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Psych 105 > Ch 12-Development Over the Lifespan > Flashcards

Ch 12-Development Over the Lifespan Flashcards

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1
Q

developmental psychology

A

the study of continuity and change across the lifespan
-early on, it was believed that development plateaued after childhood, but it is now accepted that we develop throughout our whole lives

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2
Q

cross sectional research

A

Like a slice of layered cake; taking one testing period from a cross section of the population and comparing the differences between groups

  • quick and cost effective
  • does not account for reasons why these differences might exist, such as cohorts (ex. baby boomers have different experiences with technology than gen z)
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3
Q

longitudinal studies

A

test the same group multiple times and see how they change over time
-expensive, can be impacted by dropout (attrition) low generalizability (bc it only tests a single cohort)

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4
Q

sequential studies

A

take multiple cohorts and test them over time

  • expensive, risk of dropout (attrition)
  • reduces cohort differences and more generalizability
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5
Q

three prenatal stages

A

germinal stage
embryonic stage
fetal stage

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6
Q

germinal stage

A

the 2-week period of prenatal development that begins after conception (when the zygote (fertilized egg containing chromosomes from both a sperm and an egg) moves down the tube and attaches to the uterus wall)

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7
Q

embryonic stage

A

period of prenatal development that lasts from 2nd to ~8th week

  • placenta and umbilical cord develop
  • heartbeat is detected, organs and brain begin to form, facial features such as eyes become visible
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8
Q

fetal stage

A

period of prenatal development that lasts from the 9th week until birth
-myelination (formation of fatty sheath around axons of neurons) begins, organs continue to develop, eyes open, age of viability (likely to survive in case of premature birth) reached by 24 weeks bones form

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9
Q

placenta

A

links bloodstreams of the mother to the unborn baby, permitting the exchange of materials (feeding, waste disposal)

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10
Q

teratogens

A

agents that damage the process of development

  • can come from the environment, includes drugs, alcohol, viruses, mother stress
  • can cause FAS
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11
Q

fetal alcohol syndrome (FAS)

A

developmental disorder that stems from heavy alcohol use by the mother during pregnancy
signs in the infant include folds next to the eyes, small eyes, small cheekbones, flat fold on upper lip, underdeveloped chin, minor ear abnormalities, flat midface, short nose

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12
Q

infancy

A

stage of development from birth to ~18-24 mo

  • nearsighted and show preferential looking procedure
  • sound localization (U-shaped; good, declines, and then they re-learn in), can distinguish all phonemes
  • emergence of reflexes and motor development (ability to execute physical action)
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13
Q

cognitive development

A

emergence of ability to think and understand

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14
Q

piaget’s stages of cognitive development

A

sensorimotor (birth-2)
preoperational (2-6)
concrete operational (6-11)
formal operational (11+)

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15
Q

sensorimotor stage

A

(piaget; birth-2)

  • infants acquire info abt the world by sensing and moving around within it
  • characterized by creation of schemas, assimilation, accommodation and finally the acquisition of object permanence
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16
Q

schema

A

theory or model of the way the world works, organized patterns of though and action, an internal framework to guide interaction with the world
-important in piaget’s stage of sensorimotor development

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17
Q

assimilation

A

process by which infants apply their schemas in novel situations (ex. if a baby grows up with a cat, they may start calling any furry, four-legged creature a cat)

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18
Q

accomodation

A

process by which infants revise schemas in light of new information (ex. learning that even though a dog is four-legged and furry, it’s different from a cat)

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19
Q

object permanence

A

the idea that objects continue to exist even when they are not visible

  • piaget believed acquiring this (usually around 2 y/o) marked the transition from the sensorimotor stage to the preoperational stage
  • experiments such as the impossible event have shown that some infants may develop object permanence as early as 7 months
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20
Q

preoperational stage

A

(piaget; 2-6)

  • in which children have a preliminary understanding of the physical world
  • characterized by egocentrism
  • children have no concept of conservation; piaget believed that acquisition marked the transition out of this stage
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21
Q

egocentrism

A

difficulty viewing the world from someone’s perspective; failure to understand that the world appear differently to different observers
-observed during piaget’s preoperational stage (4-6) when kids have believe that everyone sees exactly what they see and also have a hard time understanding different emotional reactions in others

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22
Q

conservation

A
  • understanding that the basic properties of objects are the same even though their outward appearance may change
  • kids display centration (a focus on the size of something rather than the amount of it) and irreversibly (they can’t conceptualize a reversible change, such as forming a pancake of squished clay back into a ball)
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23
Q

concrete operational stage

A

(piaget; 6-11)

