April 23 Flashcards
Life span psychologists
Study development
Developmental psychology
Takes view that development is not a process with a clear ending
WAS thought to end with the onset of adolescence
It is now viewed as a process that continues from birth to death
Child psychologist
Study development but focus on a particular earlier portion of the typical life span
Erik erikson
First to successfully champion the view that development occurs across an entire lifetime
Normative development
Typical sequence of developmental changes for a group of people
Often studied using cross sectional method
Cross sectional method
Seeks to compare groups of people of various ages on similar tasks
Tells us little about the actual development of any single individual
Longitudinal method
To research the developmental processes
Involves following a small group of people over a long portion of their lives, assessing change at set intervals
More difficult and more expensive to conduct
Benefits of longitudinal research
Study of individuals over time rules out the differences between subjects that other studies include
Also allow for the study of the temporal order of events
Zygote
Fertilized egg
Three stages
Germinal
Embryonic
FetalGerminal stage
Zygotes undergo cell division and implant themselves on the uterine wall
Embryonic stage
Consists of organ formation and lasts until the beginning of the third month
Fetal stage
Sexual differentiation and movement begins to develop
Growth is rapid
Teratogens: harmful environmental agents
Fetal alcohol syndrome
Fetuses exposed to alcohol develop this resulting in physical abnormalities and cognitive deficiencies
Assimilation
Incorporating new ideas into existing schemas
Schema
Mental representation model
Accommodation
Modifying schema to include the new information
Maturationists
Emphasize the role of genetically programmed growth and development on the body, and particularly on the nervous system
Greater preprogrammed physiological development of the brain allows for more complex conceptualization and reasoning
Maturation
Biological readiness
Environmentalists
Opposing position of maturationists
Extreme form in Locke’s Tabula Rasa idea
Locke’s tabula rasa idea
All development is the direct result of learning, infants are born with a blank slate onto which experience etches it’s lesson
The organism develops more complex behaviors and cognition because it acquires more associations through learning
Discontinuous
Evidence of growth spurts and leaps of cognition support the discontinuous approach
Continuous approach
Gradual development such as social skills
Critical period
A time during which a skill or ability must develop; if the ability does not developed during that time, it probably will never develop or at least will not develop as well
Collectivist culture
Needs of society are placed before needs of the individual
Individualist culture
Cultures promote personal needs above the needs of society
Stages
Patterns of behavior that occur in a fixed sequence
Edges of stages are blurred and may overlap for various domains within a stage
Neonate
A newborn baby
Neonate reflexes
Sucking, Paulmar, Babinski, Head turning, Morro, orienting
Sucking reflex
Can be triggered by placing something in the baby’s mouth
Paulmar reflex
The automatic grabbing elicited by something being placed in one of the neonates hands
Babinski reflex
Stroking the bottom of the foot causes the toes to splay out
Head turning reflux a.k.a. the rooting reflex
The response elicited by touching the babies cheek
Moro reflex
splaying out of the limbs when a loud noise occurs
Orienting reflex
Activated when they orient themselves to sudden changes in their surroundings
Stereotyped ingestive responses
Sucking and smacking their lips, if someone places a drop of sugar water in their mouth
Sour and bitter flavors
Are often associated with harmful bacteria that can make the baby ill
Motor control and perceptual abilities
Dependent on neural development
Environmental interaction
Development of the nervous system depends on this
Depriving an eye of stimuli by covering it at the very beginning of life will lead to
Under development of a part of the occipital lobe responsible for vision in that Eye
Plasticity
Changeability
Experiment where third eye added to frog
Children have some
Innate reflexes at birth
Adulthood is marked by
Gradual decrease of physical abilities
Cognitive development
The development of learning, memory, reasoning, problem-solving, and related skills
Jean Piaget
Proposed an influential theory of cognitive development of children
Based on the concept of equilibriation
Equilibration
A child’s attempt to reach a balance between what the child encounters in the environment and what cognitive structures the child brings to the situation
Piaget
