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SLCL Flashcards

1
Q

3 domains of child development.

A

physical, cognitive, social (and emotional)

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2
Q

Which domains of development are puberty affected by?

A

Physical and social.

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3
Q

In development: abilities advance, decrease and xxx

A

specialise

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4
Q

Growing awareness of effect of environment on child development was brought about by:

A

Social reform movements (Industrial revolution)

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5
Q

Beginnings of a research-based approach in child development due to xxx, by xxx means.

A

Darwin’s theory of evolution through comparison of human and animal (orangutang) development.

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6
Q

Theoretical history: Freud developed the xxx in xxx century

A

Psychoanalytic approach in 19-20th century.

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7
Q

Theoretic history: Watson developed xxx in xxx century.

A

Behaviourism in 19-20th Century.

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8
Q

Nature vs Nurture:

define Nature argument

A

Biological endowment, genes from biological parents

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9
Q

Nature vs Nurture:

define Nurture argument

A

Environments (physical and social) that influence development

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10
Q

Define epigenetics. Give example.

A

Interaction of genes and environment determines what and when changes occur.

Example: Genes influence neurotransmitters, experiences affects brain plasticity.

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11
Q

Define Continuous development

A

Age related changes that occur gradually. Eg: a tree

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12
Q

Define Discontinuous development

A

Occasional large shifts. Eg: Caterpillar – Chrysalis - Butterfly

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13
Q

Normative Age-graded change and example

A

Universal, linked to a specific age. Eg: First steps.

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14
Q

Normative history- graded change and example

A

Members of a cohort as a result of factors at work during a specific, well defined historical time period. Eg: lowering age of puberty.

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15
Q

Non-Normative change and example

A

Individual differences, unique unshared events. Eg: Conception.

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16
Q

Critical period and example

A

Specific period where an organism is sensitive to a particular experience experience (or absence of an experience). Eg: language development.

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17
Q

Sensitive period and example

A

Span of time where organism is responsive to types of experiences (or absence of an experiences). Eg: Parent – Infant attachment.

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18
Q

4 internal factors that influence development

A

Maturation
Inborn bias
Behaviour genetics
Pre/Perinatal history

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19
Q

Internal factor of development: Maturation define.

A

different rates, same pathway.

Sequential and predictable patterns of growth and development

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20
Q

Internal factor of development: : Inborn bias example

A

Whole object bias.

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21
Q

Internal factor of development: Behaviour genetics define and how researched.

A

Genes that contribute to behavior (twin studies).

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22
Q

Internal factor of development: Pre/Perinatal history define and 3 examples

A

Maternal factors (Eg: substance misuse), Prematurity, Birth weight.

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23
Q

3 external factors of development.

A

Social environment. Eg: SES.

Sociocultural context. Eg: Denmark vs USA, sleeping in same bed as parents.

Parenting (controversial).

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24
Q

Development…

A

Development is not due to age-specific events but occurs within a range that can differ from child to child.

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25
Q

Development of the CNS is an example of

A

Biological development

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26
Q

Environmental factors of development include:

A

Balance between parent expectations and developmental limits. Eg: 2yrs cannot read but language development improves if read to.

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27
Q

Theory Piaget developed is called:

A

Theory of cognitive development.

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28
Q

Schema

A

Units of knowledge. Increase in number and complexity as the child constructs an understanding of the world.

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29
Q

3 examples of innate schema

A

sucking, grasping, rooting.

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30
Q

Adaptation define and theorist

A

Piaget:

assimilation and accommodation

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31
Q

Assimilation define and theorist

A

Piaget:

Add info to existing schema

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32
Q

Accommodation define and theorist

A

Piaget:

Existing schema is changed to allow new information

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33
Q

Equilibrium define and theorist

A

Piaget:

Mental balance. Force that advances development

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34
Q

Disequilibrium define and theorist:

A

Piaget:

Mental unbalance. The force that allows schema to change to return to equilibrium

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35
Q

Piaget’s 4 stages of cognitive development and corresponding ages

A

0-2 Sensorimotor stage
2-7 Preoperational stage
7-11 Concrete operations stage
12+ Formal operations stage

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36
Q

Sensorimotor stage

age, features

A

0-2

Sensory input
Motor capabilities

Object constancy and object permeance (Eg: mother).

