Test
DevPsych w1-7 Research methods, Cognitive theory, prenatal development, infant development, ToM, child development, preadolescent development, Intelligence, Genetics, Brain Development
Preguntas del test (47)
1An advantage of microgenetic research design is:
- Antensive observation of changes while they are occurring can reveal processes of change
Reveals individual change patterns over short periods in considerable detail - BReveals individual change over long periods
- CQuick and easy to administer (sometimes…)
- Dhelps establidh biological criteria for the DSM
- Antensive observation of changes while they are occurring can reveal processes of change
2Themes of development include:
- Adeelopment occurs on a spectrum
- BNature and Nurture
- CChildren’s roles in their own development
Continuity/discontinuity in development
Mechanisms for Developmental Change
Socio-cultural context influence
Individual differences in child development
Research to improve children’s welfare - Densuring ethical treatment of the developing child
3Vgotsky emphaised what in his theory?
- Asocialistion
- Bpositive reward stimulus
- Ca good role model
- Dall of the above
42 key themes that underlie Piaget's theory include
- Anone of the below
- BChildren can't progress to the next stage of development without first succeeding at the previous one
- CQualitative changes in children’s thought.
Invariant sequence of patterns of thought. - Dthe stages are defined not by task but by age
5Disadv of cross sectional design is:
- ADoes not reveal individual change patterns over long periods
- BUninformative about stability in individual differences over time
- CRepeatedly testing people can threaten the external validity of study (generalising results to broader community
- Dall of the above
6Attatchment and temperment theory states that:
- AAnxious-avoidant: despondant to mum leaving or returning
- BAnxious-avoidant: stress when mum leaves, ok when mum returns
- CAnxious-avoidant explores stranger , upset um leave, happy to engage whrn she returns
- Dnone of the above
7What does the infant starter kit include?
- ASensory abilities
- BFocus and reflexes
- Csocio-emotional abilities
- Dall of the above
8Psychotoxemia suggests that:
- ABabies need to be breastfed to develop fully
- BBabies need touch to survive
- CBabies need a primary, loving caregiver to survive
- DB and C
9Core knowledge theory states:
- APiaget's theory is correct: infants only learn after birth
- BAreas of cognition relevant in human evolution. Children are born with many specialized – not only general – learning abilities.
- CAreas of cognition relevant in human evolution. Children are born with many specialized learning abilities.
- DAreas of cognition relevant in human evolution. Children are born with a few essential general learning abilities that grow moer complex overtime.
10Observational learning experiments suggest that infants:
- Ashowing they mentally represented the presence of the invisible box- can represent images without stimulus.
- Bshowing they mentally represented the presence of the invisible box- can represent images without stimulus, but only with conditioning
- Cshowing they mentally represented the presence of the invisible box- can represent images without stimulus, but only well developed babies will detect this
- DWe can't conclude much from experiments
11Negatives of Piaget's theory include:
- APiaget’s theory is vague about the cognitive processes that give rise to children’s thinking and about the mechanisms that produce cognitive growth hence information processing accounts of developmental change.
- BInfants and young children are more cognitively competent than Piaget recognised
- CStage model depicts children’s thinking as more consistent than it is
- Dall of the above
12A false belief understanding is:
- Athe understanding that an individual's belief or representation about the world may contrast with reality
- Bto recognize that others can have beliefs about the world that are diverging.
- CA and B
- DA task that tests children's perception
13The difference between first and second order ToM is
- AThere is no difference, one is a continuation of the other
- BFirst: require that another person’s mental state is read/understood
second: require understanding of what two people think sequentially - CFirst: require understanding of what two people think sequentially
Second: require that another person’s mental state is read/understood - Dnone of the above
14Why is ToM essential?
- AUnderstanding the intentions of others is the basis of nearly all social interactions among people beyond preschool age
- BIt an essential biological mechanism to social interaction
- CToM is a complex cognitive function that requires the integration of information from many sources
Memory etc - Dall of the above
15Empathising-systemising hypothesis states:
- ADeficits in the normal development of empathy
Systemizing refers to the drive to analyse, explore and construct systems and rules
Either intact or superior in autism- rely on it instead of innate sympathy
Theory may explain impairments in executive function and central coherence - Babnormally low activity in brain regions involved in social cognition
abnormally high activity in regions involved in lower-level perceptual processing - Call Children with ASD are delayed in developing a Theory of Mind
- Dall of the above
- ADeficits in the normal development of empathy
16Inhibitory control is not as well developed in younger children. which example demonstrates high inhibitary control?
