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Psychology 121 > Chapter 11: Development > Flashcards

Chapter 11: Development Flashcards

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1
Q

Developmental psychology

A

The study of age related physical, intellectual, social, and personal changes over the lifespan

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2
Q

Jean-Jacques Rousseau

A

Newborns are ready to go

Nature dictates children’s growth

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3
Q

Arnold Gesell and maturation

A

Infants growth occurs in a fixed sequence independent of environment

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4
Q

John Locke

A

Newborn = tabula

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5
Q

Tabula

A

Blank slate

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6
Q

All people achieve the same milestones of physical development, given that ___________________________

A

basic nurture needs are met

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7
Q

Infants are born with a full quote of Brian cells, but ____________________

A

Connections between cells are not fully developed

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8
Q

Jean Piaget first comprehensive theory of ________

A

Cognitive development

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9
Q

Cognitive development

A

Development of thought

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10
Q

Thinking develops in a _________

A

Fixed sequence

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11
Q

A child is not miniature adult with a smaller ______ of adult thinking

A

Quantity

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12
Q

Children are active thinkers _______

A

Trynna make sense of this world

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13
Q

Schemas

A

Mental modes of the world used to guide and interpret experiences

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14
Q

Schematas May include

A

Behaviours, mental symbols, mental activity

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15
Q

Assimilation

A

Infants attempt to fix new objects/ ideas into existing schema

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16
Q

Accommodation

A

New objects/ ideas force change in existing schemas

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17
Q

Study tip:

ASSIMILATION

A

Same old schema

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18
Q

Study tip

ACCOMMODATION

A

Create new schema

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19
Q

4 types of stages

A

Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage

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20
Q

Sensorimotor stage age

A

Birth to 2 years

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21
Q

Sensorimotor schemas

A

Defined by direct sensory and motor interactions with the world

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22
Q

Sensory

A

Seeing hearing

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23
Q

Motor

A

Grasping, sucking

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24
Q

Sensorimotor object permanence?

A

No!

Hide object, kid stops looking for it
Out of sight, out of mind

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25
Q

Preoperational stage age

A

Ages 2-6 or 7 years

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26
Q

Preoperational object permanence

A

Yes!

Infants know objects exist, when not in plain view

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27
Q

Preoperational use of symbols to represent objects

A

Kids show symbolic representation

Words: mommy, daddy, candy

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28
Q

Egocentrism

A

The way something looks to me is the way it looks to everyone else

video with volcano

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29
Q

Preoperational conservation

A

Children don’t know that properties remain the same if the shape changes

water in tall glass opposed to fat

of cookies

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30
Q

Concrete operational stage age

A

6 or 7 to 11 or 12

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31
Q

Concrete operational stage conservation

A

Yes!

Children can use simple logic and perform basic mental operations on real concrete objects

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32
Q

Children can’t think scientifically or objectively in this stage

A

Concrete operational stage

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33
Q

Formal operational stage age

A

11 and up

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34
Q

Kids in this stage can engage in hypothetical and abstract ways

A

Formal operational stage

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35
Q

Attachment behavioural system

A

Motivational system regulating proximity and connection to attachment figure

36
Q

Harry Harlow

A

Is attachment the result of the caregiver providing: food and nourishment? Or warmth and comfort

37
Q

Monkeys preferred

A

Warmth and cuddling over food and nourishment

38
Q

The strange situation test

A

Parent and child in waiting room filled with toys, stranger enters, patent leaves, then comes back

39
Q

Dependant variables from stranger test

A

How willing is the child to leave parent and play with toys?

How upset is child when parent leaves room?

How does child react when parent returns from room

40
Q

Secure attachment

A

Babies cry when parents leave room

Great mom or sad happily when back

They explore unfamiliar room, returning to parent every periodically

41
Q

Ambivalent / resistant attachment

A

Refuse to leave parents side and play with toys

Cry when parents leave the room

Push away parents when return (I’m still mad at you)

42
Q

Avoidant attachment

A

Not stressed by separation

No crying when parent leaves

Avoid parents when parent returns

43
Q

Significance of the strange situation test?