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37
Q

Preoperational stage

age, features

A

Preoperational Stage: 2-7

Manipulate images and symbols
Symbolism in pretend play
Egocentric view of world

No logical organization of thoughts. Eg: Unable to apply principles of conversation.

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38
Q

Concrete operations stage. age and features.

A

7-11

Internal problem solving (concrete).

Basic math skills.
Can hold conversation.
Sort items, reverse direction of thinking, 2 concepts simultaneously.
Understand situation from another perspective.

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39
Q

Formal Operations Stage, age and features

A

12+

Abstract concepts.
Logically test hypothesis.
Speculate about future.
Theoretical, philosophical and scientific reasoning.
Adolescents reinterpret and revise knowledge base.

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40
Q

Piaget’s theory of cognitive development:

6 years: what stage?

A

Preoperational stage

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41
Q

Piaget’s theory of cognitive development:

10 years: what stage?

A

Concrete Operations Stage

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42
Q

Piaget’s theory of cognitive development:

3 years: what stage?

A

Preoperational stage

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43
Q

Piaget’s theory of cognitive development:

1 year: what stage?

A

Sensorimotor

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44
Q

Piaget’s theory of cognitive development:

15 years: what stage?

A

Formal operations

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45
Q

Piaget’s theory of cognitive development:

Logically test hypothesis. What stage?

A

Formal operations

12+

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46
Q

Piaget’s theory of cognitive development:

Internal problem solving. What stage?

A

Concrete operations 7-11

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47
Q

Piaget’s theory of cognitive development:

Symbolism in pretend play. What stage?

A

Preoperational 2-7

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48
Q

Piaget’s theory of cognitive development:

Object permenance. What stage?

A

Sensorimotor Stage: 0-2

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49
Q

Psychosocial development theory

5 stages and ages:

A 
0-1	Trust vs Mistrust
1-2	Autonomy vs Shame/doubt
2-6	Initiative vs Guilt
6-12	Competence vs inferiority
12-20 Identity vs Role confusion
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50
Q

Trust vs Mistrust

Age and Positive outcomes

A

0-1

Infant will trust caregiver if needs are met.

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51
Q

Autonomy vs Shame/Doubt

Age and Positive outcomes

A

1-2

Encouraged to explore and reassured when mistakes made = Autonomy.

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52
Q

Initiative vs Guilt

Age and Positive outcomes

A

2-7

Encouragement and consistent discipline = learn wrong/right

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53
Q

Competence vs Inferiority

Age and Positive outcomes

A

6-12

Pleasure in learning and productivity = sense of competence.

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54
Q

Identity vs Role Confusion

Age and Positive outcomes

A

12-20

Strong identity, ready for future

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55
Q 
Age: 8
what stages (2)
A

Concrete operations.

competence vs inferiority.

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56
Q 
Age: 5
What stages (2)
A

Pre-operational stage

Initiative vs Guilt

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57
Q 
Age 13
What stages (2)
A

Formal operations

Identity vs Role Confusion

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58
Q 
Age 1
What stages (2)
A

Sensorimotor

Trust vs Mistrust

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59
Q

Usha Goswami

‘children’s cognitive development and learning.’ Cambridge Primary review trust

Key points

A

Children think and reason in the same way as adults.
Differences arise from lack of experience.

All children (including babies) demonstrate main types of learning: statistical, imitation, analogy and causal.

Learning is socially mediated.
Huge individual variation in language skills.

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60
Q

Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.

What is EF? (3)

A

Working memory
Inhibitory control
Cognitive/mental flexibility

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61
Q

Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.

