T1 Introductions & Developmental Psychology Flashcards
Characteristics of psychology
Scientific study of behaviour
Strong theoretical underpinnings
Strong research basis
Emphasis on empirical evidence
Goals of psychology
- Describe behaviour: What, where, and when it happens
- Explain behaviour: Why it happens
- Predict behaviour: What will happen next
- Change behaviour: Individuals, groups, society
Domains of human development
Physical development (including neural development)
Cognitive development (including intellectual development)
Social development (including emotional development)
Cognition
mental activities associated with thinking, knowing, remembering and communicating
Theory of cognitive development - sensorimotor
- birth-2 years
- Infant schemas are simple reflexes and interactions with people and objects
- object permanence
- stranger anxiety
Newborn primitive reflexes
(examples)
* Tonic neck reflex
* Grasp reflex
* Step reflex
* Crawl reflex
Object permanence
The awareness that things continue to exist even when not perceived
Theory of cognitive development - preoperational
- 2-7 y/o
- child begins to use mental representations but problem-solving is limited
- child can employ mental symbols (e.g. symbolic / fantasy play, deferred limitation, drawing)
- Language development
- Egocentrism
Egocentrism
- Inability to take another’s point of view
- Inability to assume the role of another person
- Inability to recognise others have viewpoints too
Theory of mind
People’s ideas about their own and others’ mental states
* Feelings, perceptions, thoughts and the behaviour these might predict
* Usually develops around age 4-5 years
Theory of mind and Autism
- Historical reports say autistic people have an impaired theory of mind, leading to difficulty understanding other people’s emotions, motives, desires, etc.
Theory of mind and Autism flaws
- Research has taken an ableist approach
- Their conclusions are not clear
- More autistic-led research needed
Theory of cognitive development - Concrete operations
- 7-11 y/o
- child performs mental operations (e.g. conservation)
- Logical thinking
Conservation
the ability to recognise that a given quantity, weight or volume remains the same despite changes in shape, length or position
Theory of cognitive development - Formal operations
- 12 years on
- abstract thinking (imagined realities and images)
- child can use formal problem-solving (e.g. deductive reasoning)
key criticisms for Piaget’s theory
- Development being more continuous than stage-like
- Abilities were underestimated
- Did not explain cultural differences in abilities
- Neglected role of emotion
Alternative approach of information processing
- Assumes gradual changes in mental capacity rather than stages
Has provided insight into two major areas of cognition - attention
- memory
