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Child Psychology > Chapter 1 > Flashcards

Chapter 1 Flashcards

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1
Q

True or false: our broad strokes of development from conceivement are different in all of us

A

False: development is similar in all humans

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2
Q

what do developmentalists study?

A

how biological inheritance and the env. we live in JOINTLY affect our behavior

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3
Q

what do some child dev. researchers study?

A

how genetics determines personality and the extent to which our potential is limited/provided by heredity

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4
Q

what do some child specialists study?

A

how we’re shaped by our early environments and how current circumstances impact behavior subtly/obviously

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5
Q

Child Development

A

scientific study of patterns of GROWTH, CHANGE, and STABILITY from conception –> adolescence

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6
Q

what do child development researchers apply and what does it allow the subject to be studied in?

A

apply scientific methods; allowing it to be studied objectively vs subjectively

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7
Q

process of development does/doesn’t continue
caveat:

A

does continue from conception till death
behavior might remain stable (ex. personality)

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8
Q

what do developmentalists assume?

A

no particular, specific period governs all development
- potential for growth, decline, change during all periods

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9
Q

what do dev./researchers study?

A

study universal principles or differences that affect development

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10
Q

What are the approaches to child dev?

A
  • physical
  • cognitive
  • psychosocial (social and personality)
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11
Q

physical development

ex)

A

how body’s makeup — brain, ns, muscles, senses
—-need for food, drink, sleep
determine behavior

ex) dehydration influences physical functioning
malnutrition and growth

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12
Q

cognitive development

A

how growth and change in intellectual capabilities influences behavior

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13
Q

what does cognitive development include:

A

intellect, problem solving, language, learning, memory

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14
Q

examples of cognitive development studies

A

how cultural dif explain academic success/failure
how ppl remember traumatizing events later on

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15
Q

personal development

A

study of stability and change in the enduring characteristics that differ from person to person

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16
Q

social development

A

way ppl’s interactions with people and their relationships grow, change, and stabilize over course of life

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17
Q

what might somebody in social dev. study

A

effects of racism, divorce, poverty

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18
Q

prenatal period

A

conception to birth

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19
Q

toddlerhood

A

birth to 3

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20
Q

preschool period

A

3-6

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21
Q

middle childhood

A

`6-12

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22
Q

adolescence

A

12-20

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23
Q

these periods of time are _____ (define this)

A

social constructions: shared notion of reality but has a function in society and culture

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24
Q

the age ranges are ___
why?

A

arbitrary
some age ranges have clear-cut boundaries like infancy begins with birth, preschool period ends with entry to school, adolescence begins with sexual maturity

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25
Q

What age period is fluid

A

From middle childhood to adolescence, entry into adolescence varies from person to person bc arrival of biological change varies from person

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26
Q

Does personality change?
Baby example
After how many years

A

Yes but not dramatically. Shy baby won’t grow up to be most extroverted baby. Personality becomes pretty stable after 3

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27
Q

Jeffrey Arnett’s new developmental period

A

Emerging adulthood:
late teenage years to early 20s
not adolescents but haven’t taken on responsibilities of adult. Self exploration

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28
Q

factors that affect individual differences in the timing developmental milestones

A

biological and environmental

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29
Q

examples of individual dif

A

age of developing romantic relationships varies btw cultures

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30
Q

what are developmental specialists talking abt when they say age ranges

A

the average time that ppl reach a specific milestone

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31
Q

when does variation become noteworthy?
what’s concerning

A

when children deviate substantially from the average which could be concerning if delayed – needs to be monitored/accessed to evaluate dev

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32
Q

what and when causes greater individual differences

A

as children age
most dev. changes are autonomic and genetically determined (genetics impacts early on like eye color, height,etc) but env. factors become more potent with age

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33
Q

how does the impact of env factors grow

A

brain is most responsive to env factors – good or bad— and will permanently or temporarily change body’s chemistry

34
Q

when is brain development most rapid

A

early life

35
Q

race vs ethnicity

A

race is a biological concept
ethnicity is broader: religion, cultural background, nationality

36
Q

cohort
they are a product of…

A

group of ppl born around same time and place
the social times in which they live

37
Q

what influences members of a cohort

A

major events like a war, pandemic, etc.

38
Q

cohort effects are an example of _______
(define ___)

A

history-graded inf: biological and env. influences associated with a specific historical moment

39
Q

example of history graded influences

A

9/11 in NYC

40
Q

what are cohort effects

A

idea that specific influences will affect dev., this and explains why ppl born around same time and place are similar in ways others aren’t

41
Q

age graded inf

A

biological and environmental influences similar for particular age groups regardless of cohort (when and where born)

42
Q

examples of age graded influences

A

puberty and menopause and entry into edu, learning to walk, talk, etc

43
Q

age graded influences are ______

A

normative and predictable — tend to occurs at same age

44
Q

sociocultural inf
ex.)

