Chapter 1 and 2 Flashcards
(119 cards)
1
Q
Developmental psychology
A
The scientific study of age related changes in our bodies,behavior, thinking, emotions, social relationships, and personality
2
Q
Original sin
A
Augaustine of Hippo
Child’s inherent predisposition: sinful
Intervene to correct
3
Q
The blank slate
A
John Locke
Neutral predisposition
Shape behaviours
4
Q
Innate goodness
A
Jean rousseau
Good predisposition
Nature and protect
5
Q
Domains of development
A
Physical
Cognitive
Social
6
Q
Continuity
A
Age related change (development) is quantitative
7
Q
Discontinuity
A
Age related change (development) is qualitative
8
Q
Universal changes
A
Common to every individual in a species and are linked to specific ages
9
Q
Group specific changes
A
Shared by all individuals in a particular group growing up together
10
Q
Cohort
A
Groups of individuals born within some fairly narrow band of years who share the same historical experiences at the same time in their lives
11
Q
Critical period
A
A specific period in development when an organism is especially sensitive to the presence or absence of some kind of experience
12
Q
Sensitive period
A
A span of months or years during which a child may be particularly responsive to specific forms of experience or influenced by their absence
13
Q
Atypical development
A
Development that deviates from the typical developmental pathway
14
Q
Cross sectional
A
Participants of different ages studied at once
15
Q
Advantages to cross sectional
A
Quick access to data about age differences
16
Q
Limitations to cross sectional
A
Ignores individuals differences
17
Q
Longitudinal research design
A
Participants in one group studied Several times
18
Q
Longitudinal research advantages
A
Track developmental changes in individuals and groups
19
Q
Longitudinal research limitations
A
Time consuming, findings may only apply to specific group
20
Q
Sequential research design
A
Study that combines both cross sectional and longitudinal components
21
Q
Sequential research advantages
A
Cross sectional and longitudinal data revelant to the same hypothesis
22
Q
Sequential limitations
A
Time consuming
23
Q
Variables
A
Characteristics that vary from person to person such as physical size, weight, intelligence
24
Q
Case studies
A
In depth examinations of single individuals
25
Naturalistic observation
Observe people in normal environments
26
Surveys
Involve the use of interviews and questions
27
Casual hypothesis
Something cause something to happen
28
Randomly assigned
People randomly selected to participate
29
Experimental group
Receive the treatment
30
Control group
Receive no treatment or placebo
31
Ethnography
Detailed description of a single culture or context based on extensive observation
32
Cross cultural research is important:
It identifies universal changes
It identifies specific variables that explain cultural differences
33
Research ethics (5 parts)
Protection from harm
Informed consent
Confidentiality
Knowledge of results
Deception
34
Physical domain
Changes in size, shape, and body characteristics
35
Cognitive domain
Changes in thinking, memory, problem solving
36
Social domain
Changes in variables that are associated with the relationship of an individual to others
37
General for Hall
Established average norms for children, or average ages in which milestones are achieved
38
General for Gesell
Gradual unfolding of genetically programmed sequential pattern of change
39
General for Piaget
Logical thinking develops in four stages
40
Lifespan perspective
The current view that changes occur throughout the entire human life
These changes must be interpreted in light of culture and context
41
Interactionist model
The theory that development results from complex reciprocal interactions between multiple person and environmental factors
42
Quantitative change
Children get taller
43
Qualitative change
Change in characterist, kind, or type
44
Basic biology review
Our body cells cotains ___ pairs of ________
Each chromosome contains segments called ______
23
Chromosomes
Genes
45
Genome
All the DNA that an organism possesses
46
Proteins
Organic compounds that perform most life functions and make up a majority of cellular structures
47
Genotype
An individuals unique genetic blueprint
48
Phenotype
Individuals whole set of observable characteristics
| Women has brown eyes
49
Dominant recessive pattern
A pattern of inheritance in which a single dominant gene influences a person phenotype
But 2 recessive genes are necessary to produce an associated trait
50
Polygenetic inheritance
Pattern of inheritance in which many genes influence a trait
51
Mitochondrial inheritance
Cells DNA is inherited from the mothers egg and not fathers spent
52
Gene expression
Gene sequence is “turned on”
After conception, markers tell the brain genes to be active in making brain tissue
53
Gene silencing
Turning off genes
54
Ethology
A perspective on development that emphasizes genetically determined survival behaviours presumed to have evolved through natural selection
(Birds are equipped with nest building skills)
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Ethology example in babies
They’re programmed to cry
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Behaviour generics
Traits are influenced by genes when related people are more similar than those who are unrelated
57
Evolutionary psychology
The view that genetically inherited cognitive and social traits have evolved through natural selection
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Evolutionary developmental psychology
The view that genetically inherited cognitive and social characteristics that promote survival and adaptation appear at different times across lifespan
So we are not a blank slate
59
Predictive adaptive responses
The predates ability to use information about current environment to adjust its psychology in anticipation that will match future environment
60
Psychoanalytic theories
Theories proposing that developmental change happens because of the influence or internal drives and emotions on behaviour
61
Freuds psychosexual theories
Personality has a structure with 3 parts that develop over time
The id, ego, and superego
62
Id
Basic sexual and aggressive impulses
Seeks pleasure
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Ego
Conscious thinking part of the personality
2-3 years
64
Superego
Moral judgment
Rules of society
Age 6
65
Defence mechanisms
Strategies for reducing anxiety
66
5 psychosexual stages
```
Oral
Anal
Phallic