EF develops into adolescence True/False

A

True

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62
Q

Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.

EF develops into adolescence ability is synonymous for school readiness.

A

False.

EF ability is distinct from, but important for school readiness.

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63
Q

Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.

What EF Strategies are effective (2)

A

training parents and EY professionals can be effective.

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64
Q

Define literacy

A

The ability to read and write.

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65
Q

Associations between spoken language and literacy:

A

Verbal comprehension = Reading comprehension

Expressive language = Expressive writing

Speech = Phonological awareness, Spelling

Motor = Handwriting

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66
Q

Concepts of Print (5)

A
  1. Knowledge of letters (AaBbCc..)
  2. Alphabetic principle (letter to sound correspondence: Cc = /k/)
  3. Printed text carries linguistic meaning.
  4. Correspondence between written and spoken words.
  5. Where to start reading a text (English: left-right, top-bottom)
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67
Q

Knowledge of letters

A

(AaBbCc..)
Letters represent phonemes of spoken language.

Several characteristics of each letter: Upper/lower case, name/sound.

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68
Q

Alphabetic principle is…

A

Knowledge of letter/sound linkage as a systemic relationship: Cc = /k/

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69
Q

Phonological awareness define (Stackhouse & Wells)

A

Ability to reflect on and manipulate the structure of an utterance as distinct from its meaning

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70
Q

2 dimensions of phonological awareness:

A

Size of linguistic unit

explicitness of operations.

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71
Q

‘Size of Linguistic unit’ define

A 
Phonemes: /s/  /t/  /e/  /p/  /s/
Onset-Peak-Coda:   st    e    ps
Onset Rime: 	     st    eps
Syllables:	     steps 
Word: 	             Steps (Noun)
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72
Q

‘Explicitness of operations’ define

A

Identification: Recognise linguistic units.
PIG, PIN: Share same initial phoneme.

Segmentation (Spelling): Recognise and break up LU:
TOMATO = 3 syllables

Blending (Reading): Recognise and put together LU:
Blend onset-rime: SH– OP = Shop

Manipulation: Recognise, breakup, delete/add/exchange LU:
Say COLD without /k/.

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73
Q

‘Explicitness of operations’

Identification. Example

A

CAT, MAT, HAT: Share rime unit.
PIG, PIN: Share same initial phoneme.\

Recognise linguistic units.

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74
Q

‘Explicitness of operations’

Segmentation. Example

A

TOMATO = 3 syllables

Recognise and break up Linguistic Units:

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75
Q

‘Explicitness of operations’

Blending. Example

A

Blend onset-rime: SH– OP = Shop

Recognise and put together Linguistic units.

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76
Q

‘Explicitness of operations’

Manipulation. Example

A

Say COLD without /k/.
Swap 1st sounds of FISH and TABLE (tish and fable)

Recognise, breakup, delete/add/exchange Linguistic units.

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77
Q

Letter name vs sound knowledge. Predictor of literary success?

A

Letter name knowledge: Preschool predictor of later literacy success.

Letter sound knowledge: 5+ overtakes as predictor of later literacy success.

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78
Q

Alphabetic principle employs: (2)

A

Letter sound knowledge.

Phonological awareness.

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79
Q

Ehri’s Model of becoming a skilled reader: 4 stages and key skill.

A

Pre-alphabetic - Environmental print.

Partial alphabetic - Letter sound knowledge.

Full alphabetic- Decoding.

Consolidated alphabetic - experience and memory.

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80
Q

Ehri’s Model of becoming a skilled reader:

Pre-alphabetic (3)

A

Pre-reader.

  1. Little or no knowledge of letters.
  2. Cannot read new words.

Some reading ability:
3. Environmental print Eg: McDonalds sign

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81
Q 
Ehri’s Model of becoming a skilled reader:
Partial alphabetic (2)
A

Some letter-sound knowledge.

Use of more salient alphabetic cues

Eg: Initial and final letters, Differentiation of vowel sounds particularly difficult.