  • children learn how various actions/operations can affect or transform concrete objects
  • characterized by a grasp of conservation and reversibility as well as an inability to think abstractly or solve non-physical problems (if glass breaks when you hit it with a feather and i hit the glass with a feather, then what happens to the glass? it won’t break)
24
Q

formal operational stage

A

(piaget; 11+)

  • gain the ability to think abstractly and solve non-physical problems (if glass breaks when you hit it with a feather and i hit the glass with a feather, then what happens to the glass? it breaks)
  • gain the ability to test hypotheses
25
Q

theory of mind

A
  • a person’s belief about the mind and ability to understand others’ mental states, used to explain and predict our and others’ behaviour
  • the idea that human behaviour is guided by mental representations
  • language is important for development
  • children w autism, deaf kids who don’t use ASL have difficulty
26
Q

the ability to learn from others depends on 3 fundamental skills (vygotsky):

A 
joint attention (ability to focus on what another person is focused on ) 
social referencing (ability to use another person's reactions as info abt the world (kids who fall in the park look to mom to see how they should react))
imitation (ability to do what another person does (younger siblings often imitate older ones))
27
Q

zone of proximal development

A

we use those closest to us (parents, siblings, etc) to learn and acquire skills

  • the difference btw what a child can do independently vs with assistance from adults or more advanced peers
  • if a mother makes an effort to help a child understand something, they grasp it better
  • kids with older siblings often develop faster because they have a reference
28
Q

harlow and social development

A
  • kids have a desire for interaction and contact above and beyond the satisfaction of basic needs
  • harlow proved this with an experimenter on baby rhesus monkeys; they were separated from their moms early on and then presented with two surrogate moms, a wire body with a milk bottle or a plush body, and the monkeys always gravitated toward the plush mom
29
Q

erkison’s psychosocial theory

A 
-the idea that personality develops through crises
basic trust vs basic mistrust (first year) 
autonomy vs shame and doubt (1-2)
initiative vs guilt (3-5) 
industry vs inferiority (6-12)
identity vs role confusion (12-20) 
intimacy vs isolation (20-40)
generativity vs stagnation (40-65)
integrity vs despair (65+)
30
Q

imprinting (konrad lorenz)

A

attachment to a guardian figure that develops very early in life (for birds, usually within the first day of life)
-likely a survival mechanism, and the more they wander from the guardian, the more danger they would risk

31
Q

attachment

A
  • aspect of social development

- emotional bond that form between newborns and their primary caregivers

32
Q

strange situation test

A

-relevant to social development
-behavioural test used to determine a child’s attachment style
secure (upset when mom leaves, comforted when she returns; healthy)
insecure (anxious resistant (upset when mom leaves and hard to soothe when shes back; usually indicates uneven caregiving), anxious avoidant (no reaction when mom leaves or returns; usually indicates a child used to being alone))
disorganized (run to mom when she gets back, but hits her; usually indicative of abuse)
-studies show kids w secure attachment were more likely to remember the positive events in a puppet show

33
Q

parenting style

A

combination of warmth (warmth v hostility) and control (restrictive vs permissive)
four styles: authoritative, authoritarian, indulgent and neglectful

34
Q

authoritative parenting

A
  • restrictive (high control), but high in warmth/acceptance
  • parents are demanding but caring, have high expectations but want their children to understand and have good child-parent communication
  • kids raised by this style tend to have higher self esteem, do better in school, have less conduct issues
35
Q

authoritarian parenting

A

style that is restrictive/high in control and high in hostility/rejection (low in warmth)

  • assertion of parental power without warmth
  • kids raised by this style tend to have lower self-esteem, worse academic performance and are less popular in school
36
Q

indulgent parenting

A

parents are high in warmth/acceptance and permissive (low control)

  • parents are warm toward the child but lax in setting limits, the ‘friend parent’
  • kids tend to be spoiled
37
Q

neglectful parenting

A

parents are permissive (low control) and high in hostility/rejection (low warmth)

  • parents are indifferent and uninvolved with the child
  • kids raised by this style tend to be impulsive and aggressive
38
Q

piaget’s theory of moral development

A

piaget saw that children’s morality shifts in 3 stages

  • realism to relativism (rules are rules and you follow them regardless to vs not everyone has the exact same rules)
  • prescription to principles (I must follow the rule because it is the rule vs understanding why the rule exists)
  • outcomes to intentions (imagine tripping someone accidentally and they break their leg vs tripping someone intentionally and they bruise their shoulder; the shift is from thinking the first is worse because the damage is worse to thinking the second is worse because the intention is worse)
39
Q

kohlberg’s three levels in moral development

A

preconventional (childhood): moral reasoning is guided by anticipated punishments/consequences or rewards
conventional (adolescence): moral reasoning is determined by what the social reactions to an action will be, based on conformity to social expectations, laws and duties
postconventional (adulthood): moral reasoning is guided by well thought out, general and personal principles
-problematically, these levels aren’t that discrete, and the level we use is often determined by context

