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Psychology > Chapter 9 > Flashcards

Chapter 9 Flashcards

(60 cards)

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1
Q

Development

A

the age related physical cognitive (intellectual), social, and personal changes that occur throughout an individual’s lifetime

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2
Q

Scientific study of human development

A

the science that seeks to understand the ways in which people change and remain the same as they grow older

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3
Q

3 domains of human development

A

biosocial, cognitive, and psychosocial

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4
Q

Biosocial

A

physical body and motor skills

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5
Q

Cognitive

A

mental processes (perceiving, thinking, remembering, using language)

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6
Q

Psychosocial

A

emotions, temperament, social skills

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7
Q

3 domains overlap

A

development in one domain influences development in the other domains

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8
Q

Multidirectional

A

change is not always linear (straight line)—not always positive growth. Gains and losses/setbacks, compensations and deficits, predictable growth and unexpected transformations are part of the human experience

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9
Q

Multicontextual

A

each human life must be understood as embedded in many contexts

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10
Q

Urie Bronfenbrenner’s ecological model of development

A

person’s development is affected by a number of overlapping ecosystems or contexts

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11
Q

Microsystems

A

a person’s immediate surroundings

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12
Q

Exosystems

A

local institutions, such as schools and churches

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13
Q

Macrosystems

A

larger social setting, including cultural values, economic policies, and political processes

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14
Q

Multicultural

A

to understand the specifics and universals of human development, many cultural settings must be considered (Diversity-Universality enduring issue)

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15
Q

Culture

A

distinct set of values, traditions, and tools for a living

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16
Q

Multidisciplinary

A

characteristic of the study of development - many academic fields—especially psychology, biology/medicine, education, and sociology, but also neuroscience, economics, anthropology, history, and more—contribute data and insight to the science of development

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17
Q

Plastic

A

when there are problems with development, professionals can intervene to help improve the lives of the individuals

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18
Q

Different research methods used within developmental psychology to study change over time:

A

cross sectional, longitudinal, and biographical/case study

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19
Q

Cross sectional

A

examining different groups of subjects who are of different ages at the same time

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20
Q

Longitudinal

A

examining the same group of subjects at different times as they age

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21
Q

Biographical/case study

A

studying developmental changes by reconstructing subjects’ pasts through interviews and investigating the effects of past events on current behaviors

