Developmental Flashcards
Equilibration
Piaget
combination of assimilation & accommodation, motivated by a drive for order or balance
used to understand new information or event
Object Constancy
Margaret Mahler
ability to maintain mother’s image when she is absent
AND
the ability to unify the good & bad aspects of the mother into a whole representation
Model of Identity Development (Marcia, 1980)
DIFFUSION: not yet in crisis or exploration of identity
FORECLOSURE: commitment to an identity formulated by a parent or other influential person
MORATORIUM: identity crisis, exploring options
ACHIEVEMENT: crisis resolved by evaluating alternatives & committing to an identity
Theory of Moral Development
PRECONVENTIONAL (age 4-10): 1. Punishment-Obedience
2. Instrumental Hedonism
CONVENTIONAL (age 10-13) 3. Goodboy/girl Orientation (desire to be liked)
4. Law & Order Orientation
POSTCONVENTIONAL (sm adults) 5. Mor. of Contract, Indv. Rights, & Laws
6. Morality of Individual Principles of Conscience
Centration
per Piaget, the young child’s inability to focus on >1 aspect of an object (usually the most salient aspect)
occurs during preoperational stage
Kochanska et al - development of conscience
conscience develops as a result of parenting style & child temperament
Bronfenbrenner’s Ecological Approach
MICROSYSTEM: bidirectional relationships 1 has with different environments
MESOSYSTEM: interlocking influence of all microsystems
EXOSYSTEM: relationship between several settings
MACROSYSTEM: influence of culture, economy, etc
CHRONOSYSTEM: role of passage of time in a person’s life
Piaget’s Theory of Moral Development
Heteronomous (age 5-10): rules are decided by authority figures, can’t be changed, must be followed
Autonomous (10->): rules are flexible, agreed upon by others, can be changed if necessary
Types of memory most affected by aging
- greatest decline is in recent LTM, followed by decline in working memory
- remote LTM, memory span, & sensory memory are relatively unaffected
- episodic memory is more negatively affected than semantic or procedural memory
- some deficits in metamemory (older people less likely to use strategies)
Gilligan’s Relational Crisis
at 12-13 girls respond to pressure to fit cultural stereotypes by disconnecting from themselves; experience a “loss of voice” when they realize women’s opinions aren’t valued
consequences: drop in academic achievement, loss of self-esteem,increased vulnerability to MH problems
Anaclitic depression
withdrawal, developmental delays, unresponsiveness due to separation from a parent (especially 6 mos -1 yr)
age that conformity to peers peaks:
14-15, children are most susceptible to positive, negative, & neutral influence
best predictor of reoffense in juvenile offenders
age at first offense
younger the age at first offense, higher the risk of recidivism
Gilligan’s Theory of Moral Development
tailored to girls, who are more influenced by caring for others;
Level 1: Orientation of Individual Survival
Transition 1: Selfishness to Responsibility
Level 2: Goodness as self-sacrifice
Transition 2: Goodness to truth
Level 3: Morality of nonviolence
Montessori Method
based on assumption that learning stems from sense perception & can be maximized with instruction emphasizing the senses
designed for children with ID? experiential learning, child-centered, at own pace
