Developmental Psychology Study Guide Module 1 Flashcards

Question

heterochrony

Answer 1

a change in developmental timing, is an important mechanism of evolutionary change. Historically the concept of heterochrony has focused alternatively on changes in size and shape or changes in developmental sequence, but most have focused on the pattern of change

Answer 2

the recognition that there is variability in how children develop. This variability can be due to genetic and environmental factors.

Answer 3

Critical Period (something must happen or it will not happen) -> Sensitive (best time for something to happen but it might happen at another time if the context is right)

Answer 4

teratogen, thalidomide, ect.

Answer 5

environmental agent that take development off its normal course, damage, or death Physical (radiation, hot tubs?) Chemical (cocaine) Diseases (zika, measles, rubella) Maternal condition (preeclampsia, diabetes)

Answer 6

prescribed to women who had miscarriages or morning sickness. Tranquilizer. Taken during sensitive periods, it stopped development wherever it was Still used in Brazil and other places to treat leprosy

Answer 7

Timing and exposure affect the type and severity of the change or damage Susceptibility depends on the genetics of the mother and organism and the prenatal environment Different teratogens can produce similar conditions A single teratogen can produce many conditions Dose-dependent relation- the more exposure, the worse the effects The longer exposure to or the higher the does means that the effects will be worse

Answer 8

Genotype A+ Enviroment X= Phenotype B Genotype A+ Enviroment Y= Phenotype C

Answer 9

Nervous system changes in response to experience Structure Function Developmental Brain Plasticity experience- expectant experience- dependent

Answer 10

we are expected to have a specific kind of human experience (ex. Vision. Babies expect certain light patterns when born and if they do not get this, their eyesight develops differently)

Answer 11

What variables create developmental risk? Multiple risk models Resilience Successful development in spite of multiple developmental risks

Answer 12

dependent on experiences you have (e. If I learn a particular skill, my brain and system will develop with that. Violin, reading, writing. Put a volleyball player on a court, they know what to do while someone who doesn't play volleyball doesn't. One person’s nervous system developed around that skill and not the other person’s)

Answer 13

Effect of cumulative and multiple risks affect normal functioning in child

Answer 14

Successful development in spite of multiple developmental risks

Answer 15

inherited genetic material

Answer 16

observed expression of genetic material

Answer 17

Himalayan Rabbit Shaved a plot of fur and put an ice pack there until the fur grew back What color will it grow back as Fur changes color Norm of reaction- all possible phenotypes that can result from genotypes in different environments- compatible with life e.g., cool or heat the rabbit There is a limitless distribution of phenotypes that can be expressed by a genotype

Answer 18

Range: idea that genotype is setting a restriction for its environment Norm: different phenotypes thrive in different reactions

Answer 19

Parents’ genetics contribute to children’s genotype Children’s genotypes contribute to their phenotypes Children’s environments contribute to their phenotypes Children’s phenotypes influence their enviroment Children’s environments influence their genotypes

Answer 20

Parents’ genotype-child’s genotype

Answer 21

Child’s genotypes-child’s phenotype Endophenotypes- mediate between genes and behavior

Answer 22

Child’s environment-child’s phenotypes Impact of the environment on a child’s phenotype Norm of reaction Phenylketonuria (PKU): recessive gene on chromosome 12 that prevents the metabolism of amino acid phenylalanine

Answer 23

child's phenotype Evocative: they evoke certain kinds of responses from others Active: Children select surroundings and experiences that match their interests, talents, and personality characteristics

Answer 24

child's environment Epigenetic mechanisms can alter the functioning of genes Methylation: methyl molecules bond to DNA to change gene expression

Answer 25

Phenylketonuria (PKU) is a rare, inherited metabolic disorder that affects the body's ability to break down the amino acid phenylalanine. Causes: PKU is caused by a mutation in the PAH gene, which provides instructions for making the enzyme phenylalanine hydroxylase (PAH). PAH is responsible for breaking down phenylalanine. Without treatment, PKU can lead to high levels of phenylalanine in the blood and brain, causing: Intellectual disability Seizures Behavioral problems Microcephaly (small head size) Light skin and hair Musty odor Diagnosis: PKU is typically diagnosed through a newborn screening blood test. Treatment: The primary treatment for PKU is a lifelong, specialized diet that severely restricts phenylalanine intake. This includes avoiding foods such as: Meat, Fish, Eggs, Dairy, Nuts, and Artificial sweeteners containing aspartame. In addition to diet, some individuals with PKU may also require medication to help metabolize phenylalanine

Answer 26

sensation" refers to the basic process of sensory organs detecting stimuli from the environment, like light hitting the retina, while "perception" is the brain's interpretation and organization of that sensory information, creating a meaningful experience of the world, which can be influenced by past experiences and expectations; essentially, sensation is the raw input, and perception is the constructed understanding of that input.

