11 (lecture)

Question 1

What is human development?

Answer 1

• Positive and negative changes

- physical, cognitive, social and emotional development

Question 2

How is human development studied?

Answer 2

Cross section and longitudinal design

Question 3

Physical human development

Answer 3

changes in the individual associated with biological or maturation changes.

Question 4

Cognitive human development

Answer 4

– changes in the individual associated with mental abilities.

Question 5

Social & Emotional human development

Answer 5

– changes in the individual regarding the individuals emotions and connection with others.

Question 6

Cross-sectional design

Answer 6

– assessing a sample of individuals at one time point.

Question 7

Longitudinal design

Answer 7

assessing a sample of individuals across multiple time points.

• At least 2 or more sessions
• Time in between sessions can vary

Question 8

Cohort effects

Answer 8

– differences in groups assessed are a result of differences in time periods.

Question 9

Germinal Stage:

Answer 9

• (Weeks 1 & 2)
• Conception until zygote attaches to uterine wall
• Placenta forms

Question 10

Embryonic Stage:

Answer 10

• (Week 2 – 2 months)
• Vital organs form
• Starts to look human

Question 11

Fetal Stage:

Answer 11

• (2 months – birth)
• Bones & muscles form
• Organs mature

Question 12

Schema

Answer 12

– knowledge structure of the world (i.e., organization of the world)

Question 13

Children process the world in what two ways?

Answer 13

Assimilate – interpreting new information using existing schemas (no change to schema).
Accommodate –interpreting new information by changing existing schemas.

Question 14

Jean Piaget further argued that children’s mental abilities developed in what stages?

Answer 14

• Sensorimotor (birth – 2 years)
• Preoperational (2-7 years)
• Concrete operational (7-11 years)
• Formal operational (11 years and older)

Question 15

Sensorimotor Stage

Answer 15

• Birth to 2 years
• Understanding how the body interacts with the environment through motor development.
• Object permanence (understanding that an object still exists even when out of sight)

Question 16

Preoperational Stage

Answer 16

• 2 – 7 years
• Symbolic thought and mental imaging begins
• Egocentric thinking (inability to see the world from another’s perspective)
• Lack of ability to understand conservation, reversibility, centration.

Question 17

Concrete operational

Answer 17

• 7-11 years
• Develop understanding of conservation, reversibility, decentration.
• Ability to see situations from other perspectives.
• Difficulty with abstract thinking

Question 18

Formal operational

Answer 18

• 11 years and older
• Develops ability to think abstractly.
• Ability to think about things hypothetically to problem solve.

Question 19

Social Development

Answer 19

• Erik Erikson argued that children had an implicit goal to separate one’s from their parents, forming one’s own identity

Question 20

Erikson’s Stages of Development

Answer 20

• Trust vs. Mistrust – will my care giver provide for me?
• Autonomy vs. Shame and Doubt – what am I capable of doing? (e.g. toilet training)
• Initiative vs. Guilt – child imitates adults in attempts to trying to be like them with goal of being assertive (“I do it”)
• Industry vs. Inferiority – children start comparing themselves to others (am I better or worse than you?)
• Identity vs. Role Confusion – adolescents start trying to figure out their identity (“who am I?”)
• Intimacy vs. Isolation – goal of the adult is to connect with others, find their mate (“will I marry someone? How do I connect with others”)
• Generativity vs. Stagnation – the goal of the adult is to feel that they have achieved something, made a difference (“am I being productive?”)
• Integrity vs. Despair – final stage in life where older adults are no longer focused on productivity and looking back on life. (“what have I accomplished?”)

Question 21

Identity statuses

Answer 21

Marcia extended Erikson’s work and argued that it is necessary to go through a crisis to emerge with a stronger identity.
- these statuses can occur in other stages of life

Question 22

Identity Crisis

Answer 22

• one can experience anxiety or identity crisis 0n the process of sorting out one’s identity,
• Likely to occur in Adolescents but has been known to occur in middle adulthood

Question 23

Types of identity crises:

Answer 23

Identity deficit
- When the self is not adequately defined (i.e., they don’t know who they are) 
- Low commitment to goals 
- Difficulty with major life decisions 
Identity conflict 
- Aspects of identity not compatible or in conflict 
- Approach with two different things 
- E.g., Balancing career and family

Question 24

Attachment

Answer 24

Attachment involves forming a bond between infant and caregiver.

Question 25

Separation anxiety:

Answer 25

when children are separated by their caregiver (mothers) they react negatively and become agitated and distressed

Question 26

Ainsworth:

Answer 26

Strange situation procedure for studying attachment

Question 27

Three attachment patterns in infants:

Answer 27

Secure – capable of enduring separation, returns to exploration upon caregivers return
Avoidant – unaffected by caregivers departure, avoids caregiver upon return
Ambivalent – very anxious/distressed by caregivers departure, upon return infants show both avoidance and approach

Question 28

Three relationship styles (Hazan and Shaver):

Answer 28

Secure – minimal relationship problems, satisfying relationships
Avoidant – more relationship problems, difficulty trusting others
Ambivalent – more relationship problems, increased vulnerability, become dependent on partner

Question 29

Shaver and Fraley (2004) – four attachment styles:

Answer 29

• Secure
• preoccupied
• Dismissing - Avoidant
• Fearful - Avoidant
• Two dimensions of attachment:
  Anxiety – refers to the attitude to the self
  Avoidance - refers to the attitude to others