Week 9: Developmental Psychology Flashcards
(20 cards)
Nature Vs Nurture
- Heredity creates p________________
- E_____________ influences how they develop
Nature Vs Nurture
- Heredity creates predispositions
- Environment influences how they develop
Bronfenbrenner Ecological Systems:
- The microsystem: Refers to the most i___________ surroundings (e.g., family, friends, teachers)
- The mesosystem: Reflects r________ between microsystems (e.g., the connection between home and the workplace)
- The exosystem: Comprises social settings that a________ the individual without them playing an a______ role (e.g., workplace policies)
- The macrosystem: Operates at the ou____ level of the ecology (e.g., laws, cultural values)
- The chronosystem: Represents changes that occur o___ t_____
- The microsystem: Refers to the most immediate surroundings (e.g., family, friends, teachers)
- The mesosystem: Reflects relations between microsystems (e.g., the connection between
home and the workplace) - The exosystem: Comprises social settings that affect the individual without them playing an active role (e.g., workplace policies)
- The macrosystem: Operates at the outer level of the ecology (e.g., laws, cultural values)
- The chronosystem: Represents changes that occur over time
Sensitive and Critical Periods
Sensitive periods of development
* An o________ time frame for certain experiences
* However, if these experiences occur at a_______ time, normal
development can c___________
Critical periods of development
* The critical period concept suggests that the brain is set to a_________ a function during a l________ period of time
* If key experiences do not occur during a critical period, the
function may n__ develop or may not be f______ developed
Sensitive periods of development
* An optimal time frame for certain experiences
* However, if these experiences occur at another time, normal
development can continue
Critical periods of development
* The critical period concept suggests that the brain is set to acquire a function during a limited period of time
* If key experiences do not occur during a critical period, the
function may not develop or may not be fully developed
Stability and change
* Change can refer to the acquisition or the loss of a b__________
or f_________
Change can occur as
* Continuous: Refers to a g________ alteration of behaviour
* Discontinuous: Refers to stages of growth that are qualitatively d_______ and that are usually ordered in a
f_______ sequence
Stability and change
* Change can refer to the acquisition or the loss of a behaviour
or function
Change can occur as
* Continuous: Refers to a gradual alteration of behaviour
* Discontinuous: Refers to stages of growth that are qualitatively different and that are usually ordered in a
fixed sequence
- Continuity in development
Strong c________________ over time in aspects like i___________, p___________, and s_______ skills - Why?
Effects of b__________ characteristics
Individual shaping their e____________
and e______________
Cumulative effects of p_________ or
n__________ experiences
- Continuity in development
Strong consistencies over time in aspects like intelligence, personality, and social skills - Why?
Effects of biological characteristics
Individual shaping their environment
and experiences
Cumulative effects of positive or
negative experiences
Life events
- Age related normative events:
Are those that m_____ people
experience at c________ a____ - Non-normative events:
Are a_________ or u___________ events
that potentially a______ development
Life events
- Age related normative events:
Are those that most people
experience at certain ages - Non-normative events:
Are atypical or unexpected events that potentially alter development
Differences in Trajectories
- Quantitative differences
For example: Individuals with a developmental d_____ or
intellectual d___________ usually go through same stages of
development, but at a s_______ pace - Qualitative differences
For example: Individuals with autism spectrum disorder develop s______ and e_________ skills quite differently than their t________-developing peers
- Quantitative differences
For example: Individuals with a developmental delay or
intellectual disability usually go through same stages of
development, but at a slower pace - Qualitative differences
For example: Individuals with autism spectrum disorder develop social and emotional skills quite differently than their typically-developing peers
Piaget: child cognition
Constructivism: Through engaging with the world and things in it, children come to c_______ s_________, or mental representations, that help us u___________ how the world works
Schemas: O__________ patterns of thoughts and action- we a______ new schemas and our existing schemas become more c________
Assimilation: The process by which n__ e__________ are incorporated into existing schemas
Accommodation: The process by which n__ e__________ cause existing schemas to ch_____
Disequilibrium: An i________ between e_________ schemas
and n__ experiences
Constructivism: Through engaging with the world and things in it, children come to construct schemas, or mental representations, that help us understand how the world works
Schemas: Organised patterns of thoughts and action- we acquire new schemas and our existing schemas become more complex
Assimilation: The process by which new experiences are incorporated into existing schemas
