April 23 Flashcards
(118 cards)
0
Q
Life span psychologists
A
Study development
1
Q
Developmental psychology
A
Takes view that development is not a process with a clear ending
WAS thought to end with the onset of adolescence
It is now viewed as a process that continues from birth to death
2
Q
Child psychologist
A
Study development but focus on a particular earlier portion of the typical life span
3
Q
Erik erikson
A
First to successfully champion the view that development occurs across an entire lifetime
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Q
Normative development
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Typical sequence of developmental changes for a group of people
Often studied using cross sectional method
5
Q
Cross sectional method
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Seeks to compare groups of people of various ages on similar tasks
Tells us little about the actual development of any single individual
6
Q
Longitudinal method
A
To research the developmental processes
Involves following a small group of people over a long portion of their lives, assessing change at set intervals
More difficult and more expensive to conduct
7
Q
Benefits of longitudinal research
A
Study of individuals over time rules out the differences between subjects that other studies include
Also allow for the study of the temporal order of events
8
Q
Zygote
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Fertilized egg
Three stages
Germinal
Embryonic
Fetal
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Q
Germinal stage
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Zygotes undergo cell division and implant themselves on the uterine wall
10
Q
Embryonic stage
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Consists of organ formation and lasts until the beginning of the third month
11
Q
Fetal stage
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Sexual differentiation and movement begins to develop
Growth is rapid
Teratogens: harmful environmental agents
12
Q
Fetal alcohol syndrome
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Fetuses exposed to alcohol develop this resulting in physical abnormalities and cognitive deficiencies
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Q
Assimilation
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Incorporating new ideas into existing schemas
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Q
Schema
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Mental representation model
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Q
Accommodation
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Modifying schema to include the new information
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Q
Maturationists
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Emphasize the role of genetically programmed growth and development on the body, and particularly on the nervous system
Greater preprogrammed physiological development of the brain allows for more complex conceptualization and reasoning
17
Q
Maturation
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Biological readiness
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Q
Environmentalists
A
Opposing position of maturationists
Extreme form in Locke’s Tabula Rasa idea
19
Q
Locke’s tabula rasa idea
A
All development is the direct result of learning, infants are born with a blank slate onto which experience etches it’s lesson
The organism develops more complex behaviors and cognition because it acquires more associations through learning
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Q
Discontinuous
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Evidence of growth spurts and leaps of cognition support the discontinuous approach
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Q
Continuous approach
A
Gradual development such as social skills
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Q
Critical period
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A time during which a skill or ability must develop; if the ability does not developed during that time, it probably will never develop or at least will not develop as well
23
Q
Collectivist culture
A
Needs of society are placed before needs of the individual
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Individualist culture
Cultures promote personal needs above the needs of society
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Stages
Patterns of behavior that occur in a fixed sequence
Edges of stages are blurred and may overlap for various domains within a stage
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Neonate
A newborn baby
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Neonate reflexes
Sucking, Paulmar, Babinski, Head turning, Morro, orienting
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Sucking reflex
Can be triggered by placing something in the baby's mouth
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Paulmar reflex
The automatic grabbing elicited by something being placed in one of the neonates hands
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Babinski reflex
Stroking the bottom of the foot causes the toes to splay out
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Head turning reflux a.k.a. the rooting reflex
The response elicited by touching the babies cheek
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Moro reflex
splaying out of the limbs when a loud noise occurs
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Orienting reflex
Activated when they orient themselves to sudden changes in their surroundings
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Stereotyped ingestive responses
Sucking and smacking their lips, if someone places a drop of sugar water in their mouth
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Sour and bitter flavors
Are often associated with harmful bacteria that can make the baby ill
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Motor control and perceptual abilities
Dependent on neural development
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Environmental interaction
Development of the nervous system depends on this
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Depriving an eye of stimuli by covering it at the very beginning of life will lead to
Under development of a part of the occipital lobe responsible for vision in that Eye
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Plasticity
Changeability
| Experiment where third eye added to frog
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Children have some
Innate reflexes at birth
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Adulthood is marked by
Gradual decrease of physical abilities
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Cognitive development
The development of learning, memory, reasoning, problem-solving, and related skills
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Jean Piaget
