Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 2 > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

neural development

A

after the embryo embeds in the uterine wall

eventually divides into the: forebrain, midbrain, hindbrain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

the hindbrain becomes

A

myelencephalon - medulla

metencephalon - cerebellum and pons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

the midbrain becomes

A

mesencephalon - many areas including top of the reticular formation, substantia nigra

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

the forebrain becomes

A

diencephalon - thalamus and hypothalamus

telencephalon - limbic system, basal ganglia, cerebral cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Jean Piaget

A

known as the father of cognitive development
theorized that children are active contributors to their learning - they construct their own knowledge, cognitive structures grow and change with experience
when information doesn’t match a child’s existing knowledge, they have to adapt
children and adults have schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

schema

A

concept or mental framework that we use to organize and interpret information in our world
eg a toddler sees that a dog is a four legged furry animal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

equilibrium

A

when something matches our schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

disequilibrium

A

when something doesn’t match our schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

adjusting schemas

A

assimiliation - the new experience is interpreted in terms of the existing schema
accommodation - we adapt our schema to incorporate the new exdperience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

4 major stages of cognitive development

A

sensorimotor (birth - 2 years)
preoperational (2 - 7 years)
concrete operational (7 - 12 years)
formal operational (12+ years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

sensorimotor stage

A

birth - 2 years
infants learn about the world through their actions on it
infants learn: reflexes (birth - 1 month), primary circular reactions (1 - 4 months), secondary circular reactions (4 - 8 months), tertiary circular reactions (12 - 18 months)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

primary circular reactions

A 
repeated actions using their own body
sensorimotor stage (1-4 months)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

secondary circular reactions

A

repeated actions using objects other than their own body

sensorimotor stage 4-8 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

tertiary circular reactions

A

actions made using objects and their own body

sensorimotor stage 12-18 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

sensorimotor stage: skills gained

A

object permanence is understood

language begins to aid schema development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

preoperational stage

A

2-7 years
children experience significant advances in cognitive development
children learn about the world using: symbolic thinking (2-4 years), using language to convey thoughts and feelings, easily engaging in pretend play, intuitive thinking (4-7 years)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

challenges faced during preoperational stage

A

egocentrism - difficulty in taking the perspective of the other individual
conservation - difficulty in understanding mass, liquid, number, or length

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

concrete operational stage

A

7-12 years
children think in terms of here and now but have trouble with hypotheticals
throughout this period, children learn about the world using: concrete, physical materials (now they understand conservation, change in form does not mean change in quantity)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

challenges faced during concrete operational stage

A

hypotheticals - difficulty in reasoning about the abstract

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

formal operational stage

A

12+ years
adolescents now have more complex reasoning and can think about the future abstractly
adolescents learn about the world using; complex reasoning, abstract and hypothetical thinking (if this, then that)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

possible challenge of formal operational stage

A

adolescent egocentrism (David Elkind) - refers to the idea of a heightened sense of self-consciousness, eg an imaginary audience or personal fable

22
Q

strengths and limitations of Piaget’s development stages

A

strengths: Piaget was the first to afford cognitive competencies to young children
his theories are easily understood
limitations: inaccurate age of stage-related issues
conservation and object permanence tend to be attained earlier than he said
abstract thinking is achieved later
culture influences stage as well

23
Q

Lev Vygotsky

A

Russian psychologist
disagreed with Piaget’s idea that cognitive development is set
theorized that: children learn by interacting with their social environment
parents, teachers, and other children provide scaffolding

24
Q

scaffolding

A

refers to the process of providing cognitive support during difficult tasks
works best if it’s provided at the appropriate level, just above the child’s current level of competency
-the child can then complete more of the task than they would alone
-the scaffolding can then be removed to allow the child to complete the task on their own

25
Q

zones of proximal development

A

refers to the distance between what a child can accomplish alone and what a child can accomplish with help
by observing how much a child benefits from assistance, one can learn more about their cognitive functioning

26
Q

Erik Erikson

A

German psychologist who studied under Freud
believed that an individual’s sense of self-identity develops throughout the lifespan
people progress through 8 stages, encountering a socioemotional conflict in each stage

27
Q

Erik Erikson’s 8 stages of human development

A 
trust vs. mistrust
autonomy vs. shame and doubt
initiative vs. guilt
industry vs. inferiority
identity vs. role confusion
intimacy vs. isolation
generativity vs. stagnation
ego integrity vs. despair
28
Q

trust vs. mistrust

A

infancy
develop attachment and trust
success: trust
failure: mistrust

29
Q

autonomy vs. shame and doubt

A

toddlers 1-3
develop a sense of control over physical skills and autonomy
success: autonomy
failure: shame and doubt

30
Q

initiative vs. guilt

A

preschoolers 3-6
develop a sense of control and power over their environment
success: sense of initiative (initiate social interactions, games with other kids)
failure: sense of guilt

