Intrem exam developmental psychology
Chapter 1:
Different design forms:
- Cross sectional designs: measuring different children over different ages. Problem:
cohort effect groups can have more in common than just age don’t know if the
differences are stable over time and why they arise. Solution:
- Longitudinal design (predictive correlational study): measuring the same children on
different ages. Problems: takes very long high dropout rate and expensive.
Solution: large N. no association too much noise, not measuring the same
constructs, low test-retest reliability.
- Sequential design is a mixture.
- Microgenetic design: a mix of the two, repeated testing but shorter time.
Softenon incident: medication against morning sickness children born had severe
malformations in the limbs and fertility problems. Testing this on purpose would be unethical
causality without experimentation: excluding alternative explanations by:
- Matching groups
- Partial correlations
Premature babies: <28 weeks immature, <38 slightly premature, 40 = normal. Hormonal
differences: thyroxine (for brain development) administration in experimental group and
placebo in the control, double blind study. Results: when immature babies had thyroxine they
showed higher mental development, but slightly premature babies showed lower mental
development.
Meta analysis: low birthweight lower IQ. Observational research drawbacks: selectivity,
subjectivity, no base rate. Solution: multiple observers interrater validity.
Molecular = objective, molar = subjective. Observational research:
- When: time sampling (fixed interval, counting how many times you see something in
a), event sampling (counting specific behaviour).
- Where: lab, stimulated setting or natural environment.
Why should we measure IQ? It is beneficial for school and for clinical settings, mental health
seems to be developed for average or above average IQ.
Predictive value IQ = low, predictive value habituation speed = higher.
Paradigm: pattern, theoretical framework.
Organismic world view: people are active and interacting with he environment interaction
between maturation and environment.
Mechanistic world view: person is inherently passive until stimulated by environment
(behaviourism).
Imaging methods: electroencephalogram (EEG)measures neural activity, event related
potential (ERP), positron emission tomography (PET) blood flow, fMRI.
,Gregory chapter 2
The first psychological test dates back to 2200bc Chinese emperor. Written exams in Han
dynasty.
Physiognomy basing the inner character on outer appearances Aristotle.
Phrenology influenced by physiognomy, Gall. Bumps on skull.
experimental psychology 1800s laboratories. Objective procedures capable of replication.
Problem: simple sensory procedures mistaken for intelligence such as brass instruments
measuring reaction time Brass instrument era of psychology.
Improvements were made by Wundt speed of thought might differ from person to person,
explanation for astronomy difficulties. He addressed individual differences.
Galton father of mental testing. Continued the brass instruments but for individual
differences and based on a lot of data so better.
Cattell continued on individual differences mental test.
First rating scale dates back to Galen (2nd century). Thomasius was the first one for
psychological variables theory for personality with four dimensions. Fowler used one for
phrenology.
From the 1800s, people stopped seeing mentally ill people as retarded medicine and
humanism. Esquirol mental retardation is incurable but mental illness is great emphasis
on language in diagnoses. First classification system in mental retardation (language based).
Seguin education for people with mental retardation.
Binet intelligence test. In order to help identify children with intellectual disability. He was
a researcher, faced a lot of embarrassment learned to be sceptical of zeitgeist and stopped
using sloppy procedures. He also developed tests for higher cognitive processes which were
important for education. Updated: due to cultural differences (a girl killing herself was
amusing to French children and upsetting to American ones). Each updated version included
older ages. He compared children’s mental age with chronological age. (child of 10 mentally
being 7 is retarded with 3 years this is worse when they’re younger). Terman multiplied
by 100 and abbreviated it to IQ. Goddard moron and ‘feeble minded’. Application to
immigrants in order to restrain immigration, didn’t work. He was influential but never
mentioned in text books in comparison to Binet why? His terminology ‘moron’, the idea
that crime etc was due to mentally ill ones, and misuse of the tests (translated to immigrants
right when they arrived confused, scared etc).
Hollingworth test for giftedness. Revolutionist, feminist, ahead of her time.
