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Development/Lifespan > Development/Lifespan 2 > Flashcards

Development/Lifespan 2 Flashcards

1
Q

What are the 3 stages with 2 substages of Kohlberg’s Theory of Moral Development?

A

1) Precovential Morality (4-10 Years)
a- Punishment Obedience and b-Instrumental Hedonism
2) Conventional Morality (10-13 Years)
a-Good Boy/Good Girl Orientation and b-Law and Order Orientation
3) Postconventional Morality (Morality of Autonomous Moral Principles) (=>13 Years)
a-Morality of Contract, Individual Rights and Democratically Accepted Laws and b-Morality of Individiual Principles of Conscience

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2
Q

What is Kohlberg’s Preconventional Morality?

A

Avoid Punishment to Get Rewards

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3
Q

What is Kohlberg’s Conventional Morality?

A

Gaining approval following authority

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4
Q

What is Kohlberg’s Postconventional Morality?

A

Will of the majority doing what’s right.

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5
Q

How is Kohlberg’s work criticized?

A

As lacking cultural sensitivity and being biased toward a Western individualistic view.

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6
Q

What are the substages of Kohlberg’s Preconventional Morality?

A

a-Punishment Obedience
b-Instrumental Hedonism

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7
Q

What are two substages of Kohlberg’s Conventional Morality?

A

a-Good Boy/Good Girl
b-Law and Order

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8
Q

What are the two substages of Kohlberg’s Postconventional Morality?

A

a-Welfare Acceptualization
b-Principles of Conscious

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9
Q

Carol Gilligan conducted research on which subjects?

A

Women only

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10
Q

What are the 2 basic approaches to moral reasoning?

A

1) Justice Perspective and
2) Caring Perspective

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11
Q

What is Gilligan’s Justice Perspective?

A

Males generally prefer the justice perspective which emphsizes fairness.

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12
Q

Discuss Gilligan’s Caring Perspective?

A

She asserted that the central moral dillemma faced by women is the conflict between their own needs and those of others. She concluded that women think less about abstract justice and fairness than men do, and think more about their responsibilities ot specific people.

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13
Q

What is Gilligan’s three-levels model of moral development for women?

A

1) Orientation of Individual Survival,
2) Goodness as Self-Sacrifice, and
3) Morality of Nonviolence

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14
Q

Discuss Gilligan’s Orientation of Individual Survival.

A

Women concentrate only on what is best for her.

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15
Q

Discuss Gilligan’s Goodness as Self-Sacrifice.

A

Women sacrifices her own wishes to meet others’ to meet others’ wants and needs.

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16
Q

Discuss Gilligan’s Morality of Nonviolence.

A

No one should be hurt (including herself) and thus she is able to experience moral equality between herself and others. This affects her decision making.

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17
Q

Is there a difference between men and women in their responses to Kohlberg’s dillemmas in Gilligan’s Research.

A

No

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18
Q

Research findings on the development of conscience.

A

Kochaska’s Morality is a result of temperament and parenting.
1. High inhibitory Control
2. Low Impulsivity
3. Mutuality between Woman and Child
4. Low Power Assertion
5. Maternal Empathy

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19
Q

Who are the people to discuss Personality Development?

A

Freud, Erickson, Mahler and Levinson

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20
Q

Where is Freud’s theory focus?

A

His Libido
A child’s phases of development corresponds to his successive shifts in the investment of sexual energy to areas of the body as it associates with eroticism.

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21
Q

What is the focus of Erickson?

A

He agreed with Freud, however felt that there were development throughout life.

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22
Q

What are Freud’s Stages?

A

Oral (1st year)
Anal (1-3)
Phallic (3-5/6)
Latency (5/6-12)
Genital (12-18)

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23
Q

What are Erikson’s’ Stages?

