ch. 9 Flashcards
Development
The pattern of continuity and change in human capabilities that occurs throughout life and it includes both growth and decline
Nature
Biological inheritance
Aspects of development
Physical, cognitive, and socioemotional
Nurture
Environmental experiences
Self’s influence on development
Individuals take active roles in own development
Germinal Period (1-2 weeks)
AKA Zygotic period
conception
fertilization
zygote
Embryonic period (Weeks 3-8)
Differentiation of tissue
organ formation
Fetal period (2-9 months)
Development of functionality
Prenatal Development: Teratogens
Agents that cause birth defects
-nicotine
-alcohol
-STIs
Why are the first 8 weeks a sensitive period of development?
All of the major organs and body systems are forming and can be damaged if the fetus is exposed to drugs, alcohol, and STIs, etc.
Reflexes
Genetically wired behaviors and some are crucial for survival
-coughing, blinking, and yawning
Grasping
an involuntary response.
Rooting
This reflex starts when the corner of the baby’s mouth is stroked or touched
Moro
a normal reflex for an infant when he or she is startled or feels like they are falling.
ex. they have a startled look and the arms will fling out sideways with the palms up and the thumbs flexed
Galant “fencing”
This reflex occurs when the side of the infant’s spine is stroked or tapped while the infant lies on the stomach.
ex. the infant will twitch their hips toward the touch in a dancing movement
Stepping
a baby appears to take steps or dance when held upright with his or her feet touching a solid surface.
ex. This reflex lasts about 2 months.
Toe Curling/Babinski
occurs after the sole of the foot has been firmly stroked. and it is their tow curling
Jean Piaget (1896-1980)
Children actively construct their cognitive world using:
Schemas
-concepts or frameworks that organize information
Assimilation
-apply old (existing) schemas to new experiences
Accommodation
-Adjust/alter schemas to new information
sensorimotor stage (birth-2 years)
coordinate sensations with movements
preoperational stage (2-7 years)
symbolic thinking: words & images
intuitive reasoning
Egocentrism
Lacks operations (reversible mental processes
concrete operational stage (7-11 yrs)
operational thinking (e.g., conservation)
reversibility
classification skills
reason logically in concrete contexts
Formal operational stage (11-15 yrs)
lasts through adulthood
abstract and idealistic thought
hypothetical-deductive reasoning
Concrete thinking
Ability to produce operational thinking
-better able to have advanced hierarchy of characteristics
Attachment
close emotional bonds between an infant and their primary caregiver
-high quantities of oxytocin creates an easier time when bonding
-creates the groundwork for later in life relationships
-if not exercised in early life it can affect future relationships
Why are they attached to their caregiver?
- Protection
- Food
- Encouraged because this is
The person that positive reinforcement when they reach for them. - Familiarity
Object permanence
a child’s ability to know that objects continue to exist even though they can no longer be seen or heard
(8 moths old and sensorimotor stage)
egocentrism
the tendency to emphasize one’s own needs, concerns, and outcomes rather than those of others
(2-7 yrs old)
animistic thinking
the belief that inanimate objects are capable of actions and have lifelike qualities.
(4-5 yrs old)
conservation
logical thinking ability
(7-11 yrs old)
abstract/ hypothetical reasoning
imagining possibilities and exploring their consequences through a process of mental simulation.
(12 yrs and up)
Harlow’s Rhesus Monkey Experiment: is it nourishment or contact comfort that matters?
the monkeys would rather comfort rather than nourishment because they would only go to get nourishment when they needed it and spent time with the comfortable monkey.
*contact comfort is critical to attachment
Oxytocin
Attachment/ emotional bonds
Mary Ainsworth’s strange situation
Caregivers leave infant alone with stranger, then return.
Secure attachment
seeks closeness with mother when stranger enters. uses her as a safe base from which to explore, shows moderate distress on separation from her, and is happy when she returns.
Insecure attachment
characterized by a lack of trust and a lack of a secure base
anxious ambivalent
infant becomes very upset when mother leaves the room and shows mixed emotions when she returns
anxious avoidant
infant does not seek closeness or contact with the mother and shows little emotion when the mother departs or returns.
disorganized/disoriented
infant exhibits avoidant or ambivalent attachment, often seeming either confused of apprehensive in the presence of the mother.
Neglect
no attachment to anyone
The socioemotional development
Two possible outcomes: a greater strength/ or a greater weakness
Trust vs. Misuse
- Basic needs met by sensitive caregivers
Autonomy vs. shame and doubt
(18 months old to 3yrs)
- Discover and assert will of their own
- During this time period the child will discover their own free will
Initiative vs. guilt
Challenge to assume responsibility
Stage of 3-5 yrs old and this where the kids like to take responsibility
industry vs. inferiority
Mastering knowledge and intellectual skills
Neglectful
uninvolved no support and no expectations
Authoritative
highly demanding and highly supportive (more self-esteem in kids and I will help to get you there)
Authoritarian
highly demanding and not supporting (because I said so and no support do better)
Permissive
highly supportive and not demanding (wants to be a friend Ex. Mean girls mom)
Kohlberg’s stage of moral development
pre conventional level
conventional level
postconventional level
Physical development: puberty
rapid skeletal and sexual maturation
puberty begins at beginning of adolescence
Testosterone
genital development, height, voice changes
Estrodiol (estrogen)
breast, uterine, and skeletal development
Piaget’s formal operational stage of cognitive development
Egocentrism
imaginary audience
Sense of uniqueness,
Personal fable
Invincibility
Brain development
Early: amygdala (emotions)
Late: prefrontal cortex (reasoning and decision making, risk taking)
Emerging adulthood (extended adolescence)
identity exploration
instability
self-focus
feeling “in between”
age of possibilities
Middle adulthood 40s & 50s
Physical: Lose height, gain weight; women experience menopause
Cognitive: Memory peeks, highest level of functioning for most intellectual abilitie
Early adulthood 20s & 30s
peak of physical development
cognitive: idealism gives way to pragmatism(attitude)
Late adulthood 60s+
Physical: less ability to repair/regenerate
Cognitive: speed of processing & working memory capacity declines; Wisdom increases
the aging brain
Surviving/healthy neurons take up slack for their deceased/disabled neighbors.
Results in reduced lateralization (the brain works even more as a whole rather than with as many specialized areas)
Erikson’s last three stages of socioemotional development
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