Proposed an influential theory of cognitive development of children
Based on the concept of equilibriation
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Equilibration
A child's attempt to reach a balance between what the child encounters in the environment and what cognitive structures the child brings to the situation
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Piaget
Believe that children go through a series of developmental stages times of these occur any fixed order
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Sensorimotor
Act on objects that are present and begin to develop schemas but in capable of operations
Occurs during the first two years of life and is typified by reflexive reactions and then circular reactions, which are repeated behaviors by which the infant manipulates the environment
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Preoperational
Able to use schemas not present (symbolic thought) but lacks the ability to perform mental operations
Occurs from ages 2 to 7, development of language
SCHEMAS X
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Concrete operational
Able to access schemas and perform mental operations but still limited to experiences
7 to 11
SCHEMAS X
MENTAL OPERATIONS X
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Formal operational
Able to use schemas, understand operations, and apply both to theoretical questions not based on experiences
Age 12, children are fully capable of understanding abstractions and symbolic relationships
SCHEMAS X
MENTAL OPERATIONS X
THEORETICAL THINKING X
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Object permeance
Develops during sensiomotor stage
The knowledge that objects continue to exist when they are outside the field of view
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Symbolic thinking
Ability to use words to substitute for objects
Develops in preoperational stage
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Egocentrism
Seeing the world only from one's own point of view
Preoperational stage
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Artificialism
Believing that all things are human made
Preoperational stage
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Animism
Believing that all things are living
Preoperational stage
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Reversibility
Children develop the ability to perform a mental operation, then reverse their thinking back to a starting point
Concrete operational stage
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Conservation
The idea that the amount of a substance does not change just because it is arranged differently
Concrete operational stage
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Meta cognition
The ability to recognize one's cognitive processes and adopt those processes if they aren't successful
Concrete operational stage
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Piaget criticized bc
Studied his own three kids
| Underestimated children's abilities especially at ages four to five
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Theory of mind or Tom
Allows children to understand the other people see the world differently than they do
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False belief task
Gum balls versus pencils
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Lev vygotsky
Stress social factors as critical to the developmental process
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Internalization
Absorption of knowledge into the self from environmental and social context
Vygotsky
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Zone of proximal development
The range between the developed level of ability buddy child displays and the potential level of ability of which the child is actually capable
Vygotsky
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Actual development level
Rarely lives up to its potential because ability depends on input from the environment, and environmental input is rarely truly optimal
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Scaffolding
The support system that allows a person to move across the zone of proximal development in a mentally, with environmental supports, such as teachers and parents. If a person fails to advance, it might mean that scaffolding steps are too high above the persons current abilities
Vygotsky
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Fluid intelligence
The ability to think in terms of abstract concepts and symbolic relationships
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Crystallized intelligence
Specific knowledge of facts and information
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Generativity
Occurs during middle adulthood and brings with it the struggle to be productive in both career and home and to contribute to the next-generation with ideas and possibly with children
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Stagnation
Try to leave our mark on the world. Failure to resolve this stage can result in feelings of this or isolation
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Integrity versus despair
Struggle to come to terms with one's life
Positive outcome equals wisdom
Failure equals bitterness and despair
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Harry Harlow
Demonstrated that rhesus monkey infants need comfort and security as much as food
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Attachment
The tendency to prefer specific familiar individuals to others
John Bowlby
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John Bowlby
Believe that a close and loving relationship between a child and his caregiver is critical to the infants healthy development and provides a model that the growing child will use to build mutually beneficial relationships in his life
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Mary Ainsworth
Studied human infant attachment
Four attachment patterns
Secure, insecure, avoidance, disorganized
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Secure
The child uses the parents for support
most common type of attachment
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Insecure
The child is not sure whether the parent will be supportive and shows great discomfort in the arms of strangers
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Avoidant
The child does not use the parent for support
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Disorganized
The child behaves erratically. It is this style of attachment that is associated with abuse
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Social development
The development of the ability to interact with others and with the social structures in which we live
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Erick Erickson psychosocial development stages
First theory he to assert that development is a lifespan process
