Chapter 2 - Developmental Psychology Flashcards
(100 cards)
1
Q
Developmental Psychology
A
Describe and explain changes in human behavior over time
2
Q
John Locke
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Tabula Rasa
3
Q
Jean-Jacques Rousseau
A
opposed Tabula Rasa, society was not only unnecessary but also a detriment to optimal development
4
Q
Charles Darwin
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Evolutionary theory stressed the functionalist system of thought, also caused researchers to become interested in the study of individual differences in abilities such as hearing, seeing, and problem-solving
5
Q
Functionalist System of Thought
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The importance of studying the mind as it functioned to help the individual adapt to the environment
6
Q
G. Stanley Hall
A
father of developmental psychology
7
Q
John Watson
A
criticized a focus on mentalistic concepts, agreed with tabula rasa, believed emotions as well as thought were acquired through learning
8
Q
Arnold Gesell
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developmment occured as a biological process, blueprint from birth, “nativist”
9
Q
Psychodynamic Orientation
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system of thought that arose out of clinical settings, stress the role of subconscious conflicts in the development of functioning and personality, Freud
10
Q
Cognitive Structuralists
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strongly influenced by Piaget, opposition to the behaviorists
11
Q
Cross-sectional studies
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compare groups of subjects at different ages
12
Q
Longitudinal Studies
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compare a specific group of people over an extended period of time
13
Q
Sequential Cohort Studies
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Combine cross-sectional and lognitudinal research methods, int his combined approach, several groups of different ages are studies over several years
14
Q
Clinical Method/Case STudy Method
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Looking at the development of a particular child
15
Q
Nature/Nurture Controversy
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polarity has largely disappeared, development is the result of a dynamic interaction
16
Q
Gregor Mendal
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hypothesized the existence of the gene
17
Q
R.C. Tryon
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Inheritance of maze-running ability in laboratory rats, one of the clearest example of the heredity of behavior (1942)
18
Q
Twin studies
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monozygotic (MZ) and dizygotic (DZ) MZ twins tend to be more similar in regard to cognitive social and emotional characteristics, suggesting some genetic influence
19
Q
Lewis Terman
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compared group of children with high IQs to typical, first study to focus on “gifted” children and a large-scale longitudinal study followed every 5 years
20
Q
Down’s Syndrome
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Extra 21st chromosome, older parents have increased risk
21
Q
Phenylketonuria (PKU)
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genetic disorder, degenerative disease of nervous system. first genetic disease that could be tested in large populations
22
Q
Klinefelter’s Syndrome
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possession of an extra X in males, sterile and often have mental retardation
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Q
Turner’s Sydrome
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Females with only one X, physical abnormalities
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Q
Gamates
A
Ovum or egg cell and sperm, sex cells
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Zygote
Fertilized Egg Cell
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Germinal Period
The fertilized egg travels down the fallopian tube and is implanted into uterine wall
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Embryonic Period
the 8 weeks following the germinal period; embryo increases in size by 2 million percent
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Fetal period
Begins in the third month with measurable electrical activity int he fetus brain
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Rooting Reflex
automatic turning of the head in the direction of a stimulus that touches the cheek
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Moro Refle
Infants react to abrupt movements of their heads by flinging out their arms, exxxtending their fingers, bringing their arms back to their body and then hugging themselves
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Babinski Reflex
Infants' toes automatically spread apart when the soles of their feet are stimulated
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Grasping
Infants automatically close their fingers around objects placed in their hands
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Jean Piaget
qualitative differences between adult and child thought, four stages of cognitive development, cognitive growth as a continuous process, believed that development of thought that directs development of language
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Schema
Organized patters of behavior and/or thought
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Adaptation
adaptation takes place through two complementary processes - assimilation and acocommodation
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Assimilation
interpreting new information in terms of existing schemata, (part of Piaget's adaptation)
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Accommodation
when new information doesn't really fit into existing schemata, (part of Piaget's adaptation)
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Sensorimotor
Piaget's First Stage of Cognitive Development, primary and secondary circular reactions; object permanence develops
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Primary Circular Reaction