Accommodation: The process by which new experiences cause existing schemas to change
Disequilibrium: An imbalance between existing schemas
and new experiences
Piaget Stages:
Birth to nearly 2 years:
S____________
About 2 to 6 years:
P_____________
About 7 to 11 years:
C_______ O_______________
About 12 through Adulthood:
F_______ O____________________
Vygotsky
The importance of s_____ i__________ in development
The importance of l_________ from
c_______ with o______
Learning ‘s________’ for activities in
the world
Vygotsky
The importance of social interaction in development
The importance of learning from
contact with others
Learning ‘scripts’ for activities in
the world
Erikson’s Psychosocial Theory
Infant 0-1:
Trust vs. M________
Toddler 1-3:
Au_______ vs. Shame and doubt
Pre-School 3-6:
Initiative vs. g_________
Primary 6-12:
I__________ vs. inferiority
Erikson’s Psychosocial Theory
Adolescent teens-20:
Identity vs. r_____ c___________
Young Adult 20-40:
I________ vs isolation
Middle Adult 40-60:
Generativity vs. s____________
Late Adult 60+:
I_________ vs despair
Kohlberg’s Stages of Moral Development
Pre-Conventional: 3-7 years
REWARD AND P______________
*Stage 1: Avoiding p___________
* Stage 2: Self i______________
Conventional: 8-13 years
MORAL REASONING THROUGH E___________ ETHICS
* Stage 3: G___ b__/n___ g___ attitude
* Stage 4: L__ and O_____ morality
Post-Conventional: Teen-Adult
MORAL REASONING THROUGH P_________ ETHICS
*Stage 5: S_______ contract
*Stage 6: Universal Ethical P________
Infant Temperament
- “Easy”
Regular r______ for eating, sleeping; m_____ emotional reactions, easily s______; readily a__________ to new people and situations - “Difficult”
Does not easily s______ into ________; i___________ emotional reactions, not easily s________; less a_________ - “Slow to warm up”
W____ in new situations, requires
t____ and s_______ to settle and a_____
- “Easy”
Regular routines for eating, sleeping et cetera; mild emotional reactions, easily soothed; readily adaptable to new people and situations - “Difficult”
Does not easily settle into routines; intense emotional reactions, not easily soothed; less adaptable - “Slow to warm up”
Wary in new situations, requires
time and support to settle and adapt
- Attachment
“E_________ and s________ emotional bond between two individuals,
characterised by m______ affection and desire to maintain p__________”
3 Theorists:
Freud: o____ satisfaction
Erikson: establishing t_____/m_______
Bowlby: infants biologically p___________ to attach, so parent/ caregiver r____________ and i__________ form attachment
- Attachment
“Enduring and selective emotional bond between two individuals,
characterised by mutual affection and desire to maintain proximity”
3 Theorists:
Freud: oral satisfaction
Erikson: establishing trust/mistrust
Bowlby: infants biologically predisposed to attach, parent caregiver responsiveness and interactions form attachment
Secure Base:
L___ of a secure r____________ with a
c________ in the early months of life can impact on b______ development and result in long term e__________
and c_________ problems
Lack of a secure relationship with a
caregiver in the early months of life can impact on brain development and result in long term emotional
and cognitive problems
Mary Ainsworth:
* Ainsworth’s ‘s________ situation’ is used with 12-18-month-old babies to a_______ security of attachment:
* Mother and baby playing in room
* Stranger e_______
* Mother l________
* Stranger tries to e_______ with baby
* Mother r______
How does the baby react to this?
* A_________
(approximately 25% of babies)
* S________
(approximately 60% of babies)
* A______/a_______
(approximately 10% of babies)
* D____________
(approximately <10% of babies)
Mary Ainsworth:
* Ainsworth’s ‘strange situation’ is used with 12-18-month-old babies to assess security of attachment:
* Mother and baby playing in room
* Stranger enters
* Mother leaves
* Stranger tries to engage with baby
* Mother returns
How does the baby react to this?
* Avoidant
(approximately 25% of babies)
* Secure
(approximately 60% of babies)
* Anxious/ambivalent
(approximately 10% of babies)
* Disorganised
(approximately <10% of babies)
Baumrind’s Parenting Styles:
Control and Acceptance
HC+HA= Authoritative
Both d________ and r_________
Set r______ and explain r________
Encourage d_____________
HC+LA= Authoritarian
Impose r____ and expect o__________
“B________ I s____ s__”
LC+HA= Permissive
Submit to child’s d________
Make few d_________
Use little p______________
LC+LA= Uninvolved
E________ little
I_________ little
Childhood attachment translation to adults:
- Willingness to engage in h___-s__________
- Trust in the p___________
- O__________ and a____________ of communication of needs and wants
- Willingness to a___ qu_______ and provide f_________
- Availability and u__ of s____ support
- Willingness to t__ n__ th_____
- Self c_________ and self-e________
Childhood attachment translation to adults:
- Willingness to engage in help-seeking
- Trust in the professional
- Openness and assertiveness of communication of needs and wants
- Willingness to ask questions and provide feedback
- Availability and use of social support
- Willingness to try new things
- Self confidence and self-esteem
Cognitive Abilities in Adulthood:
Early/Middle: Abilities i________
Late Adulthood: Notable d_________
Rate of Loss impacted by:
g________
mental e________
d_________
lifestyle and e_________ level.
