Lifespan Development AP1023 Lecture Quiz
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Questions and Answers

What is attachment?

A strong emotional bond that develops between children and their primary caregivers. This bond fosters security and helps children explore their world.

What is the function of attachment?

Attachment serves as a protective and adaptive mechanism for children, ensuring their survival and well-being.

Which of the following is NOT a hypothesis about how attachment forms?

  • Attachment is solely determined by genetic predisposition. (correct)
  • Attachment is a result of a combination of both genetic and environmental factors.
  • Attachment is a primary process, reflecting our essential need for connection and stemming from the experience of skin-on-skin touch.
  • Attachment is a secondary by-product of being fed.
  • Attachment is a near-universal feature among human babies.

    <p>True</p> Signup and view all the answers

    Why do we attach at all? Explain the evolutionary perspective.

    <p>Attachment behaviour is a near-universal feature of human babies – but also offspring of many other mammalian and bird species. Any behaviour that is near-universal within a given species is likely to have evolved through natural selection, as it enhances fitness. Fitness = probability of an organism passing on its genes to the next generation.</p> Signup and view all the answers

    What are the likely fitness benefits of infantile attachment?

    <p>All of the above.</p> Signup and view all the answers

    Which of the following is NOT a factor that influences the development of different attachment styles?

    <p>The child's innate personality type.</p> Signup and view all the answers

    What are the two main dimensions of attachment, according to Bartholomew and Horowitz's model?

    <p>Avoidance and anxiety</p> Signup and view all the answers

    What is the 'working model' of attachment, in the context of the lifespan perspective?

    <p>The working model of attachment is a cognitive framework that shapes our expectations and beliefs about relationships throughout our lives. These models are formed early in childhood based on our experiences with caregivers and continue to be shaped by later experiences in our relationships.</p> Signup and view all the answers

    What are the main forces responsible for socialization and individualization?

    <p>The main forces that shape socialization (adopting cultural norms and behaviors) and individualization (acquiring uniqueness) are social environment forces (early and later parenting, sibling relationships, peer influence) and biological forces (genetic makeup).</p> Signup and view all the answers

    What is the most commonly accepted model of parenting style?

    <p>The Maccoby and Martin model</p> Signup and view all the answers

    Which of the following parenting styles is characterized by high warmth and acceptance for the child, but also high levels of control and demandingness towards them?

    <p>Authoritarian</p> Signup and view all the answers

    Studies have shown that the Maccoby and Martin model is a highly accurate representation of parenting styles and their outcomes.

    <p>False</p> Signup and view all the answers

    What is the core problem with the Maccoby and Martin model in today's parenting landscape?

    <p>The core problem is the rise of fear-based parenting techniques. These include helicopter parenting, snowplow parenting, overprotective, and tiger mother parenting. It is argued that these styles are detrimental to the child's development and create an anxiety-ridden environment.</p> Signup and view all the answers

    What is the key takeaway from the discussion about the influence of parenting style on child development, in relation to child experiencing?

    <p>The key takeaway is that the impact of parenting style on child development is not solely dependent on the parent's actions, but also on how the child experiences these actions.</p> Signup and view all the answers

    What is behavioral genetics?

    <p>Behavioral genetics is a scientific field that investigates the relative contributions of genetic and environmental factors in shaping human behavior. It aims to understand the interplay between genes, environment, and behavior.</p> Signup and view all the answers

    What are the three categories of gene-environment correlations?

    <p>Passive, evocative, active</p> Signup and view all the answers

    Shared environment has a major influence on children's phenotypic characteristics.

    <p>False</p> Signup and view all the answers

    Give an example of gene-environment interaction.

    <p>The study by Caspi et al. (2002) on antisocial behavior demonstrates gene-environment interaction. It found that individuals with a low-activity form of the MAOA gene, who were also exposed to childhood maltreatment, were more likely to exhibit antisocial behavior in adulthood. This demonstrates how genetic predisposition can interact with environmental influences, shaping individual outcomes.</p> Signup and view all the answers

    Genes directly control behavior.

    <p>False</p> Signup and view all the answers

    Heritability puts a high upper limit on how much a person can develop.

    <p>False</p> Signup and view all the answers

    What is the core idea of the group socialization theory?

    <p>Group socialization theory emphasizes the significance of peer influence on individual development and the limitations of parental influence in shaping personality, particularly during adolescence and beyond. It suggests that we learn more from our peers and social groups than from our parents.</p> Signup and view all the answers

    What are the key findings about the impact of sibling relationships on development?

    <p>Studies have shown that sibling relationships have a limited effect on a child's IQ, personality, and attitudes. However, they can have a greater impact on educational achievements and social behavior. The extent of this influence is also influenced by factors such as the age gap between siblings, their gender dynamics, and their shared environment.</p> Signup and view all the answers

    Study Notes

    LECTURE 1

    • Lifespan Development AP1023, module coordinator: Marcin Szczerbinski
    • Dates: 16/09/2024, BOOLE 4, 10am–11am
    • Textbook: Psychology the science of the mind and behaviour - holt et. al 2024 - e-version canvas McGraw Hill
    • Textbook chapters covered: 3 (Genes, environment, and behaviour); 9 (Language and thinking); 11 (Lifespan development 1: physical and cognitive development); 12 (Lifespan development 2: social and emotional development)
    • UCC Skills Centre advice on study and writing is available
    • Expected work: 5 credit module = 100 -125 hours work, 8 hours per week prep; regular work, attendance, active participation, preparation for lectures and keeping up with reading
    • Assessment:
      • Online quiz (20%): Friday November 1st (multiple choice & short open questions)
      • Exam (40%): 1.5 hours, 40 short answer Multiple Choice questions; 1 open ended question (40%)
      • Check UCC book of modules, module syllabus, canvas

