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6. developmental psychology Flashcards

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1
Q

harry harlow

A

gave orphaned baby mothers two artificial surrogate “mothers”; concluded that the stimulation and reassurance derived from the physical touch of a parent or caregiver play a key role in developing healthy physical growth and normal socialization

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2
Q

mary ainsworth

A

strange situation test of attachment; results from the experiments reveal that infants demonstrate their attachment to their mother by exploring in her presence, usually objecting when she leaves, and seeking contact when she returns; the more sensitive and response the mother is to the child, the more securely attached the child will become.

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3
Q

diana baumrind

A

parenting styles – authoritarian, permissive, and authoritative; authoritative parent found to be the most strongly correlated to positive self-esteem and high levels of self-reliance

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4
Q

lev vygotsky

A

sociocultural theory; emphasizes the combined influences of language, culture, and interactions with others, such as parents, teachers, and older peers; zone of proximal development

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5
Q

sigmund freud

A

psychosexual stages; theorized that personality develops during infancy and childhood in a series of five psychosexual stages.

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6
Q

jean piaget

A

children’s intelligence undergoes changes as they grow; sensorimotor, preoperational, concrete operational, formal operational

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7
Q

lawrence kohlberg

A

discovered three levels of moral reasoning - preconventional morality (avoid punishment; egocentric), conventional morality (compliance with society), and postconventional (personal standards of right and wrong)

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8
Q

carol gillian

A

criticized kohlberg’s work for being biased against women; her research showed that women constantly scored lower according to his theory; for women, the highest level of morality is based on compassion and concern for others, which contrasted with the male emphasis on individual rights and justice

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9
Q

developmental psychologist

A

studies age-related changes in behavior and mental processes from conception to death

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10
Q

nature vs nurture

A

influences of genetic/biological development vs influences of environmental factors of development

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11
Q

cross sectional research

A

a type of research design in which you collect data from many different individuals at a single point in time

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12
Q

longitudinal research

A

researchers repeatedly examine the same individuals to detect any changes that might occur over a period of time

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13
Q

teratogens

A

any chemical, virus, or other agent that reaches the fetus and can result in harm or a birth defect

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14
Q

fetal alcohol syndrome (fas)

A

caused by mother drinking heavily which can lead to physical and cognitive abnormalities, can cause heart, bone, and kidney problems as well as behavioral and learning disorders in children

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15
Q

newborn reflexes

A

rooting, sucking, swallowing, blinking, grasping, babinski, moro

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16
Q

attachment

A

a deep and enduring emotional bond that connects one person to another across time and space

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17
Q

secure attachments

A

the child feels safe and nurtured while growing up. this is the ‘good’ attachment style and it implies feeling condient in your own skin and your relationships. parents take care fo the child, aren’t focused on their own needs, and are consistent with their way of acting

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18
Q

avoidant attachments

A

the child feels alone, avoids showing his/her needs. avoidant people are uncomfortable with intimacy. relationships are dismissed and perceived as unimportant. parents are cold, distanced, might take care of physcal needs, might supress expressing emotions.

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19
Q

anxious/ambivalent attachments

A

the child feels that something is his/her fault when parents don’t take care of them, and are afraid of abandoment. relationships and life are felt as unpredictable. the parent takes care of the child’s needs at times, fails to take care of the child at other times.

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20
Q

authoritarian parents

A

low warmth, high control; dictatorial rule enforcer; demanding, unresponsive; use of threats and punishment; their children often cannot make decisions for themselves and if they do, they are not good decisions

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21
Q

permissive parents

A

high warmth, low control; indulgent; lenient and responsive; do not set limits; let child act in inappropriate ways; children are used to getting their way

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22
Q

authoritative parents

A

high warmth, high control; found to be the most strongly correlated to positive self esteem and high levels of self reliance; well-balanced children

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23
Q

oral stage

A

infant’s pleasure centers on mouth ‘suckling’

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24
Q

anal stage

A

child’s pleasure focuses on anus and from elimination

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25
Q

phallic stage

A

pleasure zone is the genitals; coping with incestuous sexual feelings

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26
Q

genital stage

A

maturation of sexual interests

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27
Q

erik erikson’s psychosocial developmental theory

A

identifies 8 stages in which a healthy individual should pass through from birth to death

