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1002\ > Physical and Cognitive Development > Flashcards

Physical and Cognitive Development Flashcards

1
Q

Issues in developmental psychology

A

No answer exists to consolidate the perfect development. As non exist.

Nature vs Nurture.
Genetically programmed maturation vs of learning and experience

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2
Q

Maturation

A

The genetic progression of steps to form a fully-fledged something. Age related timetable.

Suggested to be paired with cultivation. As environmental input is inevitable.

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3
Q

Environmental input can…

A

turn the genes on and off.

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4
Q

Nature-nurture linkages

A

-Interaction between genetics and environment
-Correlation. Genes influence the environment people choose or the experiences in which they are exposed to.

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5
Q

Importance of early experience

A
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6
Q

Wild boy of Aveyron

A

Marked the importance of language acquisition in early life. Overall, considerations into the workings of nurture became apart during critical periods of human life.

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7
Q

Embryology and it’s relation to developmental psychology

A

Scientists found that when exposing the embryo to a toxic substance, the substance would only take affect at certain stages in development.

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8
Q

The brain is particularly sensitive to certain kinds of environmental inputs at certain times.

A

Nervous system sensitive to forming new synapses.

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9
Q

Neural pruning

A

Refers to the neural connections you are born with which are soon disposed of for their disuse and irrelevance. It is believed the lack of neural pruning in those with autism accounts for their larger head span. Receptors in the hippocampus are believed to be responsible for this neural pruning.

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10
Q

Early abuse and deprivation

A

Genie and Wild Boy.

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11
Q

Can early abuse and deprivation be indelible?

A
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12
Q

What may a lack of emotional neglect and physical abuse do to a child?

A

Hinder brain development responsible for behavioural and emotional control. Controversy continues on whether this is caused by the abuse or a co-morbid disorder that then causes the abuse.

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13
Q

The influence of deprivation negatively influences…

A

neural pruning and plasticity.

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14
Q

The experience of threat brings what

A

influences fear learning pathways.

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15
Q

Critical periods

A

The brain is organised at critical periods and once that critical period ends. It can no longer be changed, as far as scientists know NOW.

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16
Q

Sex hormones release in the brain

A

The differentiation between the genders referring to the patterns of how these hormones are released.

-Women, follows the cyclical pattern. The menstrual cycle.

-Men. Noncyclical pattern. The male condition.

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17
Q

Stages or continuous

A

Does development occur in either.

-Does abstract thinking form at stages, as the maturation of the frontal cortex. Generally manifested in a much more obvious manner as the development of the nervous system.

or

-Is development just continuous

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18
Q

Sensitive periods

A

Important but not definitive for subsequent development.

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19
Q

Studying development, which types of research is generally conducted?

A

-Cross sectional
-Longitudinal
-Sequential

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20
Q

Limitations of cross-sectional research

A

Age differences but not age changes. Because the research grabs one age group, and then another. The same individuals are not followed to the other age. Therefore, they are vulnerable to confounding variables. Best used with minimal cohort effect.

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21
Q

Limitations of longitudinal

A

Age changes rather than age differences. Changes within individuals overtime. Only investigates one cohort (cohort effects) and cannot rule out any other variables.

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22
Q

Limitations of sequential studies

A

Studies multiple cohorts longitudinally, essentially minimising the cohort effect. Although, they take years or decades to complete.

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23
Q

Physical development and it’s psychological consequences

A

The most dramatic aspects cannot be observed because they took place before birth.

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24
Q

Prenatal development
(otherwise known as the gestation period) has how many stages

A

Three stages, trimesters essentially.

-Germinal period, after two weeks of conception, the egg is implanted in the uterus.

-Embryonic period, third to eighth week of gestation. Significant for the development of the central nervous system and the organs.

-Foetal period, week nine to birth. The heart has begun to beat. Significant for muscular development.

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25
Q

Environmental influences at prenatal development

A
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26
Q

Teratogens

A

Environmental agents that harm the embryo or foetus.

-Drugs
-Radiation
-Viruses
-Toxic chemicals

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27
Q

The most widespread teratogen

A

Alcohol. The teratogenic effect appears to be highest in the early weeks of pregnancy

-Second being crack cocaine

-Third being maternal stress. Lack of attention and even PTSD can be passed down.

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28
Q

Cognitive development

A
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29
Q

Presbycusis

A

The inability for the elderly to hear high frequency sounds. The inability to understand what others are saying can have disturbing psychological consequences…

Dad?

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30
Q

Deterioration in functioning can have psychological consequences.

A
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31
Q

Negative Western stereotypes against the elderly

A

-Loss of sexuality
-Senility

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32
Q

Gerontologists

A

Scientists that specialise in study of the elderly.

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33
Q

Cognitive development in infancy, childhood and adolesence

A
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34
Q

The problem with studying infants

A

Particularly hard to study for their lack of explicit expression, short attention span, lack of motor skills and extreme need for sleep.

35
Q

The solution to studying infants

A

Orientating reflex.

Novel stimuli is favored over habitual stimuli. This was used by introducing new and novel objects that were similar to ones already known. Types of cats, etc. Thus giving researchers insight into the cognition of infants.

36
Q

Seven month old vs 10 month old

A

10 month olds could discriminate within categories of the information (different types of happy experissions) as opposed to 7 month olds who could not distinguish the difference.

37
Q

Identifying categories for facial expression came before…

A

language acquisition

38
Q

Other measures of infant development

A

EEG and brain wave activity.

39
Q

Infant senses

A

Ears are good.
Eyes are typically at 20/500 and change to 20/100. Seeing something 20m away as 100m away.

40
Q

What are infants good at?

A

Intermodal processing. Successful procession of information from an object by using multiple senses and by matching their behaviour to what is physically observed.

41
Q

12, 15 months vs 18 months in regards to bodily understanding/recognition

A

Face recognition is developed before bodily recognition. Particularly developed after walking.

42
Q

Perceiving meaning in infants

A

Ecologists believe we are wired to recognise dangers and the potential value of something.

43
Q

Infantile amnesia

A

Most fail to remember anything before 3-4 years old.

44
Q

Representational flexibility

A

It is a wonder whether infants can recall memory without the cues used to encode the memory. To do so requires relational representation

45
Q

Relational representation

A

encoding information by attsching it to more than one known thing. 9 month olds show capabilities for such things.

46
Q

Implicit learning infants vs adults

A

There appears to be very little difference between the two ages. Implicit memory appears to be present at even 3 months old.

47
Q

Working memory begins to appear at what age?

A

6 months, in line with the development of the prefrontal cortex.

48
Q

Explicit memory begins to occur when?

A

The maturation of the hippocampus typically at 18 months.

49
Q

Piaget’s theory of cognitive development

A

Keen interest in epistemology. How exactly is knowledge attained and used?

-Countered Kant’s idea that individual’s understanding occurs from an innate understanding. Although, it neither exclusively occurs from experience as Locke suggests. Piaget agreed with neither.

50
Q

Piaget’s big question

A

How do humans gain knowledge? And his chosen weapon of study was the development of children’s intelligence.

51
Q

Binet vs Piaget

A

Binet was interested in how well a child answered a question

Piaget was more interested in how the child reasoned their answer. He found a certain commonality amongst those of a similar age in reasoning as to why they got a question right or wrong. Therefore, a revelation that some distinct stages alongside the development of intelligence and age.

52
Q

What were the two ways Piaget believed children adapted cognitively?

A

Assimilation: Fitting reality into one’s existing ways of understanding.

Accommodation: The modification of schema’s to fit reality.

53
Q

What did Piaget believe was the driving force behind cognitive development?

A

By balancing the two ways humans adapt cognitively; assimilation and accomodation.

54
Q

Stages of Cognitive development

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete operational
  4. Formal operational
55
Q

Sensorimotor

A

Birth- 2years old.

Thinking is done through their hands, mouths, and senses. Object permanence develops around 8 to 12 months, possibly earlier 4-5 months with new research. Since this stage is heavily bound in sensation, it is difficult for these infants to understand an alternative POV differing from their own, and is a stage known for being egocentric.

-Lack of explicit reasoning as to why.

56
Q

Preoperational stage

A

2 to 5/7 years old.

The emergence of symbolic thought. ‘Once children learn to manipulate mental images, thoughts become detachable from actions.’ No longer have to think through our senses, hands or mouths. Still limited by egocentrism as shown through the ‘Three Mountains Task’

57
Q

What is a limitation of the pre-operational stage?

A

Centration, ultra focusing one aspect of an object and denying all else.

Restrictively literal

Accepting of questionable happenings (likely what makes them most vulnerable)

58
Q

Concrete operational

A

7-12 years old.

Children are now likely capable of ‘operating on, or mentally manipulating, internal representations of concrete objects in a way that is reversible.’

Conservation, the basic principle that an object remains stable despite any superficial properties that may change.

Ability to decentre, and do without centration. Fixation on one aspect of an object.

Typically, children master different kinds of conservation at different ages and not all at once. Such as numbers are understood at age 6 before mass at 8 years old.

Transitivity. Peroperational children have trouble keeping information in mind. However, concrete operational children can hold enough information in mind to solve problems such as; if a>b and b>c, then a>c.

59
Q

Formal operational

A

12- 15 year olds.

Children can now not only manipulate mental images and concrete objects, but also now the abstract. Can now frame hypothesis and test them.

60
Q

Criticisms of Piaget’s theory

A
  1. The research conducted was not generalisable to the population, nor was it properly controlled. The research focused on logical and rational thinking, not considering motives, etc.
  2. The stages of child development do not appear consistent, discrete or ‘at’ stages as Piaget suggests.
  3. Piaget underestimated infants and preschool children. Children can still learn or be taught certain tasks well beyond their bracket
  4. Piaget discounted the role of environment on cognitive development. Although, it appears that all children do pass through these stages to reach maturation- environment has much control over when this occurs.
61
Q

Where was Piaget wrong with adults and children?

A

Adults are much less competent than was originally thought.

Children are much more competent than what was originally thought.

62
Q

G-factor

A

General intelligence

63
Q

Transactional model of child development was in contrast to who? and for why?

A

Was in contrast to Piaget’s theories of development that children move through independently without exterior influence. Very much within the ‘Nature/maturation’ side of research. Instead, the transactional model suggests the interactional learning between parent and child.

64
Q

Language development

A

From one year dadadada
Four years, the devils can suddenly speak.

65
Q

The average adult knows how many words … (assuming english speakers)

A

60,000 words

66
Q

Does language acquisition depend on nature or nurture?

A

DUnno strap in to find out

67
Q

Nurture side of language

A

Reinforcement- Skinner’s conditioning principles of positive reinforcement

Imitation- Children also learn language by imitatiing those around them.

68
Q

Nature side of language

A

Culture- Children acquire language at a very similar pace to other languages.

69
Q

Chomsky

A

believed that children could not learn language at the rate they do with only positive reinforcement.

70
Q

Universal grammar

A

An innate shared set of linguistic principles.

71
Q

Chomsky believed in a Language Acquisition Device (LAD)

A

An innate set of neural structures for acquiring language.

72
Q

Can children impose grammar, create grammar when there is none?

A

Apparently yes.

Deaf example.

73
Q

Which part of the brain holds specialised neural circuits for processing grammar?

A

Left frontal lobe

74
Q

Which part of the brain holds specialised neural circuits for processing word meaning?

A

Left frontal temporal lobe

75
Q

How did language evolve?

A

-Imitation

-Reproduce the meaning of other’s behaviour

-Possibly from hand gestures (as it activates similar parts of the brain)

-

76
Q

Connectionist thinking in children occurs from what?

A

Likely from the interaction of innate tendencies and implicit learning.

77
Q

Is the brain maximally sensitive at a period of development?

A

Between ages 3- 12 years old

78
Q

A different set of processes and techniques in language learning in children point towards possibilities for adults to gain the language.

A

Motivation, continual repetition, stored knowledge of language and learning

79
Q

Telegraphic speech

A

The most essential words are used to convey meaning.

80
Q

At what rate does a child’s vocab grow after the first 50-100 words

A

Exponentially

81
Q

The biggest environmental contribution to language learning.

A

Day-to-day input and feedback with a caregiver.

82
Q

Sarah the chimpanzee

A

130 plastic symbols used at 75-80% accuracy

83
Q

Nim Chimpsky

A

Expressed ‘angry’ ‘bite’ without the action.

84
Q

Kanzi the bonobo

A

Spontaneously begun using symbols to communicate

1002\ (10 decks)

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