- AEmma’s brother removes the apple
(child does not know where the apple is located - BEmma’s brother removes the apple from the container and places it into the other container
- Cneither of the above
- DIt's a theory, not a behaviour
- AEmma’s brother removes the apple
17Adults’ ToM is based on belief-desire reasoning
- Aexecutive function
- Bpredictive judgement
- CWe understand that our behaviour and that of others, is based on what we know, or believe, and what we want, or desire
- Dall of the above and more complexities
18Theory theory states:
- AC and D
- BThere is no such theory
- CPeople derive theories about the mental states of others
-They make theories about how, why and what other people are thinking
-Mental states are attributed to other people and used to explain and predict behaviour - DPeople construct a set of causal/explanatory laws that relate:
-External stimuli to internal states (perception to belief)
-Inner states to other inner states (desire to decision)
-Inner states to behaviour (decision to action)
19Changes that occur in middle childhood (2-7 years include)
- ABoth B and C
- BOnly psychical changes occur in this phase:
Muscle mass and strength gradually increase; baby fat decreases
Improvement of fine motor skills during middle childhood
Increased myelination of the central nervous system - CDecline in Egocentricism- the realization that one’s own thoughts and feelings are not necessarily shared by others.
Decentration + Reversibility Conservation!
Transformations- the ability to think and reason about change processes
Classification-the ability to classify objects as belonging to two or more categories at the same time.
Seriation- ordering based on parameters
Deductive reasoning- The ability to draw a logical inference from two or more pieces of information. - DChildren develop ToM and EF at increased rates
20The 3 main models for defining intelligence are:
- AIntelligence as a Single Trait
- BFew Basic Abilities
- CAn Integrated Model of Intelligence- see diagram
- DThere are 4 models, which also include: Intelligence as Several Basic Abilities: intelligence involves seven primary mental abilities.
21Nativists and empiricists have different ideas regarding the growth of children’s biological standing.
- AEmpiricists: people are born with a biology module
- BNativists: people are born with a biology module
Empiricists: children’s biological understanding comes from personal observations and information they receive from other people and their culture - CNone of the above
- DNativists: children’s biological understanding comes from personal observations and information they receive from other people and their culture
22Terogens:
- A. Timing of teratogen and structure formation
2. Gene:cs and environment- not everyone will present symptoms - B3. Same defect can be caused by different teratogens
4. A variety of defects can result from a single teratogen
5. The longer the exposure or higher the dose, the greater the harm - C6. Father and mother exposure effects
7. Long-‐term effects oaen depend on postnatal environment
8. Sleeper effects - symptoms can present later in life - DAll of the above
- A. Timing of teratogen and structure formation
23Development of “Tools” for Thought include:
- AInformation Symbols : dual representation--understanding that information can be represented mentally in two ways at the same time, both as a real object and as a symbol for something other than itself eg scale model tasks. Children’s artistic ideas often outstrip their motor and planning capability
- Blassification:
dividing objects into category hierarchies (i.e., categories related by set-subset relations).
A key element in infants’ thinking is perceptual categorization, the grouping together of objects that have similar appearances. Based on parts of objects - CHumaness: Imaginary friends included ordinary but invisible children as well as fanciful creatures. Preschoolers understand inheritance and grasp Essentialism, the view that living things have an essence inside them that makes them what they are
- Dall of the above
24At what age do children master there 1st L?
- A5 years
- B4 years
- C7 years
- D12 years
25Speech Perception involves
- ACategorical Perception: music” of a language.Phonemic contrast ability appears to be innate, present at birth and independent of experience. One month old babies noticed all and only the changes an adult, listener would notic, as well as...
- BProsody: sounds as belonging to discrete categories.Newborns can discriminate most pure tones, but best discriminations for human speech frequencies.
