Developmental Flashcards
1
Q
Developmental Psychology
A
- Identify and explain the changes in behaviour that individuals undergo
- Moment of conception until they die
2
Q
Sources of Behaviour
A
- Biological/Maturation (nature) - something emerges or changes over time as cognitive capacity grows
- Experience (nurture) - how you interact with the environment, and how the environment reacts back
3
Q
Methodological Considerations
A
- Lab Studies - high experimental control, can isolate and all participants receive same environment
- Naturalsitic studies - how children in the real world behave BUT can’t control variables
4
Q
Design Issues
A
- Sampling bias
- Observer effects
- Selective attribution
- Practice effects
- Validity/reliability
5
Q
Types of Reserach Designs
A
- Cross Sectional Approach - different subjects are studied at different ages
- Longitudinal Approach - studies the same subjects at a variety of ages as they develop
- Longitudinal-Sequential Design - studies multiple subjects at different ages at the same time as they develop
6
Q
Monkeys
A
- Isolation of monkeys for 3, 6, 9 and 12 months
- Findings: The severity of the behavioural disruption depends on both duration of isolation and age at which it begins
7
Q
Orphanage
A
- Compared <3 months of age with late >3years of age placement of children in foster homes from orphanages
- Findings: When institutional effects go on for 3 yrs or more the effects are long lasting and irreversible
8
Q
English/Romanian Adoption
A
Examine recovery in orphans following removal from impoverished circumstances
9
Q
Post Natal Depression
A
- At 13 years old, children from PND mothers during infancy had increased cortisol levels
- At 21 years old, more reactive to stressful situations and greater risk of depression
10
Q
Abecedarian Project
A
Poor children provided early education intervention
Findings:
- 4 year old benefits in language, social interactions and IQ
- 12-21 years old benefits in reading and maths
- At 21 years old, intervention group had a higher education level and lower unemployment
11
Q
Schemes
A
Mental structures that capture common properties of behaviours
12
Q
Adaptations
A
- Assimilations - Adding information to existing schema
- Accomodation - New schema is formed
13
Q
Piaget’s Stages
A
- Sensorimotor Stage (0-2 years old)
- Preoperative Stage (2-7 years old)
- Concrete Operations Stage (7-11 years old)
- Formal Operations Stage (11+ years old)
14
Q
- Sensorimotor stage (0-2 years old)
A
- Understand object permeance - objects have seperate and permanent existence independet of our actions
15
Q
- Preoperational Stage (2-7 years old)
A
- Thought is illogical and inconsistent
- Lacks egocentric thinking
16
Q
- Concrete Operations Stage (7-11 years old)
A
- Can take other perceptions
- Time and space begins to develop
- No abstract and hypothetical thoughts
17
Q
- Formal Operations Stage (11+ years old)
A
Reflective, abstract and hypothetical thinking
18
Q
Problems with Piaget’s Stages
A
- Adults fail formal tests of logical reasoning
- Abstract thinkers often need concrete examples
- Underestimation of young children’s abilities
19
Q
Sociocultural Theory
A
- Start with blank slate and develop from there
- Culture dependent
20
Q
Contextual Theory
A
- Zone of proximal development
- The things they can do with assistance is internalised to what they can do next
21
Q
Caudill & Weinstein (1969)
A
- Infants in the US are seen as dependent and must learn independence
- Infants in Japan are seen as independent and must be taught interdependence
22
Q
Cole (1992)
A
- US have small classes so more individual time with teacher
- Japanese mothers heard this and wondered how children will learn the value of group membership
23
Q
Correa-Chavez & Rogoff (2009)
A
- The way you learn is from the way you are taught
- Guatemalan Mayan children with little exposure to western schooling learned from simply observing siblings being taught
24
Q
Psychological Tools
A
- Language systems
- Strategies for learning
- Memorising
25
Bandura Social Learning Theory
Observational/Vicarious Learning
- People they regard as prestigious
- Models of their own sex
- Models who receive rewards
- Models they perceive as being like themselves
26
Bobo Doll
- Children showed videos of wither adults acting violently and nicely towards bobo doll
- Children who saw adults act violently were more violent
- Children who saw adults act nicely were nicer
27
Developmental Theory of Mind
Ability of individual to understand that others have thoughts different from their own
- 12 month old watch an adult with full hands try to move widely open an ajar door with his head
- Infants imitates based on perceived intentions and goal
28
Moral Judgment
Older children take intention into account, younger children do not
29
3 Stages of Moral Judgement
1. Pre-conventional (early childhood)
2. Conventional (8-10)
3. Post-conventional (adolescence, but many never get here)
30
1. Pre-conventional (early childhood)
- What is right is rewarded
- What is wrong is punished
31
2. Conventional (8-10)
Fairness, empathy, helping each other defines right and wrong
