Chapter 11: Development Flashcards
Teratogens
Agents that harm an embryo or fetus (alcohol, drugs, etc.)
Moro reflex
When startled, an infant will extend their arms and legs.
Babinski reflex
When the sole of an infant’s foot is stroked, their toes will extend out.
Palmer Grasp reflex
An infant will grasp at a finger placed in their palm.
Tonic neck reflex
When relaxed, infants will extend one arm and curl the other.
Stepping reflex
Infants will make stepping motions when their feet are placed on hard surfaces.
Rooting reflex
When an infant’s check is rubbed, they will turn their head and try to suck.
Sensorimotor
Infants acquire information about their world through their senses and motor skills.
Object permanence
The understanding that an object continues to exist when it cannot be seen.
A-Not-B Error
When an infant looks in the same place for a toy even when they saw it being moved.
Preoperational
Children learn to think symbolically and engage in imaginative and pretend play.
Egocentrism
Viewing the world through their own experiences.
Conservation errors
If a substance’s appearance changes, they fail to recognize it quantity may remain unchanged.
Centration
Unable to think about more than 1 detail of a problem-solving task at a time
Concrete operational
Children begin to think about and understand logical operations. They are no longer fooled by appearances (lack abstract thinking).
Formal operational
People can think abstractly and can formulate and test hypotheses through deductive logic.
Theory of Mind
The ability to understand another’s mental state, develops around age 4.
False belief task
A type of task in which children must infer that another person does not possess knowledge that they possess.
Attachment
A strong emotional connection that persists over time and across circumstances.
James Robertson
One of the first to recognize and document the attachment difficulties of children staying in hospitals.
John Bowlby
Created the Attachment Theory after working with delinquent children, children separated from their family by war, and children in orphanages.
Mary Ainsworth
Built off Bowlby and Robertson’s work by demonstrating how secure and insecurely attached infants respond in novel situations in a task called the Strange Situation.
Secure Attachment
Cries when the caregiver leaves, but is easily comforted by their return (60% of children); have healthy relationships as they age.
Insecure Attachment: Avoidant
Do not cry when the caregiver leaves and avoids the caregiver when they return (10% of children); avoid emotionally close relationships.
Insecure Attachment: Ambivalent
May cry when the caregiver leaves and is inconsolable when they return (15% of children); have difficulty with relationships due to fear of rejection or abandonment.
Insecure Attachment: Disorganized
Do not show any consistent behavior during separation from and reunion with the caregiver (15-19% of children); want connections, but fear it so may have negative self-image.
Vygotsky’s Contrtibution
Parents scaffold, or support, children as they learn to do things by themselves.
Kohlberg’s Theory of Moral Development
1) Preconventional level
2) Conventional level
3) Postconventional level
Preconventional Stage
- Up to age 9
- Stage 1: Focus on avoiding punishment
- Stage 2: Focus on increasing personal gain
Conventional Stage
- Early adolescence
- Stage 3: Emphasis on conforming to the majority
- Stage 4: Emphasis on the effects of the law
Postconventional Stage
- Adulthood
- Stage 5: Focus on basic rights and democratic process
- Stage 6: Focus on universal ethics
Egocentrism
The feeling of personal uniqueness
Imaginary audience
The belief that others are constantly focusing attention on them.
Personal fable
A belief in one’s uniqueness and invulnerability