Latency
Gential
```
67
Psychosocial stages
Erickson’s 8 stages or crises of personality development in which inner instincts interact with cultural and social demands to shape personality
68
8 psychosocial stages
```
Trust vs mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion
Intimacy vs isolation
Generativity vs stagnation
Integrity vs despair
```
69
Trust vs mistrust
Birth to 1 year
Trust in caretaker
70
Autonomy vs shame and doubt
1-3
Will; new physical skills lead to demand in more choices
Say “no” to caretakers
71
Initiative vs guilt
3-6
Purpose; ability to organize activities around and some goal
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Industry vs inferiority
6-12
| Competence; cultural skills and norms
73
Identity vs role confusion
Fidelity; unified sense of self
74
Intimacy vs isolation
Love; develop intimate relationship
75
Generativity vs stagnation
30 to old
Care; occupational achievement
76
Integrity vs despair
Old age
Wisdom; person reviews life
77
Self actualization
The process of fulfilling one’s unique personal potential
78
Humanistic approach
Most important internal drive is each Individuals motivation to achieve one’s full potential
79
Motives
Internal factors or conditions that tend to initiate, direct, or sustain behavior
80
Carl Rogers
Focussed on capacity of each of us to become a fully functioning person
81
Inherent optimism
It’s never too late for adults to overcome early conditioning or resolve dilemmas
82
Learning theories
Focus on how experiences in the environment shape the child
83
Behaviorism
The view that defines development in terms of behavior changes cause by environmental influences
84
Classical conditioning
Learning that results from the association of stimuli
85
Classical conditioning process
When a new stimulus is presented just before or at the same time as the unconditioned stimulus, we learn to associate it with the naturally occurring unconditioned stimulus and response
Eventually, we respond to the conditional stimulus the same way we responded to the unconditional stimulus, even if the unconditioned stimulus is not present
Make a noise, give a candy. Repeat, repeat, make a noise, don’t give candy, but person expects candy —office
86
Classical conditioning is important with kids...
When mom or dad are around you often feel safe, you’re either cuddled or kept warm so when you see your parents it triggers pleasant feelings and provides comfort to the Child
87
Operant conditioning
Learning to repeat or stop behaviours due to their consequences
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Reinforcement
Happens when a behavior is repeated because of its consequences that follows it
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Positive reinforcement
Involves adding a pleasant consequence to an action to increase probability of action being continued
Don’t pee your pants, you get $6
90
Negative reinforcement
Involves the removal of something unpleasant and results in the increase of the probability of the action continuing
(Coughing is unpleasant, taking a medicine usually stops it)
(We make the unpleasant coughing experience go away when we take a spoonful of cough syrup)
91
Punishment
Any immediate consequence that follows a behavior and decreases the likelihood that the behavior will be repeated
92
Negative punishment
Taking away a condition that leads to a decrease in behavior occurring again
Kid punches dad, take away tv
93
Positive punishment
Adding something to stop a behavior
Kickoff your kids in the face because they argued
94
Extinction
Decrease in behavior after repeated non reinforcement
95
Shaping
Individual learns a complex behavior through the reinforcement of intermediate steps
96
Cognitive theories
Theories that emphasize mental processes in development, such as logic and memory
97
Scheme
Internal cognitive structure that provides an individual with a procedure to follow in specific circumstance
98
Assimilation
The process of applying schemes to experiences
“Same old schemes”
99
Accommodation
Involves changing the scheme as a result of new into
“Create new scheme”
100
Equilbrarion
Process of balencing assimilation and accommodation to create schemes that fit the environment
We learn what works and what doesn’t work
“Put a pacifier in Mouth opposes to dead bug”
101
4 stages or cognitive development
Sensorimotor
Preoperational
Concrete operational
Formal operational
102
Sensorimotor
Birth to 18 months
Understand world through senses and motor actions
103
Preoperational
18 months to age 6
Child uses symbols, to think she communicate
Develops ability to take other people’s view
Classify objects
Use simple logic
104
Concrete operational
6 to 12
Child’s logic develops greatly, can have conversations and class inclusion
Near the end can consider “what if”
105
Formal operational
12+
Child begins to manipulate ideas and objects
Hypothetically thinks
What if questions are easy
106
Information processing theory
Theoretical process that uses the computer as a model to explain how the mind manages information
107
Encoding
Organizing info to be stored into memory
108
Storage
Keeping info
109
Retrieval
Getting info out of memory
110
Socio cultural theory
Complex forms of thinking have their origins in social interactions
111
Scaffolding
Process in which the learning of new cognitive skills is guided by someone who is more skilled
112
Zone of proximal development
Skillls too hard for child to do by himself but easy enough to do with adult
113
Observational learning
Learning by watching others
114
Reciprocal determinism
Human development is based on 3 factors
Personal
Behavioral
Environmental
115
Self efficacy
Belief in one’s own capacity to cause an intended event to occur or to perform a task
116
Systems approach
The view that personal and external factors from a dynamic integrated system
117
Holism
The “whole” is primary and greater than the sum of parts
Load of bread is more important than eggs, flour.....
118
Bioecological systems theory
Bronfenbrenners theory that explains development in terms of relationship between people and their environment
Or contexts over the passage of time (chronosystem)
119
Bioecological system theory diagram explained
Chronosystem: changes over lifespan
Macrosystem: the values and beliefs of the culture in which a child is growing up
Ecosystem: institutions of culture that affect children’s development indirectly
Microsystem: variables that directly expose people (school, religion, neighbourhoods)
