Developmental Psychology Refresher Flashcards
(284 cards)
1
Q
systematic processes of change and stability in people and are
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Human Development
2
Q
“all human beings are naturally good and seek out experiences that help them grow”
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Jean- Jacques Rousseau
3
Q
Domains of Development
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Physical, Cognitive, Psychosocial
4
Q
highly similar for people in a particular age group. The timing of biological events is fairly predictable within a normal range
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Normative Age-graded
5
Q
significant events that shape the behavior and attitudes of a historical generation
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Normative History-Graded
6
Q
unusual events that have a major impact on individual lives because they disturb the expected sequence of the life cycle. They are either typical events that happen at an atypical time of life or atypical events
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Nonnormative
7
Q
development is governed by the same process
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Continuous Development
8
Q
also called quantitative development
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Continuous Development
9
Q
development at different points in lifespan is fundamentally different in nature
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Discontinuous Development
10
Q
also called qualitative development
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Discontinuous Development
11
Q
people are active, growing organisms who set their own development in motion
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Active Development
12
Q
also called organismic development
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Active Development
13
Q
people are like machines that react to environmental input
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Reactive Development
14
Q
also called mechanistic development
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Reactive Development
15
Q
everything we do is fueled by either the sexual drive (eros) or aggressive drive (thanatos)
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Psychosexual Development
16
Q
an arrest in development that can show up in adult personality
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Fixation
17
Q
too little or too much gratification leads to this:
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Fixation
18
Q
atachments formed during childhood have an important on adulthood
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Attachment Theory
19
Q
Stages of Separation Anxiety
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Protest Stage, Despair Stage, Detachment Stage
20
Q
when their caregiver is first out of sight. infants will cry, resist soothing by other people, and search for their caregivers
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Protest Stage
21
Q
infants become quiet, sad, passive, listless, and pathetic
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Despair Stage
22
Q
infants become emotionally detached from other people, including their caregivers. If their caregiver (mother) returns, infants will disregard and avoid her. Children who become detached are no longer upset when their mother leaves them
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Detachment Stage
23
Q
as their become older, they play and interact with others with little emotion but appear to be sociable. However, their interpersonal relations are superficial and lack warmth
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Superficial interactions
24
Q
he proposed “Infantile Narcissism”
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Heinz Kohut
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established when infant relates to a mirroring selfobject; reflects approval of its behavior
Need to exhibit grandiose self
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implies that someone else is perfect. Nevertheless, it too satisfies a narcissistic need because the infant adopts the attitude (You are perfect, but I am part of you)
Need to acquire idealized image of one or both parents self
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development is the product of children's attempts to understand and act upon their world
Cognitive Stage Theory
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proposed Cognitive Stage Theory
Jean Piaget
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Piaget's term for organized patterns of thought and behavior used in particular situations
Schema
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it is internal, structured, learned from past experiences, and guides our daily behavior
Schema
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using existing schemas on new situations/information
Assimilation
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new experiences cause an individual to alter existing schemas; Adjusting one's cognitive structures
Accommodation
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tendency to create categories
Organization
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achieved through a balance between assimilation and accomodation
Equilibration
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how children handle new information in light of what they already know
Adaptation
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usage of senses to develop their first schemas
Sensorimotor Stage
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not yet capable of metal representations and thinking about consequences of their behaviors
Sensorimotor Stage
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realization that something continues exist when out of sight
Object Permanence
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ability to mentally represent objects an actions in memory, through symbols such as words, numbers, and mental pictures
Representational Ability
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can think about actions before taking them and try out solutions in their mind
Representational Ability
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capable of mental representations and less on immediate experience to know more about the world
Preoperational Stage
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can represent the world through words and images
Preoperational Stage
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capable of logical thinking about physical reality and concrete events
Concrete Operational Stage
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they have a lack of abstract logic and moral reasoning abilities
Concrete Operational Stage
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can now reason hypothetically
Formal Operational Stage
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can generate knowledge about events that area not concrete
Formal Operational Stage
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adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically testing solutions
Hypothetical-Deductive Reasoning
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develop hypothesis about ways to solve problems and systematically testing solutions
Hypothetical- Deductive Reasoning
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dictates that development proceeds from the head to the lower part of the trunk
Cephalocaudal
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development proceeds from parts near the center of the body to outer ones
Proximodistal
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this stage includes conception and implantation
Germinal Stage
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sperm and ovum unite, forming a zygote containing genetic instructions for the development of a new and unique human being
Conception
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stage of prenatal development that occurs on day 1
Conception
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stage of prenatal development that occurs from day 10 to 14
Implantation
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the zygote burrows into the lining of the uterus. Specialized cells that will become the placenta, umbilical cord, and embryo are already formed
Implantation
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all the embryo's organ systems form during the 6-week period following implantation
Organogenesis
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stage of prenatal development that occurs from weeks 3-8
Organogenesis
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this stage includes organogenesis
Embryonic
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stage of prenatal development that occurs from weeks 9-38
Growth and Organ refinement
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The fetus grows from 1 inch long and 1/4 ounce, to a length of about 20 inches and a weight of 7-9 pounds. By week 12, most fetuses can be identified as male or female.
Changes in the brain and lungs make viability possible by week 24; optimum development requires an additional 14 to 16 weeks in the womb. Most neurons form by week 28, and connections among them begin to develop shortly thereafter. In the last 8 wears, is feso possiber and smal, is sensive to touch, and responds to light.
Growth and Organ refinement
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this stage includes growth and organ refinement
Fetal Stage
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the ability to live outside the womb
Viability
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is the act or process of giving birth, and it typically begins about 2 weeks before delivery
Parturition
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30 minutes after birth
Partunate Period
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Post-cutting of the umbilical cord to 4 weeks
Neonate Period
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a woman may have felt false contractions at times during the final months of pregnancy or even as early as the second trimester when the muscles of the uterus tighten for up to 2 minutes
Braxton-Hicks Contractions
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this is the longest stage of birth
Cervical Dilation
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increasing and regular and increasingly frequient uterine contractions cause the cervix to shorten and dilate, or widen, in preparation for delivery
Cervical Dilation
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Lasts until the cervix is fully open (10 cm/4 in) so the baby can descend into the birth canal
Cervical Dilation
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Stage 1 of birth
Cervical Dilation
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substage of stage 1 in the stages of birth wherein the contractions are relatively far apart and typically are not too uncomfortable
Early/Latent Stage
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substage of stage 1 in the stages of birth which begins when the cervix is 3 to 4 centimeters dilated and continues until dilation has reached 8 centimeters, contractions are closer together and more intensive
Active Phase
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substage of stage 1 in the stages of birth wherein the last two centimeters of dilation are achieved; contractions are closely spaced and strong
Transition Phase
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most painful stage within stage 1 of the stages of birth
Transition Phase
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the shortest stage within stage 1 of the stages of birth
Transition Phase
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begins when the baby's head begins to move through the cervix into the vaginal canal
Emergence
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this stage ends when the baby emerges completely from the mother's body
Stage 2- Emergence
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this is stage 3 in the stages of birth
Expulsion on Placenta
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in this stage of birth, the placenta and the remainer of the umbilical cord are expelled ffrom teh mother
Stage 3- Expulsion of Placenta
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are the result of two separate eggs being fertilized by two different sperm to form two unique individuals
Dizygotic Twins
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from the cleaving of one fertilized egg and are generally genetically identical
Monozygotic Twins
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the least developed at birth due to prenatal environment (womb)
Vision
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in what time frame is touch developed in a fetus
32 weeks of gestation
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when does pain perception emerge in a fetus
3rd trimester
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these reflexes are automatic, involuntary movements in infancy
Primitive Reflexes
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Present at birth or shortly after and is controlled by the brain stem
Primitive Reflexes
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these reflexes support lifelong adaptability and protection.
Adaptive Reflexes
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these reflexes are more complex and later developing reflexes
Adaptive Reflexes
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help individuals adapt to the environment throughout life
Adaptive Reflex
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these reflexes begin to disappear at 6 to 8 months of age
Primitive Reflexes
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Prelinguistic Speech
Cooing, Babbling
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Linguistic speech
Holophrase, Telegraphic Speech
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these emotions are immediate, instinctual responses to stimuli
Basic Emotions
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these emotions arise only after children have developed self-awareness
Self-conscious emotions
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these emotions include self-awareness+ able to evaluate their own thoughts and behavior against what is considered socially appropriate
Self-evaluative emotions
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Temperamental Categories
Easy children, Difficult Children, Slow to warm up children
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these children are happy, rhythmic in biological functioning, accepting of new experiences
Easy children
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these children are more irritable and harder to please, irregular in biological rhythms, wary of new experiences, and more intense in expressing emotion
Difficult Children
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these children are mild but slow to adapt to new people and situations
Slow to warm up children
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the match between a child's temperament anad the environmental demands and constraints the child must deal with
Goodness of Fit
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slower growth, loss of babyish roundness
Early childhood
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understanding that others have their own thoughts beliefs, desires, and intentions
Theory of Mind (TOM)
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allows one to understand and predict other's behavior and makes the social world understandable
Theory of Mind (TOM)
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Limitations in Cognitive Development
Transductive Reasoning, Irreversibility, Egocentrism, Animism
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mentally linking two events, especially events close in time, whether or not there is logically a causal relationship
Transductive Thinking
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children fail to understand that some operations or actions can be reversed, restoring the original situation
Irreversibility
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inability to consider another person's point of view
Egocentrism
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attributing life to objects that are not alive
Animism
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produces a script, or general outline of a familiar, repeated event
Generic Memory
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awareness of having experienced a particular event at a specific time and place
Episodic Memory
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memories of distinctive experiences that form a person's life history
Autobiographical Memory
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memories that have a special, personal meaning to the child
Autobiographical Memory
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self-evaluative part of the self-concept, the judgment children make about their overall worth
Self-esteem
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children either believe they are either all good or all bad
Unidimensional self-esteem
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reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship
Attachment
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he said that "attachment styles are the result of repeated interactions with a caregiver"
John Bowlby
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attachment style that is flexible and resilient in the face of stress
Secure Attachment
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attachment style tend to show little emotion, either positive or negative
Insecure- Avoidant Attachment
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attachment style that shows a mix of proximity-seeking and angry behaviors and are very difficult to settle
Ambivalent Attachment
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attachment style that lacks a cohesive strategy to deal with stress
Disorganized Attachment
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attachment style that shows contradictory, repetitive, or misdirected behaviors
Disorganized Attachment
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Baumrind's Parenting Style
Authoritarian, Authoritative, Permissive, Uninvolved
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parents are high on warmth and moderate on control, very careful to set clear limits and restrictions regarding certain kinds of behaviors
Authoritative Parenting Style
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Parents are low on warmth and high on control and often cold and demanding
Authoritarian Parenting Style
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Parents are high on warmth and low on control and discipline
Permissive/Indulgent Parenting Style
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Parents are low on warmth and low on control
Neglectful/Uninvolved Parenting Style
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Theory of Psychosocial Development
Erik Erikson
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we develop in eight stages, each has crisis which we need to resolve
Theory of Psychosocial Development
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it is the basic crisis within the first stage of psychosocial development
Trust vs, Mistrust
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it is the virtue in the first stage of psychosocial development
Hope
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the first stage of psychosocial development
Infancy
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baby develops a sense of whether world is a good and safe space
Trust vs Mistrust
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the freudian equivalent of trust vs. mistrust
Oral Stage
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the surplus of trust in the infancy stage leads to?
Sensory Distortion
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the surplus of mistrust in the infancy stage leads to?
Withdrawal
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the second stage of psychosocial development
Early Childhood
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the basic crisis within the second stage of Development
Autonomy vs. Shame and Doubt
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children learn to control their bodies; time for learning to walk, run and other activities
Autonomy vs. Shame and Doubt
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the freudian equivalent of Autonomy vs. Shame and Doubt
Anal Stage
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the surplus of autonomy in the early childhood stage leads to
Impulsiveness
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the surplus of shame and doubt in the early childhood stage leads to
Compulsiveness
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it is the virtue in the second stage in psychosocial development
Will
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this is the third stage of the psychosocial development
play age
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the basic crisis within the third stage of development
Initiative vs. Guilt
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develops initiative when trying new activities and is not overwhelmed by guilt
Initiative vs. Guilt
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increasing facility for locomotion; play shows initiative and imagination
Initiative vs. Guilt
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the freudian equivalent of Initiative vs. Guilt
Phallic Stage
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the eriksonian expansion of the third stage of psychosocial development
Genital-locomotor
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the surplus of initiative in the play age stage leads to
Ruthlessness
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the surplus of guilt in the play age stage leads to
Inhibition
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the fourth stage of psychosocial development
School Age
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the basic crisis of the fourth stage of development
Industry vs. Inferiority
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the freudian equivalent of Industry vs. Inferiority
Latency Stage
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children must learn skills of the culture or face feelings of incompetence
Industry vs. Inferiority
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Time of tremendous social growth; diverting of energies to learning technology, culture, and social interactions
Industry vs, Inferiority
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the virtue of the fourth stage of development
Competence
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the surplus of industry in the school age stage leads to
Narrow Virtuosity
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the surplus of inferiority in the school age stage leads to
Inertia
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this is the fifth stage of psychosocial development
Adolescence
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the basic crisis of the fifth stage of development
Identity vs. Confusion
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this phase is a period of social latency; period of trial and error
Identity vs. Confusion
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formation of self-image; experiment with different roles and ideologies, trying to determine the most compatible fit
Identity vs. Confusion
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the virtue of the fifth stage of psychosocial development
Fidelity
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the surplus of identity in the adolescence stage leads to
Fanaticism
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the surplus of autonomy in the adolescence stage leads to
Repudiation
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the sixth stage of psychosocial development
young adulthood
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the basic crisis of the sixth stage of psychosocial development
Intimacy vs. Isolation
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the virtue of the sixth stage of psychosocial development
Love
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establish independence from parents and quasi-parental institutions; begin functioning as mature, responsible adults; undertake productive work
Intimacy vs. Isolation
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form intimate relationships; fusing one's identity
Intimacy vs. Isolation
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the erksonian concept of the sixth stage of psychosocial development
Genitality
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the surplus of intimacy in the young adulthood stage leads to
Promiscuity
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the surplus of isolation in the young adulthood stage leads to
Exclusion
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the seventh stage of psychosocial development
Middle Adulthood
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the basic crisis in the seventh stage of psychosocial development
Generativity vs. Stagnation
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the virtue of the seventh stage of psychosocial development
Care
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the eriksonian concept of the seventh stage of psychosocial development
Procreativity
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teaching and guiding the next generation and altruistic concern for other people
Generativity vs. Stagnation
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the surplus of generativity in the middle adulthood stage leads to
Overextension
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the surplus of stagnation in the middle adulthood stage leads to
Rejectivity
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the eighth stage of psychosocial development
Late Adulthood
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the basic conflict in the eighth stage of psychosocial development
Integrity vs. Despair
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the virtue of the eighth stage of psychosocial development
Wisdom
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eriksonian concept of the eighth stage of psychosocial development
Generalized Sensuality
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examine and reflect on our life, taking its final measure
Integrity vs. Despair
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accepting one's place and one's past or sense of frustration, angry about missed opportunities and regretful of mistakes
Integrity vs. Despair
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the surplus of ego integrity in the late adulthood stage leads to
Presumption
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the surplus of despair in the late adulthood stage leads to
Disdain
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proposed "Psychological Birth"
Margaret Mahler
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child becomes an individual separate from his/her primary caregiver > sense of identity
Psychological Birth
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when does psychological birth start and end?
starts in the first weeks of prenatal birth and ends up to 3 years
192
the three major stages of psychological birth
Normal Autism, Normal Symbiosis, Separation-Individuation
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like an unhatched bird egg; sense of omnipotence; needs are cared for automatically without effort
Normal Autism
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stage of psychological birth that has a period of primary narcissism
Normal Autism
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mutual cuing of infant and mother. The infant sends cues to the mother of hunger, pain, pleasure, and so forth, and the mother responds with her own cues, such as feeding, holding, or smiling
Normal Symbiosis
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children become psychologically separated from their mothers, achieve a sense of individuation, and begin to develop feelings of personal identity. Surrender their delusion of omnipotence and face their vulnerability to external threats
Separation-Individuation
197
Stages of Separation-Individuation
Differentiation, Practicing, Rapproachement, Libidinal Object Constancy
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hatching of egg; bond with specific other person; infants smile in response to their own mother; curiosity or fear of others
Differentiation
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begin to develop autonomous ego, at early stages, do not like to lose sight of mother; distress when she is away; later begin to take in outside world
Practicing
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desire to bring their mother and themselves back together physically and psychologically; more likely to show SepAnx
Rapproachement
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fight with the mother
Rapproachement Crisis
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constant inner representation of mother to tolerate being physically separate from her or dependence on physical presence; consolidation of individuality
Libidinal Object Constancy
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occasional, short-term conditions, such as infections and warts are common
Acute Medical Conditions
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illnesses or impairments that persist for at least 3 months
Chronic Medical Conditions
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many positive nominations and few negative nominations
Popular Children
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has many negative nominations
Rejected Children
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few nominations
Neglected children
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no unusual numbers of positive and negative nominations
Average Children
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many positive and many negative nominations
Controversial Children
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children who habitually assume the worse of others and quickly conclude, in ambiguous situations, that others were acting with ill intent and are likely to strike out in retaliation or self-defense
Hostile Attribution Bias
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a brain-neuroendocrine process by which a person attains sexual maturity and the ability to reproduce
Puberty
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organs directly related to reproduction, which enlarge and mature during adolescence
Primary Sex Characteristics
213
physiological signs of sexual maturation (such as breast development and growth of body hair) that do not involve the sex organs
Secondary Sex Characteristics
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first signs of puberty in women
Thelarche, Adrenarche, Menarche
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breast development
Thelarche
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includes pubic hair growth
Adrenarche
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first menstruation
Menarche
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first sign of puberty in men
growth of testicles and scrotum
219
Puberty Stages
Adrenarche, Gonadarche
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occurs between ages 6 and 8. During this stage, the adrenal glands secrete increasing levels of androgens
Adrenarche
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is marked by the maturing of the sex organs
Gonadarche
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the two components of Adolescent Egocentrism
Imaginary Audience, Personal Fable
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falsely believe themselves to be the focus of others' attention
Imaginary Audience
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belief by adolescents that they are special their experience is unique, and they are mot subjected to the rules that govern the rest of the world
Personal Fable
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a theory that focuses on how children develop morality and moral reasoning
Kohlberg's theory of moral development
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the three levels of Kohlberg's theory of moral development
Preconventional, Conventional, Postconventional
227
people act under external controls. They obey rules to avoid punishment or reap rewards, or they act out of self-interest
Preconventional morality
228
this level of morality is apparent in children ages 4 to 10
Preconventional morality
229
they are concerned about being "good", pleasing others, and maintaining the social order
Conventional Morality
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level of morality apparent in ages 10 to 13 or beyond
Conventional Morality
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people recognize conflicts between moral standards and make their own judgments on the basis of principles of right, fairness, and justice
Postconventional Morality
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this level of morality is apparent in early adolescence, not until young adulthood, or never
Postconventional Morality
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Marcia's Identity Statuses
Crisis and Commitment
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period of conscious decision making related to identity formation
Crisis
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personal investment in an occupation or system of beliefs
Commitment
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begins in infancy and continues throughout adolescence
Individuation
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it involves the struggle for autonomy and differentiation or personal identity
Individuation
238
emotional turmoil, conflict within the family, alienation from adult society, reckless behavior, and rejection of adult values
Teenage rebellion
239
tend to come from disrupted families and, as adults, continue to have unstable family lives and to reject cultural norms
Teenage rebellion
240
higher stage of adult cognition/formal operations
Postformal thought
241
characterized by the ability to deal with inconsistency, contradiction, and compromise
Postformal thought
242
active, persistent, and careful consideration of information or beliefs
Reflective thinking
243
black of white thinking
Dualism
244
seeing gray areas
Multiplicity
245
different solutions to problems are evaluated with the understanding that some answers may be better than others
Development of Contextual Relativism
246
ability to use evidence to evaluate solutions while recognizing at the best answer may depend of the context
Commitment within contextual relativism
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the three sides of sternberg's theory of love
Intimacy, Passion, Commitment
248
emotional; feelings that promote closeness and connectedness
Intimacy
249
physical; feelings of intense longing for union with the other person, including sexual union
Passion
250
cognitive/psychological; decision to love and to stay with the beloved
Commitment
251
describes casual interpersonal relationships
Nonlove
252
absence of intimacy, passions, and commitment
Nonlove
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involves closeness, emotional support, and warmth
Liking
254
only intimacy
Liking
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strong physical attraction without intimacy or commitment
Infatuation
256
only passion
Infatuation
257
often found in long-term relationships that lack intimacy and passion
Empty love
258
only commitment
Empty love
259
emotional bonded but not committed
Romantic Love
260
intimacy and passion
Romantic Love
261
long-term friendship often in marriages where physical attraction has diminished
Companionate Love
262
intimacy and commitment
Companionate Love
263
can lead to whirlwind courtships that lack depth
Fatuous Love
264
passion and commitment
Fatuous Love
265
considered "complete" love but harder to maintain
Consummate Love
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intimacy, passion, and commitment together
Consummate Love
267
Four Horsemen of Relationships
Criticism, Defensiveness, Contempt, Stonewalling
268
involves attacking the character or personality of your partner. It often starts with "you always" or "you never" statements, and it can be incredibly hurtful and damaging to the relationship
Criticism
269
is a response to criticism, in which the partner being criticized tries to defend themselves instead of taking responsibility for their actions. This can often lead to an escalation of conflict and can make it challenging for partners to resolve their disagreements
Defensiveness
270
involves disrespecting your partner and communicating that you see yourself as superior to them. This can include insults, mockery, and hostile humor. Contempt is one of the most destructive of the Four Horsemen, and it is often a sign that a relationship is in serious trouble
Contempt
271
is a response to overwhelming feelings of stress or conflict. It involves withdrawing from the conversation and emotionally shutting down. Stonewalling can be frustrating for the other partner, who feels ignored and shut out
Stonewalling
272
the process that allows expertise to compensate for declines in information-processing ability by bundling relevant knowledge together
Encapsulation
273
ability to solve novel problems
Fluid
274
ability to remember and use information acquired over a lifetime
Crystallized
275
occurs when the youngest child leaves home
Empty Nest
276
increasing numbers of young adults, return to their parents' home
Revolving Door Syndrome
277
also called boomerang phenomenon
Revolving Door Syndrome
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a squeeze between the competing needs of their own children and the emerging needs of their parents
Sandwich Generation
279
stressful life period precipitated by the review and reevaluation of one's past, typically occurring in the early to middle forties
Midlife Crisis
280
Theories of Aging
Immunological Theory, Wear and Tear Theory
281
a programmed decline in immune system functions leads to increased vulnerability to infectious disease and this to aging and death
Immunological Theory
282
result of accumulated damage to the system at the molecular level
Wear and Tear Theory
283
The Kubler-Ross Grief Model
Denial, Anger, Bargaining, Depression, Acceptance
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