A

Trust vs Mistrust (1st year) - Hope
Autonomy vs Shame and Doubt (1-3) - Will
Initiative vs Guilt (3-5/6) - Purpose
Industry vs Inferiority (5/6-12) - Competence
Identity vs Role Confusion (12-18) - Fidelity
Intimacy vs Isolation (18 - 35) - Love
Generativity vs Stagnation (35-60) - Care
Integrity vs Despair (60+) - Wisdom

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24
Q
A
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24
Q

Discuss Mahler’s stages of Development

A

Separation and Individuation with 6 stages:
1) infantile autism (1st month)
2) symbiosis (2-4 months)
3) differentiation (5-10 months)
4) practicing (10-16 months)
5) rapprochement (16-24 months)
6) object constancy (2-3 years)

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25
Q

Discuss Mahler’s Normal Infantile Autisim.

A

(1st month) the baby is unaware of the external world.
Research has not supported this and demonstrates that the newborn is more aware than believed.

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26
Q

What is Mahler’s stage of Symbiosis?

A

(2-4 months)
Baby feels that she and the mother are one, rather than separate entities.

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27
Q

What is Mahler’s Stage of Differentiation?

A

(5-10 months)
The child is able to distinguish between self and other objects. Ushers in Stranger Anxiety.

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28
Q

What is Mahler’s Stage of Practicing?

A

(10-16 months)
Discovers the ability to physically separate themselves from the mother. Crawls and moves on to be free with upright locomotion. Creates Separation Anxiety.

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29
Q

Discuss Mahler’s Stage of Rapprochement
.

A

(16-24 months)
Increased need for the mother to share the child’s new skills and experience. Great need for Love and Support.

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30
Q

Discuss Mahler’s Stage of Object Constancy.

A

(2-3 years)
Women exists when not seen.

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31
Q

Criticism to Levinson’s Seasons of a Man’s Life Theory?

A

Criticized because it was researched on 40 men with professional jobs only and left out women and their development, as well as lower SES.

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32
Q

Discuss Levinson’s Early Adult Transition.

A

(17-22 years)
The person changes the sense of self developed during childhood and begins to make choices as an adult.

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33
Q

Discuss Levinson’s Entering the Adult World.

A

(22-28 Years)
The person consolidates choices made earlier about career, social realationships, values and lifestyle.

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34
Q

Disscuss Levinson’s Age 30 Transition.

A

(28-33 Years)
Stressful period, involves establishing patterns of adult life.

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35
Q

Discuss Levinson’s Settling Down Stage.

A

(33-40 Years)
Involves settling down into commitment as an adult. (More responsibilities and routines)

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36
Q

Discuss Levinson’s Mid-Life Transition Stage.

A

(40-45 Years)
Mid-Life Crises involves change from “time since birth” to “time left to live” (divorce, career change)

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37
Q

Discuss Levinson’s Middle Adulthood Stage.

A

(45-50 Years)
Person relinquishes early adulthood makes major adjustments - planning for the future.

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38
Q

Discuss Levinson’s Age 50 Transition.

A

(50+ Years)
Involves making chages associated with entering this decade of life.

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39
Q

Discuss Levinson’s Late Adulthood Stage.

A

(60+ Years)
In this phase, the person is typically reflecting on his/her life. (retirement, death, etc.)

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40
Q

Who is connected with Social Development?

A

Lorenz, Harlow, Bowlby and Ainsworth.

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41
Q

Discuss Lorenz’s Social Development.

A

Nonhuman primates demonstrate attachment behavior patterns that are instinctual. Lorenz found that goslings between 12 and 17 hours after birth continued to follow him even after other geese are introduced.

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42
Q

Discuss Harlow’s theory of social development.

A

Research of monkeys with wire surrogate mothers and terry cloth mothers. Monkeys preferred the terry cloth mothers even if they were fed by wire surrogate mothers. Constant comfort with importance of pleasurable tactile sensations.

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43
Q

Discuss Bowlby’s Social Development.

A

Attachment is crucial to healthy development. He discussed how babies were verbally and nonverbally able to elicit nurturing from their caregivers. He described a predictable sequence of behavior that include 1) protest, 2) despair and 3) detachment.

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44
Q

Discuss Bowlby’s Protest Behavior.

A

When separated initially, child protests by crying, calling out and searching for the lost person.

45
Q

Discuss Bowlby’s Despair Behavior.

A

The child shows signs of feeling hopeless that the caregiver won’t return.

46
Q

Discuss Bowlby’s Detachment Behavior.

A

Child separates self from mother and responds indifferently when mother returns.

