Development Flashcards
(82 cards)
1
Q
continuous development
A
gradually adding more of the same types of skills that were there to begin with
2
Q
discontinuous development
A
new ways of thinking or approaching the world arise at specific times
3
Q
eriksons psychosocial stages
A
basic trust v. mistrust (birth - 1yr) autonomy v. shame and doubt (1 - 3yr) initiative v. guilt (3-6yr) industry v. inferiority (6-11yr) identity v. identity confusion (adolescence) intimacy v. isolation (emerging adulthood) generativity v. stagnation (adulthood) integrity v. despair (old age)
4
Q
erikson - basic trust v. mistrust
A
birth - 1yr
mistrust occurs when infants have to wait too long for comfort
5
Q
erikson - autonomy v. shame
A
1 - 3yr
autonomy fosters when parents permit reasonable free choice and do not force or shame child
6
Q
erikson - initiative v. guilt
A
3-6yr
experiment kind of person they will become,e sign of ambition and responsibility when parents support child’s new sense of purpose, might demand too much self control
7
Q
erikson - industry v inferiority
A
6-11yr
inferiority if negative experiences at home school or with peers lead to incompetent feelings
8
Q
erikson - identity v. identity confusion
A
adolescence
self chosen values and vocation goals leads to personal identity, confusion leads to negative outcome
9
Q
erikson - intimacy v. isolation
A
emerging adulthood
work to establish intimate ties, may be hindered by previous disappointments
10
Q
erikson - generativity v. stagnation
A
adulthood
giving to the next generation, feel an absence of meaningful accomplishment if not
11
Q
erikson - integrity v. despair
A
old age
reflect on kind of person they’ve been, integrity if they feel it was good as is
12
Q
ecological systems theory
A
develop within a complex system of relationships affected by multiple levels of surrounding environment microsystem meosystem ecosystem macrosystem
13
Q
microsystem
A
activities and interaction patterns in the child immediate surroundings
14
Q
meosystem
A
connect between microsystems like home, school, and neighborhood
15
Q
exosystem
A
social settings that do not contain children but affect their experiences in immediate settings
16
Q
macrosystem
A
cultural values, laws, customs, and resources
17
Q
piagets cognitive developmental theory
A
sensorimotor stage (birth-2yr) preoperational (2-7yr) concrete operational (7-11yr) formal operational (11+)
18
Q
piaget - schemes
A
at first, sensorimotor action patterns, then mental representations of various things
19
Q
piaget - adaptation
A
building schemes through direct interaction with the environment
20
Q
piaget - assimilation
A
use current schemes to interpret the external world
21
Q
piaget - accommodation
A
create new schemes or adjust old ones after notice that our current way of thinking does not capture the entirety of our environment
22
Q
piaget - equilibration
A
the flux between assimilation and accommodation
23
Q
piaget - sensorimotor stage
A
birth-2yr
think by acting on world with eyes, ears, hands, and mouth, sold sensorimotor problems
24
Q
piaget - substages of sensorimotor stage
A
- reflexive schemes (birth - 1m): newborn reflexes
- primary circular reaction (1-4m): simple motor habits centered around the infants own body; limited anticipation of events
- secondary circular reactions (4-8m): actions aimed at repeating interesting effects in the surrounding world; imitation of familiar behaviors
- coordination of secondary circular reactions (8 - 12m): intention goal directed behavior, object permanence, improved anticipation of events
- Tertiary circular reactions (12 - 18m): exploration of the properties of objects by acting on them in novel ways; imitation of novel behaviors; ability to search multiple locations for an object
- Mental representation (18m - 2yr): internal depictions of objects and events, beginning problem solving, invisible displacement, make believe play
25
piaget - preoperational stage
2-7yr
development of language and make believe play, lack logic of further stages
limitations
- egocentric: failure to distinguish viewpoints of others
- animistic thinking: believe that inanimate objects have lifelike qualities
- (inability of) conservation: certain physical characteristics of objects remain the same even when appearance changes
- (not able to exhibit) reversibility: ability to go through a series of steps in a problem and then mentally reverse
- (lack of) hierarchical classification: organization of objects into classes and subclasses
26
piaget - concerte operational
7-11yr
- conservation: certain physical characteristics of objects remain the same even when appearance changes
- decentration: recognizing that change in once aspect is compensated by another (water)
- classification: able to put objects into hierarchies
- seriation: ability to order items along a quantitative dimension
- transitive inference: can mentally seriate things ex. A is longer than B and B is longer than C, A is longer than C
- spatial reasoning: can perform mental rotations and create cognitive maps
limitations
- cannot think in or with abstract concepts
27
piaget - formal operational
11+
abstract thinking, think of all possible outcomes in a problem, not just obvious ones
- hypothetic-deductive reasoning: systematic testing of hypotheses. starts with possibility and proceeds to reality.