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28
Q

trust vs mistrust

A

infant (18 months)

is totally dependent on others. trust is developed if needs are met by the caregiver, and mistrust is developed if needs are not met.

basic virtue: hope
belief our desires will be satisfied, feeling of confidence

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29
Q

autonomy vs shame and doubt

A

toddler/early childhood (18 months-3 years)

toddlers who are encouraged to explore and do things on their own will develop autonomy, whereas those who are overly restricted will feel shame and doubt, leading to a lack of independence and confidence

basic virtue: will
determination to exercise freedom of choice inf ace of society’s demands

30
Q

initiative vs guilt

A

preschool (3-5 years)

child expresses a desire to take initiative in activities. if the parent punishes the child for taking initiative, the child develops feelings of guilt that will affect self-directed activities throughout life.

basic virtue: purpose
courage to envision and pursue goals

31
Q

competency vs inferiority

A

elementary school/school age (5-13 years)

the child develops cognitive abilities to enable task completion. if parents/teachers do not support their efforts, the child develops feelings of inferiority and inadequacy.

basic virtue: competence
exertion of skill and intelligence in pursuing and completing tasks

32
Q

identity vs role confusion

A

adolescent (13-18 years)

characterized by the adolescent question of ‘who am I’ during which time they are conflicted with dozens of values and ideas of who they should be and what they should think

basic virtue: fidelity
emerges from cohesive ego identity
sincerity, genuineness, sense of duty in relationships with others

33
Q

intimacy vs isolation

A

young adulthood (18-35)

undertake productive work and establish intimate relationships. the inability to establish intimacy leads to social isolation.

basic virtue: love
mutual devotion to a shared identity
fusing of oneself with another person

34
Q

generativity vs stagnation

A

middleadulthood (35-55)

active involvement in teaching/guiding the next generation. stagnation involves not seeking outlets for generativity

basic virtue: care
broad concern for others, need to teach others

35
Q

integrity vs despair

A

late adulthood/maturity (55+)

evaluation of entire life and feeling either satisfied that life was well-lived (integrity) or regretting choices and missed opportunities (despair)

basic virtue: wisdom
detached concern with the whole of life

36
Q

schemata

A

the method by which the brain organizes knowledge based on past experience

37
Q

assimilation

A

assimilation is the process of trying to fit new information into existing schemas (place new information/stimuli into an existing category that we already understand).

38
Q

accommodation

A

accommodation is the process of changing schemas to incorporate new information (create a new category for new information/stimuli).

39
Q

sensorimotor stage

A

in piaget’s theory, the stage (from birth to nearly 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities

40
Q

object permanence

A

the awareness that things continue to exist even when not perceived

41
Q

preoperational stage

A

in piaget’s theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

42
Q

egocentric

A

in piaget’s theory, the preoperational child’s difficulty taking another’s point of view

43
Q

concrete operational stage

A

in piaget’s theory, the stage of cognitive development (from about 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

44
Q

conservation

A

the principle (which piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the form of objects

45
Q

formal operational stage

A

in piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts

46
Q

metacognition

A

awareness and understanding of one’s own thought processes

47
Q

lawrence kohlberg’s moral developmental theory

A

authority figures and social roles can influence a person’s moral development

48
Q

preconventional stage

A

young children in the stage of preconventional morality (before age 9) have not yet developed their own code of morality. instead, morality is shaped by rules the child has learned from caregivers and the consequences that will follow. they obey rules to avoid punishment or gain concrete rewards

ex: ted does his homework because his parents spank him otherwise

49
Q

conventional stage

A

early adolescence, uphold laws and rules to gain social approval or maintain social order

ex: “if you steal the drug for her, everyone will think you’re a criminal”

50
Q

postconventional stage

A

the final stage of kohlberg’s model of moral reasoning, in which an individual makes choices based on their own personal beliefs, even if those beliefs are not in accordance with laws or social convention.

ex: people have a right to live

51
Q

nature vs nurture

A

nature: influences on development that are genetic or biological; typically r elated to the process of maturation (biological growth processes that enable changes in behavior); growth processes are connected to an individual’s genetic blueprint.
nurture: influences of environmental factors on development, such as family, nutrition, culture, interactions with others, education, wealth, etc.

