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Developmental Psychology > Lecture 1 - Intro > Flashcards

Lecture 1 - Intro Flashcards

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1
Q

Outline smith et al (2003)’s definition of development

A

Process by which an organism (human/ animal) grows ad changes through its lifespan

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2
Q

How did development used to be studied? and why did that change?

A

Used to be studied through observations, e.g dawrwin

- this was anecdotal and lacked scientific rigour

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3
Q

Who changed dev psych to experiments?

A

Piaget in the 20s, blended observations and experiments

Processes of development have become key area of study, how things change
- e.g. Schaffer (1996)

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4
Q

Compare observations and experiments

A

Observations:
√ - naturalistic
X - lots of ev’s

Experiments
√ - high control
X - low eco val
X - children dont develop in labs, they do in parks, homes, school etc

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5
Q

What areas of child development are studied?

A
  1. Physical (growth, motor, sensory)
  2. Cognitive (learning, thinking, memory, problem solcing)
  3. Pscyhosocial (peers, family, morality)
  4. Emotional (attachment, personality, emotions, self-esteem)
  5. Linguistic (speech, language, communication)
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6
Q

What age periods of studied?

A
  1. Prenatal (conception to birth)
  2. Infancy (birth to 2/3 years)
  3. preschool/ early childhood (3-5 years)
  4. middle childhood (6-12)
  5. Adolescence (13-18)
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7
Q

What are the changes in infancy, from birth to toddlerhood

A

rapid changes

  • physical
  • social
  • intellectual
  • emotional

All go through this process, just at different rates

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8
Q

Outline Danny at 3 weeks

A
  • Startled by noise
  • responds to mum by turning head
  • grasps
  • follows objects
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9
Q

Outline Danny at 3 months

A
  • looks around
  • smiles/ interacts
  • can push body up
  • reacts to strange signs
  • can support neck
  • watches things but doesnt reach
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10
Q

Outline Danny at 2 months

A
  • nearly always smiles at mum

- watches objects, takes hold

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11
Q

Outline Danny at 4 months

A
  • stands up
  • recognises own name
  • watches but doesnt reach
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12
Q

Outline Danny at 6 months

A
  • sits alone
  • grabs things
  • recognises different types of voice
  • no fear of strangers
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13
Q

Outline Danny at 8.5 months

A
  • sits and stands well
  • learns and picks up
  • precise movement
  • very active (crawls)
  • eat and drink alone
  • dont like strangers/ seperation
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14
Q

Outline Danny at 10 months

A
  • stands and move on own
  • take/ return objects
  • potin and find
  • imitation
  • understands simple requests
  • alone = anxiety
  • stranger anxiety
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15
Q

Outline Danny at 12 months

A
  • walk
  • carry things
  • reach
  • climb
  • great motor control
  • purposeful behaviour
  • books/ drawing
  • understand much of what is said to him
  • can follow mother when she leaves
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16
Q

Outline Danny at 14 months

A
  • accurate movement
  • balance/ run
  • interested in what he can do with things
  • distracted from mother by external world
  • moods
17
Q

Outline Danny at 16 months

A
  • independent
  • interested and involved in world
  • secure attachment
  • communicates
18
Q

What are the 3 central concerns in dev psych?

A
  1. Continuity
  2. Sources of development (nature/ nurture)
  3. Plsaticity
19
Q

Outline continuity as a concern in dev psych

A

Development as either continuous or discontinuous

  • Small, gradual process of change = continuous. Often quantiative, like vocab/ memory
  • periods of rapid development, emergence of new forms of thought/ behaviour = discontinuous. qualitative, like babbling, talking
20
Q

What were Flavell (1971)’s criteria of stage theories?

A
  1. Stages are distinguished by qualitative changes
  2. Stage transitions marked by other aspects of change
  3. When changes occur, they are rapid (e.g. crawling -> walking = 90 days)
  4. Behavioural/ physical changes are coherent
21
Q

What are the 4 developmental functions (Graphs)?

A
  1. Continuous
    - increasing/ decreasing steadily over time
    - e.g. vocab (+), or phoneme narrowing (-)
  2. Step/ discontinuous
    - develops in distinct phases, then plateaus for a bit before the next stage
    - e.g. piagets stages of Cog dev
  3. Inverted-U
    - starts bad, peaks at middle, then gets worse again
    - e.g. muscular peak
  4. U-Shaped
    - starts good, gets worse in middle, then improves again
    - e.g. infants stepping reflex
    - starts at birth, disappears, then reappears when they get muscular control again
22
Q

Why do we use graphs?

A

Easier to spot atypical devevlopment

Graphs 1, 3 and 5 are continuous, 4, 2 is discontinuous

23
Q

Outline sources of developent: nature vs nurture

A

Nature/ genetics
- inherited biological predispsotions

nuture/ environment
- socio-cultural influences

Look at how these interact, and how does upbrining and culture impact our development

24
Q

Outline plasticity

A

“The degree to which, and the conditions under which, development is open to change and intervention”

  • how dev can be changed
25
Q

Outline research into plasticity

A
  • Critical period, where exposure is required otherwise development wont proceed normally
  • Sensitive periods - where a period has more impact on development, wont develop as will but wont necessarily not develop at all
26
Q

What are the methods of studying development?

A

Cross-sectional studies
- snap shot of behaviour at one give time

Longitudinal studies
- study progression/ change over time

Cohort design

  • compare groups of children born in different years
  • e.g. 12 year olds in 2000, vs 12 year olds now

Cohort sequential design
- study cohorts cross-sectionally and longitudinally

27
Q

Compare study designs

A

Cross sectional:
- different p’s, different ages, same point in time

Longitduinal
- same p’s, at different ages, at different times

Cohort
- different p’s, same ages, different time points

Developmental Psychology (9 decks)

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