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22
Q

Prenatal development

A

what determines the sex of the baby—whether its a boy or a girl

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23
Q

Development from conception to birth

A

gestation

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24
Q

Zygote

A

fertilized egg

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25
Germinal period
first 2 weeks post conception
26
Embryo
2-8 weeks after conception
27
Fetus
9 weeks after conception to birth
28
Placenta
life support system; removal of waste
29
Teratogens
toxic substances that cross the placenta and may result in birth defects, or fetal alcohol syndrome
30
Cervix
thinning (effacement) and dilation, which is 10 cm. open
31
Newborn’s first minutes - Apgar scale
A - Appearance (skin color) P - Pulse (heart rate) G - Grimace (reflex) A - Activity (muscle tone) R - Respiration
32
Perinatal disorders
time period before and after birth
33
Newborn reflexes
Rooting reflex, sucking reflex, swallowing reflex, grasping reflex, stepping reflex, moro reflex, swimming reflex
34
Newborn
perceptual abilities - all senses are functioning at birth Newborn: temperament: babies are born with individual differences in personality and temperament differences (influence of nature)
35
Temperament
inborn characteristic patterns of emotional reactions and emotional self regulation. It’s biologically-based bias to be one way or the other. Is only biology (nature) at work? Does the environment (nurture) play any role?
36
Neurological development
Changes for the brain - the brain continues to develop after birth through adolescence and into mid-20s without having to know the details Growth of body is most rapid in the first year When young, the head is proportionally relatively large for the body size and compared to that of an adolescent/adult Doubling the child’s height at the age of 2 can provide an estimate (but not exact) of the child’s adult height
37
Motor development
acquisition of skills involving movement
38
Types of motor development
Developmental norms - average ages skills are achieved Gross motor skills - large muscle movements (moving arms/legs) these are acquired before… Fine motor skills - small muscle movements (pincer grip—picking up a pea with index finger Motor skill development occurs in 2 patterns: Cephalocaudal (head/tail) - head/upper body part of body downward (control of arms before legs) Proximodistal (near/far) - nearest the center of the body to farthest from the center (control of arms before control of the fingers)
39
Gross motor skills
physical abilities involving large body movements (walking/jumping)
40
Gross period
3 months - sit with support, 6 months - without support 5 months - belly crawl 8-10 months - crawl on all fours Cruising - walk with support 12-13 months – walk well Walking progresses: From progressive To hesitant To adult supported stepping and cruising (using aids, like holding onto furniture) To a smooth coordinated gait
41
Piaget and cognitive development
Schemas - mental representations/models of the world Assimilation - fit new experience into old schema vs. accommodation (modify old schema or establish new one )
42
Stages are invariant
everyone progresses through them in the same order but not at the same time
43
Stage 1: Sensory motor stage (birth-2)
Object permanence - the concept that things continue to exist even when they’re out of sight. Mental representations - mental images or symbols used to think about or remember a person, object, or an event
44
Stage 2: preoperational stage (2-6)
Child becomes able to use mental representations and language to describe, remember, and reason about the world. Preoperational = prelogical Egocentric thinking - see the world from their perspective, cannot see it from another person’s perspective, or point of view
45
Stage 3: Concrete Operational stage (6-11)
Advancement in thinking - Operational = Logical. A child can attend to more than one thing at a time (no longer problem of centration) and understand someone else's point of view A child can understand conservation But thinking is limited to concrete matters (what has had experience in the world)---not abstract, conceptual thinking
46
Stage 4 : Formal Operational stage (12-adulthood)
Acquire the ability to think abstractly Can formulate hypotheses Can think in terms of cause and effect Develop general rules, principles Consider the future But not everyone reaches this final stage
47
Conservation
the idea that the amount of a substance remains the same (conserved) when its appearance changes. Children in preoperational stage show failure of conservation (think there’s more liquid when it’s poured into the taller, but thinner, container)
48
Centration
a characteristic of preoperational thought in which a young child focuses (centers) on one idea, excluding all others
49
Irreversibility
the idea that nothing can be undone; the inability to recognize that something can sometimes be restored to the way it was before a change occurred
50
Criticisms of Piaget’s theory
some aspects of cognitive development may be more gradual than stage like—quantitative changes too, not always qualitative Piaget underestimated the cognitive ability of infants/children
51
Theory of mind
a person’s theory of what other people might be thinking. Theory of mind appears at about 4 years of age, during Piaget’s preoperational/supposedly egocentric stage
52
Vygetsky
emphasized that cognitive development is a social activity, not private discovery. He saw children as apprentice in thinking who learned from older individuals. Cognitive development is driven by social interactions we experience
53
Stages of attachment
Birth-3 months - indiscriminate attachment - no difference between strangers and caregivers in the eyes of the infant 3-4 months - attachment in the making - preference for familiar people, like mom, dad, or caregivers 6-8 months - clear cut attachment - later part of this time period or shortly after see strangers wariness and separation anxiety
54
Conditioning theory
through Mom’s association with food/nourishment—a primary (innate) reinforcer—the baby comes to value Mom—she becomes a conditioned (learned) reinforcer. This is responsible for attachment
55
Primary reinforcer
naturally/biologically reinforcing (food, water, sexual contact)
56
Conditioned reinforcer
reinforcing as a result of learning, being associated with something else that is reinforcing (money)
57
Harlow’s contact comfort theory
pleasure/comfort derived from close, physical contact leads to attachment. The association between Mom and food is not what’s most important Harlow’s studies on the effects of social deprivation/isolation in rhesus monkeys support this theory
58
Different types of attachment
Ainsworth’s strange situation test: A laboratory procedure for measuring attachment by evoking infants’ reaction to stress produced by being in an unfamiliar or strange environment Results - secure attachment (obtain comfort and confidence form caregiver, happily explores new environment) vs. insecure attachment (avoid connection with the caregiver, inconsistent reactions, anxiety and uncertainty in the new environment are evident
59
More of types of attachment
early attachment influences, but does not determine, later success in social development. Secure attachment early in life is related to doing better socially (and in other ways) throughout life
60
Humans
are social animals. Need, desire other people in our lives

Psychology (9 decks)

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