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Developmental psychology > Unit 5: Development in Early Childhood (2-6 years) > Flashcards

Unit 5: Development in Early Childhood (2-6 years) Flashcards

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1
Q

How much height and weight do children between the ages of 2 - 6 gain in total?

A

30 cm
8kg

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2
Q

Muscle maturation occurs, as fat is turned into muscles. This leads to the average body mass index (BMI) being at its ______ between 5-6 years.

A

lowest

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3
Q

How tall and heavy is the average 6 year old?

A

> 110 cm
12-23 kg

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4
Q

How does the center of gravity shift, why and which effect does that have?

A

shifts from chest to abdomen
faster growing legs (and arms) -> 60% height increase by puberty
provides more stability and development of more complex movements

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5
Q

Which factors can influence growth and maturation?

A

genetic inheritance
exercise and daily physical activity
Social class
Physical deficiencies/ illnesses
Trauma and physical/ psychological abuse
Nutrition

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6
Q

What does a very high level of training cause?

A

less growth

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7
Q

When do most eating disorders begin?

A

during physical development

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8
Q

What does obesity in early puberty mainly cause?

A

delays in cognitive development

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9
Q

Where do the hemispheres mainly get their information from/ exert their influence on?

A

contralateral parts

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10
Q

Which structure allows for a transfer of information between the hemispheres and why is the exchange of information crucial?

A

corpus callosum
crucial for everyday functioning (e.g. coordinated movements)

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11
Q

When does the process of myelinisation occur at a particularly high rate and which effect does this have?

A

3-6
increased efficiency of corpus callosum

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12
Q

lateralization

A

each hemisphere is specialized for certain functions

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13
Q

Is lateralization true for all processes?

A

no
e.g. speech comprehension

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14
Q

Does lateralization depend on handedness?

A

yes

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15
Q

handedness

A

preference of using one hand or side of the body over the other

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16
Q

How many adults are righthanded, and what does this mean when talking about lateralization?

A

90%
dominant left half of brain

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17
Q

Even though there are signs of lateralization from birth, when is handedness well established?

A

2-3 years

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18
Q

Should you “lateralize” your child by the age of 5 if it does not happen spontaneously?

A

yes

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19
Q

double lateralization hypothesis

A

innate laterality (genetic inheritance, spontaneous)
learned laterality (use of objects)

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20
Q

How can preoperational children think compared to sensorimotor beings?

A

in symbols (not just via senses)

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21
Q

What is symbolic function?

A

ability to make one thing represent another

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22
Q

Which are examples of manifestations of mental representations appearing during the preoperational stage?

A

drawing
symbolic play
language (describing objects)

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23
Q

cataloguing/ categorization and class logic

A

children have an enormous capacity for learning new words and logical connections between them

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24
Q

animism

A

belief that inanimate objects are alive
non-human objects have human characteristics

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25
Q

Why are children in the preoperational stage egocentric?

A

children understand the world from own perspective and have difficulties to understand the POV of others

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26
Q

How did Piaget and Inhelder study egocentrism in children?

A

Three mountains study

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27
Q

Do children in the preoperational stage still act intuitively, despite their ability to describe things not immediately present?

A

yes

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28
Q

How do children interpret the environment? (e.g. DeVries & “Maynard” experiment)

A

based on its appearance

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29
Q

conservation

A

recognition that properties of an object are not altered if appearance is altered in a superficial way

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30
Q

Do children in the preoperational stage understand conservation?

A

no
Flavell: experiment with water containers
-> children below 6-7 think taller container contains more liquid

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31
Q

Which concepts do children in the preoperational stage lack, to understand conservation (according to Piaget)?

A

Decentration: ability to concentrate on more than one aspect of a problem at a time
Reversibility: ability to mentally reverse actions

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32
Q

Which other properties of objects prove that children younger than 6-7 don’t understand conservation (Flavell)?

A

Mass (longer = more perceived mass)
Number (same amount of objects wider spaced is perceived as more objects being there)

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33
Q

Which are the 5 behaviors Piaget identified as vehicles of representation?

