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Psych Exam 1 > 4-12 Normal Human Development > Flashcards

4-12 Normal Human Development Flashcards

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1
Q

What are some ‘key concepts’ of development?

A
  • Emotional well-being
  • Erikson’s stages of personality development
  • Piaget’s stages of cognitive development
  • Stranger and Separation Anxiety
  • Object Permanence
  • Attachment
  • Temperament
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2
Q

What is failure to thrive?

A

•Growth faltering (failure to thrive) applies to infants whose weight, height, and head circumference are substantially below age-related growth norms.

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3
Q

What does failure to thrive tell us about affections and emotional development?

A

•Affection is as vital as food for healthy physical growth.

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4
Q

What happens to infants with failure to thrive?

A

▫Infants are withdrawn and apathetic.

▫Often a result of disturbed parent–child relationship

▫Unhappy marriage or parental psychological disturbance may be at fault.

▫May cause lasting cognitive and emotional difficulties

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5
Q

What are the main points of Erikson’s Psychosocial Theory Epigenetic model?

A

▫Development occurs throughout the life cycle

▫Normative crises occur at each stage

▫Adequate resolution necessary for optimal development

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6
Q

List dome of Erikson’s Psychosocial Theory Epigenetic Model of Development in terms of stage, crisis and strength.

A
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7
Q

What are Erikson’s stages?

A

Trust v Mistrust

Autonomy v Shame and Doubt

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8
Q

What is the trust v mistrust stage?

A

According to Erikson, the period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers

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9
Q

What is the autonomy v shame and doubt stage?

A

•The period during which, according to Erikson, toddlers (aged 18 months to 3 years) develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected

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10
Q

What is stranger anxiety?

A

•The caution and wariness displayed by infants when encountering an unfamiliar person (usually seen at 8-10 months, but can last into 14+ mo)

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11
Q

What is separation anxiety?

A

•The distress displayed by infants when a customary care provider departs (usually first seen at 6-8 months and peaks at 14-18 months)

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12
Q

What do stranger and separation anxiety represent?

A

•important social progress.

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13
Q

What is object permanence? When does it happen?

A
  • The understanding that objects continue to exist when out of sight
  • Incomplete at first: Children will only look for the item where it was last seen instead of using inference to find where it has been moved
  • Usually partially complete by 8-12 months and established by 12-18 months
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14
Q

What is attachment?

A

•The positive emotional bond that develops between a child and a particular individual

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15
Q

What do children feel with attachment? How does it change over time?

A
  • When children experience attachment to a given person, they feel pleasure when they are with them and feel comforted by their presence at times of distress.
  • As children become more independent, they can progressively roam farther away from their secure base.
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16
Q

What is Ainsworth’s strange situation?

A

•A sequence of staged episodes that illustrate the strength of attachment between a child and (typically) his or her mother

Observed through 1 way glass, baby is in room with parent, stranger comes in room and then mom leaves

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17
Q

What happens in a secure attachment pattern?

A

A style of attachment in which children use the mother as a kind of home base and are at ease when she is present; when she leaves, they become upset and go to her as soon as she returns

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18
Q

What developmental changes happen in toddlers in 18 mo- 2 years?

A
  • Goal is to start to move away from the primary caregiver
  • Run off but quickly return to the Mom- Mahler called this rapprochement
  • 2 year olds say “NO” (The terrible twos)
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19
Q

What happens with avoidant infant attachment in terms of proximity with caregiver, maintaining contact with caregiver, avoiding proximity with caregiver, and resisting contact with caregiver?

A

proximity - low

maintaining contact - low

avoiding proximity - high

resisting contact - low

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20
Q

What happens with secure infant attachment in terms of proximity with caregiver, maintaining contact with caregiver, avoiding proximity with caregiver, and resisting contact with caregiver?

A

seeking proximity - high

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21
Q

What happens with ambivalent infant attachment in terms of proximity with caregiver, maintaining contact with caregiver, avoiding proximity with caregiver, and resisting contact with caregiver?

A

seeking proximity - high

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22
Q

What happens with disorganized-disoriented infant attachment in terms of proximity with caregiver, maintaining contact with caregiver, avoiding proximity with caregiver, and resisting contact with caregiver?

A

proximity - inconsistent

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23
Q

What happens with reactive attachment disorder of infancy/early childhood?

A
  • Exposed to really poor care or abuse
  • Inhibited Type - Child is withdrawn or unresponsive
  • Disinhibited Type - Child approaches and cuddles up to strangers
  • Goal of treatment is to try to help them form a bond to one caregiver
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24
Q

What is temperament?

A
  • Patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual
  • Temperament refers to how children behave, as opposed to what they do or why they do it.
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25
Q

When do infants show temperament? Is it permanent?

A
  • Infants show temperamental differences in general disposition from the time of birth, initially being largely due to genetic factors, and temperament is fairly stable well into adolescence.
  • However, it is not fixed and unchangeable.
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26
Q

What are the different dimensions of temperament?