Answer 27

reduces their sensitivity to classes of stimuli which the infants do not encounter in their environment

Answer 28

Piaget’s Theory Core-Knowledge Theories Sociocultural Theories Information-Processing Theories Dynamic-System Theories

Answer 29

Piaget: You have already seen the clouds moving along? What makes them move? Children respond with answer based on what stage their in

Answer 30

Experimental study of the origins and development of knowledge What are normative ontogenetic patterns of new (emergent) forms of thinking? How do we all develop in the same way? What are the normative forms of knowledge construction? How do we all have the same kind of knowledge?

Answer 31

Theoretical assumptions Humans are curious and active Cognitive activity is goal-driven Knowledge is constructed Knowledge constructions are interpretations of experiences

Answer 32

Behavioral schemes -> action Symbolic schemes -> internal image Operational schemes -> mental manipulation of internal images

Answer 33

Thought in action Infants think by using their senses and motor skills First few months- reflexes 8 months- object permanence 18 to 24 months- deferred imitation

Answer 34

Symbolic representation Language, time Early symbolic scheme use is characterized by: Centration- hanging on to a single element of a perceptual experience at the expense of other things Egocentrism Measurement - Three mountain problem - Do other people have different perspectives? - Correct Solution means that they are declining in egocentrism

Answer 35

Reason logically about concrete features of the world Decenter Class inclusion Measurement - Conservation - Does quantity stay the same despite changes in appearance?

Answer 36

Based off action: thinking based on action

Answer 37

Think in terms of symbols: symbolic representation Egocentric Syntration- focus on single things in a perceptual world instead of focusing on multiple

Answer 38

Measurements: Conservation: Does quantity stay the same despite changes in appearance? - Correlation Solution: Decentration The Balance Scale What is the relationship between weight and distance? - Correlation: Logical-Mathematical Reasoning The Pendulum Problem What is the relation between the length of the string, the weight of the bob, and the speed of the swing? - Hypothetical Deductive Reasoning

Answer 39

the cognitive ability to move away from a one-dimensional focus and consider multiple aspects of a situation or problem

Answer 40

focus on single things in a perceptual world instead of focusing on multiple

Answer 41

Behavioral=Sensiomotor Symbolic=Preoperational Opertional=Concrete Operational Operational=Formal Operational

Answer 42

Organization Adaptation - Assimilation - Accommodation

Answer 43

in a stage, your thinkin g is dictated by the framework of the scheme using that scheme, you're always organizing and adapting. invariant means constant amongst every stage

Answer 44

brining in things from your culture and old way of thinking

Answer 45

changing yourself to behave like the new information you receive; "oh wait a minute it look slike she did something i didnt expect so now I have to think of her having mind beyond"

Answer 46

Self-Enviroment Exploration -> New Information Process Organization Adaptation Assimilation Accommodation

Answer 47

Process= Equilibrium Cognitive Equilibrium Cognitive Contents Contents= Knowledge All knowledge is a construction

Answer 48

Lev Vygotsky (1896- 1934) laguage and thought are non-seperable zone of proximal development children as social learners three phases of internalized speech goal-> to integrate into community

Answer 49

Guided participation Zone of proximal development Social Scaffolding Cultural Tools

Answer 50

things that change are what you know and learn through intersubjectivity and joint attention Children are connected to others who help them gain skills and understanding

Answer 51

You don't think until you have language Private speech- talking to yourself and what other people say to you, you say to yourself

Answer 52

What they can do on their own vs. what a child can do with an advanced learner?

Answer 53

Children's behavior is controlled by other people’s statements Children’s behavior is controlled by their own private speech in which they have to tell themselves aloud what to do, much as their parents might have done earlier Behavior is controlled by internalized private speech (thought), in which they already tell themselves what to do

Answer 54

a teaching method that involves helping a student perform an adult-like task

Answer 55

a teaching method based on Vygotsky's theory of the zone of proximal development (ZPD)

Answer 56

the symbolic and material artifacts provided by a culture that people use to think, solve problems, and interact with their environment, including things like language, writing systems, numbers, maps, tools, and technology, which significantly shape cognitive development by mediating higher-order mental processes like reasoning and problem-solving; essentially, these tools are learned through social interaction and become internalized as part of one's cognitive abilities.