A

delayed imitation
mental imagery
language
drawing
play

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34
Q

Signifier

A

designates graphic or phonetic representation

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35
Q

Signified

A

meaning of a word
semantic aspect

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36
Q

What’s the difference between Signals, Symbols and Signs?

A

Signal: signifier directly linked to signified (e.g. smoke and ifre)
Symbol: greater distance between signifier and signified (e.g. symbol of a house and house)
Sign: arbitrary, no relation (e.g. mathematical signs)

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37
Q

When does the ability to use differentiated signifiers begin to develop?

A

1.5 years

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38
Q

Delayed imitation

A

imitation in absence of model
reveals existence of internal models

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39
Q

Symbolic play

A

situations produced in symbolic way
-> giving meaning to elements

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40
Q

Mental imagery

A

internalized imitation
-> representation of situations

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41
Q

Language

A

use of arbitrary signs

42
Q

What are some advantages of play?

A

physical development
improved planning and self-control (e.g. setting rules)
emotional regulation and social skills

43
Q

Rough-and-tumble play

A

one of the most common forms of active play
mimcs aggression (e.g. wrestling, chasing or hitting) without intention to harm
more common in boys

44
Q

peers

A

children of similar age but not from the same family

45
Q

What’s a difference between child-parent and child-child interactions?

A

vertical relationship (child parent)
horizontal relationship (child chil)
-> more difficult to manage (require compromise)

46
Q

How does play develop from infancy to childhood?

A

6 months old: little attention to peers
2 years old: parallel play
2-5: play with increasing cooperation

47
Q

How did Mildred Parten categorize play?

A

Unoccupied play (no activity)
Onlooker play (watches others)
Solitary play
Parallel play
Associative play (interact in same activity)
Cooperative play (interact in coordinated way, e.g. taking turns)

48
Q

Can we take the progression through Parten’s play behaviors as an index of social and cognitive abilities (ages 2-5)?

A

no, younger and older children engage in various forms of play

49
Q

Functional play

A

first 2 years
simple, physical activities
“sensorimotor play” (piaget)

50
Q

Symbolic play

A

2-6 years
child symbolically represents something, which is absent in immediate setting

51
Q

Make-believe (sociodramatic) play

A

2-6 years
acting out various roles and plots
emerges after simpler forms of symbolic play

52
Q

Why is sociodramatic play important?

A

allows exploration of social roles
learning how to explain and negotiate
practice emotional regulation

53
Q

Constructive play

A

3-6 years
creating or building objects (or representations of objects)

54
Q

Games with rules

A

6+ years
structured games with publicly accepted rules

55
Q

What is drawing?

A

form of imitation of reality
-> shapes mental representations

56
Q

Are children’s drawings simple copies of reality?

A

no, they also involve internal images and information

57
Q

Which other activities/ skills is drawing connected with?

A

Play
Language

58
Q

Which components are involved in drawing?

A

motor
cognitive (understanding of reality)
affective (represents interests, worries and desires)

59
Q

What are children able to do at 2 years of age (context: language)?

A

use basic grammar
place words into categories

60
Q

naming insight

A

18-24 months
children realize that names apply to everything

61
Q

fast-mapping

A

process of quickly acquiring a word after hearing it
-> immediately place it into a category
often occurs when child and speaker are jointly attending to object mentioned

62
Q

overextension

A

when children use one word for a wide variety of objects

63
Q

underextension

A

tendency to use general term to smaller range of objects

64
Q

overlap error

A

mixture of overextension and underextension

65
Q

How much does the child’s vocabulary expand by 3 years?

A

1000 - 5000 words
-> language progresses with conjunctions
sentences up to 8 words
-> many why questions

66
Q

How do vocabulary and sentence length change by 4 years?

A

10.000 words
20 word sentences

67
Q

How does grammar progress by the 4th year?

A

includes dependent clauses and tags at sentence end (e.g. won’t you)

68
Q

How do vocabulary and sentence length change by 6 years?

A

30.000 words
unlimited sentences

69
Q

How does grammar change by the 6th year?

A

passive voice
subjunctive
more complex questions

70
Q

What are the component processes of the memory system?

A

encoding
storage
retrieval

71
Q

How does the preferential looking method work and what does familiarity imply?