A

activity level

approach-withdrawal

adaptability

quality of mood

attention span and persistence

distractability

rhythmicity/regularity

intensity of reaction

threshold of responsiveness

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27
Q

Definition of activity level?

A

proportion of active time periods to inactive time periods

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28
Q

Definition of approach-withdrawal?

A

the response to a new person or object, based on whether the child accepts the new sitation or withdraws from it

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29
Q

Definition of adaptability?

A

How easily the child is able to adapt to changes in their environment

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30
Q

Definition of quality of mood?

A

the contrast of the amount of friendly, joyful, and pleasant behavior with unpleasant, unfriendly behavior

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31
Q

Defintion of attention span and persistence?

A

The amount of time the child devotes to an activity and the effect of distraction on that activity

32
Q

Definition of distractability?

A

the degree to which stimuli in the environment alter behavior

33
Q

Definition of rhythmicity/regularity?

A

the regularity of basic functions such as hunger, excretion, sleep and wakefulness

34
Q

Definition of intensity of reaction?

A

the energy level or reaction of the child’s response

35
Q

Definition of threshold of responsiveness?

A

the intensity of stimulation needed to elicit a response

36
Q

What are easy babies?

A

babies Babies who have a positive disposition; their body functions operate regularly, and they are adaptable

37
Q

What are difficult babies?

A

•Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw

38
Q

What are slow-to-warm babies?

A

babies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly

39
Q

What is goodness-of-fit?

A

•The notion that development is dependent on the degree of match between children’s temperament and the nature and demands of the environment in which they are being raised

Research suggests that certain temperaments are, in general, more adaptive than others

40
Q

What affects goodness-of-fit?

A
  • Temperament seems to be at least weakly related to infants’ attachment to their adult caregivers.
  • Cultural differences also have a major influence on the consequences of a particular temperament.
41
Q

What makes up the biological basis of temperament?

A
  • From the behavioral genetics perspective, temperamental characteristics are seen as inherited traits that are fairly stable during childhood and across the entire life span.
  • These traits are viewed as making up the core of personality and playing a substantial role in future development.
42
Q

What are some major development stages in preschooler?

A
  • Erikson’s stage
  • Preschooler’s play
  • Theory of mind
  • Piaget’s stages of cognitive development
43
Q

What is the initiative v guilt stage?

A

•According to Erikson, the period during which children aged 3 to 6 years experience conflict between independence of action and the sometimes negative results of that action

44
Q

What are the general categories of pre-schooler’s play?

A

functional

constructive

45
Q

Describe functional and constructive play.

A
46
Q

Describe the different social aspects of play for parallel, onlooker, associative, and cooperative play.

A
47
Q

What is make-believe play?

A

is a major means by which children grow cognitively and learn about important activities in their culture.

48
Q

What are the influences in make-believe play?

A
  • Toddlers need encouragement to participate in imaginative make-believe play.
  • Mothers and siblings play an important role in modeling make-believe play.
49
Q

What happens to preschoolers theory of mind? How does it change over time?

A
  • Children increasingly can see the world from others’ perspectives.
  • Even children as young as 2 are able to understand that others have emotions.
  • By the age of 3 or 4, preschoolers can distinguish between something in their minds and physical actuality.
  • By the end of the preschool years, most children easily solve false belief problems.
50
Q

According to Piaget’s theory of cognitive development, what 4 factors influence cognitive behavior?

A

▫Maturation of the nervous system

▫Experience

▫Social transmission of information

▫Equilibration (innate tendency for mental growth to progress toward increasingly complexity and stability)

51
Q

Describe the sensorimotor stage of cognitive development?

A

•SENSORIMOTOR STAGE ( first 2 yrs)

Reacting to environment

Manipulating the environment

Ends/Means relationship

Object permanence

Infers cause and effect

Assimilation/Accommodation

52
Q

What happens in preoperative stage of cognitive development?

A

•PREOPERATIONAL STAGE (2-6 yrs)

Language acquisition

Symbolic reasoning

Egocentrism

Transductive thinking

Magical thinking

53
Q

What happens in the concrete operations stage of cognitive development?

A

•CONCRETE OPERATIONS (6-11 yrs)

Logical cause /effect thinking

Reversibility of events

Social speech

Ability to take others point of view

Conservation of volume & quantity

Rigid interpretation of the rules

54
Q

What happens in the formal operations stage of cognitive development?

A

•FORMAL OPERATIONS (11+ yrs)

Abstract reasoning

More elaborate information processing

Metacognitive capacity

Can grasp probabilities

Hypothetical thinking

55
Q

According to Piaget, what happens in the stage of preoperational thinking?

A

•During this stage, children’s use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases

Piaget saw the preschool years as a time of both stability and great change. He suggests that the preschool years fit entirely into a single stage of cognitive development—the preoperational stage—which lasts from the age of 2 years until around 7 years

56
Q

What are children not really capable of at the preoperational stage?

A
  • At this stage, children are not yet capable of operations: organized, formal, logical mental processes.
  • It is only at the end of the preoperational stage that the ability to carry out operations comes into play.
57
Q

What is a symbolic function?