- CThe ability to distinguish mothe's voice from others
- DIntonation change to reflect meanings
26L development involves:
- APhonological development: the acquisition of knowledge about phonemes, the elementary units of sound that distinguish meaning
Semantic development: learning the system for expressing - BA and C
- CSyntactic development: learning the syntax or rules for combining words
Pragmatic development: acquiring knowledge of how language is used, which includes understanding a variety of conversational conventions - Dnone of the above: they are mechanisms of speech perception
- APhonological development: the acquisition of knowledge about phonemes, the elementary units of sound that distinguish meaning
27How do we measure intelligence?
- AIQ
- BLongitudinal studies
- CTests on different aspects
- Dall of the above
28Polygenic Inheritance is:
- Anone of the below
- B2 populations have a different genotype
- Cwhen traits are governed by more than one gene
- Dmutiple phenotypes are available
29Mutations are:
- AThe source of genetic variation and the basis for natural selection
- BThere are four main types of mutations
Base substitutions
Deletions of DNA
Insertions of DNA
Whole or partial chromosomal abnormalities - CA and B
- DAn unkown source of varience
30Garnder's mutiple intelligence theory states:
- Aindividual children learn best through instruction that allows them to build on their strengths.
- Bchildren play a role in development. Children’s IQ scores are positively correlated with the quality of their family environment as measured by the HOME
- Cintelligence involves seven primary mental abilities.
- Dnone of the above
31According to the Integrated Model of Intelligence, general intelligence contains elements
- ACognitive intelligence
- BInterpersonal intelligence
- CMaternal/paternal instinct
- DNone of the above
32DNA methylation is negative as:
- Aa CpG islet in a promoter region of a gene is methylated (has a CH3 group added), this interferes with the transcription of the gene
- BIt changes the process of mitosis
- CGenes can not be properly expressed
- DA and C
33Epigenetics is:
- AHow genes work together
- BStudy of heritable esp via mitosis (but reversible) changes in gene expression. Epigenetic mechanisms regulate gene expression and are sensitive to external stimuli – bridging the gap between environmental and genetic factors.
- CHow genes divide
- DHow genes manifest in different populations
34Changes in gene expression include:
- AChromosome formation
- Bsex linked heritance
- CChanges that are not coded in the DNA sequence but by post-translational modifications in DNA, histone proteins and in microRNA
- Dall of the above
35Autoimmune disease is an example of how:
- Aimportant functional MHC markers are
- Bthe body's system need to work in union
- Ca role for environmental factors contributing to disease development. Interplay between genetic and environmental factors may predispose and progress autoimmune diseases
- Dnone of the above
36Histone modification is important as:
- AThe winding of DNA has at least two functions: It is a very efficient way to switch on and off genes, depending on their geometric location, allowing access of transcriptional factors to promoter regions on the genes .
- BAny changes in the packing of the DNA can lead to changes in accessibility of different genes for transcription…and therefore gene function .
- CHistones dictate chromsome formation
- DA and B
37 Allantois , amniotic sac and Chorion develop from the outer cell mass of the embryro, meaning:
- AUmbilical cord; amniotic sac surronded by the membrane that evetualy becomes the placenta
- Bthe inner cell mass forms the featus: The top layer (ectoderm) becomes the nervous system, the nails, teeth, inner ears, lens of the eyes and outer layer of skin
The middle layer (mesoderm) becomes the bones, muscles, circulatory system, inner layers of skin and other internal organs
The bottom layer (endoderm) develops into the diges:ve tract, lungs, urinary tract and glands
One end of the neural tube will swell and develop into the brain, and the rest will become the spinal cord - CA and B
- DThe featus has a developmental problem
38Egg from ovary into Fallopian tube, send signal to sperm. Sperm must pick right tube via V and uterus. This is the process of
- Azygote fertilisation
- Bgamate production
- Cgamate fertilisation
- Dembryo development
39Implantation of the blastocyst (0-14 days) involves:
- AThe connection of egg and sperm
- BAnother name for conception
- Creaches the uterine wall, these tendrils burrow inward, tapping the woman’s blood supply.¾ of zygotes fail to survive this ini:al phase of development .
