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Term 2! > Development > Flashcards

Development Flashcards

1
Q

Development

A

age related changes that occur as individual progresses from conception to death
(predictable sequence, Life-history theory)

Continues through adolescence and adulthood

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2
Q

Prenatal and Childhood Development

A

Brain development
Cognitive development
Moral development
Attachment

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3
Q

Plasticity

A

brain’s ability to change structure and function overtime

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4
Q

Plasticity changes in structure:

A

Number of dendrites and connections increases dramatically following birth

2 years: 15,000 synapses/neuron; twice as many as adults

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5
Q

Plasticity changes in function:

A

Newborns: high activity in thalamus (for sensory input)
Highly dependent on reflexes
2-3 months: increased activity in cortex
8-9 months: increased activity in frontal cortex

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6
Q

Synaptic pruning

A

unused synpases are eliminated
- after pruning it makes it difficult to learn language
connections peak between 6-7 years

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7
Q

Neurogenesis

A

Creation of new neurons
- Humans produce new cells in olfactoery bulb and hippocampus
- New cells migrate to other regions of the brain and form connections with existing cells
- Associated with learning

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8
Q

White matter

A

myelinated neurons facilitate communication between regions
- growth increases between childhood and puberty, then slows

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9
Q

Grey matter

A
  • information processing
  • Second round of synaptic overproduction and pruning decreases volume
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10
Q

prefrontal cortex

A
  • Changes most pronounced and continue until mid 20s
  • High level cognitive functioning (planning, organization)
  • Strengthen connection to limbic system; impulsive and subject to peer pressure
    (emotional centres - influenced by emotional argument)
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11
Q

Jean Piaget

A

Interested in childhood thought processes leading to incoreect answers on IQ test

Four stage model of cognitive development
- sequence of stages is constant, timetable variable
- doesn’t account for individual differences
- evidence of mixing elements of different stages

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12
Q

Assimilation

A

Interpreting new experiences in terms of exisitng mental structures (different internal representations of the world per child)

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13
Q

Accommodation

A

Changing existing mental structures to explain new experiences

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14
Q

Four stages of cognitive development

A
  1. Sensorimotor period
  2. Pre-operational period
  3. Concerete operational period
  4. Formal operational period
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15
Q

Sensorimotor period

A

Coordination of sensory input and motor responses; development of object permanence

Symbolic thoughts begin to develop (eg mental images of favourite toy)

(birth to 2 years)

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16
Q

Object permanence

A

recognition that objects continue to exist in the absence of sensory stimulation

  • Four months; no permanence (peek-a boo)
  • Four to 8 months: partial permanence (completley covered object will be forgotten)
  • 18 months: permanence mastered
17
Q

Preoperational period

A

Development of symbolic thought marked by irreversibility, centration, egocentrism
(2 to 7 years)

Conservation: awareness that physical quantities remain constant in spite of changes in shape or appearance

18
Q

Characteristics of preoperational thought

A

Centration: Focus on one feature of a problem

Irreversibility: inability to envision reversing an action

Egocentrism: inability to share another’s viewpoint (my sister vs her sister)

Animism: belief that all things are living (talking teddy bears)

19
Q

Concrete operational period

A

Mental operations applied to concrete events; mastery of conservation (liguqid, mass number, area, leangth) , hierachial classification (problems that require two levels of classification)
(7 to 11 years)

Cant think abstractly

Operations performed on tangible objects: Reversibility, decentration, decline in egocentrisim

20
Q

Formal operational period

A

Mental operations applied to abstract ideas; logical, systematic thinking

applies operations to abstract concepts (justice, love, freewill)

Further development reflect changes in degree (more systematic in problem-solving, less trial and error)

(11 throughout adulthood)

21
Q

Habituation-dishabituation paradigm

A

Habituation: infant looses interest in stimulus presented repeatedly

Dishabituation: new stimulus elicits interest from infant

22
Q

Habituation-dishabituation: What do Four month olds understand

A
  • Add and subtract small numbers
  • Objects are distinct entities
  • Objects move in continuous paths
  • Solid objects cannot pass through each other
  • Objects cannot pass through openings smaller in size
  • Objects on slopes roll down

if these don’t happen, their HR goes up

23
Q

Theory of mind; the nature of “mind”

A
  • Ability to recognize other minds are distinct from own
  • Ability to know other mind have different content
  • Ability to anticipate the content of other minds
  • Ability to know that thoughts and desires motivated behaviour
  • Ability to recognize that not all thoughts reflect reality (False beliefs)
24
Q

Theory of mind: autism

A

poverty, underdeveloped theory of mind

25
Q

Theory of mind: delusion

A

disruption to theory of mind

26
Q

False belief task

A

ex. Candy box full of crayons
- Theory of mind develops at about 4 years of age

27
Q

Morality

A

ability to discern right from wrong and to behave accordingly

28
Q

What determines whether an action is good or bad

A

not consequences that judge moral judgment - its intention
- Theory of mind; critical in making moral judgement

29
Q

Preconventional level of moral reasoning

A

Stage 1: Punishment Orientation
- right and wrong are determined by what is punished

Stage 2: Naive reward orientation
- Right and wrong are determined by what is rewarded (operant conditioning)

30
Q

Conventional level of moral reasoning

A

Stage 3: Good boy/ good girl orientation
- Right and wrong are determined by close others approval or disapproval

Stage 4: Authority orientation
- Right and wrong are determined by society’s rules and laws, which should be obeyed rigidly

31
Q

Postconventional level of moral reasoning

A

Stage 5: Social contract orientation
- Right and wrong are determined by society’s rules, which are viewed as fallible rather than absolute

Stage 6: Individual principles and conscience orientation
- Right and wrong are determined by abstract ethical principles that emphasize equity and justice

32
Q

Motor development: Maturation

A

Gradual unfolding of genetic blueprint
- Early development (eg grasping)
- Requires environmental input (exploration)

  • Specialized skills develop later and require training
33
Q

Developmental benchmarks: Cephalocaudal Trend

A

progresses from head to foot

34
Q

Development benchmarks: proximodistal trend

A

progress from torso to limbs

35
Q

James Marcia: Search for identity

A

Identity status determined by 2 dimensions:
- Presence/absence of a sense of commitment to life goals/values
- Sense of crisis (active questioning and exploration of identity)

  • Move between identity statuses
  • Identity moratorium and achievement increase with ae
  • Identity changes across adulthood
  • “Identity crisis” can occur in midlife
36
Q

Stages of Search for identity

A
  1. Identity diffusion: absence of struggle for identity, with no obvious concern about it
  2. Identity foreclosure: Unquestioning adoption of prenatal or societal values
  3. Identity moratorium: Active struggle for a sense of identity
  4. Identity achievement: successful achievement of a sense of identity
37
Q

Transitions during Adulthood

A

Marriage:
- Median age increased since 70s
- Median age decreased from 20s to 70s

Parenthood:
- Rewarding experience
- More stress
- Decrease life + marital satisfaction

Empty nest:
- Less stress
- Marital and life satisfaction (returned)

Term 2! (59 decks)

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