Group tests didn’t really emerge at first, this changed during the world wars in the US
(Yerkes) Army Alpha (verbal tests) and Army Beta (non verbal for whose language was
not English). Not very valid, unclear instructions caused low scores. Influence of the group
tests on education (Beta examination, pen and paper questions).
Aptitude tests: more specific and delimited than intelligence tests. It developed later
statistical issues (no factor analysis) and social (the need only arose when for the world wars,
candidates with difficult and specialised tasks were needed).
Personality testing: Woodworth developing an instrument for army recruits who were
susceptible to psychoneurosis. Personal data sheet yes no questions. Thurstone
,Bernreuter Personality Inventory.
Projective testing naming as many things as you can in a few seconds on one topic Galton
might have inspired Freud with free association. Jung 100 stimulus words, quickly say
what word you associate them with. This is objective empirical approach to personality,
Subjective approach Rorschach psychoanalytic thinking people revealed dimensions
of their personality by responding to inkblots. TAT (thematic apperception test) for normal
personality.
Payne sentence completion technique.
Goodenough analysing the drawings of children. Same for Buck, drawing a house.
Szondi 48 photos in 6 categories (homosexual, epileptic, sadistic, catatonic, paranoiac,
maniac and depressive) and they had to pick the best two and the least favourite two. Best =
sympathy for that person projective preferences presumed to reveal specific psychiatric
disturbances.
Interest inventories: devices for guiding and counselling for the normal people.
Structured personality tests: 1940s. 16PF, Big 5, SAT for group testing.
Evidence based practice is important.
Chapter 2:
Theory = coherent set of ideas, hypotheses and explanations. New theories replace falsified
ones and provide better explanations.
Minor = about a single phenomenon, major = broad theory.
Developmental theories criteria:
- Relates to ontogeny
- Focus on change overtime
- Explains the emergence of new explanations
- Useful in education and intervention
Examples:
Nature/nurture:
Nature = endogenous, knowledge is innate and expressed during the course of development.
Nurture = exogenous, learning mechanisms are innate but the rest of development is
determined by the environment.
Both innate predispositions and environment shape development.
Continuous/stages:
Continuous = development is gradual, children aren’t qualitatively different from adults but
they lack experience.
Stages = development occurs in transitions. Children are qualitatively different from adults.
Development is gradual, but some behaviour dominate temporarily making it occur to
be in stages.
Passive/active:
Passive = development occurs automatically.
, Active = child constructs own knowledge.
Some processes develop automatically, some need an active role.
Motor development
Motor milestones measure development in infants affecting all other aspects of
development. Motor theory needs to explain this question: do early motor activities prepare
the way for more complex voluntary movements? 2 types of theories: maturation and dynamic
system theory.
Gesell maturational theory: biologically directed maturation, some development patterns
independent of environment (nature). Key points:
- Maturation of central nervous system determines development and behaviour follows.
- Cephalocaudal trend: head foot.
- Proximodistal trend: centre periphery.
- Differences in child temperament play an important role in the pace of development.
- Parent role is providing the right environment for the children without pushing.
Criticism:
- Not all children follow the same patterns.
- Not cross cultural.
- Environment can play a guiding role McGraw nurture environment can shape
motor development: twin showed that the one who received training in swimming did
better.
Dynamic system theory development is a complex interaction between properties of the
system and the environment. Accounts for individual differences.
Dynamic: a collection of changing components that influence each other. Describes how a
state changes into another over time.
Properties: an important one is self organisation.
System: a collection of components that are interrelated.
The effects are non linear a small change to one thing can change the entire pattern. Motor
development is shaped by: (Thelen)
- Development central nervous system nature
- Development motor skills nature biochemics
- Environment context and task
Examples:
Infant kicking: babies could change leg movements to preform a novel task.
Infant reaching: learning new motor skills learned through modifying old ones.
Infant walking: infants are more careful when their body dimensions change (lead vs feather).
Physical properties + environment action.
Physiological assessment: specialisation clinical psychology if development is normal or not.
Collection and integration of psychological data in order to make a diagnosis, using tools as:
Chapter 1:
Different design forms:
- Cross sectional designs: measuring different children over different ages. Problem:
cohort effect groups can have more in common than just age don’t know if the
differences are stable over time and why they arise. Solution:
- Longitudinal design (predictive correlational study): measuring the same children on
different ages. Problems: takes very long high dropout rate and expensive.
Solution: large N. no association too much noise, not measuring the same
constructs, low test-retest reliability.
- Sequential design is a mixture.
- Microgenetic design: a mix of the two, repeated testing but shorter time.
Softenon incident: medication against morning sickness children born had severe
malformations in the limbs and fertility problems. Testing this on purpose would be unethical
causality without experimentation: excluding alternative explanations by:
- Matching groups
- Partial correlations
Premature babies: <28 weeks immature, <38 slightly premature, 40 = normal. Hormonal
differences: thyroxine (for brain development) administration in experimental group and
placebo in the control, double blind study. Results: when immature babies had thyroxine they
showed higher mental development, but slightly premature babies showed lower mental
development.
Meta analysis: low birthweight lower IQ. Observational research drawbacks: selectivity,
subjectivity, no base rate. Solution: multiple observers interrater validity.
Molecular = objective, molar = subjective. Observational research:
- When: time sampling (fixed interval, counting how many times you see something in
a), event sampling (counting specific behaviour).
- Where: lab, stimulated setting or natural environment.
Why should we measure IQ? It is beneficial for school and for clinical settings, mental health
seems to be developed for average or above average IQ.
Predictive value IQ = low, predictive value habituation speed = higher.
Paradigm: pattern, theoretical framework.
Organismic world view: people are active and interacting with he environment interaction
between maturation and environment.
Mechanistic world view: person is inherently passive until stimulated by environment
(behaviourism).
Imaging methods: electroencephalogram (EEG)measures neural activity, event related
potential (ERP), positron emission tomography (PET) blood flow, fMRI.
,Gregory chapter 2
The first psychological test dates back to 2200bc Chinese emperor. Written exams in Han
dynasty.
Physiognomy basing the inner character on outer appearances Aristotle.
Phrenology influenced by physiognomy, Gall. Bumps on skull.
experimental psychology 1800s laboratories. Objective procedures capable of replication.
Problem: simple sensory procedures mistaken for intelligence such as brass instruments
measuring reaction time Brass instrument era of psychology.
Improvements were made by Wundt speed of thought might differ from person to person,
explanation for astronomy difficulties. He addressed individual differences.
Galton father of mental testing. Continued the brass instruments but for individual
differences and based on a lot of data so better.
Cattell continued on individual differences mental test.
First rating scale dates back to Galen (2nd century). Thomasius was the first one for
psychological variables theory for personality with four dimensions. Fowler used one for
phrenology.
From the 1800s, people stopped seeing mentally ill people as retarded medicine and
humanism. Esquirol mental retardation is incurable but mental illness is great emphasis
on language in diagnoses. First classification system in mental retardation (language based).
Seguin education for people with mental retardation.
Binet intelligence test. In order to help identify children with intellectual disability. He was
a researcher, faced a lot of embarrassment learned to be sceptical of zeitgeist and stopped
using sloppy procedures. He also developed tests for higher cognitive processes which were
important for education. Updated: due to cultural differences (a girl killing herself was
amusing to French children and upsetting to American ones). Each updated version included
older ages. He compared children’s mental age with chronological age. (child of 10 mentally
being 7 is retarded with 3 years this is worse when they’re younger). Terman multiplied
by 100 and abbreviated it to IQ. Goddard moron and ‘feeble minded’. Application to
immigrants in order to restrain immigration, didn’t work. He was influential but never
mentioned in text books in comparison to Binet why? His terminology ‘moron’, the idea
that crime etc was due to mentally ill ones, and misuse of the tests (translated to immigrants
right when they arrived confused, scared etc).
Hollingworth test for giftedness. Revolutionist, feminist, ahead of her time.
Group tests didn’t really emerge at first, this changed during the world wars in the US
(Yerkes) Army Alpha (verbal tests) and Army Beta (non verbal for whose language was
not English). Not very valid, unclear instructions caused low scores. Influence of the group
tests on education (Beta examination, pen and paper questions).
Aptitude tests: more specific and delimited than intelligence tests. It developed later
statistical issues (no factor analysis) and social (the need only arose when for the world wars,
candidates with difficult and specialised tasks were needed).
Personality testing: Woodworth developing an instrument for army recruits who were
susceptible to psychoneurosis. Personal data sheet yes no questions. Thurstone
,Bernreuter Personality Inventory.
Projective testing naming as many things as you can in a few seconds on one topic Galton
might have inspired Freud with free association. Jung 100 stimulus words, quickly say
what word you associate them with. This is objective empirical approach to personality,
Subjective approach Rorschach psychoanalytic thinking people revealed dimensions
of their personality by responding to inkblots. TAT (thematic apperception test) for normal
personality.
Payne sentence completion technique.
Goodenough analysing the drawings of children. Same for Buck, drawing a house.
Szondi 48 photos in 6 categories (homosexual, epileptic, sadistic, catatonic, paranoiac,
maniac and depressive) and they had to pick the best two and the least favourite two. Best =
sympathy for that person projective preferences presumed to reveal specific psychiatric
disturbances.
Interest inventories: devices for guiding and counselling for the normal people.
Structured personality tests: 1940s. 16PF, Big 5, SAT for group testing.
Evidence based practice is important.
Chapter 2:
Theory = coherent set of ideas, hypotheses and explanations. New theories replace falsified
ones and provide better explanations.
Minor = about a single phenomenon, major = broad theory.
Developmental theories criteria:
- Relates to ontogeny
- Focus on change overtime
- Explains the emergence of new explanations
- Useful in education and intervention
Examples:
Nature/nurture:
Nature = endogenous, knowledge is innate and expressed during the course of development.
Nurture = exogenous, learning mechanisms are innate but the rest of development is
determined by the environment.
Both innate predispositions and environment shape development.
Continuous/stages:
Continuous = development is gradual, children aren’t qualitatively different from adults but
they lack experience.
Stages = development occurs in transitions. Children are qualitatively different from adults.
Development is gradual, but some behaviour dominate temporarily making it occur to
be in stages.
Passive/active:
Passive = development occurs automatically.
, Active = child constructs own knowledge.
Some processes develop automatically, some need an active role.
Motor development
Motor milestones measure development in infants affecting all other aspects of
development. Motor theory needs to explain this question: do early motor activities prepare
the way for more complex voluntary movements? 2 types of theories: maturation and dynamic
system theory.
Gesell maturational theory: biologically directed maturation, some development patterns
independent of environment (nature). Key points:
- Maturation of central nervous system determines development and behaviour follows.
- Cephalocaudal trend: head foot.
- Proximodistal trend: centre periphery.
- Differences in child temperament play an important role in the pace of development.
- Parent role is providing the right environment for the children without pushing.
Criticism:
- Not all children follow the same patterns.
- Not cross cultural.
- Environment can play a guiding role McGraw nurture environment can shape
motor development: twin showed that the one who received training in swimming did
better.
Dynamic system theory development is a complex interaction between properties of the
system and the environment. Accounts for individual differences.
Dynamic: a collection of changing components that influence each other. Describes how a
state changes into another over time.
Properties: an important one is self organisation.
System: a collection of components that are interrelated.
The effects are non linear a small change to one thing can change the entire pattern. Motor
development is shaped by: (Thelen)
- Development central nervous system nature
- Development motor skills nature biochemics
- Environment context and task
Examples:
Infant kicking: babies could change leg movements to preform a novel task.
Infant reaching: learning new motor skills learned through modifying old ones.
Infant walking: infants are more careful when their body dimensions change (lead vs feather).
Physical properties + environment action.
Physiological assessment: specialisation clinical psychology if development is normal or not.
Collection and integration of psychological data in order to make a diagnosis, using tools as:
