - 1 month Holds chest up - 2 months Sits when supported - 4 months Sits alone - 7 months Stands holding furniture - 9 months Crawls - 10 months Walks if led/stands alone - 11 months Walks alone - 12 months
33
foundational theory of cognitive development
Jean Piaget's cognitive theory
34
Piaget's stage model
Children's thinking changes qualitatively with age - Schemas
35
Schemas
Organised patterns of thoughts and action - we acquire new schemas and our existing schemas become more complex
36
Assimilation
process by which new experiences are incorporated into existing schemas
37
Accommodation
the process by which new experiences cause existing schemas to change
38
Disequilibrium
an imbalance between existing schemas and new experiences
39
Constructivism
Through engaging with the world and things in it, children come to construct schemas, or mental representations, that help us understand how the world works
40
Examples of Assimilation
Schemas of birds --> wings, fly Schemas of dogs --> fur, four legs, tail
41
Examples of accommodation
Penguins - Changes schema to accommodate the fact that all not all birds can fly tiger - fits schema of dogs but not a dog
42
Vygotsky: Development through social interaction
The importance of social interaction in development * The importance of learning from contact with others * Learning 'scripts’ for activities in the world
43
Temperament
- Individual style and frequency of expressing needs and emotions - reasonable stability over childhood and into adulthood-early signs of 'personality'
44
Influences of temperament
- Biologically and genetically based - influenced by parental expectations - cultural differences and influences
45
"Easy" temperament
regular routines for eating, sleeping mild emotional reactions, easily soothed reading adaptable to new people and situations
46
"Difficult" temperament
does not easily settle into biological routines intense emotional reactions, not easily soothed less adaptable
47
"Slow to warm up" temperament
Wary in new situations requires time and support to settle and adapt
48
Attachment
enduring and selective emotional bond between two individuals, characterised by mutual affection and desire to maintain proximity
49
Freud attachment theory
infants became attached to the person or object which provides oral satisfaction
50
Erikson's attachment theory
first year of life - trust vs mistrust sensitive care and comfort are key to establishing basic trust in infants
51
Bowlby's attachment theory
infants and parents are biologically predisposed to form attachments - based on parent responsiveness and interaction between the infant and parent
52
Importance of a 'secure base'
lack of secure relationships with a caregiver in the early months of life can impact brain development and result in long-term emotional and cognitive problems
53
Attachment styles
avoidant, secure, anxious/ambivalent, disorganised
54
factors affecting caregiver responsiveness - more responsive if
- good supper to from partner and others - good knowledge and confidence in parenting role - low/manageable stress levels
55
factors affecting caregiver responsiveness - less responsive if
- parental mental illness/substance-use problem -chronically high levels of personal and family stress - confidence in parenting - care parents received
56
Serve and return
starts in infancy, shape the brain's architecture - adult respond efficiently and appropriately to infant -> develop and strengthen neural connections - neural connections form later communication parents and social skills
57
Parenting styles - Authoritarian
parents impose rules and expect obedience
58
Parenting styles - Authoritative
- both demanding and responsive - set rules but explain reasons - encourage discussion
59
Parenting styles - Permissive
- submit to children's desires mark e few demands use little punishment
60
Parenting styles - Disengaged
- expect little invest little
61
Importance of caregiver behaviour
- infants develop internal working models of the social world through the ways their caregiver interacts with them - forms basis of their self-concept and all later social relationships - learn important emotional regulation skills thru parents
62
Possible implications of attachment
- willingness to engage in help-seeking - trust in the professional - openness and assertiveness in communicating needs and wants - willingness to ask questions and provide feedback - availability and use of social support - willingness to try new things - self-confidence and self-esteem

PSYC1000 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions