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PSYC2061: Developmental > PSYC2061: Wk 4-6 > Flashcards

PSYC2061: Wk 4-6 Flashcards

1
Q

Observational method

A

going out and observing natural behaviour

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2
Q

Cross-sectional design

A

Study groups of different ages, compare change in performance with age

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3
Q

3 advantages of cross-sectional design

A

Convenient, low attrition, one test pp

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4
Q

Disadvantages of cross-sectional design

A

Cohort effect

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5
Q

Longitudinal design

A

Measure same individuals of same age at different ages.

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6
Q

3 advantages of longitudinal design

A

different aspects of dev, more info, tracks individuals

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7
Q

Disadvantages of longitudinal design

A

Historic effects, attrition, practice effects, selective sampling, expensive

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8
Q

Longitudinal sequential design

A

Cross sectional design with several aged individuals and tested longitudinally

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9
Q

Object permanence

A

Object still exists even when they cannot be perceived directly

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10
Q

Object permanence relates to ____________ ability.

A

representational

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11
Q

OP Stage 1-2 (1-4 months)

A

Baby believes object no longer exists

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12
Q

OP Stage 3 (4-8 months)

A

Baby will reach for partially hidden objects

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13
Q

OP Stage 4 (8-12 months)

A

Baby can seek object but only where it was last hidden

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14
Q

Development is _________ from 0-__ months and passes through substages.

A

gradual; 19

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15
Q

Classic study for object permanence

A

Baby seeks toy after put under a cloth

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16
Q

A not B Error

A

Piaget believes baby’s development of OP is incomplete

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17
Q

Competence-Performance Distinction

A

Competence is aimed to be inherent knowledge in completing a task

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18
Q

Diamong (1985): object permanence

A

Some children make A-not-B error even when target is not concealed

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19
Q

Bjork & Cummings (1984): location memory

A

Memory hasn’t developed enough for babies to pick completely correct toy

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20
Q

Baillargeon: Habituation

A

Babies at 5mo found impossible event to be more surprising.

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21
Q

When does “language explosion” occur?

A

5-6yo

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22
Q

From ___-___yo, children add __ words per day.

A

1.5-10; 10

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23
Q

DeVries (1969: Maynard the Cat

A

Cat wore dog mask and 3-4yo still changed answer to dog.

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24
Q

Conservation of number/volume (pre-op)

A

Children 3-4yo are distracted by perception of reality and cannot perceive conservation

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25
Q

Piaget’s Stages of Development

A

Sensory Motor stage
Pre-operational
Concrete operational
Formal operational

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26
Q

Classical study of egocentrism

A

Do you have a brother - Yes

Does Tom have a brother - no

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27
Q

Irreversibility

A

Children have difficulty transforming/reversing sequences in their head

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28
Q

Gelman (1979): Apply study

A

Children were confused when numerous apples became spaced apart

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29
Q

What are the basic symbolic abilities?

A

Language, fantasy, play, drawing

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30
Q

“Classic” limitations of pre-op thought

A

perceptually bound, irreversibility

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31
Q

Limitation of perceptual pre-op research

A

May reflect performance as opposed to cognitive competence

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32
Q

3 stages of pre-op thinking for child illness

A
  1. Contagion is overgeneralised
  2. Contamination is undergeneralised
  3. Justice as causal mechanism
33
Q

Describe a study depicting overgeneralisation of contagion

A

Kister & Patterson (1980): Children had to decide whether to sit someone who was ill - cold, toothache, scraped knee.

34
Q

Describe a study depicting undergeneralisation of contamination

A

Rozin & Fallon (1987): Come and grasshopper with OJ

35
Q

Describe a study depicting justice as causal mechanism

A

Kister & Patterson (1980): Do you think he got a cold because he didn’t listen to mother?

36
Q

Contamination (Siegal & Share, 1990)

A

Third person; would drinking the OJ make John sick?

37
Q

Attachment

A

Strong tie we feel for individuals within our lives

38
Q

Proximity to attachment figures are associated with what?

A

Positive emotions

39
Q

Behavioural drive reduction

A

Caregiver satisfies a variety of biological primary drives

40
Q

Process of behavioural drive reduction

A

Mothers presence becomes a CS capable of drive reduction, through Pavlovian conditioning process

41
Q

How did Harry Harlow challenge behavioural drive reduction?

A

Surrogate mothers: monkey would move to blanket mother after feeding from cage mother

42
Q

Contact comfort

A

Infant monkey preferred cloth covered “mother” despite no feeding

43
Q

How many hours did baby monkey spend w “cloth mother”?

A

22 hours

44
Q

Sensitive period for human attachment (Bowlby)

A

6 months to 2 years

45
Q

Secure %?

A

60-65%

46
Q

Insecure-Avoidant %?

A

2-%

47
Q

Insecure-Resistant %?

A

10-15%

48
Q

Insecure-Disorganised

A

1%

49
Q

Attachment longitudinal study (Walters et al., 2000)

A

Links b/w early attachment style and those 20 years later

50
Q

Consequence of Secure Attachment

A

11 yo more confident, socially aware and smarter

51
Q

Visual paired-comparison task

A

Familiarisation and test phase, with time looking at each stimulus being the DV

52
Q

Familiarisation

A

Participant forms internal representation of target stimulus

53
Q

Habituation

A

Attention becomes declined to a predetermined criterion level

54
Q

High amplitude sucking

A

Operant conditioning procedure involving infants learning contingency b/w sucking and R+ (e.g. mums voice)

55
Q

Mobile conjugate R+

A

Study of memory development across infancy period, through baseline, learning and test phases.

56
Q

Baseline MCR+

A

How often baby kicks when foot isn’t attached to mobile

57
Q

Learning MCR_

A

Infants learn that kicking causes mobile to move (R+)

58
Q

Test MCR+

A

Ribbon detached from mobile. If they kick more than baseline, they have learnt.

59
Q

Deferred imitation puppet task

A
  1. Remove mitten
  2. Shake it
  3. Replace mitten
60
Q

What was the findings of puppet task?

A

6mo exhibit deferred imitation, though they require twice the amount of exposure to the modeled actions.

61
Q

What develops in memory development?

A

Encoding, retention, retrieval

62
Q

Describe how the MCR+ task works

A

Baby has learnt if they kick more in last min of NR compared to beginning.

63
Q

How do we know how much baby has retained in MCR+?

A

Rate at which they kick in Session 3

64
Q

Baseline ratio

A

1min NR of:

immediate / baseline

65
Q

Retention ratio

A

1min NR of:

long term retention / immediate

66
Q

Baseline ratio > 1

A

Infant has learnt the contingency

67
Q

Baseline ratio = 1

A

Infant has not learnt the contingency

68
Q

Retention ratio = 1

A

Perfect retention, no forgetting

69
Q

Retention ratio

A

Some forgetting

70
Q

What if kick rate at long term retention test do not differ from baseline?

A

Complete forgetting

71
Q

Retention rate for 2mo

A

24 hours

72
Q

Retention rate for 3mo

A

1 week

73
Q

Retention rate for 6mo

A

2 weeks

74
Q

Hayne & Rovee-Collier (1995)

2wk MCR+

A

If baby is reminded of mobile, they can retain memory if conditions are exactly the same.

75
Q

What is retention rate without reminder (Hayne & Rovee-Collier, 1995)?

A

0.4

76
Q

Reactivation in Imitation (Rovee-Collier, 2015)

A

Recent memories are easier to reactivate, and studies suggest forgetting may be issue of accessibility

77
Q

Mirror Rouge study

A

Mark on nose and placed in front of mirror - babies pass test from 18mo.

78
Q

Praise (Mueller & Dweck, 1998)

A

Concerns praising ability vs effort, and issues of overpraising

PSYC2061: Developmental (2 decks)

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