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Psychology Exam 2 > Ch. 9: Human Development > Flashcards

Ch. 9: Human Development Flashcards

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1
Q

Developmental Psycholochy

A

The study of changes over the life span in physiology,cognition & emotion, and social behavior.
NOTE: Originally concerned with infants and children,the field has expanded to include the entire lifespan.

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2
Q

Longitudinal Design (of studying development)

A

the study of a variable or group of variables in the same cases or participants over a period of time, sometimes several years.

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3
Q

Cross-Sectional Design (of studying development)

A

a type of observational study design in which the investigator measures the outcome and the exposures in the study participants at the same time.

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4
Q

Prenatal (stage in life span development)

A

Conception to birth

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5
Q

Infancy (stage in life span development)

A

Birth at full term to about 18 months

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6
Q

Early childhood (stage in life span development)

A

About 18 months to about 6 years

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7
Q

Middle childhood (stage in life span development)

A

6 years to about 11 years

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8
Q

Adolescence (stage in life span development)

A

About 11 years to about 20 years

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9
Q

Early adulthood (stage in life span development)

A

About 20 years to about 40 years

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10
Q

Middle adulthood (stage in life span development)

A

About 40 years to about 65 years

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11
Q

Late adulthood (stage in life span development)

A

About 65 years and older

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12
Q

Puberty

A

10-17 years. Brings about sexual maturity

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13
Q

Menarche

A

12-13 years. Onset of menstruation

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14
Q

Jean Piaget

A

“WHEN YOU TEACH A CHILD SOMETHING YOU TAKE AWAY FOREVER HIS CHANCE OF DISCOVERING IT FOR HIMSELF.”
1896-1980
* Was born in Neuchâtel (French speaking), Switzerland
* Child prodigy (published at 15)
* PhD at age 22
* Influenced by Freud
* Pioneer of (cognitive) developmentalpsychology
* One of the most cited psychologists of the 20th century

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15
Q

Assimilation

A

Building Blocks of Developmental Change
* New cognitive elements are fitted in with old elements or modified to fit more easily

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16
Q

Accommodation

A

Building Blocks of Developmental Change
* Restructuring cognitive structures so that new information

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17
Q

Schemes

A

Building Blocks of Developmental Change
* Cognitive structure used to interpret world and adapt to environment

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18
Q

Sensorimotor (Piaget’s four stages of intellectual (or cognitive) development)

A

Birth through ages 18-24 months
infants and toddlers acquire knowledge through sensory experiences and manipulating objects. A child’s entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.
- object permanence
- stranger anxiety

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19
Q

Preoperational (Piaget’s four stages of intellectual (or cognitive) development)

A

Toddlerhood (18-24 months) through early childhood (age 7)
The foundations of language development may have been laid during the previous stage, but the emergence of language is one of the major hallmarks of the preoperational stage of development.
- pretend play
- egocentrism

20
Q

Concrete operational (Piaget’s four stages of intellectual (or cognitive) development)

A

Ages 7 to 11
While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation.
- conservation
- mathematical tranformation

21
Q

Formal operational (Piaget’s four stages of intellectual (or cognitive) development)

A

From about 12, Adolescence through adulthood
the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, adolescents and young adults become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
- abstract logic
- potention for mature moral reasoning

22
Q

Theory of Mind

A

Ability to understand that other people have independent mental states that influence their behavior.

23
Q

False beliefs test

A

An influential experimental paradigm designed to assess whether an individual possesses a theory of mind, based on his or her ability (or lack thereof) to attribute false beliefs to others. (box of Smarties filled with candles)

24
Q

Tests of Conservation

A

To test a child’s ability to see how some items remain the same in some ways, even as you change something about them, for instance, their shape. A young child may not understand that when you flatten a ball of clay, it’s still the same amount of clay.

25
Q

Fluid intelligence

A

The ability to process new information, learn, and solve problems
- identify complex relations
- peaks in mid 20’s

26
Q

Crystallized intelligence

A

The stored knowledge, accumulated over the years.
- learning
- cultural influences
- experience
- comprehension (judgement and wisdom
- increases till about 70 yo

27
Q

Erik Erikson

A

1902-1994
* Born in Germany (Frankfurt)
* Never got a university degree
* Was “discovered” by Anna Freud
* Was trained as a psychoanalysist
* Left Europe for the US
* Harvard Medical School, Yale, & Berkeley
* Childhood and Society (1950)
- In Erikson’s view, conflicts at diffferent stages are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high but so is the potential for failure.

