Developmental Psychology TEST 4 - Armstrong

preoperational stage

2nd stage in Piaget's scheme, characterized by inflexible and irreversible mental manipulation of symbols.

what age range is the preoperational stage

2-7 years old

symbolic/pretend play

play in which children make believe that objects and toys are other than what they are

types of pretend play

familiar activities

focus on others

others take active role

imaginary friends

10-50% of preschoolers have them

most common in first born or only child

parasocial interactions

one sided interactions between a person and an imaginary friend

egocentrism

inability to see things from another person's perspective

(ex: asking what a child did on a cruise ship, and they say "you tell me")

what test was used to test egocentrism

3 mountains test

pre-causal thinking

- type of thought in which natural cause-and-effect relationships are attributed to will and other preoperational concepts

(ex: the sun sets because it is tired)

transductive reasoning

· taking two separate things that do not have cause and effect relationships and giving them cause and effect relationships; specific to specific

(ex: it's sunny outside so I have to go to the swings)

animism

the attribution of life and intentionality to inanimate objects

(ex: why do trees have leaves? - To keep them warm)

artificialism

environmental features were made by people

(ex: people made thunder; a man grumbling)

Confusion between mental and physical phenomenon

if it happens in their mind, it feels more like reality to them

(ex: dreams are real to them)

conservation

principle that properties such as substances, such as weight and mass remain the same when superficial characteristics such as their shapes or arrangement are changed

centration

only focusing on one aspect of the problem (ex: size of beaker)

class inclusion

the principle that one category or class of things can include several subclasses

factors in cognitive development

scaffolding

home environment

education programs

television

theory of mind

a common sense understanding of how the mind works

what is theory of mind influenced by?

false beliefs

origins of knowledge

appearance reality distinction

tests of memory

recognition

recall

relearning

types of memory

generic

episodic

autobiographical

generic memory

simplest kind of memory. Produces scripts (general outlines of familiar repeated events but they don't have details like time and place); routine memory

episodic memory

awareness of having experienced a particular incident that occurred at a specific time; does include time and place

ex: remember the building they watched Disney on ice in tupelo "i watched elsa there"

autobiographical memory

your life story up to the point in life you are in; not every episodical memory is involved in this

what influences memory

type of memory

interest level

uniqueness of event

talking with parent

types of measurement

attention (most significant)

different conversational styles

elaborative

repetitive

elaborative conversational style

goal is mutual discussion and memory of something you experienced; will change up the way the question is asked

repetitive conversational style

goal of the parent is an accurate memory of the event or retelling of the story; just keep repeating the same question even if you are getting it wrong

development of vocabulary

fast mapping

cognitive biases

fast mapping

quickly figuring out the meanings of words

cognitive biases

whole object assumption- brain assumes the whole object takes the label you gave it (ex: whole thing is a dog)

contrast assumption- objects only have one label (lemur isn't the dog because the dog is the dog and the lemur cant also be the dog)

development of grammar

grammar explosion (3rd year of life)

language mistakes

overregularization : ex- holded

language - questions

end of 3rd year - "wh" questions (who, what, where)

later - why which when how

passive sentences

do not understand this yet (ex: the food was eaten by the dog)

pragmatics

the appropriate use of language in different contexts - need help with these

relationship between thought and language

both can proceed each other at times (language can proceed understanding and vice versa)

dimensions of childrearing

warmth- coldness : degree of affection and acceptance shown toward the child

restrictiveness- permissiveness: - degree to which parents impose rules and control

how do parents enforce restrictions?

inductive techniques

power assertive techniques

withdrawal of love

inductive techniques

Disciplinary methods, such as reasoning, that try to teach an understanding of the principles behind the demand

(ex: don't do that, it hurts)

power assertive techniques

Asserting your power over the consequences of the behavior

withdrawal of love

attempt to control by threatening not to love the child anymore

some vocabulary review

consequence - result

discipline - to teach

operant conditioning:

- reinforcement - increases behavior

(+ = adding something pleasant

(- = taking something unpleasant away

- punishment - stops behavior

( += add something unpleasant

(- = take away something pleasant

making punishment more affective

- ignore behavior

- apply punishment as close in time that unwanted behavior happens

- use minimum punishment necessary to suppress the behavior

- do not humiliate

- be consistent

parenting styles

authoritative

authoritarian

permissive

authoritative

high warmth/high restrictiveness; most positive outcomes for children

authoritarian

low warmth/high restrictiveness

permissive

permissive indulgent:

- high warmth/ low restrictiveness

rejecting neglecting:

- low warmth and restrictiveness

- worst outcomes for children

sibling functions

· Physical care

· emotional support

· Nurturance

· Offer advice and direction

· Role models

· Provide social interaction

· Make demands and impose restrictions

sibling conflicts

Enhance their social competence, development of self-identity, and their ability to rear their own children in a healthful manner

sibling benefits

Decreases the probability of getting divorced in adulthood

adjusting to birth of new sibling

· Hard for some children because they feel left out

· Regression: a return to babyish behaviors

· Some children become more independent and like to help with the new child

· Sibling rivalry: jealousy

- Parents can reduce this by including the other child or supporting them

prosocial/ altruistic behavior

Behavior intended to benefit another without expectation of reward

influences on prosocial behavior

- Rewards

- Punishment

- Responsibility

- Observational learning

- Parent child interactions

- Parental styles

aggression - development

mostly possession oriented

aggression - causes

biological

cognitive

social learning

media influences

ADHD - symptom sets

· 6 or more symptoms of inattention for children up to 16

· 5 or more symptoms for those 17 or older

· Have to be present for 6 months

· Have to be inappropriate for their developmental level

· Not normally diagnosed until school age but is shown before school age

· Inattentive examples: careless mistakes, no holding attention, doesn't listen when talked to directly, has trouble organizing, etc.