A

infants spend less time looking at familiar stimuli compared to unfamiliar stimuli
shows degree of memory

72
Q

What is a common task employing the preferential looking method and how does it work?

A

Visual paired comparison task (VPC)
children shown stimulus
after delay they are shown 2 stimuli (1 unfamiliar, 1 familiar from before)
time spent looking at familiar compared to unfamiliar stimulus used as index of recognition memory

73
Q

What has the VPC found out so far?

A

children between 3-6 recognize visual stimuli

74
Q

Morgan and Hayne used the VPC to study encoding. What did they find out about the coding abilities of 1 year old’s compared to 4 year old’s?

A

1: took 10 sec to remember stimulus; forget about stimulus after 1 week
4: took 5 to remember stimulus; need 10 sec to encode stimulus to recognize it after 1 week
-> 1 year old’s need more time to encode stimuli

75
Q

What did Morgan and Hayne discover when looking at our abilities of retrieval and encoding? (VPC of children between 1-4)

A

retrieval depends on the time we spend encoding the information
encoding develops significantly between 1 and 4 years

76
Q

Are memory processes only possible from 1 year onward?

A

no
6 months: recognition after 20 sec delay
9 months: recognition after 2-3 minute delay
Bowlby: infants can recognize caregiver at 2 months of age

77
Q

infantile amnesia

A

not having memories younger than 3.5 years of age

78
Q

What could explain infantile amnesia?

A

role of language
still very rudimentary until 3
-> may affect how memories are encoded

79
Q

Why is a mature understanding of emotions in others important for us?

A

key role in understanding own internal states
-> allows us to behave competently in social interactions

80
Q

When do basic emotions become visible?

A

birth: interest, distress, disgust, contentment
2 months: social smiles
2-7 months: anger, sadness, joy, surprise and fear

81
Q

When do complex emotions like shame or guilt develop?

A

18-24 months

82
Q

When can children recognize the emotions of others?

A

7-10 months

83
Q

social referencing

A

ability to use other’s emotional expressions as guide for how to behave

84
Q

Why is the ability to display and understand emotions important for social development?

A

allows child to understand how they should feel

85
Q

What is understanding how external expressions are related with inner feelings important for?

A

developing a theory of mind

86
Q

First definition of theory of mind (ToM)

A

ability to predict what another person believes in a situation, and based on that, predict how they might behave

87
Q

What is a ToM important for?

A

managing social interaction
understanding intentions
empathise

88
Q

Which cognitive abilities does the theory of mind depend on?

A

ability to understand what another person wants (desire)
ability to understand what another person believes (belief)

89
Q

Baron-Cohen suggested, that the ToM develops in two phases. Which ones?

A

8 months: gaze following (awareness that sb else is looking at something of interest)
12 months: proto-declarative pointing (to confirm that they know what another person is looking at)

90
Q

At 2 years children develop a private and public self. What are they?

A

private self: how we feel
public self: how we show how we feel to others

91
Q

empathy

A

reading feelings by physical expressions

92
Q

When do children understand that internal emotions correspond with desires (which then again motivate the behavior of others)?

A

2 years

93
Q

belief-desire reasoning

A

ability to empathize and predict how others might act based on beliefs and desires
-> may not act if desires go against beliefs
developed at 3 years of age

94
Q

principle of seeing leads to knowing

A

understanding that what a person knows about a situation depends on what that person sees
developed at 3-4 years

95
Q

meta-representation

A

used in pretended play
learning to separate what is true from what someone is pretending to do
developed at 3-4 years

96
Q

What’s the most used task to assess a child’s understanding of first-order false beliefs?

A

Sally-Anne task

97
Q

Belief question

A

designed to test ability to understand another person’s belief

98
Q

reality question

A

tests understanding of reality

99
Q

memory question

A

tests ability to recall events

100
Q

Until which age can subjects not answer the belief question? (but are capable of answering the others)

A

until 4 years they can’t answer belief questions

101
Q

When do children develop an understanding of second-order states and what does that mean?

A

6
understand that others say and do thing to evoke a response in others

Developmental psychology (9 decks)

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