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82
Q 
Ehri’s Model of becoming a skilled reader:
Full alphabetic (3)
A
  1. Full knowledge of alphabet and letter-sound correspondence.
  2. Decoding: Words are sounded out.
  3. Initial acquisition of sight word vocabulary
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83
Q 
Ehri’s Model of becoming a skilled reader:
Consolidated alphabetic (3)
A

Much experience

Memory of pronunciation of common letter strings

Predication from context, decoding analogy and sight.

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84
Q

Eye movement in reading

A

fixation

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85
Q

Integrate ideas presented in successive sentences. Example.

A

Pronouns: “…She…”

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86
Q

Reading requires:

A

Decoding and comprehension

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87
Q

What age:

Vegetive sounds

A

0 - 2months

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88
Q

What age:

Turns to voices

A

0- 2months

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89
Q

What age:

Deliberate eye contact

A

0- 2months.

90
Q

What age:

pre-intentional vocalisations

A

0-2months

91
Q

What age:

Shows excitement at sound of approaching voices/footsteps.

A

2-3months

92
Q 
What age:
CV combinations (coo, goo)
A

2-3months

93
Q

What age:

Responds with pleasure to routines

A

2-3months

94
Q

What age:

Shows excitement at sound of approaching voices/footsteps

A

2-3months

95
Q

What age:

Pitch glides

A

4-6months

96
Q

What age:

Follows Adult’s eye gaze.

A

4-6months

97
Q

What age:

Anticipates events.

A

4-6months

98
Q

What age:

Protests

A

4-6months

99
Q

What age:

Searches for lost toys.

A

6-10months

100
Q

What age:

Non-verbally requests and refuses.

A

6-10months

101
Q

What age:

Canonical babbling.

A

6-10months

102
Q

What age:

Learn that communication can influence caregivers.

A

6-10months.

103
Q

What age:

Joint attention

A

10-12months

104
Q

What age:

First words

A

10-12+ months

105
Q

variegated babbling define

A

mixing sounds and combining syllables. ‘maba aga’

106
Q

Canonical babbling define

A

repeated sounds ‘mamama’ ‘gagagaga’

107
Q

What age:

CV and CVC combinations with sentence-like intonation

A

10-12months

108
Q

Joint attention define

A

Co-ordinated attention to each other AND an object or event.

109
Q

What age:

Understands several words in context.

A

10-12months

110
Q

What age:

social smile

A

3months

111
Q 
What age:
Modify gaze (make and break eye contact
A

3months

112
Q

Types of Gestures in pre-linguistic phase (3)

A

Imperative (I want)
Declarative (Look)
Epistemic (what is this?)

113
Q

Epistemic gesture means

A

what is this?

114
Q

Imperative gesture means

A

I want that

115
Q

Declarative gesture means

A

look at this

116
Q

Young infants cannot discriminate IDS/adult directed speech. True/False

A

False.

Young infants can discriminate IDS/adult directed speech

117
Q

Features of infant directed speech (4)

A

Small, repetitive core vocabulary.

Here and now topics.

Questions and greetings.

Paralinguistic modifications to pitch and loudness.

118
Q

Show preference for infant directed speech, even in foreign language. True/false

A

True

Infants show preference for IDS, even in foreign language.

119
Q

Define ‘Attachment’

A

Attachment: Emotional bond where sense of security is bound up in relationship.

120
Q

Define ‘Affectional bond’

A

Enduring tie between two individuals viewed as unique.

121
Q

Attachment behaviours define

A

Behaviours that facilitate physical proximity to and interaction with and attached individual.

122
Q

Synchrony define

A

Synchrony: Interlocking pattern of attachment behaviours. Routine synchrony contributes to development of attachment

123
Q

Bowlby 1969: 3 phase developmental trajectory and ages.

3

A

Non-focused orienting and signalling. 0-3 months.

Focus on one or more figure. 3+ months.

Secure base behaviours. 6+ months.