32
3. Post-conventional (adolescence, but many never get here)
People realise human rights that may be more important than laws
33
Types of Moral Judgement
1. Externally regulated (5-8)
2. Self-regulated (8+)
34
1. Externally regulated (5-8)
- Rules from another
- Little understanding of the intentions
35
2. Self-regulated phase (8+)
- Rules from self
- Judge in light of intentions
36
Empiricists
- Knowledge comes from a blank slate
- Skinner: learning via positive reinforcement
- Bandura: learning via imitation and reinforcement
37
Nativists
- Knowledge is hard wired into brain at birth and emerge naturally
- Chomsky: Humans are born with Language Acquisition Device
38
Language Acquisition Device
Recursions: sentences can be embedded within sentences
39
Interactionist
Learning occurs as a result of interactions between individual and environment
- Sociocultural Theory
40
Constructivist
Learning is a result of reflecting on personal experiences rather then acquriing information from external sources
- Piaget's Stages
41
Language Development in Early Childhood
1. Vocabular Explosion (2-6)
42
1. Vocabular Explosion (2-6)
- Natural Partitions Hypothesis
- Can distinguish 2 dots from 3 dots
- Can distinguish between 350 dots from 500 dots but not 351 and 352 dots
43
Conceptual Essentialism
- When children form categories they assume they are not arbitrary sets
- “Sarah is a carrot-eater” vs. “Bec eats carrots” Children think Sarah is more likely to eat carrots in the face of adversity
44
The Psychology of Self Esteem
- Children’s self esteem as the central factor in determining a successful childhood
- Hence focus on cultivating self esteem
- Millennials are more concerned by their self-image then issues of social justice
45
Intrinsic motivation
- Working on something because you want to do it
- E.G. Child going to library because they like reading
46
Extrinsic motivation
- Working to achieve reward
- E.G. Child reading because they will get chocolate from parents
- When there is no reward → Motivation is lost
- Child ultimately becomes extrinsically motivated if child who likes reading and parents encouraged by including reward
47
Entity Mindset
- Intelligence is fixed
- Good grades should come with little effort because I am smart
48
Growth mindset
- Intelligence isn't fixed
- Good grades are a result of effort
49
Praise and gender differences
- Boys are more likely to have growth mindset
- Girls are more likely to receive non-academic praise
50
The Case of Gender and Math
Female university students view maths more negatively because gender stereotypes
51
Beilock, Gunderson, Ramirez & Levin (2010)
- Boys achieve because they are talented or fail because of a lack of effort
- Girls achieve because they must have tried so extra hard (or perhaps good luck), while fail due to lack of ability
52
-Identify and explain the changes in behaviour that individuals undergo
- Moment of conception until they die
Developmental Psychology
53
- Biological/Maturation (nature) - something emerges or changes over time as cognitive capacity grows
- Experience (nurture) - how you interact with the environment, and how the environment reacts back
Sources of Behaviour
54
- Lab Studies - high experimental control, can isolate and all participants receive same environment
- Naturalsitic studies - how children in the real world behave BUT can’t control variables
Methodological Considerations
55
1. Sampling bias
2. Observer effects
3. Selective attribution
4. Practice effects
5. Validity/reliability
Design Issues
56
1. Cross Sectional Approach - different subjects are studied at different ages
2. Longitudinal Approach - studies the same subjects at a variety of ages as they develop
3. Longitudinal-Sequential Design
Reserach Designs
57
- Isolation of monkeys for 3, 6, 9 and 12 months
- Findings: The severity of the behavioural disruption depends on both duration of isolation and age at which it begins
Monkeys
58
- Compared <3 months of age with late >3years of age placement of children in foster homes from orphanages
- Findings: When institutional effects go on for 3 yrs or more the effects are long lasting and irreversible
Orphanage
59
Examine recovery in orphans following removal from impoverished circumstances
English/Romanian Adoption
60
- At 13 years old, children from PND mothers during infancy had increased cortisol levels
- At 21 years old, more reactive to stressful situations and greater risk of depression
Post Natal Depression
61
- 4 years benefits in language, social interactions and IQ
- 12-21 years old benefits in reading and maths
- At 21 years old, intervention group had a higher education level and lower unemployment
Abecedarian Project
62
Mental structures that capture common properties of behaviours
Schemes
63
1. Assimilations - Adding information to existing schema
2. Accomodation - New schema is formed
Adaptations
64
1. Sensorimotor stage (0-2 years old)
2. Preoperative Stage (2-7 years old)
3. Concrete Operations Stage (7-11 years old)
4. Formal Operations Stage (11+ years old)
Piaget's Stages
65