A

•According to Piaget, the ability to use a mental symbol, a word, or an object to represent something that is not physically present

58
Q

According to piaget, what is the relation between language and throught?

A
  • Symbolic function is at the heart of one of the major advances that occurs in the preoperational period: the increasingly sophisticated use of language.
  • Piaget suggests that language and thinking are tightly interconnected.
  • Even more important, the use of language allows children to think beyond the present to the future.
59
Q

According to Piaget, what is the concept of centration?

A

•The process of concentrating on one limited aspect of a stimulus and ignoring other aspects

60
Q

How does centration affect preschoolers?

A

•Preschoolers are unable to consider all available information about a stimulus. Instead, they focus on superficial, obvious elements that are within their sight.

These external elements come to dominate preschoolers’ thinking, leading to inaccuracy in thought

61
Q

According to Piaget, what is the concept of conservation?

A

•Conservation The knowledge that quantity is unrelated to the arrangement and physical appearance of objects

62
Q

How does conservation affect preschoolers?

A
  • Preschoolers can’t understand that changes in one dimension (such as a change in appearance) does not necessarily mean that other dimensions (such as quantity) change.
  • The lack of conservation also manifests itself in children’s understanding of area.
63
Q

According to Piaget, what is transformation? How does it affect children?

A
  • The process whereby one state is changed into another
  • Children in the preoperational period are unable to envision or recall successive transformations.
  • Basically, they ignore the intermediate steps.
64
Q

According to Piaget, what is egocentric thought?

A
  • Egocentric thought Thinking that does not take the viewpoints of others into account
  • Egocentric thought takes two forms: the lack of awareness that others see things from a different physical perspective and the failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs.
  • Egocentrism lies at the heart of several types of behavior during the preoperational period.
65
Q

According to Piaget, what is intuitive thought?

A

•Intuitive thought Thinking that reflects preschoolers’ use of primitive reasoning and their avid acquisition of knowledge about the world

66
Q

When does intuitive thought come into play with children?

A
  • In the late stages of the preoperational period, children’s intuitive thinking has certain qualities that prepare them for more sophisticated forms of reasoning.
  • Children also begin to show an awareness of the concept of identity.
67
Q

What are some major concepts in development in school age children?

A
  • Erikson’s stages
  • Freud and Piaget
  • Coping with illness
  • Self-concept
  • Fears and anxieties
68
Q

What is Erikson’s theory of industry v inferiority?

A

Industry

§Developing a sense of competence at useful skills and tasks

§School provides many opportunities.

Inferiority

§Pessimism and lack of confidence in own ability to do things well

§Family environment, teachers, and peers, can contribute to negative feelings

69
Q

What are some developmental changes that happen in school age children?

A
  • Freud - Latency years - an easy time for most kids (Few sexual issues)
  • They develop the ability to think logically.
  • State of CONCRETE OPERATIONS - Helps one do math, & reasoning
  • Piaget said children develop the concept of conservation. (1 thing can have 2 meanings)
70
Q

How do school-age children cope with illness?

A
  • Most do well at this age coping with illness.
  • Ones who don’t often ACT OUT.
  • They understand the finality of death.
71
Q

How does self-concept change in middle-childhood?

A

•More refined self-concept

▫Social comparisons

▫Emphasize competencies, both positive and negative

•Cognitive development affects structure of self-concept.

▫Perspective-taking

•Social and cultural development affect content of self-concept.

▫Real self v. ideal self

72
Q

What are some fears and anxieties in middle childhood? What makes the worse?

A
  • Fears of dark, thunder, lightning, supernatural beings persist.
  • Fear of real-life personal harm
  • School phobia

▫5 to 7 years: separation from home

▫11 to 13 years: particular aspects of school

•Harsh environments contribute to anxieties.

73
Q

According to Erikson, how does identity change in adolescence?

A

§Defining who you are, what you value, and your direction in life

§Commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals

§Resolution of “identity crisis” or exploration

74
Q

According to Erikson, how does role confusion change in adolescence?

A

§Lack of direction and definition of self

§Restricted exploration in adolescence

§Earlier psychosocial conflicts not resolved

§Society restricts choices

§Unprepared for stages of adulthood

75
Q

How does cognitive development change in adolescence, according to Piaget?

A

Piaget’s Theory:
Formal Operational Stage

Hypothetical-deductive reasoning

nDeducing hypotheses from a general theory

76
Q

What is propositional thought?

A

§Adolescents can evaluate the logic of verbal propositions.

§Children can evaluate the logic of statements only by considering them against concrete evidence in the real world.

77
Q

What are some consequences of adolescent cognitive changes?

A

•Self-consciousness and self-focusing

▫Imaginary audience

▫Sensitivity to criticism

▫Personal fable

•Idealism and criticism

•Planning and decision making

▫Rely on intuitive judgments

▫Overwhelming options

▫Far more likely than adults to choose short-term over long-term goals

Psych Exam 1 (6 decks)

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