47
Q

Discuss Rene’ Spitz’s social development theory.

A

Between 6-8 months, coined the term anaclutic depression to describe weepiness, withdrawal, insomnia, decline of health and affect found in babies deprived of maternal attention.

48
Q

What are the 4 different levels of attachment according to Ainsworth.

A

1) secure attachment,
2) avoidant attachment,
3) ambivalent or resistant attachment and
4) disorganized-disoriented attachment

49
Q

Discuss Ainsworth’s Secure Attachment.

A

(65% of all babies are warm & responsive)
When exposed to a stranger, seek closeness and contact with mother, may show distress upon separation and greet the mother with enthusiasm when she returns.

50
Q

Discuss Ainsworth’s Avoidant Attachment Theory.

A

Avoidant babies (about 20% off all babies) do not seek closeness and contact with the mother, treat mother like a stranger, rarely cry whrnnn she leaves the room and ignore her on her return. They may even prefer the stranger over the mother.

51
Q

Discuss Ainsworth’s Ambivalent (Resistant) Attachment Theory.

A

Ambivalent Babies (about 10% of babies) are clingy and become upset when the mother leaves the room. When mom returns, babies are happy and reestablish contact, but they show ambivalence by resisting mother’s comfort. Babies do little exploring and appear angry to both mother and stranger.

52
Q

Discuss Ainsworth’s Disorganized-disoriented Attachment Theory.

A

Exhibit no clear strategy in dealing with the mother. May be unresponsive upon mother return. May avoid and resist mother. May also freeze and stop mpving when mother near.Most striking is that they fear and confusion toward the mother. Least secure pattern of attachment and is commonly associated with abuse of the infant or unresolved abuse issues of the caretaker.

53
Q

Who is thought of when you think of Parenting?

A

Baumrind

54
Q

What are Baumrind’s 3 patterns of parenting?

A

1) Authoritarian Parents,
2) Permissive Parents, and
3) Authoritative Parents

55
Q

Describe Baumrind’s Authoritarian Parents.

A

They expect unquestioned obedience, are demanding, controlling, threatening and punishing. (barbarians) They tend to be more detached and less warm than other parents. Cildren are frequently moody, irritable, disconnected, withdrawn, distrustful and agressive and tend to have more behavior disorders. This style was termed “conflict-irritable”

56
Q

Describe Baumrind’s Permissive Parents.

A

They value self-expression and self-regulation. Either permissive-indifferent or permissive-indulgent.

Permissive-Indifferent: set few limits, little monitoring and are generally detached and uninvolved. Their children poor self-control, are demanding, minimally compliant poor interpersonal skills.

Permissive-Indulgent: loving and emotionally available, yet set few limits, demands and controls. Their children tend to be impulsive, immature and out of control. Termed impulsive with children that are impulsive-aggressive.

57
Q

Discuss Baumrind’s Authoritative Parents Theory.

A

They are caring and emotionally available, yet firm and reasonable. They set appropriate liits and provide structure and reasonable expectations. Children are usually competent, confident, independent, cooperative and at ease in social situations.

58
Q

Working Mothers

A

Significant inconsistencies in the research of the impact of day care on childhood development.

children of working mothers tend to have more egalitarian views of sex roles than children of stay home mothers.

middle class boys in daycare have slightly lower academicperformane than mothers that don’t work.

lower class boys in daycare seem to do better academically than lower class boys raised at home.

59
Q

Gay and Lesbian Parents

A

As well adjusted as children of heterosexual parents.

These children show equivalent rates of homosexuality as in general population. (5%-10%)

60
Q

Single Parents

A

Lower levels of achievements due to the effect of low family income, or poverty.

61
Q

Gender Roles

A

Refer to the societal expectations for appropriate mael or female behavior and begin to develop virtually from birth and develop through life.

62
Q

Gender Identity

A

(achieved by age 3 years)
Refers to the individual’s perception of hin or herself as a male or female behavior. At 18 months paves the way for gender identity. Usually achieved by age 3.

63
Q

Gender Constancy

A

(Achieved by Age 5)
Describes the attainments of the recognition that gender does not change with dress or behavior.