- Dnone of the above
40Teratogens are
- ATeratogens are external environmental agents that can cause damage or death during the prenatal period • Many teratogens only cause an effect if the fetus is exposed to it in a par:cular developmental period, called a sensi<ve period
- BA form of regulatr gene
- CA sum of polygenetic changes
- Dnone of the above
41Glial cells play a major role in communication within the brain by
- Ainfluencing the formation and strengthening of synapses
– Producing myelin, that helps neurons conduct electrical messages along the neural network
– communicating among themselves in a network separate from the neural network - Bincreasing thier rate of mitosis
- Cinterfering synatpic clefts
- Dall of the above
- Ainfluencing the formation and strengthening of synapses
42Apart from Shwann cells, there are:
- AMicroglia – Serve as the immune system in the brain
• NG2+ cells
– Precursor cells to oligodendrocytes, astrocytes, and neurons - BOligodendrocytes
– Wraps tips around the axons of neurons and extrudes myelin, creating sheaths that help speed conduction of electrical activity along the axon
– Myelin is the “white matter” of the brain - CAstrocytes
– Most common of the glial cells
– Mop up excess neurotransmitters emitted from synapses
– Feed neurons by supplying nutrients and neurotransmitter precursors
– Control where and when neurons will make new synapses - Dall of the above
- AMicroglia – Serve as the immune system in the brain
43Which process described neurogensis correctly:
- AThe brain starts to develop in weeks 2 and 3, with the folding and fusion of the ectoderm to form the neural tube
7weeks, signal is received so that two different cells are produced as they divide – another progenitor cell and a brain cell
The first brain cells are radial glia. They have their body in the ventricular zone and they extend fibres radially outwards. These radial glia have cup-like feet in the ventricular zone and the fibres extend to the pia mater, located at the outer surface of the future cerebral cortex
C-R cells establish themselves in a layer beneath the pia mater . A second set of neurons form a layer beneath the CR cells, and these neurons constitute the first of 6 layers of the cerebral cortex. The cells leave the ventricular zone, pass the first layers of neurons, and establish themselves just inside the layer of C-R cells. The radial glial cells guide the newborn neurons - Bformation of synapse connections between neurons
proceeds rapidly during the brain growth spurt. The net number of synapses begins to decrease at puberty. If neurons are not used, then they will die via the process known as apoptosis and their connections with other neurons will die – this process is called synaptic pruning. Neurons and their synapses that receive the most stimulation continue to function. Neurons that are not properly stimulated will die - CThe first process describes neurogensis, the second Synaptogenesis
- AThe brain starts to develop in weeks 2 and 3, with the folding and fusion of the ectoderm to form the neural tube
44Chi square is the minimum possible value for the observed and expected data to be similiar due to association, not chance. This means:
- ANone of the below
- BProbability of the expected and observed data being the same is higher than 0.05= chance. If lower than 0.05, there is a causal association
- CProbability of the expected and observed data being the same is lower than 0.05= chance. If higher than 0.05, there is a causal association
- DProbability of the expected and observed data being the same is higher than 0.05= chance. the two variables are casually associated
45If the chi-square is .... enough, then we can say that the two variables are associated
- AIf the chi-square is large enough, then we can say that the two variables are associated
- BIf the chi-square is small enough, then we can say that the two variables are associated
- CIf the chi-square is similiar enough to the probability, then we can say that the two variables are associated
- Dnone of the above
46chi-square statistic estimates
- Achi-square statistic estimates the difference between the observed data and what would be expected if the two variables were dependant
- Bchi-square statistic estimates the difference between the observed data and what would be expected if the two variables were independent
- Cchi-square statistic estimates the difference between the observed data and what would be expected if the two variables were associated
- Dchi-square statistic estimates the difference between the observed data and what would be expected if the two variables were not associated
47Adjusted, standardised residuals are residuals that are standardised so they are equivalent to a z-score in a normal distribution. Meaning...
- AWe can allow a certain amount of error, and agree that a score greater than 1.96 (positive or negative) is a insignificant effect
- BWe can allow a certain amount of deviation, and agree that a score greater than 1.96% (positive or negative) is a significant effect
- CWe can allow a certain amount of error, and agree that a score greater than 1.96 (positive or negative) is a significant effect
- Dnone of the above
Información
- Descripción
- Psychology Test sobre DevPsych w1-7 Research methods, Cognitive theory, prenatal development, infant development, ToM, child development, preadolescent development, Intelligence, Genetics, Brain Development, creado por Taylor Carre-Riddell el 20/04/2017.
- Autor
- Taylor Carre-Riddell
- Idioma
- English
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