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Child Dev. > Ch. 1 > Flashcards

Ch. 1 Flashcards

1
Q

development

A

pattern of change that starts at contraception and continues through life

-growth + decline

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2
Q

Why study child development?

A

researchers want to know about health, parenting, and education

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3
Q

What shapes development?

A

sociocultural contexts and diversity

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4
Q

context

A

settings in which development occurs

-influenced by historical, economic, social and cultural factors (ethnicity, gender, politics)

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5
Q

culture

A

encompasses behavior patterns, beliefs, and products of a group that’re passed over generations

-results from interaction over the years, group can be big or small

-influences members’ behavior

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6
Q

cross-cultural studies

A

compare 2+ cultures and measures degree to which development is similar or universal across cultures or culture specific

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7
Q

ethnicity

A

rooted in cultural heritage, nationality, race, religion and language

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8
Q

SES

A

person’s position in society based on occupational, educational, and economic characteristics

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9
Q

gender

A

characteristics of people as male or female

-how one views themselves, relationships, life, and goals and culture’s gender roles

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10
Q

social policy

A

gov’ts course of action made to promote citizens’ welfare

-lessen stressors on children and caretakers by improving social policy

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11
Q

developmental periods

A

prenatal
(conception to birth)

-infancy

-early childhood

-middle/late childhood

-adolescence

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12
Q

prenatal

A

contaception -> birth

-9-month period

-cell grows into fetus and baby with brain

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13
Q

3 processes of development

A

1) biological
2) cognitive
3) socioemotional

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14
Q

biological

A

changes in an individual’s body
-genes, brain development, height or weight
-growth in motor skills, hormonal changes

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15
Q

cognitive

A

changes in a person’s thoughts, intelligence and language skills

-putting together sentences, memorization, problem-solving, imagination

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16
Q

socioemotional

A

changes relationships w/ others, emotions and personality

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17
Q

developmental cognitive neuroscience

A

explore slinks between development, cognitive processes and the brain

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18
Q

developmental social neuroscience

A

examines links between development, socioemotional processes, and brain

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19
Q

prenatal period

A

conception to birth, roughly 9 mths., cell grows into fetus and baby w/ brain

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20
Q

infancy

A

birth -:> 18-24 months

-extreme dependence on adults, psych. abilities are starting (speaking, coordinating sensation and action, thinking with symbols, imitating and learning)

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21
Q

early childhood

A

extends rom end of infancy -> 5-6 yrs. (preschool yrs.)

-children become self-sufficient and develop school readiness skills (following directions, identifying letters)

-spend time in play with peers, 1st grade marks end

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22
Q

middle/late childhood

A

6-11 yrs. (elementary yrs.)

-children master fundamental skills of reading, writing and arithmetic

-formally exposed to world and cultures

-achievement is more of a central theme, increased self-control

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23
Q

adolescence

A

childhood -> early adulthood (10-12 -> 18-19 yrs.)

-starts w/ rapid physical. change, gains in height/weight, shape and sexual characteristics

-independence and identity are big features and varies by culture, more time spent outside family

-thought becomes more abstract, idealistic, logical

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24
Q

cohort

A

people who are born at a similar point in history and share similar experiences as a result

-G.I. Gen -> Silent gen. -> Boomers -> Gen X -> Millenials -> Gen Z

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25
Q

nature-nurture issue

A

debate if development is influenced by nature (biological inheritance) or nurture (enviro. experiences)

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26
Q

continuity-discontinuity issue

A

extent to which development involves gradual change (continuity) or distinct changes)

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27
Q

early-later exp. issue

A

focuses on degree to which exp. (early/late) determine child’s development

-those emphasizing early exp. -> life Is a trail on which a psychological quality can be traced to its origin

-those emphasizing recent exp. say development is a river continuously flowing

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28
Q

sci. method

A

coneptualize process and problem to be studied, collect and analyze data, draw conclusions

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29
Q

theory

A

interrelated, coherent ideas that help explain and make predictions

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30
Q

hypothesis

A

specific, testable assumption or prediction, written as if-then statement

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31
Q

5 theoretical orientations to development?

A

1) psychoanalytic
2) cognitive
3) behavioral/social cognitive
4) ethological
5) ecological

32
Q

psychoanalytic theories

A

describe development as primarily unconscious and colored by emotion

-emphasize behavior as surface characteristics and true understanding of development requires analyzing symbolic meanings of behavior and inner workings of mind

-stress that exp. w/ parents shape development and are highlighted by Freud’s theory

33
Q

psychoanalysis pros

A

developmental framework, family relationships, unconscious aspects of mind

34
Q

psychoanalysis cons

A

lack of sci. support, too much emphasis on sexual underpinnings, too much credit to unconscious mind, neg. image of children, stage-like

35
Q

Freud thought as children grow…

A

their focus of pleasure and sexual impulses shifts from mouth -> anus -> genitals

-adult personality is determined by way we resolve conflicts between pleasure and reality

36
Q

Erikson’s theory

A

8 stages of development unfold as we go through life

-people are motivated by their interactions w/ others

-task confronts individuals w/ crisis that must be resolved not as a catastrophe but a turning point w/ increased reliability and potential

37
Q
  1. trust vs. mistrust
A

1st. yr. of life

-trust in infancy sets stage for lifelong expectation that the world’s a good place (infant-18 mths)

38
Q
  1. autonomy vs. shame or doubt
A

infancy and toddlerhood (1-3 yrs.)