40
Q

adolescence

A

period between childhood and adulthood
-no set start or end date, as it often fluctuates from culture to culture, but generally begins around puberty (11-14) and ends when one is independent and contributing to society (18-21)

41
Q

puberty

A

bodily changes associated with sexual maturity
-involves changes in primary sex characteristics (directly related to reproduction, so ovulation and ejaculation) and secondary sex characteristics (ex. pubic hair, wider hips, voice drop)

42
Q

adolescent brain development

A
  • compared w infancy and early childhood, overall brain growth slows
  • grey matter peaks then declines (bc of pruning: “weak” or underused synapses are “pruned” so the brain can focus on strengthening more important ones)
  • white matter increases as the prefrontal cortex develops
  • limbic region develops much faster than prefrontal cortex, which may be responsibly for risk taking behaviours
43
Q

adolescent egocentrism

A 
two components:
personal fable (overestimate uniqueness of emotions and experiences) 
imaginary audience (become sensitive to social evaluation, overestimate that everyone is judging)
44
Q

james marcia’s Identity statuses

A 
identiity diffusion (ado is not actively exploring nor have they committed to a choice; frequent in early adolescence when these aren't priorities) 
foreclosure (ado is not actively exploring but has committed to a choice; typically the ado is conforming to parental or peer identity) 
moratorium (the crisis itself; the ado is exploring but has not committed to a choice) 
identity achievment (the ado has explored and successfully settled on an identity/a choice; they now have values)
45
Q

adulthood

A 
stage of development that begins when you're independent and actively contributing to society (cultural view usually begins around 18-21)
has 3 sub-levels: 
young adulthood (20-40)
middle adulthood (40-65) 
late adulthood (65+)
46
Q

physical development in adulthood

A
  • abilities and health peak in the 20s, beginning to deteriorate around 26-30
  • physical changes lead to cognitive decline, but the brain compensates by calling on other neural structures, using less bilateral asymmetry (less bilateral localization of function)
47
Q

post-formal operational thinking

A
  • a proposed 5th stage of cognitive development to round off piaget’s theory
  • characterized by ability to reason logically about opposing viewpoints and accept contradictions and irreconcilable differences
48
Q

socio-emotional selectivity theory

A

idea that the type of info we focus on changes as we progress through adulthood

  • young adults focus on info that is helpful for the future (often recall more negative pictures than the old, possibly bc its something they can learn from)
  • older adults focus on info that is applicable now (often recall more positive pictures as they are really just out here for a good time)
49
Q

marital satisfaction over the lifespan

A

tends to start high, decline at childbirth and, after a brief rocky period of adjustment, increase again once all the kids have left the nest

50
Q

Kubler-ross stages of grief for terminal illness

A

(vary from person to person and culture to culture)

denial: refusing to accept the diagnosis
anger: accepting that you are sick and becoming angry that it happened to you
bargaining: often pleading with higher powers (praying)
depression: acceptance that bargaining won’t work
acceptance: a sort of peace, preparing for what’s going to happen

51
Q

what determines the sex of a child

A

the 23rd pair of chromosomes

  • genetic females are (XX)
  • genetic males are (XY)
  • bc women only carry X chromosomes, the 23rd in an egg is always an X, so the sex of the baby is determined by which chromosome the sperm is carrying
52
Q

cephalocaudal principle

A

“top-to-bottom” rule

  • tendency for motor skills to emerge in sequence from the head to the feet
  • this is why infants have disproportionately large heads, as physical growth first concentrates there
53
Q

proximodistal principle

A

“inside-to-outside” rule

  • tendency for motor skills to emerge in sequence from the centre to the periphery (core/chest to extremities)
  • at birth, infants can control their shoulders but not their arm or hand muscles
54
Q

false belief test

A

imagine showing a kid a puppet show where Max puts chocolate in a cupboard and walks out, then while he’s gone, another puppet walks in and moves the chocolate. The kid passes the test when they can correctly predict that Max would look in the first cupboard for the chocolate, since he couldn’t know that someone else came in and moved it.

55
Q

temperament

A

biologically based general style of reacting emotionally and behaviourally to the environment

Psych 105 (8 decks)

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