28
Q

Infancy (8 Psychosocial Stages)

A

Trust vs. Mistrust
Birth to 1 year
Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
- Feeding

29
Q

Early Childhood (8 Psychosocial Stages)

A

Autonomy vs. Shame & Doubt
1 to 3
Children need to develop a sense of personal control over physical skills and a sense of independence. Succes leads to feelings of autonomy, failure results in feelings of shame and doubt
- Toilet training

30
Q

Preschool (8 Psychosocial Stages)

A

Initiative vs. Guilt
3 to 6
Children need to begin asserting control and power over the environment. Succes in this stage leads to a sense of purpose. Childer who try to exert too much power experience disapproval, resulting in a sense of guilt.
- Exploration

31
Q

School Age (8 Psychosocial Stages)

A

Industtry vs. Inferiority
6 to 12
Children need to cope with new social and academic demands. Succes leads to a sense of competence, while failure results in feelings of inferiority.
- School and confidence

32
Q

Adolescence (8 Psychosocial Stages)

A

Identify vs. Diffusion
12 to 16
Teens need to develop a sense of self and personal identity. Succes leads to an ability to stay true to yourself, while failure leads to a role condusion and a weak sens of self.
- Social relations

33
Q

Young Adulthood (8 Psychosocial Stages)

A

Intimacy vs. Isolation
18 to 30
Young adults need to form intimate, loving relationships with other people. Succes leads to strong relationships, while failure results in loneliness and isolation.
- Intimate relations

34
Q

Middle Adulthood (8 Psychosocial Stages)

A

Generativity vs. Stagnation
30 to old age
Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other peopel. Succes leads to feelings of usefulness and accomplishment, while failure results in a shallow involvement in the world.
- Work and parenthood

35
Q

Maturity (8 Psychosocial Stages)

A

Ego intergity vs. Despair
Old age
Older adults need to look back on life and feel a sense of fulfilment. Succes at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
- Reflection on life

36
Q

John Bowlby

A

(1907-1990)
* British child psychiatrist and psychoanlysist
* Own childhood has influenced his research (raised by a nanny)
* First attachment researcher, studying “Lasting psychological connectedness between human beings”
* Earliest bonds have enormous impact on life
* Attachment is important for survival

37
Q

Strange Situation Test

A

invented by Mary Ainsworth (1913-1999)
A method of measuring attachment in young children. More specifically, it aimed to assess how infants between the ages of 9 and 18 months behaved under conditions of mild stress and novelty. It measured three main factors of attachment theory: anxiety, separation anxiety and secure base.

38
Q

Secure (Attachment type)

A
  • explores unfamiliar room with an orientation towards mother
  • some discomfort when mom leaves
  • comfortable with stranger when mom is present
  • greeted mom positively upon return
  • mother is sensitive and supportive
39
Q

Avoidant Insecure / Anxious avoidant (Attachment type)

A
  • no orientation towards mother while exploring room
  • unconcerned with mom’s absense
  • comfortable with stranger
  • uninterested when mom returns
  • mother is rejecting/ignoring infant
40
Q

Resistant insecure / Anxious ambivalent/resistant (Attachment type)

A
  • unconcerned with exploring
  • intense distress when mom leaves
  • uncomfortable with stranger
  • rejects mom upon return
  • mother’s is inconsistent in her behaviour
41
Q

Parenting Styles

A

Manner in which parents raise children
Demandingness & Responsiveness

42
Q

Permissive (Parenting Styles)

A

High Responsiveness
Low Demandingness
“Whatever you want.”
- Low expectation
- Few rules
- Indulgent
- Accepting
- Lenient
- Avoids confrontation
- Warm

43
Q

Authoritative (Parenting Styles)

A

High Responsiveness
High Demandingness
“Let’s discuss this.”
- High expectations
- Clear standards
- Assertive
- Democratic
- Flexible
- Responsive
- Warm

44
Q

Uninvolved (Parenting Styles)

A

Low Demandingness
Low Responsiveness
“I don’t care.”
- No expectations
- Few rules
- Absent
- Passive
- Neglectful
- Uninterested
- Competing priorities

45
Q

Authoritarian (Parenting Styles)

A

High Demandingness
Low Responsiveness
“Because I said so!”
- High expectations
- Clear rules
- Forceful
- Autocratic
- Rigid
- Punishment
- Limited warmth

Psychology Exam 2 (6 decks)

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