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1002PSY > Week 4 > Flashcards

Week 4 Flashcards

(37 cards)

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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
SENSORIMOTOR STAGE (birth – 2 years)
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
PREOPERATIONAL STAGE (2 – 7 years)
- 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
PREOPERATIONAL STAGE (2 – 7 years) Piaget's test
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
CONCRETE OPERATIONAL STAGE (7 – 11 years)
- 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
FORMAL OPERATIONAL STAGE (12+ years)
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
Criticisms of Piaget's Theory
- 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
LEV VYGOTSKY
- 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
Language Development
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
Language in Early Infancy
``` 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
Language in Late Infancy
``` 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
Language 18-24 months
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
Language 2-3 years
``` 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
Language 3-4 years
3 – 4 years ► Continued explosion of vocabulary ► Use of tenses, conjunctions and; complex sentences ► Over-regularisation errors occur (e.g. go/goed)

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