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Psychology 112 > Child Development > Flashcards

Child Development Flashcards

1
Q

Development

A

The sequence of physical and psychological changes that humans undergo as they grow older.

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2
Q

Developmental Psychology

A

The scientific study of age related changes in behaviour, thinking, emotion and psychology.

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3
Q

Continuity and Change

A

To what extent is development characterised by continuous change, and to what extent does it involve discontinuities that result in the emergence of new forms and processes of change?

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4
Q

Quantitive Continuity

A

The development is continuous.

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5
Q

Qualitative Discontinuity

A

Something growing physically, it having different stages.

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6
Q

Sources of Development

A

Is development guided primarily by the genetic program locked into the body’s cells, or is the external environment the driving force that produces change?

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7
Q

Individual Differences

A

How do people come to have stable characteristics that differentiate them from other people?

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8
Q

Self - Report

A

Why don’t you just ask someone about their behaviour?

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9
Q

Observation

A

Why don’t you just look to see what is happening?

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10
Q

Experimental Methods

A

Two different groups, one does something the other doesn’t.

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11
Q

Clinical Interview Methods

A

Lying on the couch and talking about one’s feelings.

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12
Q

Longitudinal Design

A

The same group of people and you study them over a period of time.

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13
Q

Cross - Sectional Design

A

Different groups of people and you study them over a period of time.

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14
Q

What is cognition?

A

It basically means intellectual growth.

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15
Q

Stage One

A

They are reliant on the external stimulation in order to have cognitive behaviour.

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16
Q

Birth - 3 months.

A

Baby turns head towards noise.

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17
Q

3 months

A

Baby looks at where the object disappeared.

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18
Q

5 months

A

Baby anticipates future position of object.

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19
Q

8 months

A

Baby searches the last place they found the object, not where they last saw it.

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20
Q

12 months

A

Baby searches in the last place they last saw the object.

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21
Q

Schema Foundation

A

A mental representation or set of rules the defines a particular behaviour category.

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22
Q

Assimilation

A

The process by which new information is modified to fit with an existing schema.

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23
Q

Accommodation

A

The process by which an existing schema is modified of changed by new experience.

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24
Q

Representational Thought

A

The ability to form mental representations.

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25
Second Stage - Pre-operational
Ability to think logically as well as symbolically.
26
Failure of Conservation
Understanding specific properties of objects.
27
Egocentrism
Child's belief that they see the world the same as adults.
28
Third Stage - Concrete Operations
Ability to perform logical analysis.
29
Fourth Stage - Formal Operations
Knowing yourself and your thought processes enough to work around it.
30
Space and Object
The physical space around us.
31
The Visual Cliff
We know that depth can be dangerous, but do children? They appear to be able to perceive depth.
32
The Effect of Occlusion
Over time infants go from paying attention to novel things to being accustomed and paying less attention.
33
Intentions
Very young children can understand that people might have different intentions.
34
Counting
Even when they don't use the right numbers, toddlers understand what counting is all about.
35
Numerical Reasoning
Children younger than 6 can generally conserve if the task is relevant.
36
Social Cognition
Piaget believed that children were egocentric until they were around 7 years old.
37
Empathic Distress
If an adult gets upset, a child will as well.
38
Theory of Mind
A group of skills relating to the understanding of the existence of other people's minds.
39
Social Development
Forming bonds with people, teaching to behave in socially acceptable ways.
40
Attachment Revisited
Important part of forming social bonds.
41
Emotional Development
A form of social development. Understanding other people's feelings.
42
Moral Development
Behaviour that conforms to a generally accepted set of rules.
43
Pre-conventional Level
Behaviour is based on external sanctions, such as authority and punishment.
44
Conventional Level
Includes an understanding that the social system has an interest in people's behaviour.
45
Post conventional Level
Moral rules have some underlying principles that apply to all situations and societies.
46
Gender Identity
One's private sense of male or femaleness. Your gender matches your morphological sex.
47
Gender Roles
Cultural expectations about ways in which men and women should behave.
48
Gender Stereotypes
Beliefs about differences in the behaviours, abilities and personality traits of males and females.
49
Biological Explanations of Gender Differences
Exposure of the developing brain to male sex hormones has behavioural effects.
50
Environmental Explanations
Children's performance was highest when labelled as gender - appropriate and lowest when the game was labelled as gender - inappropriate.
51
Smith and LLoyd
Even when there is no difference in appearance or outward behaviour, parents will act differently to the different genders.
52
1. Projective Measure
Projecting what you see into what you are.
53
Intelligence
It was believed that you could take a child's final score and use it as a way to test their intelligence.
54
Psychological Wellbeing
No studies have shown ability of raters to differentiate between drawings or well - adjusted children and those who are not well - adjusted.
55
Sexual Abuse
Drawings might have the potential to figure out if a child has been abused by their drawings.
56
2. Verbal Communicative Aid
Helping children to talk about the past.
57
Child Sexual Abuse
How capable are children of providing evidence?
58
Memory
Remembering is not a solid form of evidence. Often misleading.
59
Verbal Report
Free recall accounts are highly accurate, but brief.
60
Suggestibility
The degree to which one's memory and/or recounting of an event is influenced by suggested information or misinformation.
61
Imaginary Companions
Not many people know much about imaginary friends, because they are imaginary.
62
Benjamin Spock
If imaginary friends persisted after the age of 4, parents were told to find a mental health professional.
63
Attachment Objects
Young children may develop attachments to a variety of special inanimate objects, including soft toys and blankets.
64
Videogames
The average time spent playing video games per week is 5.5 for girls and 13 for boys.

Psychology 112 (3 decks)

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