goal-oriented behavior during sensorimotor stage, ex.sucking indiscriminately, trying to gain satisfaction from putting something in his or her mouth, repitition ocncerned with the body
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Secondary Circular Reaction
during sensorimotor stage, repetition concerned with the environment (0-2 years of age)
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Preoperational Stage
Piaget's Second Stage of Cognitive Development, marked by the beginning of representational thought (demonstrated by object permanence) child has not mastered conservation (2-7 years of age), centration
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Concrete Operational Stage
Third Stage of Piaget's Cognitive Development Child masters conservation, limited to working with concrete objects, difficulty with abstract thought
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Centration
tendency to be able to focus on only one aspect of a phenomenone, feature of preoperational stage of cognitive development, cannot understand that relationships are reciprocal. egocentrism when related to the self
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Formal Operational Stage
Piaget's Fourth Stage of Cognitive Development, person has the ability to "think like a scientist" , pendulum experiment
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Lev Vygotsky
driving cognitive development is the child's internalization of various aspects of culture, zone of proximal development
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Zone of proximal development
Vygotsky, difference between what a child can do with guidance and what a child can do on his own
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Babbling
precursor to language, highest frequency is between 9 and 12 months
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Lenneberg, Rebelsky, and Nichols (1965)
age babbling begins is same for hearing and deaf children with hearing and deaf parents
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Petitto and Marentett (1991)
deaf children with parents using sign babble with their hands
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Language Acquisition
18 and 20 months of age, child begins combining words
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Errors of growth
overregulation, children generalizing some internalized rule suggesting that language acquisition is not the result of imitation and reinforcement, but the active application of a dynamic internalized set of linguistic rules
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Transformational Grammar
changes in word order that differ with meaning, learned effortlessly at an early age - Chomsky
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Language acquisition Device (LAD)
Chomsky's term for the innate ability to learn language, triggured by exposure to language, critical period between 2 and puberty
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Sigmund Freud
Libido is present at birth, libidal energy and drive to reduce it were what drives the psychoogical process -
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Five Stages of Psychosexual Development
Freud, conflict between societal demands and desire to reduce the libidinal tension
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Fixation
Child is overindulged or overly frustrated during a stage of development, Freud, psychosexual
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Oral Stage
(0 -1 year) putting objects into the mouth, fixation leads to excessive dependency
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Anal Stage
(1-3 years) toilet training occurs during this time; fixation can lead to excesslive orderliness or messiness
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Phallic Stage
(3-5 years) Oedipal Conflict is resolved during this stage, de-eroticizes, identifies with father, establishes secxual identity, internalizes moral values,
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Electra Complex
Oedipal Conflict for Girls, additionally girls are said to have penis envy, expected to be less sex-typed nad less morally developed by Freud though he didn't talk much about Electra Complex
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Latency
Once libido is sublimated, child ahs entered this stage, lasts until puberty is reached
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Genital Stage
puberty and lasting through adulthood, if previous stages have been successfully resolve,d the person will enter into normal heterosexual relations
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Erik Eriksonn
Psychosocial Theorydevelopment is a sequence of central life crises, resolution of conflicts between needs and social demands
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Trust Vs Mistrust
Erikson's first stage in psychosocial theory, first year of life - trust his or her environment or suspicious of the world
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Autonomy vs Shame and Doubt
Erikson's second stage in psychosocial theory, 1-3 years, self-restaint and competence, or doubt and lack of control
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Initiative Vs Guilt
Erikson's third stage in psychosocial theory, 3-6 years, abilitiy to enjoy accomplishment, or overcome with fear of punishment
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Industry vs Inferiority
Erikson's fourth stage in psychosocial theory, 6 - 12 years competent and affect the world or sense of inadequacy
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Identity vs Role Confusion
Erikson's fifth stage in psychosocial theory adolescence, physiological revolution, fidelity or identity confusion
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Intimacy versus isolation
Erikson's sixth stage in psychosocial theory, young adulthood, ability to have intimate relationships or alienation
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Generativitiy vs Stagnation
Erikson's seventh stage in psychosocial development, contributing member of society or sense of stagnation self-indulgence
