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Developmental Psychology > terms and models > Flashcards

terms and models Flashcards

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1
Q

lexical

A

sound of the word

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2
Q

hockey’s design features of language

A

arbitrariness (no connection between sound and message)
displacement (communicate about things not present)
productivity (new utterances)
duality of patterning (meaningless segments made meaningful)

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3
Q

morphological

A

structure - words made up of morphemes
plurals

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4
Q

phonological

A

sounds of letter
phonemes - different sounds changing meaning (smallest segmental unit of sound)

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5
Q

prosodic

A

rhythms - how it comes across

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6
Q

syntactic

A

arrangement of words in a sentence

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7
Q

semantic

A

understanding of words

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8
Q

pragmatics

A

use of words in different contexts
consider other person
be aware of impact of words used

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9
Q

7 months - language

A

reduplicated and canonical babbling

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10
Q

joint attention

A

9 months
social pragmatic cues + intention reading

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11
Q

10 months - language

A

babbling becomes frequent sounds

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12
Q

1 year - language

A

longer strung sounds
stress patterns

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13
Q

2 years - language

A

faster at recognising speech sounds
children look at right picture as they get older

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14
Q

conditioned head turning

A

learn to turn head when hear new sound (rewarded)

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15
Q

vocal tract development

A

limited due to :

size and placement of tongue in relation to vocal cavity
neuromuscular limits

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16
Q

pointing as a gesture

A

imperatively, declaratively, interrogatively

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17
Q

volterra 1975

A

perlocutionary stage - effect on listener - not intentional
illocutionary stage - non verbal signals - intentional
locutionary stage - speech sounds

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18
Q

syntactic bootstrapping

A

using the context to guess meaning of words

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19
Q

morphological trajectory

A
  1. inflections (notice ed changes)
  2. apply inflection
  3. realise not all words follow same pattern
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20
Q

noam Chomsky - theory of grammatical development

A

suggests inborn ability known as universal grammar
nativist

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21
Q

constructivist approach

A

learnable, social contexts and emphasises learning mechanisms

not fully worked out how learning mechanisms interact

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22
Q

Morris’ semiotic triangle

A

signs, real world conditions, listener link together = semiosis

repairing utterances is good

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23
Q

DLD

A

developmental language disorder
2/30 children
heterogeneous sub-groups like ADHD

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24
Q

deafness

A

sensorineural deafness = inner ear
auditory neuropathy spectrum disorder (sounds disrupted in brain)
conductive deafness = blockages
= delays in pragmatics and social cognition (ToM)

can be bilateral and unilateral

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25
Q

rejected children

A

aggressive rejection = poor self control
non-aggressive rejection = anxious, withdrawn

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26
Q

factors affecting peer status

A

temperament
past
appearance
social skills

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27
Q

types of play

A

parallel social pretend play
co-operating

chimps don’t re-engage

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28
Q

social information processing Crick n Dodge

A

encode cues
interpret cues
goals
review possibilities
decide on action
act

all rely on database

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29
Q

emotional contagion

A

unconsciously mimicking emotions of others

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30
Q

mimicry

A

imitating others

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31
Q

Piaget stages of development of moral reasoning

A

premoral (0-5)
moral realism (5-10)
moral subjectivism (10+)

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32
Q

Kohlberg stages

A

pre conventional (0-9)
conventional (adult)
post conventional

  • gender + culture bias
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33
Q

Tomasello and Vaish

A
  1. second person morality = responding to others
  2. agent-neutral morality = expand to strangers
34
Q

altruism

A

behaviour performed for unselfish motives

35
Q

pro sociality

A

multifaceted

36
Q

comforting

A

starts in second year
age 3 = responsive to others distress
genetic influence - affects response to distress

37
Q

helping

A

response to instrumental need
12 months - point to show help
30 months - acquired reasoning skills

38
Q

sharing

A

6 months - affiliative sharing
9-10 months - active object sharing
18 months - resource sharing (requires support from parents)
3years - reciprocity and understanding of fairness
samoan children shared more

39
Q

disadvantageous inequity aversion

A

middle childhood
don’t like seeing others unfairly treated

40
Q

advantageous equity aversion

A

variability in feelings of fairness or discomfort
you take sweets

41
Q

is altruism innate?

