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1002PSY > Week 4 > Flashcards

Week 4 Flashcards

1
Q

Developmental Psychology

A

A bio-social view

  • > Social environment
  • > Nurture: exposure to a particular environment
  • > Maturing CNS
  • > Nature: gradual unfolding of one’s genetic blueprint
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2
Q

Development Research Approaches

A

Cross-sectional:
Several groups of people of different ages are studied/compared at one point in time

Longitudinal:
A single group of people are studied as they age over time

Sequential:
A combination of the above (i.e. several groups are studied, each over time)

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3
Q

Physical prenatal development

A
  1. Germinal
  2. Embryonic
  3. Fetal
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4
Q

Germinal stage

A

(first 2 weeks)
► Conception
► Implantation
► Formation of placenta

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5
Q

Embryonic stage

A

(2 weeks – 2 months)

► Formation of vital organs and; systems

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6
Q

Fetal stage

A

► Bodily growth continues
► Movement capability begins
► Brain cells multiply
► Age of viability

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7
Q

Genotypes v Phenotypes

A

Genotype
► Genetic make-up (genes)
► Present at conception

Phenotype
► Observable characteristics
► Influenced by genotype + environment

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8
Q

Teratogens associated with

A
  • Deformities of face, body, limbs
  • Organ defects
  • Growth restriction, premature birth
  • Neurological problems
  • Mental problems
  • Deafness, blindness
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9
Q

What are teratogens

A

Prenatal development is a crucial stage of development that can be affected adversely by teratogens:

  • Maternal malnutrition
  • Maternal illness (e.g. Rubella, Mumps, AIDS, Syphilis, Herpes, other STIs)
  • Substance use (e.g. tobacco, alcohol, prescription & recreational drugs)
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10
Q

Reflex development

A
  • Inborn, automatic responses to particular forms of stimulation
  • Human infants are born with a set of ~20 reflexes
    ► Some lifelong (e.g. swallowing, orienting)
    ► Some disappear between first 2 to 6 months
  • Example neonatal reflexes:
    ► Sucking
    ► Swallowing
    ► Stepping
    ► Grasping
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11
Q

Infancy motor development

A 
2 months - lift head up
2-3 months - able to roll over
3 months - sit with support
6 months - sit without support
7 months - stand holding on
9 months - walk holding on
10 months - stand momentarily 
11 months - stand alone
12 months - walk alone
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12
Q

Rudimentary motor abilities (6 - 18 months)

A 
► Reaching					
► Crawling					
► Standing 		 
► Throwing					
► Sitting							
► Walking
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13
Q

Fundamental motor abilities (18 months - 6 years)

A 
► Running 						
► Hopping 					
► Kicking 		 
► Jumping 					
► Skipping 					
► Catching
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14
Q

Development 7 years and on

A

Application and; refinement of fundamental abilities (7 - 12 years)

Specialised skills (12+ years)
► Depends on area of concentration
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15
Q

Sensory Development in Infancy - smell and touch

A

SMELL
- Prefer pleasant (chocolate, bananas) > unpleasant (rotten eggs)
- Breastfeeding babies can identify mothers by smell
TOUCH
- Most sensitive around mouth, palm, feet
- Calms crying, assists sleep cycles, skin-to-skin contact promotes growth in premature infants

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16
Q

Sensory Development in Infancy - hearing and taste

A 
HEARING
- Well-developed at birth
- Can locate sources of sound
- Newborns have innate preference for:
► Mother’s voice
► Human speech sounds
► Native language
► Infant-directed speech – “motherese”
TASTE
- Preference for sweet (breastmilk)
- Can taste sour and; bitter, salty comes ~4 months old
17
Q

Sensory Development in Infancy - vision

A 
VISION
Not very well-developed at birth
► 20cm fixed focus
► 20/500 visual acuity
Prefer bold, high-contrasting colours
Adult vision by 8 months
► Coincides with onset of crawling
Visual cliff and; depth perception (Gibson and; Walk, 1960)
18
Q

Sensory Development in Adulthood

A
  • All sensory systems deteriorate with age
  • Older people have difficulties with colour vision, dark adaptation, visual contrasts, detecting high-pitch sounds, etc.
  • Partly due to disuse rather than decay
19
Q

Cognitive Development

A
  • The development of perceiving, imagining, thinking, reasoning, problem-solving, knowledge
  • Describes cognitive development in terms of qualitatively different, discrete stages
  • Major approaches
    ► Piaget’s “structural” theory
20
Q

Piaget’s structural theory

A 
JEAN PIAGET
- Swiss genetic epistemologist
- Interested in the way children think, and how they come to develop fundamental concepts (e.g. number, time, quantity, causality, justice)
- First major theoretical account of children’s cognitive development
- Three tenets of Piaget’s theory:
► Schemas
► Adaptation processes
► Stages of development
21
Q

Piaget’s theory - schemas

A
  • Each schema incorporates knowledge about one specific aspect of the world(e.g. object, action, abstract concept)
  • Building blocks of cognition
  • Form a mental model of our world
  • As children develop, their schemas become more numerous and complex (form interconnected network of schemas)
22
Q