64
Q

What are the 4 theories of gender role development

A

1) Social-learning Theory,
2) Cognitie-Developmental Theory,
3) Gender Schema Theory, and
4) Psychoanalytic Theory

65
Q

Discuss Social-Learning Theory

A

Childen acquire their gender roles through the process of imitation and reinforcment.

66
Q

Discuss Cognitive-Developmental Theory.

A

The child’s thinking process as the key force behind gender rike development. According to Kohlberg, children first develop a concept of gender indentity and then develop gender constancy. This attainment of gender constancy motivate them to want to be “proper girls and boys.

67
Q

Discuss Gender Schema Theory.

A

The most accepted theory of gender role development. Suggests that children use gender as a schema to organize their world. Considers both social learning and the child’s cognitive process as involved in gender role acquisition.

68
Q

Discuss Psychoanalytic Theory

A

Emphasizes the role of the Oedipus Complex in which the guilt and anxiet about sexual attraction to the other-sex parent is resolved by identifying with the same -sex parent.

Argues that “Biology is destiny”.

Most current gender role theorist do not drive on psychoanalytic theories.

69
Q

Development of Racial Awareness

A

(Ages 3-4 Years)
Children become aware of differences based on racial or ethnic background. Social meaning and at this age, children also begin to exhibit a preferen ce for same race playmates.

70
Q

What are the 4 stages of Social Play?

A

1) Solitary Play,
2) Parallel Play,
3) Associative Play, and
4) Cooperative Play

71
Q

What is Solitary Play?

A

Child plays alone with toys that are different from those of othe children around and makes no effort to engage other children in play.

72
Q

What is Parallel Play?

A

Child plays independently but next to other children, using toys similar to those being used by other children. The childplays beside, but not with other children.

73
Q

What is Associative Play?

A

Child iteracts with other children and shares toys. Child acts as he or she wishes, and does not adopt any roles.

74
Q

What is Cooperative Play?

A

Child is part of a group that has some common goal. Child takes on a role and supplements the effort of others in the group.

75
Q

Piaget suggested that children progress through 4 levels of Cognitive Play. What are the levels?

A

1) Repetitive Play,
2) Constructive Play,
3) Imaginative Play, and
4) Formal Games with Rules

76
Q

What is Repetitive Play?

A

Involves simple, repetitive muscular movements, such as rolling a ball.

77
Q

What is Constructive Play?

A

Involves using materials to construct or create something, such as building a tower with blocks.

78
Q

What is Imaginative Play?

A

Involves fantasy and drama.
Involves taking on pretend roles such as Batman or playing Doctor.

79
Q

What is Formal Games with Rules?

A

The development and adherence to rules while playing games varies with childeren’s ages.
4-7 - rules fluctuate and are egocentrically motivated.
7-11-ru;es are followed more carefully
adolescents-rules of any game are seen as absolute and are followed.

80
Q

Friendship

A

During preschool years, children play with same sex, as well as opposite sex peers.

In latency, children tend to engage more in activities with same sex peers.

Girls - quality of their friendships
Boys - more emphasis on quantity of friends they have

Factors that account for ac jild’s lack ogf popularity include unattractive appearance, poor academic performance and shyness.

81
Q

Delinquency and Agression

A

Research has suggested that the nature of children’s interaction with their parents tends to influence their social adjustment. The nature of adolescent’ relationships with parents was the single factor that best accounted for delinquency.

According to Patterson’s coercion model of aggression, 3 steps lead to delinquency. 1) Children learn to be aggressive by observing coercive and antisocial behavior in the parents, 2) the child with conduct problems experiences academic failure and peer rejection and 3) the child then experiences a depressed mood and is more likely to join a deviant peer group.

82
Q

Bullying

A

Experts do not view bullying as a normal part of childhood, but as a behavior that indicated serios potential problems both for bully and victim.

16% in current term

Girls-tend to use verbal and psychological bullying more than physical bullying.

Not supported that bullies suffer from insecurity and low self-esteem.

2 conditions make victimization most likely 1) crying and sbmissiveness and 2) peer rejection.

83
Q

Issues in Education

A

(Rosenthal)
High Expectations = High Performance

84
Q

Both Females and Male Teachers…

A

Tend to have a greater degree of interaction (critical and negative) with male students.

