Developmental Aspects Of Behavior Flashcards
Vygotsky
Interactionist: inner capacities and environment work together, social context is important. Helps explain cultural diversity in cognition.
Zone of proximal development
Scaffolding
Brofenbrenner
Microsystems: immediate environment, proximal processes are played out. Family, school, peer, religious affiliation, workplace, and neighborhood.
Mesosystem: relations among the microsystem.
Exosystem: Setting that children may not directly interact with, but that influences the child nonetheless; economic system, political, education, religious, government
Macrosystem: The customs and character of the larger culture that help shape the Microsystems.
Brofenbrenner 2.0
Four establishing principals: PPCT
Process: developmental process that happen through system interactions.
Person: principle to indicate the role of the individual and their personal characteristics in interactions and their individual development.
Context: systems of biological model that serve as context for individuals development.
Time: interaction occur on a chronological scale.
Kubler Ross’s Stages
- Denial: clinging to false preferable reality.
- Anger: recognition denial cant continue, frustration, why me?
- Bargaining: attempting to bargain for more time in exchange for reformed lifestyle, hope to avoid grief…
- Depression: despair at recognition of morality.
- Acceptance: embrace morality or inevitable future calm, retrospective view, stable condition of emotions.
Piaget’s Stages
Cognitive Development: reasoning and understanding emerges in four universal phases;
Sensor motor Stage (0-2): senses and movement used to explore the world. Object permanence develops.
Preoperational thought (2-7): Symbolic but illogical thinking; increase in representational activity and make-believe play.
Concrete Operational Thought (7-11): More organized logical thinking; equilibrium-more assimilation than accommodation, periods of rapid cognitive change.
Formal Operational Thought (11+): abstract, systematic reasoning
Harlow
Rhesus Monkey: motherly love is emotional rather than purely psychological for healthy psychological development
- Capacity for attachment associated with critical periods in early life.
- Impact of deprivation can only be reversed if the child is younger than 6 months.
Assimilation
- Using current schemes to interpret the world
- Part of adaption: building schemes directly through our experience of the world
Piaget’s Stages of Morality
Stage 1/Premoral Period (0-5): behavior regulated from outside
Stage 2/Heteronomous Morality/Moral Realism (5-9): rules are rigid and given by adults/God; rules tell you what is right or wrong; consequences dictate severity of behavior, not intentions
Stage 3/Autonomous Morality/Moral Relativism (10+): emphasizes cooperation; rules changeable under certain circumstances and with mutual consent
(See also: Kohlberg)
Bowlby
- Children come into the world pre-programmed to form attachment with others because it will help them survive
- Attachment: lasting psychological connectedness between human beings.
- does not have to be reciprocal.
Four stages of Attachment:
- Pre-Attachment: (0-2months) no discrimination between persons,
- Attachment in the making: (2-6months) preference but no protest
- Clearcut Attachment: (6months-3years) demonstrations of separation anxiety
- Goal-centered partnership: (4years +) protests decline
Prenatal Development
Prenatal Neurodevelopment:
- Teratogens; environmental agents which can cause harm to the embryo; level of harm varies by type, dose, heredity, age, delayed effects can occur decades later; teratogens include drugs (prescription, non-prescription and illegal, tobacco, radiation, alcohol, environmental pollution, infectious diseases)
- Prenatal Maternal Stress; positively correlated with fetal movement; low levels of stress promote neural development; toxic, debilitating stress increase neurodevelopmental disorders and impacts attention and emotional development
Prenatal Development cont…
Sensitive periods:
- Periods in embryo when specific organs are forming; teratogen exposure during sensitive periods lead to development issues in organs
- Week 1-2: usually not suspect able, can relate to prenatal death
- Week 3-8: major structural abnormalities
- Week 9-38: physiological defects and minor abnormalities
Baumrind’s Parenting Styles
Authoritative: high expectations, high support; most successful
Authoritarian: high expectations, low support;l can cause anxiety, low self-esteem, poorer school performance
Permissive: low expectations, high support; impulsivity, disobedience, more antisocial behavior, less persistence on tasks
Uninvolved: low expectations, low support; poor emotional regulation, diusirupts all aspects of development, antisocial behavior
Attachment
Attachment is a deep and enduring emotional bond that connects one person to another across time and space
Attachment styles:
Secure-sensitive and responsive parenting
Insecure-negative or unpredictable
Avoidant-unresponsive, uncaring, dismissive
Ambivalent-inconsistent response
Disorganized-abusive or neglectful
Kohlberg’s Stages of Moral Development
- Pre-conventional level: morality externally controlled
—Stage 1: Punishment and obedience-one point of view, fear of authority
—Stage 2: concrete, individualistic orientation; right action=self-interest, reciprocity, and equal exchange of favors
2.Conventional level: conformity to social rules to maintain social system
—Stage 3: social-relational perspective; desire to maintain affection and affection and approval of friends and relatives; golden rule
—Stage 4: member of society perspective; larger perspective, societal laws, maintenance of societal order - Post-conventional/Principled level: beyond unquestioning, support, morality as abstract and applies to all situations
—Stage 5: prior rights and social contract; laws and rules as flexible instruments; free and willing participation because it brings about good
—Stage 6: universal ethical principles; right action defined by self-chosen ethical principles of conscience that are valid for all people (e.g. respect for worth and dignity of each person)
Erikson’s Stages
- Trust vs. Mistrust (birth-1): learn whether caregiver can be trusted to meet our needs; if caregivers are untrustworthy, world may be deemed a dangerous place
- Autonomy vs. Shame/Doubt (1-3): children learn to feed and care for themselves; if they fail to develop self-care they may feel shame and doubt
- Initiative vs. Guilt (3-6): begin to take responsibility and act grown-up; may take more than they can handle; may take on goals/activities in conflict with parents and family; must learn to balance initiative with rights, privileges, and goals of others
- Industry vs. Inferiority (6-12): mastery of social and academic skills, peer comparison begins; industrious children can gain skills, failure to develop leads to feelings of inferiority
- Identity role vs. Confusion (12-20): child explores “Who I am?”; crossroads between childhood and maturity; social/occupational identities are formed, lack of identity formation leads to confusion about adult role
- Intimacy vs. Isolation (20-40, young adulthood): primary task is to form strong relationships and achieve a sense of love and companionship (shared identity); loneliness results from inability to form relationships
- Generativity vs Stagnation (40-65, middle adulthood): productivity in work and raising family is central task; generativity is defined by culture; if unable or unwilling to maintain responsibilities, stagnation occurs
- Ego integrity vs Despair (65+, old age): individual reflects on life and either satisfaction from the meaningful, productive, happy experience; or despair from lack of fulfillment and goal realization; life experiences, especially social, determine outcome.