31
Q

industry vs. inferiority

A

preadolescence 6-12
develop confidence in navigating growing social sphere
success: sense of competence
failure: feelings of inferiority

32
Q

identity vs. role confusion

A

adolescence (early teens)
develop risk-taking behaviors and a sense of personal identity
success: strong sense of self
failure: role confusion and a weak sense of self

33
Q

intimacy vs. isolation

A

young adults (late teens and early 20s)
develop plans regarding career, marriage, children
expend the maximum energy pursuing their goals
success: strong relationships
failure: loneliness and isolation

34
Q

generativity vs. stagnation

A

middle adults (late 20s to retirement)
develop greater acceptance of ourselves and others
assess goals and prepare for the rest of life
success: virtue of care
failure: stagnant and feelings of unproductiveness

35
Q

ego integrity vs. despair

A

older adults (after retirement)
develop feelings of satisfaction about life lived unless conflicts in many other stages remained unresolved
success: feelings of wisdo
failure: regret, bitterness, despair

36
Q

John Bowlby

A

English psychiatrist
considered to be the first attachment theorist
attachment is a “lasting psychological connectedness between human beings”
acknowledged that attachment also has survival value

37
Q

Bowlby’s attachment theory

A

attachment has survival value
proximity to caregiver permits safe exploration
infants have an innate, predisposed attachment system
biological cues designed to get the caregiver’s attention (smiling, crying)

38
Q

3 functions of attachment system

A

proximity maintenance
-allows the infant to make sure they remain near the caregiver
-infants will protest separation from caregiver
-may smile, cry, vocalize, cling or grasp to get attention
secure base:
-allows infant to explore the environment
-exploration is important for learning, motor skills
safe haven:
-infant is able to return to caregiver for protection

39
Q

Mary Ainsworth

A

American psychologist who studied under Bowlby
interested in how mother-child relationships develop in a natural environment
observed relationships characterized by comfort/security as well as some characterized by tension/conflict –> thought this might be linked to maternal responsiveness
developed the Strange Situation Paradigm to test in lab

40
Q

Strange Situation Paradigm

A

developed by Mary Ainsworth

  1. introduction to experimental room
  2. free play –> mom and baby in room alone
  3. stranger enters, approaches baby, mom leaves
  4. first separation –> baby with stranger
  5. first reunion –> mom returns, stranger leaves
  6. second separation –> mom leaves again, baby alone
  7. second separation continues –> stranger enters
  8. second reunion –> mom returns, stranger leaves
41
Q

4 types of attachment patterns

A
  1. secure attachment - low avoidance, low anxiety
  2. avoidant attachment (insecure-avoidant) - high avoidance, low anxiety
  3. anxious attachment (insecure-avoidant) - high avoidance, low anxiety
  4. disorganized attachment (anxious-avoidant) - high avoidance, high anxiety
42
Q

secure attachment

A

low avoidance, low anxiety
mother is used as a secure base for exploration
distress when mother leaves
upset but trusting when mother returns
may even interact with stranger in the room while the mom is still present

43
Q

avoidant-attachment (insecure-avoidant attachment)

A 
high avoidance, low anxiety
no interaction with mother
not very upset when the mother leaves
doesn't go to mother when she returns
"tough guy"
44
Q

anxious attachment (insecure-resistant attachment)

A 
low avoidance, high anxiety
does not explore with mother around
great distress when mother leaves
strong fear of strangers
cannot be comforted upon mother's return
45
Q

disorganized attachment (anxious-avoidant)

A

high avoidance, high anxiety
named by Ainsworth’s student, Berkeley professor
infant lacks a consistent attachment strategy
breakdowns in behavior
alternates between approach and avoidance behaviors

46
Q

Lawrence Kohlberg

A

American psychologist who studied under Piaget
focused on moral reasoning vs. behavior
social experiences inform our understanding of justice

47
Q

Kohlberg’s 3 levels of moral reasoning

A
  1. preconventional - obedience and self-interest
  2. conventional - conformity and law/order
  3. postconventional - human rights and universal human ethics
48
Q

preconventional morality

A

individual values external events
right or wrong is based on physical or hedonistic consequences
1. obedience: punishment avoidance
2. self interest: “getting what you want” by trade off

49
Q

conventional morality

A

individual values performing the right roles
right or wrong is based on maintaining the social order of their group
substages:
1. conformity: meeting the expectations of others
2. law and order: fulfilling duties and upholding laws

50
Q

postconventional morality

A

individual values shared standards, rights, and duties
right or wrong is based on abstract ethical principles that emphasize justice and individual rights
substages:
1. human rights: sense of democracy and relativity of rules
2. universal human ethics: self-selection of universal principles

Psych 2 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions