Exam 1 Flashcards
(94 cards)
1
Q
Five basic questions of developmental research
A
What is the nature of the child, What drives development?, WHat is the child’s role in development?, How does development progress? Can we tell the future from the past?
2
Q
Continuous Development
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Gradually goes up
3
Q
Discontinuous development
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Stages
4
Q
methodology: how change is captured
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cross-sectional, longitudinal, and/or both
5
Q
Methodology: Data
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reports, observational methodologies, biological measures
6
Q
methodology: design methods
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correlational (not controlled), experimental (controlled)
7
Q
narratives
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hybrid between observations and clinical interviews
8
Q
naturalistic observation
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watching child behavior as free-flowing
9
Q
structed observation
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observing in context of home or lab
10
Q
Biological measures
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psychophysiological measures, genetic, brain activity/imaging, hormones, EEG, Cortisol collection, cheek swab
11
Q
Cross-Sectional designs
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collect data from children of different ages
12
Q
Longitudinal design
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collect data from same children over time
13
Q
Cross-sectional/longitudinal
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collect data from different cohorts over time
14
Q
Psychoanalytic Theory (Freud)
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a comprehensive model of personality development based on analysis of free associations, dreams, and other unconscious behaviors
15
Q
Biological Instincts
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eros (life): positive
Thantos (death): destructive
16
Q
the role of socialization in psychoanalytic theory
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to harness, control, channel basic biological instincts
17
Q
Psychoanalytic theory (Freud): personality as a system
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Superego, Ego, ID
18
Q
Superego
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perfection principle: internal censor, should nots, judgemental, interanlized standards, guilt
19
Q
Ego
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Reality Principle: seeks realistic and acceptable ways to satisfy the ID, deliberate, conscious, rational
20
Q
ID
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pleasure principle: passions, insticts, emotions, seeks gradification, impulsive, unconcious
21
Q
Major driving force of personality development
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conflicts between biological needs (ID) and society’s dictates
22
Q
Psychoanalytic Theory (Freud): stages of personality development
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0-1 the oral stage
1-3 anal stage
3-6 the phallic stage
6-12 latency stage
12+ genital stage
23
Q
Psychoanalytic Theory (Freud): defense mechanisms
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strategies the mind adopts to deal with anxiety, tension, threatening, or unacceptable thoughts and emotions; repression, projection, denial, rationalization, regression
24
Q
Psychoanalytic Theory (Freud): Genius of Freud
A
proposed system approach to personality, power of affect, early affective experience, unconcious processes, critical early relationships
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Psychoanalytic Theory (Freud): Problems
not objective, case studies, difficult to verify empirically
26
Erikson's 8 developmental stages (crises)
0-1: basic trust vs. mistrust
1-3: autonomy vs. shame and doubt
3-6 initiative vs. guilt
6-12: industry vs. inferiority
Adolescence: identity vs. role confusion
Young adulthood: intimacy vs. isolation
Middle adulthood: generativity vs. stagnation
Old age: ego integrity vs. despari
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Appraisal of erikson's theory
unconscious sexuality --> rationality
stretching over life span
developmental tasks for strength and vulnerability
rich social context of human lfie
systematic approach
question for individual identity
appealing
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Freud Vs. Erikson 5 basic questions
(1) evil vs. good
(2) nature and nurture vs. nurture
(3) passive recipient vs. active explorer
(4) psychosexual vs. psychosocial
(5) yes: fixation on earlier stage vs. yes: if crisis not resolved it has lasting consequences for development
29
Process of learning (Watson, Skinner, Bandura)
the child thinks/reacts in a new way, change results from experience, change is relatively permanent
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Skinner: Process of learning
operant conditioning: freely emitted response reinforced by its consequences
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Learning Model: watson
(20's)radical behaviorism, child shaped by parent/environment, repetition and classical conditioning
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Learning Model: Skinner
(50-60's) operant conditioning, positive and negative reinforcers
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Learning Model: Bandura
(70's-current) modeling and imitation, emphasis on cognitive processes in learning
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Bandura: Cognitive Social Learning Theory
child can learn without ever having performed an art, child does not need personally to experience reinforcements, child is active and thinking contributor to own learning
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learning theory: Appraisal
precise, explains how new behavior is acquired, useful clinical applications; however, oversimplified, no individual differences
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Jean Piaget and cognitive developmental approach
not affect or behavior, but cognition; observational interviews
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Cognitive developmental approach: view of child
children are different than adults
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cognitive developmental approach: process of development
constantly challenged, cognitive disequilibrium
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cognitive developmental approach: course of development
invariant series of stages,
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cognitive developmental approach: central concepts
sensorimotor: acts and sensations
symbolic: can imagine things
operational: images become flexible and reversible
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schemata
intellectual structures we create to represent, organize, and interpret experience
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adaptation: essence of development
assimilation: assimilate the world to me
accomodation: accommodate me to the world
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Sensorimotor stage 0-2
thoughts confined to action schemes, "here and now", final achievement: symbol
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Preoperational stage 2-7
intuitive thought not logical, can imagine things but not their transformations, egocentrism
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Concrete-operational stage 7-11
logical thought, but only on concrete objects, can imagine transformations not abstractions
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formal-operational stage 11-12+
abstract and logical thought, child can imagine and transform ideas
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Piaget's Cognitive theory: 5 basic questions
(1) good
(2) nature mostly, and nurture somewhat
(3) active
(4) discontinuous (stages)
(5) not a question of interest
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Piaget: Appraisal and implications for social development
comprehensive, inspired new educational methods, showed parallels between cognitive and socioemotional development, cognitive stage-> influences attachment, cognitive limitations->social and emotional limitations, neglected affect, fail to acknowledge parents role
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ethology
why and how are we alike
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temperament
why and how we are different, individual differences: emotional, motor, self-regulatory processes, biologically based and linked to genetic endowment, stable across situations
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Ethological perspective
study of evoluntionary bases of behavior and development, evolution, adaption, Bowlby
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John Bowlby's
young children's attachment only by maintaining proximity to an adult who will provide care
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Proximity to baby
responsive to infant cues
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ethological persepctive: behavior genetics
selective breeding, twin designs, adoption designs, focus on interplay of genetic, hereditary factors and the environemnt
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model of genotype environment correlations
passive, evocative, and active
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passive genotype-environment correlations
parents: provide the child with genes, genes influence the environment they create for the child, most important early in life
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evocative genotype-environment correlations
the child's heritable evoke behavior of others toward the child, evokes parents distress/anger or comfort/support, physically attractive evokes favorable first impressions, always important in development
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active genotype-environment correlations
child's heritable attributes influence they way they actively structure their life, shy=quiet activities, thrill-seeking= joins a sport teams, most important later in life
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classic work: Thomas and Chess new york longitudinal study
nine dimensions, three types of children: easy, difficult, slow-to-warm-up, concept of goodness of fit
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contemporary research: Jerome kagan
inhibition to the unfamiliar
at 4 months: two extreme groups selected
toddlers/preschoolers: reactive-highly fearful to strangers
13-14 years: reactive-still prone to fear
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Mary Rotherbart: comprehensive model of temperament
Positive affect/extraversion: joy, positive anticipation
Negative affect: fear, anger, sadness
Effortful control: self-regulation, self-control, attention focusing
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Implications of temperament for social and personality development
children's temperament affects individuality temperament in childhood-> adult personality
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interactions temperament/environment
different socialization methods and techniques, have different effects
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Biological approach 5 basic questions
(1) adaptive outcome of evolution- well prepared for survival
(2) nature, combination of nurture clearly acknowledged
(3) active
(4) different approaches
(5) yes
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ecological perspectives
Bronfenbrenner (nested systems,with child in the middle), Belsky, development occurs in rich context or environment, children's life contexts can differ in richness
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Ecological perspective 5 basic questions
(1) ?
(2) nurture influences stressed: biological contributions acknowledged
(3) transactions between child and environment
(4) continuous and discontinuous, tunring points, major transitions
(5) yes: history can predict future
67
Affect expression
Caroll Izard, Newborn: interest, distress, disgust, hint of smile
2-7 months: anger, sadness, joy, surprise, fear
Second year: guilt, shame, empathy, pride, envy
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affect recognition
newborn: sensitive to other infant cries
4-6 weeks: sensitive to emotions in mother's voice
3 months: respond with like emoion to mother's expression
7-10 months: recognize and interpret multiple emotions, monitor emotions, interpret situations
3-5 years: rapidly develops recognizable and lable emotions
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social referencing
search and use emotional information from others to guide their own understanding, onset: second half of the first year, affective map, right vs. wrong, shared meaning
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affect expressino: emotion regulation
emotional repertoire expands, expressive control, emotional regulation, grils have a good ability to mask, dysregulated sadness/fear/anger
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facotrs that influence individual differences in emotion regulation
gender, age, temperament, parents' response, attachment quality
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adaptive functions of early emotions
signal baby reactions to social stimuli, communicate internal states/desires, first relationships/attachments, emotional competence
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early attachments
stond and eduring, maintian proximity, selective, important for later development
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Ontogeny of attachment Schaffer and Emerson
0-6 weeks: asocial stage
6 weeks-7 months: indiscriminate attachment
7-9 months: specific atachment
by 18 motnhs: multiple attachments
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ontogeny of attachment Bowlby and Ainsworth
0-3 months: phase 1
2/3-6/9 months: phase II
6/9-12 motnhs: phase III
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Phase I
preparation for attachment, no specific attachment figure; ends when C has reciprocal face-to-face interaction
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Phase II
attachment-in-the-making; ends with a developed preference for AF
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Phase III
consolidation of attachment, attachment towards specific AF, soon more AF's
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infant factors
adaptive: promoting proximity and bond, phsycial characteristics, behavioral competencies
Maladaptive: prematurity, difficult temperament, still-face paradigm
80
Caregiver factors
adaptive: responsiveness, warmth, acceptance of child
maladaptive: depression, lack of knowledge, rejecting parental role, adolescent mother
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environment factors
adaptive: low stress, inter-parental harmony,
maladaptive: stresses and hardships, parenting hassles,
82
psychoanalytic theory
Frued, Erikson: attachment emerges from oral activities; role of maternal responsiveness
Erikson: basic trust vs. mistrust at 1 year
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learning theory
attachment emerges from rewards that mother provides
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cognitive-developmental theory
cognitive underpinnings of attachment, exist even when not in sight
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Fear of strangers
6-7 months: child wary of strangers
8-10 months: fear of stranger peaks
over 2nd year: fear of strangers gradually subsides
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Seperation anxiety
6-8 months: emerges
14-18 months: peaks
over preschool: slowly diminishes
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consequences of long-term seperations
Bowlby: protest phase- angry; despair- depression, unresponsive; detachment- undoing the attachment; permanent withdrawal
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differenes in basic emotional processes
individual differences, lab assessments, longitudinally stable
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differences in complex early emotional regulatory systems
secure and insecure, antecedents and consequences, long-term implications, intergenerational trasmission, controversial issues
90
individual differences inearly attachment, Bowlby
strong, enduring, interact often, maintain proximity, one seeks security and comfort
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Bowlby: attachment behavioral system
desired proximity depends on context, closer when in danger, farther when happy
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adaptive function of attachment
organized in a way that is adaptive for the child, AF is safe haven
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Strange Situation
see how child reacts from separation and reunion with AF and stranger
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