Praise females for effort and cooperatrion.

Praise males more often for ability and achievment.

85
Q

Cooperative Learning Classes

A

Beneficial foe low-ability students in terms of their academic functioning.

Effective in lower cultural bias, bullying.

86
Q

Montessori Schools

A

Maximum learning comes from manipulation of materials, rather thantraditionalclassroom instruction and rote learning.

Youngest learn from oldest
Goal maximize individual potential

Children are not pushed to excel, are encouraged to perform at their potential.

87
Q

Adolescent Issues in Social Development is coined by who?

A

James Marcia

88
Q

Discuss Identity Achievement

A

Crisis and Commitment

89
Q

Discuss Foreclosure

A

No crisis but commitment

90
Q

Discuss Moratorium

A

Crisi but no commitment

91
Q

Discuss Identity Diffusion

A

no crisis, no commitment

92
Q

Adolescence and Culture

A

Perceptions of adolescents, in terms of maturity are heavily influence by social events.

African-Americans are 6x more likely to be murdered than whites.

Minority adolescents are much more likely to be raised by single parents.

93
Q

Adolescence and Culture 2

A

Adolescents are more susceptible to peer pressure in early adosencence and lowers by 13/14.

1 in 8 adolescents dropout of school.
4 out of 5 inmates are high schhol dropouts.
Dropouts are twice as likely to be unemployed as compared with high school graduates.

94
Q

What are the 2 theories that explain successful aging?

A

1) Activity Theory and
2) Disengagement Theory.

95
Q

What is Disengagement Theory?

A

(Largely discredited)
Succesful Aging involves natural and graceful withdrawal from life roles due to physical limitations of aging.

96
Q

What is Activity Theory?

A

Old Age is fullfilling as long as we are active.

97
Q

Marital Satisfaction in Late Adulthood

A

Curvilinear
High - Time of Marriage
Dips during child rearing
Higher once children completed teens

98
Q

Gender and Cultural Variables in Aging

A

Older men: More social Status, income andsexual partners
Older Women: More friends, are more involved with family, but have lower status and income.
Older women represent one of the lowest income levels in the US.

Ageism refers to negative views based on age and is a significant stress for older adults,

99
Q

Retirement

A

Many retire in their sixties while still capable of working.

100
Q

Grief and Dying

A

Numbness, yearning, anger & resentment, disorganizaion and despair.

101
Q

Kubler-Ross proposed 5 stages when facing their own death.

A

DABDA
1) Denial or Disbelief,
2) Anger,
3) Bargaining,
4) Depression and
5) Acceptance

102
Q

Temperament - Thomas & Chess described 3 categories of Temperament.

A

1) Easy Temperament,
2) Difficult Temperament abd
3) Slow to Warm-up Infants

103
Q

What is Easy Temperament?

A

(40% of All Babies)
regular, adaptable, mildly intense - positive and responsive.

104
Q

What is Difficult Temperament?

A

(10% of all babies)
moody, easily frustrated and overreact to most situations.

105
Q

Explain Slow to Warm-up Infants?

A

(15% of all babies)
Mild in responding, somewhat shy and witdrawn and need time to adjust to new experiences or people)

106
Q

Goodness-of-fit

A

between the child’s temperament and the environment.

107
Q

Development of Emotional Expression
(not much of test)

A

1st Year - Social referencing - cues tp determine the affectove state of parent to understand the environment.

2 years - embarassment, empathy and envy (separation anxiety - object constancy)

Sub cortical Lymbic System

7-10 Emotions - fear, anger, disgust, surprise, joy, shame, contempt, sadness and interest.

108
Q

Risk in Development

A

Risk Factors at the level of the individual, the family and the community.

Examples: Poverty and Maternal Substance Abuse

Boys - prenatal to age 10
Girls - during their teens and appear to posses a wider range of coping skills than boys (forming relatinships)

109
Q

Protective factors in Development

A

Good cognitive functioning and positive relationships.

Garmezy proposed 3 categories:
1) personality disposition of the child,
2) supportive family environment and
3) 3) an external support system

Development/Lifespan (2 decks)

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