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Trust versus mistrust
Occurs during first year of life
Infants decide whether the world is friendly or hostile depending on whether or not they can trust that their basic needs will be met
Trust and hopefulness are positive outcomes
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Autonomy versus shame and doubt
Ages one and three
| Child must develop a sense of control over bodily functions as well as over the environment
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Initiative versus guilt
3 to 6
Children must gain a sense of accomplishment and pride in their work. They begin to understand what they're capable of doing
Produces a sense of competence
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Identity versus role confusion
Involves adolescents search for identity
| Resolution of this stage is Fidelity or truthfulness to one's self
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Industry versus inferiority
6 to 12
Correspond with a child's entry into a broader social world outside the home
Must take initiative and learning to assert themselves socially, without overstepping their bounds
Development of a sense of purpose
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Intimacy versus isolation
Early adulthood
We attempt to form loving lasting relationships
Results in one's learning how to love any mature giving way
Not successfully resolved, feelings of isolation or lack of intimacy may result
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Three types of parent styles identified by Diana baumrind
Authoritative, authoritarian, permissive
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Authoritarian
Have a high expectations and is most likely to use corporal punishment
Children of these parents are socially withdrawn, one decision-making capabilities, and lack curiosity
Parents will exert a high level of control and low level of warmth
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Authoritative
Parents expect compliance to rules but explain the rules and encourage independence
Also set limits and to give out punishments and forget
Children have high self-esteem are independent and are articulate
Parents will exert a low level of control and high-level of warmth
90
Permissive
Parents have few expectations and are warm and non-demanding
Children are rarely punished and parents consider themselves friends of the child
Children of these parents are not good at excepting responsibility, controlling their impulses, or being generous in social relationships
Parents will exert a low level of control and high-level of warmth
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Elizabeth Kubler Ross
People tend to come to terms with terminal illnesses through denial, anger, bargaining, depression, and acceptance
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Moral development
Advanced by Lawrence Colberg and divided into levels with two distinct stages
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Kohlberg's level one
Encompasses ages 7 to 10 and is the level of preconventional morality which is a two-stage system of moral judgment
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Stage one
Children make judgments motivated by fear
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Stage two
Children make judgments by evaluating the benefit for themselves
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Kohlberg's level 2
Occurs from ages 10 to 16 and sometimes beyond
| Conventional morality which is the internalizing of societies rules and morals
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Stage III
The side by the child's trying to live up to what others expect them to be
Child understands that the rules set forth are important
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Stage four
Involves the development of conscience. They obey rules and feel moral societal obligations
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Kohlburg's level III
Occurs from ages 16 and on words
Level of postconventional morality
Societal rules are still important but an internal set of values has developed that may generate occasional conflict societal views
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Stage five
Characterized by a belief in individual rights and social contracts
Individual rights outweigh social contract
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Stage six
Involves the belief in universal principles of justice
| Believes that the universal principles of justice outweigh societal rules and act accordingly
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Carol Gilligan
Theory places the development of caring relationships as central to moral progress
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Psychosexual development
Development of an awareness of one's own sexuality
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Gender identity
Awareness that they are boys or girls age to or three
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Gender typing
The acquisition of sex-related rolls
| Ages 2 to 7
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Gender constancy
Gender is a fixed, unchangeable characteristics
| Two to seven
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Androgyny
May develop as children begin to blur the lines between stereotypical male and female roles in society
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Sigmund Freud's developmental stages
Oral stage, anal stage, phallic stage, genital stage
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Oral stage
Occurs during the first two years of life, is the stage when the primary source of pleasure for the infant becomes sucking
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Anal stage
Ages 2 to 7
| Child derives pleasure from the process of elimination or defecation
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Phallic stage
Four years into middle childhood
| Child discovers that genital stimulation is pleasurable
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Latency period
Psychosexual issues are suppressed
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Genital stage
Bring the establishment and maintenance of standard heterosexual relationships
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Fixation
The in adequate resolution of a stage, which prevents an individual from progressing into the next stage
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Oedipal conflict
The male sexual desire for the mother, which conflicts with the child's fear of the father
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Electra conflict
Girls desire their fathers while fearing their mothers
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Albert bandura
Sexual roles can be acquired through social or vicarious learning