52
Q

continuity vs stages

A

on one hand, the continuity theory says that development is a gradual, continuous process. one the other hand, the discontinuity theory says that development occurs in a series of distinct stages

53
Q

stability vs change

A

the difference between stability and change in psychology is that stability refers to traits and behaviors that remain more or less constant throughout a person’s life while change refers to traits and behaviors that are more fluid and flexible throughout a person’s life. life requires both stability and change. stability provides our identity, enabling us to depend on others and ourselves. our potential for change gives us hope for a brighter future, allowing us to adapt and grow with experience.

54
Q

practice (identify piaget’s stage): a student is able to discuss the question, “what would the world be like if John F. Kennedy had not been assassinated?’’

A

stage: formal operational
explanation: this shows that the student has developed lgoical thinking and can theorize about abstract scenarios

55
Q

practice (identify piaget’s stage): a child talking to a friend “the moon follows my Dad and me when we drive”

A

stage: preoperational
explanation: the child does not yet understand concrete logic but can use language

56
Q

practice (identify piaget’s stage): mary wants more cookies. her mother breaks the cookies in half and mary is satisfied

A

stage: preoperational
explanation: the child does not yet understand the concept of conservation

57
Q

practice (identify erikson’s stage): according to erikson, the key question, “can I do things by myself or must I always rely on others?” emerges during the stage of:

A

atunonomy vs shame and doubt

58
Q

practice (identify erikson’s stage): amanda is 8 years old and is learning to function effectively in school. she receives good grades and generally feels she can be successful at the academic tasks in which she is involved

A

competency vs inferiority

59
Q

practice (identify erikson’s stage): according to erikson, the psychosocial stage associated with middle adulthood is the stage of

A

generativity vs stagnation

60
Q

practice (identify erikson’s stage):jeff is 93 years old. lately he has been dwelling on mistakes that he made in the past and on his imminent death.

A

integrity vs despair

61
Q

practice (identify erikson’s stage): a child who completes this stage and believes that the world is reliable and secure has successfully navigated the stage of:

A

trust vs mistrust

62
Q

practice (identify erikson’s stage): leslie is dating brad. they have discussed the future of their relationship but leslie is not sure whether or not to make a commitment to brad.

A

intimacy vs isolation

63
Q

practice (identify erikson’s stage): ellen enjoys spending time with her grandchildren and great grandchildren, she his happy about the choices she has made in her life and looks back fondly on her many amazing experiences.

A

integrity vs despair

64
Q

practice (identify baumrind’s parenting style): kelly’s father wants h er to be a doctor. kelly is currently a junior in high school and would prefer to become a psychology teacher. kelly does not mention this to her father because he believes if he is paying for her college education, he will be the one to decide her career path

A

parenting style: authoritarian
explanation: high control, dictatorial rule enforcer, unresponsive to child’s feelings

65
Q

practice (identify baumrind’s parenting style): ethel believes that children should not be constrained by rules and regulations; therefore, her three children have no chores or responsibilities around the house. she spends much time with them and loves them very much

A

parenting style” permissive
explanation: high warmth, low control; indulgent, lenient; makes few demands, limits, and punishment

66
Q

practice (identify baumrind’s parenting style): roger has recently divorced his wife of fifteen years. roger’s two children live with him; however, he spends most of his time working or out with friends. he is not aware of his children’s interests or passions and does not care much to find out

A

parenting style: neglectful
explanation: uninvolved, low warmth, low control, not involved in child’s life, careless

67
Q

practice (identify baumrind’s parenting style): mindy will be attending the high school prom in a few weeks; her parents realize that this is a special event and that mindy’s normal curfew may not be appropriate. they seek her input and together establish a new set of guidelines for the prom weekend

A

parenting style: authoritative
explanation: high warmth, set limits but give child autonomy; has rules and expectations but not super rigid allowing flexibility during prom week

68
Q

rooting

A

newborns open their mouth and turn toward the source if touched on the cheek (directs the newborn to the mother’s breast to allow for feeding)

69
Q

sucking

A

newborns suck on an object placed in their mouth (to feed)

70
Q

grasping

A

newborns close their fingers around items that touch the palm of their hand (cling to caregiver)

71
Q

moro

A

when startled, newborns extended their limbs outward and then bring them back in, potentially to grab something or embrace themselves

72
Q

babinski

A

newborns stretch their toes outward if the soles of their feet are touched

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