Answer 57

Piaget: Assimilation and then you can’t so you move to accommodation through the process of equilibration Vygotsky: Guided Participation & Social Scaffolding Intersubjectivity Joint attention

Answer 58

the process of two people sharing an understanding of a task or idea How it works? Shared understanding: Two people start a task with different understandings and end up with a shared understanding. Collaboration: Participants work together towards a shared goal. Communication: Participants communicate effectively. Adjusting perspectives: Participants adjust to each other's perspectives. Negotiation: Participants negotiate and compromise to reach a shared view.

Answer 59

when two or more people share focus on an object or event Examples: A caregiver and infant share attention on a toy while learning its name Two people sing a duet Hunters share attention to bird sounds Doctors share attention to radiographs In infants: Responding to joint attention: Following another person's gaze, head posture, or gestures Initiating joint attention: Using gestures or alternating gaze to create a shared point of reference

Answer 60

Process Similar across cultures Contents Differ across cultures

Answer 61

Correa-Chaves & Rogoff (2009)- diaper study Differences in Attention and Learning

Answer 62

malnutrition paper in Guatemala - not a true experiment since the supplements were not randomly assigned - Can be potential confounds: ex., the children in each village can be different (WRITE MROE)

Answer 63

Early intervention -> nothing changes, then it shows up much later

Answer 64

offshoot that just gives children more credit, they believe the fact that we build on knowledge and particular core knowledge a psychological theory that proposes that humans are born with certain fundamental cognitive abilities. These abilities, or core knowledge systems, are innate and help us understand the world around us. Key ideas of core knowledge theory Core knowledge systems are domain-specific, task-specific, and encapsulated. Core knowledge systems are the product of evolution. Core knowledge systems are the basis for developing new cognitive abilities. Core knowledge systems include competencies related to objects, quantities, and social interactions.

Answer 65

soft-assembly (the organism becomes self-organized) the dynamic system talks about the skills (in the information processing theories process) allows system a theoretical framework that views development as a complex, self-organizing process arising from the continuous interaction of multiple factors within a person, their environment, and the task at hand, emphasizing that development is not linear but can involve sudden shifts and non-linear changes due to these dynamic interactions; essentially, it suggests that behavior emerges from the interplay of various systems rather than being driven by a single factor. Multicausality: Development is not caused by a single factor but arises from the interaction of many factors like biological maturation, cognitive abilities, social context, and environmental conditions. Self-organization: Systems naturally tend to organize themselves into stable patterns without requiring external control, meaning new behaviors can emerge spontaneously as different elements interact. Nonlinearity: Development can involve sudden shifts or qualitative changes rather than gradual progression, with small changes in one system potentially leading to large changes in behavior. Emergence: New behaviors can arise from the complex interactions of multiple systems, not being present in any individual component.

Answer 66

memory, problem solving, overlapping waves theory, planning

Answer 67

Taking in new information and changing you're thoughts and behavior to respond to that information Learning: Change in behaviot as a result of experience

Answer 68

Habituation Statistical Learning Classical Conditioning Observant Conditioning Observational Learning Rational Learning Active Learning

Answer 69

decreased responding to repeated stimulus

Answer 70

learning predictable patterns from the environment

Answer 71

associating a neutral stimulus with a pre-existing response

Answer 72

associating behavior with a consequence

Answer 73

learning by observing the action of others

Answer 74

using past experiences to predict future events

Answer 75

active engagement (physical or mental) rather than passive observation

Answer 76

Ability to store and retrieve information What kinds of memory are documented in infants? Working memory: attending, maintaining, and processing information Long-term memory: relatively permanent storage of information (knowledge)

Answer 77

Computer Metaphor Struccture of Cognitive Systems Finction (process) of Mental Activities Important Research Approach Task Analaysis Computer Simulations a cognitive theory that explains how the brain processes information. It compares the brain to a computer, with stages for input, processing, and output. Stages of information processing Sensory memory: Takes in raw information from the senses, such as sights, sounds, and smells Short-term memory: Interprets and processes information, also known as working memory Long-term memory: Stores information permanently, though it can fade over time

Answer 78

Change Across Time in Thinking Goals Variability in Thinking Selection Processes Expertise

Answer 79

Information processing theory views cognition as a series of discrete steps where information is actively processed through different mental stages like sensory input, working memory, and long-term storage, similar to a computer, while dynamic system theory sees behavior as emerging from complex interactions between multiple factors within a system over time, emphasizing the fluidity and continuous nature of change, rather than distinct stages; essentially, information processing focuses on "how" information is processed, while dynamic systems focus on "how systems change" in response to various influences.