A

ethnicity, social class, etc
english as 2nd language for immigrant vs english for native born

45
Q

non normative life events

ex)

these are

A

specific, ATYPICAL events that occur in a person’s life at a time where such event don’t happen to most

winning state championship, housefire, Lousie

unpredictable, irregular

46
Q

things that influence dev

A

age grade inf, history graded inf, sociocultural inf, non normative life events

47
Q

early views of children

distinction btw adult and kid

A

believed children as mini adults and were treated as such (had to work)

childhood wasn’t qualitatively dif than adulthood

48
Q

Locke

A

tabula rosa/blank slate
* children were born with no specific characteristics or personalities
* entirely shaped by experiences

49
Q

Rousseau

A

noble savages: children were born with an innate sense of right/wrong/morality
* grew up to be admirable adults unless corrupted by circumstances

50
Q

Rousseau was the first to suggest

A

growth occurred in distinct, discont. stages automatically

51
Q

baby biographies

A

first attempts of methodically studying children
observers were typically parents tracing growth and phys/ling milestones of a single child

52
Q

what was the downturn of baby biographies

A

not systematic and biased

53
Q

what did darwin do

what did he hope to understand

A

created a more systematic baby biography of his son through 1st yr

  • understanding how development of individuals will help him understand development of the species
54
Q

what led to a focus on childhood

A

adult labor pool increased so children no longer needed for labor — labor laws
— education meant kids separated from adults and teachers need to find ways to teach to KIDS (division of children and kids)

55
Q

Alfred Binet

A

invented IQ test, investigated memory and mental calculation, pioneered study of child intelligence

56
Q

stanley hall

A

questionnaires to express children’s thinking and behavior, adolescence as period (start of systematic child study)

57
Q

first female child psych

A

leta hollingworth

58
Q

examples of large scale systematic investigations of children

A

stanford studies of gifted children (thru lifespan)
research institute study and berkeley growth and guidance studies (identified nature of normal growth)

59
Q

cont. change

A

development is GRADUAL, cumulative

achievements on one level BUILD OFF of prev. levels (adding more of the same skill)

60
Q

is cont change quantitative or qualitative? Why?

A

quantitative — processes that drive change remain over life span; thus changes are a matter of degree not kind

61
Q

picture cont. change as

A

running up a hill

62
Q

discont. change

picture it as

change is

A

development in distinct steps/stages where each step is qualitatively different than prev stages

climbing stairs
abrupt and sudden

63
Q

True or false: taking an either/or side on cont. vs discont. change is inappropriate

A

true, some are clearly discont. some clearly cont.

64
Q

examples of cont development

A

height

65
Q

critical period

A

specific time during development when a particular event has greatest consequences

66
Q

critical period — environmental stimuli

A

enable dev. to proceed normally or abnormally

67
Q

difference btw critical and sensitive period

A

critical: essential that child develops those specific skills in THAT TIME FROM bc they might not develop them at all (consequences are irreversible)

sensitive: more flexible, if skills aren’t developed, it doesn’t mean the skill can’t develop at all (recognizes plasticity)

68
Q

sensitive period

A

specific time when organisms are susceptible to env stimuli where it’s the optimal period for capacities to emerge

69
Q

life span approach vs particular periods

A

early on ppl only focused on infancy and adolescence, now the entire conception to adolescence is imp

70
Q

life span approach

A

no one age period has biggest impact of dev. and events that occur during each period has equal powerful effects; growth and change occur throughout life

71
Q

life span approach: dev is ___

A

multidimensional: affected by biological, psychological factors, etc.

multidirectional: in some areas you progress, in others you decline

72
Q

to understand social inf we must study

A

the people that provide these inf (parents) 15 yr old mom vs 37 yr old

73
Q

changes in the composition of us population will lead to developmentalist to give more attention to issues of

A

diversity

74
Q

nature

ex)

A

traits, abilities, and capacities inherited from parents that are at work from conception to human

how good we are at athletics, eye color, etc

75
Q

what does nature encompass and its def

A

maturation: any factor produced by predetermined unfolding of genetic info

76
Q

nurture

A

influence of the environment that shape behavior —- biological (druggy mom) or social (parenting style) or socioeconomic/societal

77
Q

genetically determined traits have a direct inf on ______ but indirect inf on _______

A

behavior
shaping the env (cranky baby -genetics, will make her parents always comfort her)

78
Q

our behavior will not occur in

A

absence of approp. env.

79
Q

future of child dev

A
  • field will become more specialized
  • boundaries sbtw dif subdisciplines will be blurred
  • greater attention on diversity
  • more professionals will use child development’s research and findings
  • have influence on public interest issues
80
Q

becoming informed consumer

A
  • consider source of advice
  • evaluate credentials of advice giver
  • understand dif btw anecdotal evidence and sci evidence
  • keep cultural context in mid
  • don’t assume that because many ppl believe in something makes it true
81
Q

4 key issues in child devq

A

nature vs nurture
discont. vs cont.
critical vs sensitive
life span vs periods

Child Psychology (4 decks)

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