A

Types of attachment correlated with home behaviour

44
Q

Secure attachment associated with responsive parents mean

A

Nature vs nurture, about nuture

45
Q

Non secure patterns associated with lower responsive parental rejecting styles

A

Bad parents!

46
Q

Adult attachment

A

Romantic relationships effect adults

47
Q

Empirical methods

A

Approaches to inquiry that are ties to actual measurement and observation

Example: doing a lab, rather than trusting thunder

48
Q

Hypotheses

A

A logical idea that can be tested

49
Q

Theories

A

Groups of closely related observations

50
Q

Systematic observation

A

Carefully observing the world to better understand it

51
Q

Ethics

A

Guidelines to protect participants from harm and steer scientist away from situations that may ruin their testing

52
Q

Cognitive development (what is it)

A

Refers to the development of thinking across the lifespan

53
Q

Cognitive development (who studied it?)

A

Jean Piaget

54
Q

Nature

A

The genes we receive from parents

55
Q

Nurture

A

Refers to environments, that influence our development

56
Q

The nature vs nurture debate

A

We need both nature and nurture or else there would be no child

57
Q

Continuous development

A

Kids gradually learn day by day and further their knowledge

58
Q

Discontinuous knowledge

A

Kids hit certain levels or stages where that info is attained (level up)

59
Q

Piaget’s theory

A

Development occurs through a sequence of discontinuous stages.

Ex sensorimotor, preoperational, concrete, and formal

60
Q

Qualitative changes

A

Large changes, going from one stage to another (caterpillar to bitterly)

61
Q

Quantitative changes

A

Gradual changes, a tree growing

62
Q

Sociocultural theory

A

How culture Influenves children’s development

63
Q

Attachment behavioural system

A

A motivational system selected over the course of evolution to maintain proximity between a young child and his or her primary attachment figure

64
Q

Attachment behaviours

A

Behaviours and signals that attract the attention of a primary attachment figure and function to prevent separation from that individual or to reestablish proximity to that individual

65
Q

Attachment figure

A

A babies mother. A secure base for an individual

66
Q

Attachment patterns

A

Indiciduals differences in how securely vs insecurly people think, feel, and behave in attachment relationships

67
Q

Teratogens

A

Drugs and viruses that damage process of development

68
Q

Motor development

A

Emergence of the ability to execute physical actions such a reaching, grasping, crawling, and walking

69
Q

Reflexes

A

Specific patterns of motor response that are triggered by sensory stimulation

70
Q

Cephalocaudel rule

A

Top to bottom: motor skills develop from head to toes

71
Q

Proximodistal rule

A

Inside to outside rule: motor skills develop from center to the periphery

72
Q

Theory of mind

A

The understanding that other people’s mental representations guide their behaviour

73
Q

3 changes in kids when thinking “right from wrong”

A

Realism to relativism

Prescription to principles

Outcomes to intentions

74
Q

Realism

A

Wrong is an objective truth

75
Q

Relativism

A

Wrong is a human construct

76
Q

Prescription

A

What to do in a specific situation (school vs home acting)

77
Q

Principle

A

Applicable across situations (always should act like this)

78
Q

Outcomes

A

Determined wrongness (was the bump on purpose or by accident)

79
Q

Intentions

A

Determine wrongness (hitting someone on purpose)

80
Q

Kohbergs stages of moral development

A

Preconventional

Conventional

Postconventional

81
Q

Preconventional

A

Moral reasoning not yet back on society’s rules

Based on the outcome of the action (will I get punished)

82
Q

Conventional

A

Moral reasoning based on rules of society

Do they distrust social order?

83
Q

Postconventional

A

Reasoning based on abstract principles

Follow patterns for justice, equality and respect for human life

84
Q

Disorganized attachment

A

Show no consistent pattern of response is parents leaves or returns

85
Q

Temperaments

A

Characteristic patterns of emotional reactivity

86
Q

Infants biological temperament determines their

A

Attachment style

87
Q

Internal working mode of relationships

A

A set of beliefs about the self, the primary caregiver, and the relationship between them

Psychology 121 (6 decks)

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