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Developmental Psychology > Midterm content > Flashcards

Midterm content Flashcards

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1
Q

Cephalocaudal

A

head to toe direction of dev (applies to growth and motor dev)

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2
Q

Proximodosal

A

center to extremity development (applies to growth and motor dev)

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3
Q

2 relevant types of Plasticity

A

Neuro and synaptic

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4
Q

2 brain regions that preserve neurogenesis throughout life

A

hippocampus and possibly the frontal cortex

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5
Q

3 Motor development theories

A
  1. Maturation: genetic predisposition to mature is the only factor
  2. Experiential: maturation is necessary but not sufficient to proper motor dev (exp required)
  3. Dynamic systems: Motor skills dev as children actively reorganize existing abilities as a function of goal-directed exploration
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6
Q

2 main developments of fine motor skills

A
  1. Voluntary reaching

2. Manipulatory skills (hand use)

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7
Q

Voluntary reaching stages

A
  1. equipped w a grasping reflex at birth, but not active
  2. deteriorate in first 2 months, providing context for active reaching
  3. Development of proprioceptive info: sensory maps developed so that non-visual information can be used to reach
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8
Q

Manipulatory skills stages

A
  1. Palmar grasp (4-5 mo)
    - both hands, then hold obj w one hand and finger w the other
  2. ulnar grasp (5-late 1st yr)
    - hand to palm grasp
  3. Pincer grasp (end of 1st yr)
    - use opposable thumbs, increases dexterity
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9
Q

Enrichment theory

A

Sensory world naturally confusing, children construct schemes used to enrich the environment to allow for effective interpretation (Piaget)

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10
Q

Differentiation theory

A

Sensory world A-priori available for interpretation, children must simply learn to identify distinguishing features

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11
Q

5 main research methods (explain as u study, not hard)

A
  1. preference
  2. habituation
  3. High amplitude sucking
  4. Brain imaging
  5. Evoked potentials
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12
Q

To what extent do children perceive sounds?

A
  • highly developed at birth
  • can distinguish sounds based on loudness, duration, direction and frequency
  • Especially attentive to voices (mothers)
  • Can perceive verbal sounds in the womb
  • Phonemic distinctions: yes until 10/12 mo, then requires practice
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13
Q

To what extent do children perceive touch?

A

temp, touch and pain all felt

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14
Q

Children’s vision facts

A
  • 20/400 or 800 vision (bad)
  • fovea immature, visual cortex undeveloped, and poor eye coordination
  • only red vs white/grey prior to 4 months, after, full colour vision
  • tend to focus on high contrast edges (lots of info and stimulate neurons)
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15
Q

Neonates Facial perception

A
  • Can distinguish their mothers faces, but not if their hairline is covered by a scarf
  • at 4 mo, even if covered
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16
Q

Children’s concept of object unity

A
  • Not present at birth
  • By 4 months, only available if given kinetic cues
  • By 8 months, fully developped
17
Q

3 factors of Learning

A
  1. Thinking, reacting or perceiving the environment in a new way
  2. New factor attributed to experience
  3. New factors are relatively permanent
18
Q

4 types of simple learning (cover in more detail)

A
  1. habituation
  2. Classical conditioning
  3. Operant conditioning
  4. Observational learning
19
Q

Observational learning facts

A
  • Highly complex, must observe, encode, remember and then perform observed behaviour
  • Imitation: reflexively present at birth, then deteriorates over next 3-4 months
  • Occurs voluntarily at 8 months
  • By 9 months, can deffer imitation
20
Q

Explain Piaget’s concept of Intelligence

A
  • basic life function which serves to allow the child to adapt to its environment
  • Cognitive equilibrium as motive
  • Children are challenged by novel stimuli (cog. disequilibria) and must equilibrate by making mental alterations (ie, learning)
  • Interactionist (children interacting with their environment)
21
Q

Explain Piaget’s concept of Constructivism

A

Children construct schemes (organized patterns of thought/action constructed to make sense of the world) through Organization (integrating schemes to derive coherent systems of knowledge) and Adaptation (adjusting to the demands of the environment) which in turn is done through Assimilation: integrating novel information into existing schemes and Accommodation: altering existing schemes to become compliant to novel information which does not fit the existing scheme.

22
Q

Time of the Sensorimotor stage and its 6 substages

A

0-2 yrs,

  1. Reflexive activity
  2. primary circular reasoning
  3. secondary circular reasoning
  4. coordination of secondary schemes
  5. tertiary circular reasoning
  6. mental representation
23
Q

2 main developments of the sensorimotor stage

A
  1. Imitation: developed (for novel stim) around 8-12 months
    Deferred imitation occurs around 18-24 months due to the ability to symbolically represent the situation
  2. Object permanence: starts at 8-12 months, but incomplete (succumb to the A not B error)
    A not B error lost at 12-18 mo, still cant grasp invisible displacements
    18-24 months: due to mental representation, object permanence derived totally
24
Q

Challenges to Piaget’s Sensorimotor stage

A
  1. Neonativist theories (explain)

2. Theory theories (explain)

25
Q

Preoperational time and factors

A
  • (2-7 years)
  • Symbolic function
  • Pretend play
  • Dual representation (A = A and also represents B)
26
Q

Limitations of preoperational cognition

A
  1. Egocentrism
  2. Animism
  3. Appearance-reality distinction (due to egocentrism)
  4. Centration (as opposed to decentration)
  5. Conservation: due to a lack of decentration and reversability
27
Q

Concrete operational time and factors

A

7-11 yrs

  • thought = logical, flexible and organized when applied to concrete circumstances
  • no abstract thought
  • Cognitive operations derived (
  • Conservation understood, reversibility and decentration developed
  • Mental seriation and transitivity developed
28
Q

Formal Operational time and factors

A

11/12+

  • Thinking more rationally and systematically about abstract concepts and hypothetical events, thus…
    a) hypothetico-deductive reasoning (conditional reasoning)
    b) Inductive reasoning (scientific hypothesis development and testing.
29
Q

Main tenents of Vygostky’s sociocultural theory

A

Children learn from more experienced members of their society, learning the cultures beliefs, values and problem solving methods

30
Q

Ontogenic Development

A

Study of development across the lifestpan

31
Q

Microgenic development

A

Study of the temporally short changes occuring within weeks or less

32
Q

Phylogenic development

A

early evolutionary psych perspective - thousands or millions of years

33
Q

Sociohistorical development

A

Changes occurring in a child’s cultural environment and their influences on how children think
-Provides tools of intellectual adaptation (methods or strategies of thinking or problem solving)

34
Q

Zone of Proximal development

A

The distance between what a child can accomplish alone vs that which requires aid from a teacher
-the area where any and all teaching should be applied

35
Q

Scaffolding method of teaching

A

gradually reducing the amount of assistance granted to a child during a task to promote independent performance

Developmental Psychology (9 decks)

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