124
Q

Secure base define.

A

A secure base is provided through a relationship with one or more attachment figures who meet the child’s needs and to whom the child can turn to when upset or anxious.

125
Q

Mary Ainsworth’s test for Separation anxiety

A

‘Strange Situation’

126
Q

Separation anxiety define

A

Fear of being away from caregiver.

127
Q

Stranger anxiety define

A

Fear of unfamiliar person.

128
Q

Stranger anxiety rare before… declines after…

A

Stranger anxiety rare before 5 months declines after 24months.

129
Q

Secure attachment define

A

Child uses parent as secure base and is readily consoled.

130
Q

Insecure attachment define

A

No secure base. Child not readily consoled.

131
Q

Types of insecure attachment (3)

A

Avoidant: Avoids contact.

Ambivalent: Little exploration.

Disorganised: Contradicting behaviour patterns.

132
Q

Risk factors for attachment (4)

A

Emotional response to infant.
Marital status.
SES.
Mental health

133
Q

Attachment does not vary cross-culturally. True/false

A

False

Some aspects of attachment vary across cultures.

134
Q

Procedure to investigate infants ability to discriminate:

A

high amplitude sucking procedure.

135
Q

At birth can discriminate native/non-native sounds. True/False

A

True

136
Q

At birth can discriminate non-native/non-native sounds.

True/False

A

True

137
Q

8-10months:

Vowels and consonants influenced by linguistic experience. True/False

A

True

138
Q

Communicative functions (3)

A

Regulating behaviour.
Social interaction.
Joint attention.

139
Q

What age:

Follow 2 part/keyword instructions: Give the ball to daddy.

A

18 months

140
Q

What age:

Chunking words: ‘gimmedat’

A

12-18months

141
Q

What age:

Underextension.

A

12-18months

142
Q

Underextension define

A

dog = a specific dog

143
Q

Overextension define.

A

Mummy = all women

144
Q

What age?

Overextension

A

18-24months

145
Q

Holophrases define

A

sweetie = give me a sweetie

146
Q

What age?

Holophrases

A

18-24months

147
Q

What age?

Telegraphic speech

A

18-24months

148
Q

Telegraphic speech define

A

Primarily content words.

Ball go. Daddy jump.

149
Q

What age?

“vocabulary spurt”

A

18-24months

150
Q

Features of early grammer development (4)

A

Negation

Question forms: what/where.

Pronouns: Me, mine, it, you.

Imitate longer utterances and use themselves.

151
Q

Bloom and Lahey 1978

A

Form Content Use

152
Q

Form Content Use

Form - define

A

Phonology and Syntax

153
Q

Form Content Use

Content - define

A

Semantics

154
Q

Form Content Use

Use - define

A

Pragmatics

155
Q 
Form Content Use
Affected by (4)
A

Attention
Memory
Executive Function
Processing speed

156
Q

Speech development

2-4 years: phonemes (13)

A

/p/ /b/ /m/ /d/ /n/ /h/ /t/ /k/ /g/ /w/ /ŋ/ /f/ /j/

157
Q

Speech development

4-5 years: phonemes (7)

A

/l/ /dʒ/ /tʃ/ /s/ /v/ /ʃ/ /z/

158
Q

Speech development

5+ years: phonemes (4)

A

/ɹ/ /ʒ/ /ð//θ/

159
Q

What age?

/p/

A

2-4y

160
Q

What age?

/j/

A

2-4y

161
Q

What age?

/h/

A

2-4y

162
Q

What age?

/ŋ/

A

2-4y

163
Q

What age?

/dʒ/

A

4-5y

164
Q

What age?

/ʃ/

A

4-5y

165
Q

What age?

/z/

A

4-5y

166
Q

What age?

/l/

A

4-5y

167
Q

What age?

/θ/

A

5+

168
Q

What age?

/ɹ/

A

5+

169
Q

What age gone?

Context sensitive voicing

A

3y

170
Q

What age gone?