Schemas in children

A

Equilibrium:
When a child’s existing schemas can explain what it sees around it
Disequililbrium:
When a child’s existing schemas can NOT explain what it sees around it, it engages in adaptation processes:
► Assimilation
► Accommodation

23
Q

Piaget’s theory - adaptations

A

Assimilation:
The re-use of existing schemas to fit in new information
Accommodation:
Formation of new schema for new information

24
Q

Piaget’s theory - development stages

A

FOUR STAGES OF DEVELOPMENT
Children actively construct knowledge as they manipulate and explore the world:
1. Sensorimotor Stage (birth – 2 years)
2. Preoperational Stage (2 – 7 years)
3. Concrete Operational Stage (7 – 11 years)
4. Formal Operational Stage (11+ years)

25
Q

SENSORIMOTOR STAGE (birth – 2 years)

A

Exploration via senses and motor abilities
► Begins with reflexes
► Own body -> Environment; Accidental -> Intentional
► Imitative ability develops (faces, gestures)
No mental representations
► World only exists for infant if they can perceive it through senses
Object permanence: understanding that things continue to exist even when hidden from view (incomplete ~2 years)

26
Q

PREOPERATIONAL STAGE (2 – 7 years)

A
  • Mental representations/symbolic thought developed
  • Increase in representational activity
    ► Language
    ► Make-believe play
  • Difficulty entertaining multiple, conflicting representations
    ► Egocentrism: inability to distinguish between one’s own perspective and someone else’s (i.e. Theory of Mind)
    ► Animism: inanimate objects imagined to have life like properties
    ► Centration: fixation on single aspect (neglecting others)
27
Q

PREOPERATIONAL STAGE (2 – 7 years) Piaget’s test

A

Cannot perform logical operations – “dominated by perceptions”
Piaget’s conservation tasks
-> Test understanding that certain physical characteristics of objects remain the same, even when their outward appearance changes
Failure of conservation characterised by:
► Irreversibility: child unable to reverse a concrete operation
► Centration: child concentrates on one feature and cannot coordinate several (e.g. height vs. weight)

28
Q

CONCRETE OPERATIONAL STAGE (7 – 11 years)

A
  • Less egocentric, less perceptually-dominated
  • Children acquire mental operations that enable them to solve problems logically
  • Concrete operations/logical thinking used
    ► Understanding of conservation, reversibility
    ► Only when faced with concrete information that can be perceived directly
    ► Limited to the here and now
29
Q

FORMAL OPERATIONAL STAGE (12+ years)

A

Further development of logical thinking/reasoning:
► Abstract thought (e.g. algebraic equations)
► Idealistic thought
► Scientific, systematic, hypothetical-deductive problem solving
- Increased interest in abstract, intangible phenomena: (e.g. love, justice, morality, values, thought itself)

30
Q

Criticisms of Piaget’s Theory

A
  • Cognitive development doesn’t go through “stages”
  • Under-estimated competencies of children
  • Over-estimated capacities of adolescents
  • Task demands (e.g. assumptions about experimenters goals)
  • Socio-cultural influences
  • Do all individuals reach formal operations?
31
Q

LEV VYGOTSKY

A
  • Emphasised role of social and; cultural factors
  • Infants born with basic functions for intellectual development:
    ► Attention
    ► Sensation
    ► Perception
    ► Memory
  • Through socio-cultural interaction, these develop into higher mental functions
    Key features:
    ► More Knowledgeable Other
    ► Zone of Proximal Development
  • Importance of language
32
Q

Language Development

A

The development of understanding and; use of language
Nature: language is built in to the human brain
► Developmental regularity across the world
► Generality of language
Nurture: language is learned through human interactions
► Rate of language development depends on input
► Variation in languages across the world
Noam Chomsky: innate Language Acquisition Device (LAD)

33
Q

Language in Early Infancy

A 
EARLY INFANCY
0 months	
► Infant cries, gurgles grunts
1-3 months	
► Increasing repertoire of sounds (e.g. coos, chuckles)
4-8 months	
► Babbles (become increasingly social, “universal” -> language-specific)	
► Sounds chained together	
► Able to distinguish phonemes/sounds
34
Q

Language in Late Infancy

A 
LATE INFANCY
8-12 months	
► Intentional sounds	
► Precursors of speech	
► Understands first words
12-18 months	
► First words	
► Communicative intent (e.g. pointing)	
► Understands and; follows simple commands
35
Q

Language 18-24 months

A

18 – 24 months
► Rapid acquisition and; expansion of vocabulary
► 2-word utterances
► Basic syntax (e.g. word ordering)
► Telegraphic speech: leave out smaller/less important words
► Overextension: applying a word to a wider collection of objects/events than is appropriate
► Underextension: applying a word too narrowly than is appropriate (less common than over-extension)

36
Q

Language 2-3 years

A 
2 – 3 years	
► 3- and 4-word sentences	
► Continued development of syntax	
► Emergence of running commentary	
► Vocabulary: 1000+ words	
► Begin  to produce inflectional morphemes (e.g. “-s” for plural, “-ed” for past tense)
37
Q

Language 3-4 years

A

3 – 4 years
► Continued explosion of vocabulary
► Use of tenses, conjunctions and; complex sentences
► Over-regularisation errors occur (e.g. go/goed)

1002PSY (11 decks)

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