Developmental psychology: Atypical development and Ageing
- Created by: Amy
- Created on: 15-12-21 20:28
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- Developmental psychology
- Ageing
- Development into adulthood
- Methods used measure the effect
- Cross-sectional (between)- snapshot, compares individuals of different ages, age's causality more difficult to ascertain, no drop-out and comparatively cheap
- Longitudinal (within)- compares different times within an individuals life, gives more valid indication of change due to age, more costly, more vulnerable to selective drop out effects, less vulnerable to cohort effects, individual differences so more difficult to argue causality
- Cohort studies- longitudinal studies, large sample
- Cohort effects- Age effect, Period effect, Cohort effect, in cross-sectional studies each time point is a different time point
- Neurodegenerative disease- Alzheimers (earlier memories preserved for longer as hippocampus affected first, Vascular dementia (patchy memory loss due to disrupted blood supply
- Ageing and intelligence- Crystallised intelligence (stable into old age, knowledge), Fluid intelligence (shows earlier and steeper declines, ability to problem solve)
- Methods used measure the effect
- Development in older age
- Aging- the bio and psychological changes associated with chronological age
- Theoretical perspectives
- Unidimensional models of ageing
- Traditional focus on loss and/or diminshment of function (Bowling and Iliffe 2006)
- Adaptive ageing
- Lifelong dev as a .. joint expression of features of growth and decline across the lifespan
- Unidimensional models of ageing
- Physical changes due to ageing eg circulation Nagata et al 2016
- Socioemotional changes
- Increased risk of socio-isolation
- Successful ageing
- Disengagement theory- withdrawal from some activities
- Activity theory- maintaining interest in new activities
- Contunuity theory- continue to use cog and phys abilities as much as possible, adapting
- Brain reserve hypothesis- Valenzuela & Sachdev 2006- maintain functional networks in the brain through lifestyle choices (cog reserve), this counteracts changes in structural neural substrates (brain reserve)
- Selective optimisation with compensation (Baltes & Baltes) Elective selection, Loss based selection, Optimisation, Compensation
- Development into adulthood
- Atypical development
- Typical development differs but there is an average
- Psychopathology
- Mental disorder- any condition characterised by cognitive and emotional disturbances, abnormal behaviours, impaired functioning or any combination
- DSM-5- diagnostic criteria
- NDDs are development disorders first evident in childhood that results in activities of daily living as behaviours create difficulties with peers and affects learning. Difficulties persist over time and contexts and aren't better explained by external environmental factors
- Genetic factors are thought to play a role in the aetiology of all NDDs
- NDDs are development disorders first evident in childhood that results in activities of daily living as behaviours create difficulties with peers and affects learning. Difficulties persist over time and contexts and aren't better explained by external environmental factors
- DSM-5- diagnostic criteria
- Mental disorder- any condition characterised by cognitive and emotional disturbances, abnormal behaviours, impaired functioning or any combination
- Autism spectrum disorder
- DSM-5 outlined 2 domains of deficits: social communication and interaction, restricted and repetitive behaviour interests and activities
- Savant abilities eg being really good at maths- overrepresented
- Mind-blindness theory/Theory of mind- ToM is the ability to put oneself into someone else's, delays in developing ToM creates degrees of mind-blindness
- Executive dysfunction theory- EFs are cog abilities involved in controlling actions
- Enhanced systemising theory- individuals with ASD show delayed/reduced empathetic cog abilities and enhanced systemising cog abilities
- Aspergers- normal IQ, no lang dev delay
- Attention Deficit Hyperactivity Disorder
- 2 behavioural dimensions- hyperactivity and impulsivity, inattention
- Treatment and support
- Psychostimulant meds- reduce disruptive behaviour, aggression, improves interactions, goal directed behaviour and concentration
- Behaviour therapy- reinforces appropriate behaviours, adapt activities
- Alternative therapies eg dietary
- Specific learning disorders
- 4 learning disorders- Reading, Spelling, Writing, Mathematics
- Szucs (2016) identified deficits in memory and executive functions
- Criticism of diagnostic approach- there are overlaps
- Ageing
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