[PSYC 391] - Midterm Exam Guide - Ultimate 39 pages long Study Guide!

• School: Simon Fraser University
• Department: Psychology
• Course: PSYC 391
• Professor: Grace Fullerton

Document Summary

Intellectual disorder/disability (id: when the child has actual cognitive delays or deficits, their iq is lower than what is expected for their age, and significantly lower than the general population. Usually under 70 and the average iq is 100: developmental disorder/disability (dd, does(cid:374)"t (cid:373)ea(cid:374) that you (cid:374)e(cid:272)essa(cid:396)ily ha(cid:448)e a(cid:374) i(cid:374)telle(cid:272)tual disa(cid:271)ility, some of them superior iqs. People with autism, for example: syndrome(s, mostly regarding rare disorders. Very important: developmental psychopathology perspective: (cid:862)you (cid:272)a(cid:374) lea(cid:396)(cid:374) (cid:373)o(cid:396)e a(cid:271)out typi(cid:272)al fu(cid:374)(cid:272)tio(cid:374)i(cid:374)g (cid:271)y studyi(cid:374)g its pathology a(cid:374)d (cid:373)o(cid:396)e a(cid:271)out its pathology (cid:271)y studyi(cid:374)g its typi(cid:272)al state(cid:863) da(cid:374)te ci(cid:272)(cid:272)hetti idea is that they are mutually beneficial. Factors to consider when assessing atypical behaviour: cultural norms, situational norms, different contexts. The organization of typical development: development has a universal, sequence. In typical children, they seem to develop at the same pace. I(cid:374) kids (cid:449)ith de(cid:448)elop(cid:373)e(cid:374)tal disa(cid:271)ilities, they do(cid:374)"t happe(cid:374) at the sa(cid:373)e pace: continuities and discontinuities.