- propositional thought: evaluate logic of propositions (verbal statements) without referring to real-world circumstances
- ability to metacognate leads to egocentricism
- imaginary audience: everyone is concerned with me
- personal fable: inflated opinion of their own experience
- often do not engage in rational decision making
28
core knowledge perspective
infants begin life with innate, special purpose knowledge systems known as core domains of thought
- physical knowledge
- numerical knowledge
theory or children as theorists (the OG scientist)
29
vygotskys sociocultural theory
views human cognition as inherently social and language based
infants born with basic perceptual, attention, and memory capacities similar to animals. growth on language leads to a change in thinking, through social interactions children are taught important cultural functions and begin to converse with themselves as they do with others, this transforms thought int higher cognitive processes
30
vygotskys - private speech
talking to oneself, viewed as a foundation for all higher cognitive processes - used with difficult tasks, after errors, confusion
31
vygotskys - zone of proximal development
range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers
32
vygotskys - intersubjectivity
two participants begin a task with different understandings eventually arrive at a shared understanding
33
vygotskys - scaffolding
adjusting the support offered while teaching to fit childs level of performance
34
vygotskys - guided participation
broader than scaffolding, refers to shared endeavors between more expert and less expert participants without specifying the precise features of communication
35
vygostkys - views make believe play as...
influential sone of proximal development in which children advance themselves as they try out new challenging skills. e.g. stick becomes a horse, change objects usual meaning also cause children to think before they act
36
vygotskys - reciprocal teaching
questioning, summarizing, clarifying, predicting
37
vygotskys - cooperative learning
small groups can work towards common goals
38
information processing perspective
mind is like a computer
1. information form the environment is coded
2. internal processes operate on it to recode it
3. lastly decodes/interprets its meaning by comparing and combining it w/ other info in the system
4. when these cognitive operations are complete, individuals use the information to make sense of their experiences and to solve problems
39
information processing - store model
assumes that we store information in three parts for processing: sensory register, short term memory, and long term memory
two aspects of the cognitive system increase with age. basic capacity of stores and the extent and effectiveness of strategy use
40
store mode - mental strategies
things we use to operate and transform information in the three parts
41
store model - sensory registry
sights and sounds are sensed and briefly stored
42
store model - short term memory
actively apply mental strategies where we work on a limited amount of information
43
store model - central executive
directs flow of information
44
store model - long term memory
where you store your most precious mems
45
store model - age milestones
2-5yr: basic capacities start to grow, beginning of memory strategies, knowledge expands, autobiographical memory emerges, awareness of mental activities
6-10yr: capacity increases, attention more selective , combine mental strategies, draw inferences, knowledge continues to grow, metacognition grows, cognitive self regulation improves
11+: everything continues to expand and grow
46
dynamic systems perspective
develop separate skills that then build off each other for more complex systems and processes
47
emotion self-regulation
- infancy: parents who read and respond accordingly have infants who are less fussy and more easily soothed
- early childhood: after 2yr children talk about feelings, beginning of regulation
- middle childhood and adolescence: problem centered coping (change situation), emotional centered coping (control distress, internal experience
48
emotional display rules
cultures rules of when, where, and hot it is appropriate to express emotions
49
social referencing
relying on another emotional reaction to appraise an uncertain situation
50
thomas and chess model of temperament
- activity level
- rhythmicity: regularity of body functions such as sleep, hunger, and excretion
- distractibility
- approach/withdrawal: response to new things
- adaptability: ease of adapting to changes
- attention spand and persistence: amount of time devoted to an activity
- intensity of reaction
- threshold of responsiveness: intensity of stimulation required to provoke response
- quality of mood: joyful v. unfriendly behavior
51
rothbart model of temperament
reactivity
- activity level
- attention space/persistence
- fearful distress: wariness in response to intense or novel stimuli/situations
- irritable distress: extent of fussing when desires are unmet
- positive affect
self regulation
- effortful control: capacity to involuntarily suppress a dominant reactive response in order to plan and execute a more adaptive response
52
bowlbys ethological theory
pre-attachment phase (birth - 6wks)
attachment in the making phase (6wks-6-8m)
clear cut attachment phase (6-8m - 18m -2yr)
formation of a reciprocal relationship (18m-2yr+)
53
bowlby - pre-attachment phase
birth - 6wks
built in signals that help build contact with other human (grasping, smiling, crying etc.). can recognize their own mothers smell and voice, but not yet attached.
54
bowlby - attachment in the making
6wks - 6-8m
| respond differently to a familiar caregiver. develop a sense of trust with caregiver
55
bowlby - clear cut attachment phase
6-8m - 18m-2yr
babies display separation anxiety depending on infant temperament and situation, if don’t have object permanence babies do not become anxious when separated.
56
bowlby - formation of a reciprocal relationship
18m-2yr+
| understand separation and predict return. negotiation with caregiver begins.
57
attachment styles
secure
avoidant
resistant
disorganized/disoriented
58
secure attachment
separated, may or may not cry. Upon return child is comforted.
59
avoidant attachment
unresponsive to parent when present, react to stranger similarly. upon return they avoid or are slow to connect with parent.
60
resistent attachment
comforted but when separated they are distressed. upon return they mix resistant behavior with clinginess, continue to be in distress.
61
disorganized/disoriented attachment
upon reunion, infants are confused, approach with flat affect, dazed facial expression.
62
development of self concept
1-2yr: aware of self as distinct from others , recognizes image of self and uses own name
3-5yr: forms categorical self and remembered self. expands to belief theory of mind, self concept consists of typical emotions and attitudes
6-10yr: emphasizes personality traits and both positive and negative attributes, makes social comparison
11yr+: unifies separate traits into more abstract descriptors, self concept is an organized system
63
categorical self
self concept based on where they fall into certain categories
64
remembered self
self as they remember through autobiographical narrative
65
belief desire theory of mind
beliefs and desires determine actions
66
development of self esteem
1-2yr: expression of pleasure in mastery, sensitive to adult evaluations
3-5yr: typically high SE based on several separate self evals, achievement related
6-10yr: SE is hierarchically categorized, separate self evals are incorporated into overall image, social comparisons begin, achievement related attributions differentiate into ability, effort and external factors
11yr+: new dimension of SE are added (friends, romantic, competence) achievement related attributions reflect full differentiation of ability and effort
67
Selmans stages of perspective taking
level 0 undifferentiated perspective taking (3-6yr)
level 1 social informational perspective taking (4-9yr)
level 2 self reflective perspective taking (7-12yr)
level 3 third part perspective (10-15yr)
level 4 societal perspective taking (14-adult)
68
selman - level 0
3-6yr
undifferentiated perspective taking
children recognize self and others can have thoughts and feelings, often confuse the two
69
selman - level 1
4-9yr
social information perspective taking
different perspectives may result because people access different information
70
selman - level 2
7-12yr
reflective perspective taking
can step into another shoes and view their own thoughts from others perspective, recognize others can do the same
71
selman - level 3
10-15yr
| step outs a two person situation and imagine how self and other are views from third part
72
selman - level 4
14+
societal perspective taking
understand third party perspective can be influenced by larger societal values
73
kohlbergs theory of moral development
preconventional level: morality externally controlled
1. punishment and obedience orientation
2. instrumental purpose orientation
conventional level: social rules important to maintain current social systems because they are positive
3. good boy good girl orientation
4. social order maintain orientation
postoconventional level: mortality in terms of abstract principles
5. social contract orientation
6. universal ethical and principle orientation
74
kohlberg - stage 1
punishment and obedience orientation
- fear of authority and avoidance of punishment
- piaget stage: preoperational, early concrete
75
kohlberg - stage 2
instrumental purpose orientation
- satisfying personal needs
- piaget stage: concrete operational
76
kohlberg - stage 3
good boy good girl orientation
- maintain the affection and approval of fiends and relatives
- piaget stage: early formal operational
77
kohlberg - stage 4
social order maintaining orientation
- a duty to uphold laws and rules for their own sake
- piaget stage: formal operational
78
kohlberg - stage 5
societal contract orientation
| - fair procedures for changing laws to protect individual right and the needs of the majority
79
kohlberg - stage 6
universal ethical principle orientation
| - abstract universal principles are valid for all humanity
80
gender typing - 1-5yr
'gender appropriate' preferences, gender stereotype activities, occupations and behaviors, segregation in peer interaction; gender identity three stage sequence: gender labeling, stability, and consistency
81
gender typing - 6-11yr
stereotyped knowledge expands, personality traits and achievement areas, stereotypes become more flexible; gender identity masculinity strengthens for boys, more androgynous for girls
82
gender typing - 12-18yr
conformity increase in early adolescence and then declines, segregation less pronounced; gender identity follows similar patter - more strict and then subsides