Answer 80

Children are active Children are goal-directed Children are problem solvers Children have limited information capacity relative to adults

Answer 81

Working memory Long-term memory Executive functioning - Inhibition- the ability to inhibit a dominant or tempting response - Working memory - Flexibility

Answer 82

Basic processes -Associating -Generalizing -Encoding -Recognizing -Recalling Strategies -Rehearsal -Selective Attention

Answer 83

Learning from Number Board Games: You Learn What You Encode Microgenetic design- studying same group of people over time with same tests Hypothesis: Counting strategy during game playing influences encoding of the numerical-spatial relations on the game board and thus contributes to learning 42 kindergarteners Randomly Assigned found that continuous counting increases number line counting

Answer 84

Changes across time in thinking - Goals - Variability in Thinking- learning strategies could be considered under overlapping waves theories - Selection Processes - Expertise- very task specific and they require strategy some generalization a cognitive development theory that describes how children use multiple strategies to solve problems.

Answer 85

The Kauai Study, a groundbreaking longitudinal study, spanned over 40 years and focused on the development of 698 children born on the Hawaiian island of Kauai in 1955. This research project aimed to assess the long-term consequences of stressors before, during, and shortly after birth. Proof of resilience through things like positive role models

Answer 86

believed in innate knowledge

Answer 87

all knowledge comes from experience, tabula rasa

Answer 88

tabula rasa most important goal of child rearing is the growth of character discipline before freedom

Answer 89

give all children maximum amounts of freedom children learn through openness no formal education until 12 because that is the age of reason

Answer 90

The rights of children that are assured by a society indicate the progress that society has made toward becoming civilized. For hundreds of years children have been treated primarily as property. Recently, they have begun to be considered to be persons. This represents an important transition in the children's rights movement. This article provides a historical perspective on the evolution of children's rights, giving particular attention to the significance of those advances toward person status that have been achieved, those in progress, and those projected

Answer 91

Romania’s Abandoned Children: The Effects of Early Profound Psychosocial Deprivation on the Course of Human Development Sensitive, consistent caregiving that is responsive to a child’s needs is one of the most powerful interventions that is available for children who are orphaned, abandoned, and maltreated, for the simple reason that such care is individualized and has the best interests of the child in mind. Over the course of 20 years, we have consistently demonstrated that even when a child’s physical needs are met, psychosocial neglect is deleterious to brain and behavioral development. Much like exposure to toxins, the higher the dose of toxin, and the more prolonged the exposure, the more problematic the effects. Similarly, the longer a low level of quality care is provided, the more harmful it is to children’s development. The sooner children can be placed in adequate or better caregiving environments, the more likely they are to recover, and the fuller their recovery is likely to be. Since the project was conceived and implemented, the findings through age 16 have been extensively reported in both the scientific and lay literatures. Rather than summarize the findings to date across multiple domains, we instead focus on three broad questions: First, was the intervention efficacious, and if so, in what domains? Second, in those domains where the intervention was efficacious, were the effects influenced by critical period timing—that is, the age at which children were removed from institutions and placed into foster care? Finally, did disruptions in care (lack of stability in placement) impact outcomes?

Answer 92

From Caregivers to Peers: Puberty Shapes Human Face Perception To test these hypotheses, we employed a novel experi mental paradigm in which the facial stimuli mirrored the participant groups in age and pubertal status. We teste individuals across the full range of pubertal status: p pubescent children, age-matched adolescents in early and later stages of pubertal development, and adults. This design enabled us to evaluate changes in face recog nition related to the transition from late childhood into adolescence, as well as the transition from early to later pubertal development during adolescence, while controlling for age. Our finding that the caregiver bias dominates chil dren's face-recognition behavior expands on a literature reporting the same bias in infants' and toddlers' behavior (Macchi Cassia, 2011; Quinn et al., 2010). Our findings reveal that this caregiver bias, particularly for adult female faces, exists long after children become immersed in their age-matched peer group at school. We suggest that this extended caregiver bias reflects the instantiation of a Our computational goal within the visuoperceptual system that addresses the social developmental tasks of child hood. It makes identification of adult faces a priority for young children who are still largely dependent on their caregivers systematicallly decreases with the onset of adolescence