Fronting

A

3-4y

171
Q

What age gone?

consonant deletion

A

3y

172
Q

What age gone?

weak syllable deletion

A

4y

173
Q

What age gone?

Cluster reduction

A

4y

174
Q

What age gone?

Gliding

A

5+

175
Q

What age gone?

Stopping

A

5+

176
Q

Stopping define

A

fish - [tiʃ]

5+

177
Q

gliding define

A

leg - [jeg]

5+

178
Q

Weak syllable deletion define

A

Elephant - efant

4y

179
Q

cluster reduction define

A

spoon - poon

4y

180
Q

consonant harmony define

A

mine - mime

3-4y

181
Q

context sensitive voicing define

A

pig - [big]

3y

182
Q

word final devoicing define

A

pig - [pik]

183
Q

What age?

25% intelligible to parents

A

18 months

184
Q

What age

50-75% intelligible to parents

A

24months

185
Q

What age

75-100% intelligible to parents

A

36months

186
Q

At 4years, what % intelligible to unfamiliar adults?

A

90%

187
Q

Differential diagnosis between typical disfluency and stammering.
True/False

A

True

188
Q

Disfluency define

A

Typical to start/stop, hesitate, repeat ect.

More frequent when tired/excited/upset.

189
Q

What age?

Understand complex prepositions: beside, away from, together.

A

3-4y

190
Q

What age?

Understand quantity concepts ‘more’

A

3-4y

191
Q

What age?

Use ‘and’ to join sentences

A

3-4y

192
Q

What age?

Describe abstract objects

A

3-4y

193
Q

What age?

Use possessives

A

3-4y

194
Q

What age?

Contracted negatives (don’t)

A

3-4y

195
Q

What age?

Understand size concepts: tiny/huge

A

3-4y

196
Q

What age?

Use 4-5 word sentences

A

2-3y

197
Q

What age?

Use simple plurals: cars

A

2-3y

198
Q

What age?

Use -ing

A

2-3y

199
Q

What age?

Understand: who, what, where

A

2-3y

200
Q

What age?

Understand simple prepositions: in, out

A

2-3y

201
Q

What age?

Identify objects by function. ‘what do we eat?’

A

2-3y

202
Q

probable event strategy and age

A

‘The apple ate the unicorn’ = the unicorn ate the apple.

2-3y

203
Q

Probable location strategy and age

A

‘put the spoon under the bowl’ = put the spoon in the bowl.

2-3y

204
Q

Error types in early years

A

Overgeneralise

Semantic error ‘don’t giggle me’

205
Q

error type: don’t giggle me

A

semantic error

206
Q

error type: the mices

A

overgeneralise

207
Q

Error type: misuse pronoun

A

overgeneralise

208
Q

Stages of narrative development (5)

A 
Labelling
Listing 
Connecting  
Sequencing 
Narrating
209
Q

Stages of narrative development:

Labelling. approx age

A

nominal labels and repetitive syntax (3 years)

210
Q

Stages of narrative development:

Listing

A

topic-centred list of perceptual attributes of character actions, lacks causal relations

211
Q

Stages of narrative development:

Connecting

A

Connecting – central topic with character actions that link to related characters of events

212
Q

Stages of narrative development:

Sequencing

A

Sequencing – connections between actions of characters and sequences actions in time

213
Q

Stages of narrative development:

Narrating

A

Narrating – developed plots with evidence of character planning to reach goals

214
Q

What age?

Ask for clarification

A

2-3y

215
Q

What age?

uses polite terms/markers

A

2-3y

216
Q

What age?

Requests permission

A

3-4y

217
Q

What age?

Uses fillers to acknowledge partners message

A

3-4y

218
Q

What age?

Responses are likely to be relevant to the speaker’s topic

A

3-4y

219
Q

What age?

Terminates conversation

A

3-4y

220
Q

What age?

Uses private speech when playing by themselves

A

2-3y

SLCL (15 decks)

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