    LECTURE 2

    • What does it mean to develop?
      • Growth, process, evolve, gradual change, orderly, systematic, stable, positive, useful
      • Developmental sciences – describing and explaining changes over a lifespan
    • Metaphor: baking a cake
      • Genotype (recipe/plan), environment (ingredients); development (process/action); end product (result)
      • Biological model of development - Urie Bronfenbrenner (Macrosystem, Chronosystem, Exosystem)
      • Macro system, Culture
      • Chronosystem, changes associated with passage of time
    • How does an individual interact with the environment? Learning, playing, fighting—shaping us socially, interacting with physical environment, interacting with ideas (books)
    • Why do changes occur? Evolutionary psychology

    LECTURE 3

    • Attachment in childhood and its long-term consequences
    • Key questions
      • What is attachment? How does it manifest?
      • Why is attachment needed? What is its function?
      • How does it develop? What are the mechanisms of attachment formation?
      • Do people differ in attachment styles? If so, what are the consequences?
    • Behavioural manifestations of attachment
      • Stranger anxiety & separation anxiety
      • Maintaining proximity with caregiver
      • Treating the caregiver as a safe haven and a secure base
    • Development is gradually formed
      • Indiscriminate / newborn: cries and smiles to everyone
      • Discriminating (3 months): directed more towards familiar people
      • Specific (7-8 months): directed to specific caregivers
      • Goal-corrected (3 years): considering caregiver's needs
      • Lessening (school age): relationships outside the home
    • Attachment behaviour within a species (near-universal in humans, mammals and bird species) -> evolved by natural selection—enhancing fitness

    LECTURE 4

    • What causes different attachment styles?
      • Genes, caregivers (behaviors, consistency, & responsivity), care-givers mental representations of their own history, care-givers mind-mindedness
    • Attachment styles across the lifespan—
    • How can we describe attachment styles across different stages of development?
    • Does Ainsworth's classification apply to older children and adults?
    • How stable are individual differences in attachment styles?
    • What are the consequences of different attachment styles? (e.g., for health, wellbeing, and quality of relationships)

    LECTURE 5

    • Domain: Socio-emotional development
    • Socialisation: acquisition of shared cultural norms, values and behaviors (e.g., language, etiquette, beliefs).
    • Individualization: developing unique characteristics (personality, worldview, attitudes).
    • Key questions:
      • What are the main forces driving socialisation and individualization? (Social environment forces, Early parenting, Sibling relationships, Peer relationships, Formal education, Biological forces, Genetic makeup)
      • How do these forces operate (i.e., what are the mechanisms)?
      • Parenting styles and impact—
    • Parenting styles (Maccoby & Martin 1983): Authoritarian, Authoritative, Neglecting, Indulgent
    • Types of parenting styles
      • Authoritarian: demanding control, low in acceptance
      • Authoritative: balancing demand and acceptance
      • Neglecting: low in demand and acceptance
      • Indulgent: low in demand, high in acceptance
    • Problem with the model
      • Can be simplistic
      • Problem with the contemporary understanding of good parenting
      • Context-dependent best parenting style
      • The requirements for different kids and various parenting approaches.

    LECTURE 6

    • Behavioral genetics
    • Key concepts: phenotype, genotype, heritability, shared environment, unique environment
    • Gene-environment correlation: passive, evocative, active
    • Analyzing similarity between relatives with differing genetic relatedness and environmental factors
    • Phenotypical similarity proportional to genetic relatedness

    LECTURE 7

    • Is it all in the genes?
    • Genetic and environmental considerations
    • Gene-environment interaction and illustration.
    • Implications of gene-environment interaction.
    • Development outcomes

    LECTURE 8

    • Social development beyond the family
    • Group socialization theory (Harris, 1995 and 1998)
    • Group socialization theory: what makes us alike?

    LECTURE 9

    • Group socialization theory
    • Evidence from group socialization theory (gene-environment interaction)
    • The nature of early childhood care and education (ECCE)

    LECTURE 10

    • How do children begin to make sense of the world?
    • Development of the concept and the theory of the mind:
    • The role of social interaction
    • How cognitive development and theory of mind development are tied to sensitive periods.
    • Cognitive factors, influences and impact of development (how universal is it?)
    • Key measures (task and assessments of theory of mind)

    LECTURE 11

    • Children's intuitive theories about the world (naive/folk theories)
    • Intuitive psychology: Reasoning about people’s behavior
    • What are the theory of mind and empathy?
    • Theory of mind, empathy, and intentional stance
    • Theory of mind's role in negotiating, planning, and socializing
    • Developmental implications
    • Consequences of the absence of theory of mind

    LECTURE 12

    • What is morality?
    • Morality vs ethics
    • Moral Development & domains
    • Mechanisms of moral judgement
    • Deliberative model: moral reasoning followed by moral judgement
    • Intuitionist model– moral feelings driving moral judgement.
    • Development of moral reasoning: Piaget's perspective.
    • Approach – the deliberative model, and methodology– interview.

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    Lifespan Development AP1023 PDF

    Description

    Test your knowledge on Lifespan Development topics based on the AP1023 course. This quiz covers essential concepts from chapters on Genes, environment, and behavior, Language and thinking, and social and emotional development. Prepare for your assessment and enhance your understanding of human growth and development.

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