Chapter 11: Development Flashcards
Developmental psychology
The study of age related physical, intellectual, social, and personal changes over the lifespan
Jean-Jacques Rousseau
Newborns are ready to go
Nature dictates children’s growth
Arnold Gesell and maturation
Infants growth occurs in a fixed sequence independent of environment
John Locke
Newborn = tabula
Tabula
Blank slate
All people achieve the same milestones of physical development, given that ___________________________
basic nurture needs are met
Infants are born with a full quote of Brian cells, but ____________________
Connections between cells are not fully developed
Jean Piaget first comprehensive theory of ________
Cognitive development
Cognitive development
Development of thought
Thinking develops in a _________
Fixed sequence
A child is not miniature adult with a smaller ______ of adult thinking
Quantity
Children are active thinkers _______
Trynna make sense of this world
Schemas
Mental modes of the world used to guide and interpret experiences
Schematas May include
Behaviours, mental symbols, mental activity
Assimilation
Infants attempt to fix new objects/ ideas into existing schema
Accommodation
New objects/ ideas force change in existing schemas
Study tip:
ASSIMILATION
Same old schema
Study tip
ACCOMMODATION
Create new schema
4 types of stages
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Sensorimotor stage age
Birth to 2 years
Sensorimotor schemas
Defined by direct sensory and motor interactions with the world
Sensory
Seeing hearing
Motor
Grasping, sucking
Sensorimotor object permanence?
No!
Hide object, kid stops looking for it
Out of sight, out of mind
Preoperational stage age
Ages 2-6 or 7 years
Preoperational object permanence
Yes!
Infants know objects exist, when not in plain view
Preoperational use of symbols to represent objects
Kids show symbolic representation
Words: mommy, daddy, candy
Egocentrism
The way something looks to me is the way it looks to everyone else
video with volcano
Preoperational conservation
Children don’t know that properties remain the same if the shape changes
water in tall glass opposed to fat
of cookies
Concrete operational stage age
6 or 7 to 11 or 12
Concrete operational stage conservation
Yes!
Children can use simple logic and perform basic mental operations on real concrete objects
Children can’t think scientifically or objectively in this stage
Concrete operational stage
Formal operational stage age
11 and up
Kids in this stage can engage in hypothetical and abstract ways
Formal operational stage
Attachment behavioural system
Motivational system regulating proximity and connection to attachment figure
Harry Harlow
Is attachment the result of the caregiver providing: food and nourishment? Or warmth and comfort
Monkeys preferred
Warmth and cuddling over food and nourishment
The strange situation test
Parent and child in waiting room filled with toys, stranger enters, patent leaves, then comes back
Dependant variables from stranger test
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
Secure attachment
Babies cry when parents leave room
Great mom or sad happily when back
They explore unfamiliar room, returning to parent every periodically
Ambivalent / resistant attachment
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)
Avoidant attachment
Not stressed by separation
No crying when parent leaves
Avoid parents when parent returns
Significance of the strange situation test?
Types of attachment correlated with home behaviour
Secure attachment associated with responsive parents mean
Nature vs nurture, about nuture
Non secure patterns associated with lower responsive parental rejecting styles
Bad parents!
Adult attachment
Romantic relationships effect adults
Empirical methods
Approaches to inquiry that are ties to actual measurement and observation
Example: doing a lab, rather than trusting thunder
Hypotheses
A logical idea that can be tested
Theories
Groups of closely related observations
Systematic observation
Carefully observing the world to better understand it
Ethics
Guidelines to protect participants from harm and steer scientist away from situations that may ruin their testing
Cognitive development (what is it)
Refers to the development of thinking across the lifespan
Cognitive development (who studied it?)
Jean Piaget
Nature
The genes we receive from parents
Nurture
Refers to environments, that influence our development
The nature vs nurture debate
We need both nature and nurture or else there would be no child
Continuous development
Kids gradually learn day by day and further their knowledge
Discontinuous knowledge
Kids hit certain levels or stages where that info is attained (level up)
Piaget’s theory
Development occurs through a sequence of discontinuous stages.
Ex sensorimotor, preoperational, concrete, and formal
Qualitative changes
Large changes, going from one stage to another (caterpillar to bitterly)
Quantitative changes
Gradual changes, a tree growing
Sociocultural theory
How culture Influenves children’s development
Attachment behavioural system
A motivational system selected over the course of evolution to maintain proximity between a young child and his or her primary attachment figure
Attachment behaviours
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
Attachment figure
A babies mother. A secure base for an individual
Attachment patterns
Indiciduals differences in how securely vs insecurly people think, feel, and behave in attachment relationships
Teratogens
Drugs and viruses that damage process of development
Motor development
Emergence of the ability to execute physical actions such a reaching, grasping, crawling, and walking
Reflexes
Specific patterns of motor response that are triggered by sensory stimulation
Cephalocaudel rule
Top to bottom: motor skills develop from head to toes
Proximodistal rule
Inside to outside rule: motor skills develop from center to the periphery
Theory of mind
The understanding that other people’s mental representations guide their behaviour
3 changes in kids when thinking “right from wrong”
Realism to relativism
Prescription to principles
Outcomes to intentions
Realism
Wrong is an objective truth
Relativism
Wrong is a human construct
Prescription
What to do in a specific situation (school vs home acting)
Principle
Applicable across situations (always should act like this)
Outcomes
Determined wrongness (was the bump on purpose or by accident)
Intentions
Determine wrongness (hitting someone on purpose)
Kohbergs stages of moral development
Preconventional
Conventional
Postconventional
Preconventional
Moral reasoning not yet back on society’s rules
Based on the outcome of the action (will I get punished)
Conventional
Moral reasoning based on rules of society
Do they distrust social order?
Postconventional
Reasoning based on abstract principles
Follow patterns for justice, equality and respect for human life
Disorganized attachment
Show no consistent pattern of response is parents leaves or returns
Temperaments
Characteristic patterns of emotional reactivity
Infants biological temperament determines their
Attachment style
Internal working mode of relationships
A set of beliefs about the self, the primary caregiver, and the relationship between them