- Understand object permeance - objects have seperate and permanent existence independet of our actions
1. Sensorimotor stage (0-2 years old)
66
- Thought is illogical and inconsistent
- Lacks egocentric thinking
2. Preoperational Stage (2-7 years old)
67
- Can take other perceptions
- Time and space begins to develop
- No abstract and hypothetical thoughts
3. Concrete Operations Stage (7-11 years old)
68
- Reflective thinking
- Abstract and hypothetical thoughts
4. Formal Operations Stage (11+ years old)
69
- Adults fail formal tests of logical reasoning
- Abstract thinkers often need concrete examples
- Underestimation of young children's abilities
Problems with Piaget's Stages
70
- Start with blank slate and develop from there
- Culture dependent
Sociocultural Theory
71
- Zone of proximal development
- The things they can do with assistance is internalised to what they can do next
Contextual Theory
72
- Infants in the US are seen as dependent and must learn independence
- Infants in Japan are seen as independent and must be taught interdependence
Caudill & Weinstein (1969)
73
- US have small classes so more individual time with teacher
- Japanese mothers heard this and wondered how children will learn the value of group membership
Cole (1992)
74
- The way you learn is from the way you are taught
- Guatemalan Mayan children with little exposure to western schooling learned from simply observing siblings being taught
Correa-Chavez & Rogoff (2009)
75
- Language systems
- Strategies for learning
- Memorising
Psychological Tools
76
- Observational/Vicarious Learning
- People they regard as prestigious
- Models of their own sex
- Models who receive rewards
- Models they perceive as being like themselves
Bandura Social Learning Theory
77
- Children showed videos of wither adults acting violently and nicely towards bobo doll
- Children who saw adults act violently were more violent
- Children who saw adults act nicely were nicer
Bobo Doll
78
- 12 month old watch an adult with full hands try to move widely open an ajar door with his head
- Infants imitates based on perceived intentions and goal
Developmental Theory of Mind
79
Older children take intention into account, younger children do not
Moral Judgment
80
1. Pre-conventional (early childhood)
2. Conventional (8-10)
3. Post-conventional (adolescence, but many never get here)
3 Stages of Moral Judgement
81
- What is right is rewarded
- What is wrong is punished
1. Pre-conventional (early childhood)
82
Fairness, empathy, helping each other defines right and wrong
2. Conventional (8-10)
83
People realise human rights that may be more important than laws
3. Post-conventional (adolescence, but many never get here)
84
1. Externally regulated (5-8)
2. Self-regulated (8+)
Types of Moral Judgement
85
- Rules from another
- Little understanding of the intentions
1. Externally regulated (5-8)
86
- Rules from self
- Judge in light of intentions
2. Self-regulated phase (8+)
87
- Learning Approach
- Skinner: learning via positive reinforcement
- Bandura: learning via imitation and reinforcement
Empiricists
88
Chomsky thought humans are born with Language Acquisition Device
Nativists
89
Recursions: sentences can be embedded within sentences
Language Acquisition Device
90
Knowledge is always being developed through interactions with social norms
Interactionist/Constructivist
91
1. Vocabular Explosion (2-6)
Language Development in Early Childhood
92
- Gentner: Natural Partitions Hypothesis
- Can distinguish 2 dots from 3 dots
- Can distinguish between 350 dots from 500 dots but not 351 and 352 dots
1. Vocabular Explosion (2-6)
93
- When children form categories they assume they are not arbitrary sets
- “Sarah is a carrot-eater” vs. “Bec eats carrots” Children think Sarah is more likely to eat carrots in the face of adversity
Conceptual Essentialism
94
- Children’s self esteem as the central factor in determining a successful childhood
- Hence focus on cultivating self esteem
- Millennials are more concerned by their self-image then issues of social justice
The Psychology of Self Esteem
95
- Working on something because you want to do it
- E.G. Child going to library because they like reading
Intrinsic motivation
96
- Working to achieve reward
- E.G. Child reading because they will get chocolate from parents
- When there is no reward → Motivation is lost
- Child ultimately becomes extrinsically motivated if child who likes reading and parents encouraged by including reward
Extrinsic motivation
97
- Intelligence is fixed
- Good grades should come with little effort because I am smart
Entity Mindset
98
- Intelligence isn't fixed
- Good grades are a result of effort
Growth mindset
99
- Boys are more likely to have growth mindset
- Girls are more likely to receive non-academic praise
Praise and gender differences
100
Female university students view maths more negatively because gender stereotypes
The Case of Gender and Math
101
- Boys achieve because they are talented or fail because of a lack of effort
- Girls achieve because they must have tried so extra hard (or perhaps good luck), while fail due to lack of ability
Beilock, Gunderson, Ramirez & Levin (2010)
102