-infants discover behavior is their own

-if restrained and punished, they can develop shame

39
Q
  1. initiative vs. guilt
A

preschool yrs., face challenges that require active, purposeful, responsible behavior

-guilt can arise if child is irresponsible or made to feel anxious

40
Q
  1. industry vs. inferiority
A

elementary school yrs., children direct energy to mastering knowledge and intellectual skills

-neg. outcome is that child develops sense of inferiority, feeling incompetent and unproductive

41
Q
  1. identity vs. identity confusion
A

-individuals confront tasks of finding who they are, what they’re about and where they’re going

-if roles are explored in healthy matter -> pos. identity, if not -> neg.

42
Q
  1. intimacy vs. isolation
A

early adulthood

43
Q

generavity vs. stagnation

A

middle adulthood

-helping younger gen., develop/lead useful lives

-feeling of doing nothing to help -> stagnation

44
Q

integrity vs. despair

A

late adulthood

-person reflects on past

-if person’s review is well spent -> integrity, if not -> despair

45
Q

cognitive theories

A

emphasize conscious thoughts

46
Q

3 cognitive theories

A

Piaget’s, Vygotsky’s, information-processing

47
Q

Vygotsky’s theory

A

sociocultural cognitive theory that emphasizes how culture and social interaction guide development

-construct knowledge through valuable interaction w/ others and objects

-argued that memory, attention, and reasoning involve learning to use society’s inventions (lang., math)

48
Q

Piaget’s theory

A

children construct understanding of world and go through 4 stages

49
Q
  1. sensorimotor
A

birth -> 2 yrs.

infants construct understanding by coordinating sensory exp. w/ phys. actions

50
Q
  1. preoperational
A

2-6 yrs.

-children connect sensory info w/ phys. action by representing world w/ words, images and drawings

-object permanence and separation anxiety

-preschool children lack performance of operations (mental actions that allow children to do mentally what they can do physically)

51
Q
  1. concrete operational
A

7-12 yrs.

-children perform operations involving objects and reason logically as long as reasoning can be applied to specific and concrete examples

-play pretend, egocentric

52
Q
  1. formal operational stage
A

12 yrs. -> adulthood

-individuals move beyond concrete experiences and think in abstract and logical terms

-develop images of ideal circumstances like a parent and compare parents to ideal standard

-add and subtract, conservation

-entertain possibilities for future and are fascinated with what they can be

-more systematic, make and test hypotheses

53
Q

information-processing theory

A

emphasizes that individuals manipulate info, monitor it, and strategize it

54
Q

3 behavioral and social cognitive theories

A

Pavlov’s classical conditioning
-neutral stimulus produces response made by other stimulus

Skinner’s operant conditoning (reward and punishment -> development)
-consequences produce changes in future probability of behavior

Bandura’s social cognitive theory
-behavior, environment and condition are key factors development
-observational learning

55
Q

ethology

A

stresses behavior is influenced by biology, tied to evolution, and characterized by critical periods

56
Q

imprinting

A

rapid, innate learning within a limited, critical period of time that involves attachment to the first moving object seen

57
Q

Bronfenbrenner’s ecological theory

A

development influenced by series of systems

58
Q

microsystem

A

settings in which person lives (family, peers, school, neighborhood, work)

-most direct interactions w/ social agents take place (parents, teachers)

59
Q

mesosystem

A

relations between microsystems or links between contexts (family or peer relationships, school or church relationships)

60
Q

exosystem

A

links between social setting in which the individual doesn’t have an active role and the context

-family exp. at home may be influenced by parent’s exp. at work

61
Q

macrosystem

A

culture in which individuals live

62
Q

chronosystem

A

patterning of environmental events and transitions over life and historical circumstances

63
Q

eclectic theoretical orientation

A

orientation that doesn’t follow any one theoretical approach but selects the best aspects from each theory

64
Q

research methods

A

observation (lab, naturalistic setting)
-lab: control factors determining behavior but aren’t the focus of study
-naturalistic: observe behavior in real world settings w/o control

-survey, interview
–quickest way to get info from many people
–study wide range of topics

standardized tests case studies
-provide info about individual differences

case study
-gives info of a person’s fears, health, fantasies, traumatic exp., bringing, family relationships, health, or anything that helps understand the person’s mind and behavior

physiological measures

65
Q

standardized test

A

test w/ uniform procedures for administration and scoring

-allow person’s performance to be compared w/ performance of others

66
Q

descriptive research

A

observe or record behavior

67
Q

correlation coeffecient

A

number based on analysis used to describe association between 2 variables

68
Q

correlational research

A

helps us make predictions, describe strength of the relationship between 2+ events or characteristics

69
Q

experiment

A

one or more factors to cause behavior being studied are manipulated while others are held constant

-determine cause and effect

70
Q

independent and dependent variable

A

independent: manipulated
dependent: change in exp. in response to IV

71
Q

cross-sectional approach

A

research strategy in which individuals of different ages are compared at one time

72
Q

longitudinal approach

A

research strategy in which same individuals are studied over time, several years or more

73
Q

cohort effects

A

effects due to time of brith, era or generation rather than age

74
Q

How to protect participants?

A

informed consent
-know what participation will involve and risks

-confidentiality
-keep all data gathered anonymous

-debriefing
-infirm participants of purpose and methods

-deception

-minimizing bias

75
Q

ethnic gloss

A

using ethnic label in superficial way that portrays group as being more homogenous than it is

Child Dev. (16 decks)

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