Believe that children go through a series of developmental stages times of these occur any fixed order
Sensorimotor
Act on objects that are present and begin to develop schemas but in capable of operations
Occurs during the first two years of life and is typified by reflexive reactions and then circular reactions, which are repeated behaviors by which the infant manipulates the environment
Preoperational
Able to use schemas not present (symbolic thought) but lacks the ability to perform mental operations
Occurs from ages 2 to 7, development of language
SCHEMAS X
Concrete operational
Able to access schemas and perform mental operations but still limited to experiences
7 to 11
SCHEMAS X
MENTAL OPERATIONS X
Formal operational
Able to use schemas, understand operations, and apply both to theoretical questions not based on experiences
Age 12, children are fully capable of understanding abstractions and symbolic relationships
SCHEMAS X
MENTAL OPERATIONS X
THEORETICAL THINKING X
Object permeance
Develops during sensiomotor stage
The knowledge that objects continue to exist when they are outside the field of view
Symbolic thinking
Ability to use words to substitute for objects
Develops in preoperational stage
Egocentrism
Seeing the world only from one’s own point of view
Preoperational stage
Artificialism
Believing that all things are human made
Preoperational stage
Animism
Believing that all things are living
Preoperational stage
Reversibility
Children develop the ability to perform a mental operation, then reverse their thinking back to a starting point
Concrete operational stage
Conservation
The idea that the amount of a substance does not change just because it is arranged differently
Concrete operational stage
Meta cognition
The ability to recognize one’s cognitive processes and adopt those processes if they aren’t successful
Concrete operational stage
Piaget criticized bc
Studied his own three kids
Underestimated children’s abilities especially at ages four to five
Theory of mind or Tom
Allows children to understand the other people see the world differently than they do
False belief task
Gum balls versus pencils
Lev vygotsky
Stress social factors as critical to the developmental process
Internalization
Absorption of knowledge into the self from environmental and social context
Vygotsky
Zone of proximal development
The range between the developed level of ability buddy child displays and the potential level of ability of which the child is actually capable
Vygotsky
Actual development level
Rarely lives up to its potential because ability depends on input from the environment, and environmental input is rarely truly optimal
Scaffolding
The support system that allows a person to move across the zone of proximal development in a mentally, with environmental supports, such as teachers and parents. If a person fails to advance, it might mean that scaffolding steps are too high above the persons current abilities
Vygotsky
Fluid intelligence
The ability to think in terms of abstract concepts and symbolic relationships
Crystallized intelligence
Specific knowledge of facts and information
Generativity
Occurs during middle adulthood and brings with it the struggle to be productive in both career and home and to contribute to the next-generation with ideas and possibly with children
Stagnation
Try to leave our mark on the world. Failure to resolve this stage can result in feelings of this or isolation
Integrity versus despair
Struggle to come to terms with one’s life
Positive outcome equals wisdom
Failure equals bitterness and despair
Harry Harlow
Demonstrated that rhesus monkey infants need comfort and security as much as food
Attachment
The tendency to prefer specific familiar individuals to others
John Bowlby
John Bowlby
Believe that a close and loving relationship between a child and his caregiver is critical to the infants healthy development and provides a model that the growing child will use to build mutually beneficial relationships in his life
Mary Ainsworth
Studied human infant attachment
Four attachment patterns
Secure, insecure, avoidance, disorganized
Secure
The child uses the parents for support
most common type of attachment
Insecure
The child is not sure whether the parent will be supportive and shows great discomfort in the arms of strangers
Avoidant
The child does not use the parent for support
Disorganized
The child behaves erratically. It is this style of attachment that is associated with abuse
Social development
The development of the ability to interact with others and with the social structures in which we live
Erick Erickson psychosocial development stages
First theory he to assert that development is a lifespan process
Trust versus mistrust
Occurs during first year of life
Infants decide whether the world is friendly or hostile depending on whether or not they can trust that their basic needs will be met