·Hyperactive/impulsive examples: fidgets, trouble waiting their turn, etc.

ADHD - types

combined presentation

predominantly inattentive

predominantly hyperactive/impulsive

ADHD - causes

· Genetics

· Smoking, drug use by mom during pregnancy

· Exposure of toxins either during pregnancy or early childhood

· Low birth weight

· Brain injuries

· More common in males

· More commonly runs in families

ADHD - treatment

stimulants

- Most common

- Stimulates the part of the brain that is underactive

- Blocks reuptake of dopamine and noradrenaline

- Ex: Ritalin and Adderall

- Exercise is a natural stimulant

non-stimulants

- anti-depressants and diabetic medications

interventions

- Behavioral therapy

- Cognitive behavioral therapy

- Family and marital therapy

- Parenting skills training

- Stress management

- Support groups

Learning Disabilities

group of disorders characterized by inadequate development of specific academic language and speech skills

dyslexia

reading disorder

dyslexia - causes

genetics - boys more common than girls

neurological problems (angular gyrus)

phonological processing problems

double deficit hypothesis

dyslexia - treatment

remediation or accommodation

concrete operational stage

- Children are starting to understand more logic that is concrete, not abstract

- Now understand reversibility and conservation

- understand class inclusion because they understand decentration which is not concentrating on one task at a time

transitivity

- principle that is A is greater than B in a property, and B is greater than C, then A is greater than C

(ex: stick arranging test)

issues in parent-child relationships

coregulation- transferring over some control and regulation from the parent to the child that now have the ability to handle this

conduct disorders

· Disorders marked by persistent breaking of rules and violation of the rights of others

· Evident by age 8

· Behaviors have to have been persistent for 6 months for it to be diagnosed

· Way more prevalent in boys than girls

conduct disorders - symptoms

o Lying, stealing, fire setting, running away episode, cruelty to animals, fighting, drugs, low frustration tolerance, blame other people for whatever difficulty they find themselves in, never take personal responsibility, express that they feel misunderstood, do not do well in school (below grade level), etc.

o Often comorbid with ADHD

o If you behave this way in childhood you get this diagnosis, but adults that are diagnosed with this are psychopaths (antisocial personality disorder)

conduct disorders - causes

o Genetics

o the environment of you, many have adults that are antisocial (observational learning)

o Deviant peers

o Inconsistent discipline

o Parental insensitivity

o Physical punishment

o Family stress

conduct disorders- treatment

o (double approach)- can't just treat child you have to treat parents also

o Behavior must be very closely monitored

o Don't need unsupervised time

o Parents need to learn that there must be punishing consequences to unacceptable behavior

o Avoid physical punishment - these kids think that physically punishing their peers will work like it does on them

o Parents also need to learn reinforcement when proper behavior is shown

depression

- Manifested by other things that you don't typically see in adults (ex: skipping school, tummy aches, rebellion)

- Equally common in boys & girls in adolescence and younger but more common in females after adolescents

- This is on the rise (currently 5-10% range)

- These children often continue to have these depressing symptoms in adulthood

depression - symptoms

· Fluctuations in appetite and weight

· Fluctuations in sleeping

· Energy level fluctuates (no energy vs fidgety)

· Overwhelming sense of worthlessness and sadness

· Loss of pleasure in things

depression - causes

· Genes

· Our views on the origins of depression are now changing and under more investigation

· Cognition plays a huge role

Attributional styles about negative things

1. Internal - think bad things happen because of something inside them (ex: I'm no good at this)

2. Stable - this is how it always has been and will be (no hope to change)

3. Global - this is how it always is and will be in every aspect of my life

depression - treatment

· Medications need to be monitored because is increases suicidal thoughts

· Most children do best with treatment that combines medication and cognitive behavior therapy

separation anxiety disorder

- Extreme form of normal separation anxiety

- Characterized by anxiety around the separation from your parents

- Often takes the form of school refusal but IS NOT THE SAME

- Typically, before middle childhood but possible during

separation anxiety disorder - causes

normally happens after traumatic family event

separation anxiety disorder - symptoms

· Nightmares

· Stomachaches

· Tantrums

autism spectrum disorder

- Developmental disorders that are characterized by impaired communication skills, poor social interactions, and repetitive stereotyped behavior

autism - diagnosis criteria

· Umbrella diagnosis

· Persistent deficits in social communication and social interaction across multiple contexts

· Inability to engage with other people

· Restricted, repetitive patterns of behavior, interests, or activities

· No physical attention

· Symptoms must be present in the early developmental period (age 3)

autism - causes

· "genes don't cause epidemic"

autism - symptoms

difficulties with social interaction, communication, and the presence of repetitive behaviors or interests

autism - treatment

· Behavior modification sometimes with medication if needed