Answer 93

The Origin of Biases in Face Perception Experience with certain types of faces during the first year of development defines which types of faces are more efficiently recognized later in life. In work described here, we found that infants who learned to rec- ognize six monkey faces individually (i.e., each face was individually labeled) over a 3-month period maintained the ability to discriminate monkey faces. However, infants who learned these same six faces categorically (i.e., all faces were labeled "monkey") or were simply exposed to these faces (i.e., faces were not labeled) showed a decline in the ability to discriminate monkey faces. These results suggest that experience individuating faces from 6 to 9 months of age, via labeling, critically shapes the percep- tual representation that is responsible for later recognition and discrimination of faces. Our finding that the caregiver bias dominates chil dren's face-recognition behavior expands on a literature reporting the same bias in infants' and toddlers' behavior (Macchi Cassia, 2011; Quinn et al., 2010). Our findings reveal that this caregiver bias, particularly for adult female faces, exists long after children become immersed in their age-matched peer group at school. We suggest that this extended caregiver bias reflects the instantiation of a computational goal within the visuoperceptual system that addresses the social developmental tasks of child hood. It makes identification of adult faces a priority for young children who are still largely dependent on their caregivers

Answer 94

Malnutrition, Poverty and Intellectual Development New theory of malnutrition not a true experiment: no randomization Atole & Fresco supplement Better long term effects in Atole group (could be explained by better motor skills, physical growth, and social and emotional development )

Answer 95

Maternal multiple micronutrient supplementation and other biomedical and socioenvironmental influences on children's cognition at age 9–12 years in Indonesia: follow-up of the SUMMIT randomised trial We examined three groups of children: a randomly selected representative sample, and samples from undernourished and anaemic mothers. In the representative sample, children in the MMN group scored mean 0·11 SD higher than the IFA group in procedural memory. Children of anaemic mothers in the MMN group scored 0·18 SD higher in general intellectual ability. Although these were the only two significant effects of MMN, overall, 18 of 21 estimates (seven cognitive, motor, and socioemotional scores for three groups of children) were positive, indicating that the MMN group scored consistently higher than the IFA group. These non-significant positive effect sizes, ranging from 0·00 to 0·13 SD, were smaller than the study was powered to detect (0·16 SD in the representative sample and 0·22 SD in the children of undernourished and anaemic mothers). However, the proportion of positive coefficients, indicating higher scores in the MMN group, was significantly greater than chance.

Answer 96

Foster care leads to sustained cognitive gains following severe early deprivation This study examined longitudinal data from the Bucharest Early Intervention Project, a randomized controlled trial of foster care as an alternative to institutional care following exposure to severe psychosocial deprivation. We report data from 135 participants assessed in early adulthood (age 18 y). We find that 16 y after randomization occurred, those who had been randomized to high-quality foster care had significantly higher IQ scores (9 points, 0.6 SD) than those randomized to care as usual. Mediation analyses provide evidence that the causal effect of the intervention on cognitive ability in early adulthood could be explained, in part, by higher-quality caregiving and attachment security. These findings indicate that early investment in family care as an alternative to institutional care leads to sustained gains in cognitive ability. Fostering caregiving relationships is a likely mechanism of the intervention. In addition, exploratory analyses indicate that stable placements throughout childhood are associated with the greatest long-term gains in cognitive ability. Whether early interventions for infants and young children lead to lasting change has significant implications for decisions to invest in programs aimed at improving children’s developmental outcomes.

Answer 97

(a) Early childhood treatment led to higher cognitive–intellectual test scores over time, (b) early childhood treatment led to higher achievement test scores over time, and (c) the effects of treatment on academic achievement over time were mediated by cognitive development at the end of treatment. Measures: Intellectual level, academic achievement, and sample attrition This study indicates that intensive early childhood education can have long-lasting effects on cognitive and academic development. Analysis of cognitive growth curves between the ages of 3 and 21 years showed that patterns of change in cognitive test performance differed during the early childhood treatment phase with treated children having steeper rates of increase. After the early childhood years, however, change in cognitive growth was parallel in the treatment and control groups. Although a decline relative to national norms was seen in both groups after middle childhood, it is important to note that the trajectories did not converge by young adulthood. This suggests that starting intervention for poor children before the age of 3 years may have made the difference in the persistence of effect on cognitive development. However, although the Abecedarian findings support the assertion by Bornstein and Sigman (1986) that there is “a significant role for infancy in cognitive development” (p. 269), they do not provide conclusive evidence that starting educational intervention in the first year is critical.

Developmental Psychology Study Guide Module 1 Flashcards

(121 cards)