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Integrity versus despair
Erikson's eighth and final stage in psychosocial development, old age, deciding whether or not life has been worthwhile
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Temperament
central aspect of an individual's personality, individual differences as well as an individual's pattern of responding to the environment, somewhat stable and somewhat heritable
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Alexander Thomas and Stella Chess
longitudinal study to examine temperament, proposed three categories of infant emotional and behavioral style:
easy, slow to warm up, and difficult
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Wolff
three distinct patterns of crying: the basic cry for things like hunger, angry cry for things like frustration, and the pain cry following a painful stimulus
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Social Smiling
to facelike patterns, at 5 months only to familiar faces
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Fear response
firs evoked through any sudden change in level of stimulation, the separation and stranger anxiety, then either for sudden absence of a familiar individual or presence of an object or person who ahd been harmful - context-dependent
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Harry Harlow
bonding between parent and child is also important to emotional behavior - contact comfort was more essential than providing physical needs to make bond, wire monkeys had dysfunctional baby monkeys
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John Bowlby
1940s identified phases of the attachment process, pre-attachment (reacts identically to every adult), 3 months discriminates familiar and unfamiliar, 6 months seeks out and responds specifically to the mother, 9-12 months stranger anxiety, second year child reacts to the mother's absence
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Separation Anxiety
In the thir dyear, child is able to separate from the mother without prolonged distress
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Mary Ainsworth
"strange situation procedure" mother-child attchment relationship
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insecure/avoidant attachment (Type a)
Ainsworth and the strange situation procedure - not distressed when left alone with stranger, avoid contact with mother upon return
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Secure Attachment (Type b)
Ainsworth and the strange situation procedure - mildly distressed during separations from teh mother but greet her positively when she returns
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Insecure/Resistant Attachment (type c)
distressed during separation and inclined to resist physical contact with the mother upon her return
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Konrad Lorenz
imprinting, imitated the strut of a jackdaw the infant became attached, during a certain critical period
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Imprinting
rapid formation of an attachment bond between an organism and an object
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Kohlberg
Three phases of moral thought consisting of two stages each
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Preconventional Morality
Kohlberg's first phase
Right and Wrong are defined by the hedonistic consequences of a given action (punishment or reward)
1. Punishment and Obedience
2. Orientation Toward Reciprocity/INstrumental Relativist Stage
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Conventional Phase of Morality
Kohlberg's second phase
social rules
1. "good girl, nice boy" orientation, looking for approval
2. rules of authority, "law and order orientation"
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Post conventional morality
Kohlberg's third phase
1. Social contract orientation, convention designed to ensure the greater good
2. Universal ethical principles (act with regard to)
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Heinz Dilemma
Kohlberg, actual decision isn't as imporatnt as the thought processes that underlie it, determine level of individual
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Carol Gilligan
males and females adopt different perspectives on moral issues, kohbergs research was only for males, women adopt an interpersonal orientation, focused on caring and compassion and relationships and social responsibilities
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Gender Labeling
First stage of Kohlberg's self-socialization, 2-3 years of age, realize they are a member of a particular sex
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Gender Stability
3-4 second stage of Kohlberg's self-socialization, will still be a boy or girl when they grow up
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Gender Consistency
third stage of kohlberg's self socialization, 4-7 years old children understand permanency of gender, regardles sof what one wears or how one behaves
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Gender schematic processing theory
Martin and Halverson, as soon as children are able to label themselves, they concentrate on those gender behaviors paying less attention to opposite gender behaviors
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Diana Baumrind
Proposed three distinct parenting styles: permissive, authoritarian and authoritative
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Authoritarian
Baumrind, punitive control methods - difficulties in school and peer relations
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Authoritative
Baumrind, high demands for child compliance, low punitive, utilize positive reinforcement, high emotional warmth - children more socially and academically competent
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Permissive parents
Buamrind, lwow on control/demand measures - difficulties in school and peer relations
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Gesell, A
Believed that development was due primarily to maturation