Trust and hopefulness are positive outcomes
Autonomy versus shame and doubt
Ages one and three
Child must develop a sense of control over bodily functions as well as over the environment
Initiative versus guilt
3 to 6
Children must gain a sense of accomplishment and pride in their work. They begin to understand what they’re capable of doing
Produces a sense of competence
Identity versus role confusion
Involves adolescents search for identity
Resolution of this stage is Fidelity or truthfulness to one’s self
Industry versus inferiority
6 to 12
Correspond with a child’s entry into a broader social world outside the home
Must take initiative and learning to assert themselves socially, without overstepping their bounds
Development of a sense of purpose
Intimacy versus isolation
Early adulthood
We attempt to form loving lasting relationships
Results in one’s learning how to love any mature giving way
Not successfully resolved, feelings of isolation or lack of intimacy may result
Three types of parent styles identified by Diana baumrind
Authoritative, authoritarian, permissive
Authoritarian
Have a high expectations and is most likely to use corporal punishment
Children of these parents are socially withdrawn, one decision-making capabilities, and lack curiosity
Parents will exert a high level of control and low level of warmth
Authoritative
Parents expect compliance to rules but explain the rules and encourage independence
Also set limits and to give out punishments and forget
Children have high self-esteem are independent and are articulate
Parents will exert a low level of control and high-level of warmth
Permissive
Parents have few expectations and are warm and non-demanding
Children are rarely punished and parents consider themselves friends of the child
Children of these parents are not good at excepting responsibility, controlling their impulses, or being generous in social relationships
Parents will exert a low level of control and high-level of warmth
Elizabeth Kubler Ross
People tend to come to terms with terminal illnesses through denial, anger, bargaining, depression, and acceptance
Moral development
Advanced by Lawrence Colberg and divided into levels with two distinct stages
Kohlberg’s level one
Encompasses ages 7 to 10 and is the level of preconventional morality which is a two-stage system of moral judgment
Stage one
Children make judgments motivated by fear
Stage two
Children make judgments by evaluating the benefit for themselves
Kohlberg’s level 2
Occurs from ages 10 to 16 and sometimes beyond
Conventional morality which is the internalizing of societies rules and morals
Stage III
The side by the child’s trying to live up to what others expect them to be
Child understands that the rules set forth are important
Stage four
Involves the development of conscience. They obey rules and feel moral societal obligations
Kohlburg’s level III
Occurs from ages 16 and on words
Level of postconventional morality
Societal rules are still important but an internal set of values has developed that may generate occasional conflict societal views
Stage five
Characterized by a belief in individual rights and social contracts
Individual rights outweigh social contract
Stage six
Involves the belief in universal principles of justice
Believes that the universal principles of justice outweigh societal rules and act accordingly
Carol Gilligan
Theory places the development of caring relationships as central to moral progress
Psychosexual development
Development of an awareness of one’s own sexuality
Gender identity
Awareness that they are boys or girls age to or three
Gender typing
The acquisition of sex-related rolls
Ages 2 to 7
Gender constancy
Gender is a fixed, unchangeable characteristics
Two to seven
Androgyny
May develop as children begin to blur the lines between stereotypical male and female roles in society
Sigmund Freud’s developmental stages
Oral stage, anal stage, phallic stage, genital stage
Oral stage
Occurs during the first two years of life, is the stage when the primary source of pleasure for the infant becomes sucking
Anal stage
Ages 2 to 7
Child derives pleasure from the process of elimination or defecation
Phallic stage
Four years into middle childhood
Child discovers that genital stimulation is pleasurable
Latency period
Psychosexual issues are suppressed
Genital stage
Bring the establishment and maintenance of standard heterosexual relationships
Fixation
The in adequate resolution of a stage, which prevents an individual from progressing into the next stage
Oedipal conflict
The male sexual desire for the mother, which conflicts with the child’s fear of the father
Electra conflict
Girls desire their fathers while fearing their mothers
Albert bandura
Sexual roles can be acquired through social or vicarious learning