A

yes - displayed early in development
no - could be motivation for social interaction

42
Q

ontogenesis

A

the process of development from childhood to maturity

43
Q

development as a lifelong process

A

there are diverse patterns of ageing that differ in timing

44
Q

stereotype threat effect

A

underperforming due to a negative stereotype

45
Q

multidirectionality lifespan perspective

A

different viewpoints on trajectory of development

46
Q

development as gain/loss

A

age increases and gains decrease

47
Q

plasticity

A

baseline performance = how well u perform without help
baseline reserve capacity = best you do with optimum resources
developmental reserve capacity = when you have put in effort

48
Q

historical embeddedness

A

sociocultural influence

49
Q

contextualism as paradigm

A

age-graded influence
history-graded influence
non-normative influence

50
Q

multidisiplinary

A

biology, sociology etc

51
Q

positive social network benefits

A

better cognition
reduced dementia
better recovery from stroke
lower risk of mortality

52
Q

socioemotional selectivity theory

A

emotional trajectory > emotional satisfaction
knowledge trajectory > adaptation success

53
Q

older people v younger in study

A

bias towards positive faces
less reactive in high stress

54
Q

ageing paradox

A

despite declines in health, report positive relationships and well-being

55
Q

semantic memory

A

knowledge

56
Q

why do older adults outperform younger adults on vocabulary and knowledge tests?

A

densely networked semantic memory
more semantic priming
age impaired areas less involved in SM

57
Q

dual process theory and ageing

A

EM declines
familiarity stays intact
hippocampus and caudate nucleus decline (recall)
entorhinal cortex stays intact (recognition)

58
Q

associative deficit hypothesis

A

worse = memory for associations
intact = memory for individual items

59
Q

source monitoring framework

A

worse = memory for source and context
intact = memory for specific items

60
Q

processing speed in older age

A

prioritise accuracy
lower WM capacity - due to high stress (Marshall et al 2015)

61
Q

baltes model

A

cultural/environmental factors less important to biological factors to explain age-related changes in cognition

62
Q

what phase of sleep do older people experience more

A

slow wave sleep

63
Q

differential preservation hypothesis

A

protects against age related decline in mental ability

64
Q

common cause hypothesis

A

cognitive decline related to neurological deterioration (sensorimotor ability)

65
Q

linderberger and Baltes - Berlin aging study

A

sensorimotor factor (vision, hearing, gait) affected intelligence with age

66
Q

sensory deprivation

A

declining sensory acuity = social withdrawal = decline in cognitive ability

67
Q

ageing disrupting memory in sws

A

increased cortisol affects cortisol receptors in hippocampus = affects memory transfers to neocortex

68
Q

physical exercise and cognitive ability

A

improves however strongest on executive tasks (planning etc)

increases volume in grey and white matter

increased hippocampus volume by 2%

69
Q

mental exercise

A

stronger positive correlations between high cognitive leisure and cognitive ability

70
Q

issues in training literature

A

publication bias
practical, theoretical, methodological

71
Q

Karbach and Verhaegen meta analysis

A

training gains trained and transfer tasks
no age difference

72
Q

training transfers

A

near - WM task
medium - updating task
far - reasoning

73
Q

active engagement leisure activity

A

positively linked to physical function, mental health and cognitive function

74
Q

park et al 2013 - training lifestyles

A

intervention phase - productive negagement or receptive engagement (familiar exp)

episodic memory benefited the most from intervention

75
Q

disconnect in the lab and real life

A

may over exaggerate the negative correlation between cognitive decline and age

prosocial behaviour increases

76
Q

Berlin wisdom paradigm

A

factual knowledge
procedure knowledge
life-span contextualism
value relativism and tolerance
awareness and management of uncertainty

77
Q

wisdom

A

non-significant relationship between wisdom and age
younger adults had more wisdom for marital conflict

78
Q

expertise in chess

A

performance increases up to early 20s and plateaus to 35 years

79
Q

associative binding deficits

A

difficulties in connecting pieces of information in memory.

80
Q

expertise

A

expertise doesn’t protect against age-related decline in a domain of expertise

Developmental Psychology (4 decks)

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