chapter 12 Flashcards
nature vs nurture environmental influences
diet
phsycial touch
experience
reaction range
: the range of possibilities that a genetic code allows
critical period
an age range during which certain experiences must occur
sensetive period
an optimal range for certain experiences
cont vs discont
is development continuous and gradual, or is it discontinuous, progressing through qualitatively distinct stages?
Stability versus Change
do our characteristics remain consistent as we age?
cross sectional research
compares people of different ages at the same point in time.
Longitudinal research
investigates behavior as participants age.
germinal stage
zygote
repeated cell division
attached to mother uterus 10-14 after conceptipn
embryo
2-8 weeks
zygote has a brain hearts other organs
organs are visible
placenta and umblical cord
embryonic period=2 weeks after conception, developping individual
fetus
8 weeks to birth
evidence of simple behaviors and some learning
movements become strong
age of viability
fetus can survive if born prematurely
oragnisms are susceptible of certain kind of stimuli
Prenatal development
through sensetive period
Pheheight weight
after 38 weeks, 7 pound 20 inch
preterm before 38 weeks
Phenylketonuria (P K U):
cannot produce an enzyme required for normal development.
Tay-Sachs disease
usually die by age 3 or 4 because of the body’s inability to break down fat; most often found in Jews of Eastern European ancestry.
Teratogens
environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect.
Mother’s nutrition;
Mother’s illness;
Mother’s emotional state;
Mother’s use of drugs, alcohol, and/or nicotine.
effect of alcohol while pregnant
Facial abnormalities and small, malformed brains
Mental retardation, attentional and perceptual deficits, irritability, impulsivity
Fetal alcohol spectrum disorders (FASD)
a group of abnormalities that results from varying kinds of prenatal exposure to alcohol
cocaine
low birth weight
Mental retardation, attentional and perceptual deficits, irritability, impulsivity
“natural born addicts”
neonate
new born
Squeezing of the incompletely formed bones during the trip through the mother’s birth canal.
Vernix: a white, greasy covering, for protection before birth.
Lanugo: a soft fuzz over the entire body, similarly for protection.
Puffy eyelids due to an accumulation of fluids in an upside-down position.
reflexes
Rooting reflex: turning of the head toward things that touch their cheeks.
Sucking reflex: prompts infants to suck at things that touch their lips.
Gag reflex: clearing of the throat.
Startle reflex: a series of movements in response to a sudden noise.
Babinski reflex: fanning out of the toes when the foot is stroked.
Habituation
the decrease in the response to a stimulus that occurs after repeated presentations of the same stimulus.
first year of life children
Gain triple their birth weight.
Increase in height by half.
young brain
rapid development of neutral networks
first to mature = basic survival functions, heartbeat, breathing
Last = frontal cortex = highest level cognitive functions
Brain= Myelinization
Formation of new synapses and loss of unused ones
Maturation of association areas
Specialization of the cerebral hemispheres
newborn learning
Newborns can acquire classically conditioned responses
Evidence for operant conditioning in 3-day-old infants (sucking a nipple in order to activate a tape recording of their mothers’ voice).
can imitate facial expressions
sensory capabilites
love scannig environment
preference for mother’s face within hours after birth
sense of taste
respond to touch discrimination
distinguidh different odors
preference for human voice
distinguish mothers voice
Jean piaget + Alfred Binet
same age = same mistakes
childrens thinking chnages with age
Schemas
Assimilation=new experiences are incorporated into existing schemas
Accomodation=new experinces cause existing schemas to change
disequilibrium=imbalance between existing schemas and new experinces
Piaget, cognitive thinking
Sensimotor stage=birth to 2 years,using images, language, or other symbols
Object permanence: Awareness that objects continue to exist even if they are out of sight
Preoperational stage: Period from 2 to 7 years of age that is characterized by language development
Principle of conservation: Knowledge that quantity is unrelated to the arrangement and physical appearance of objects
Concrete operational stage: Period from 7 to 12 years of age that is characterized by logical thought and a loss of egocentrism
Formal operational stage: Period from age 12 to adulthood that is characterized by abstract thought
new borns emotions
Sense of self emerges at around 18 months of age
(self-awareness/ self-conscious emotions)
Begin to display pride, shame, and guilt at around age 2
Empathy, envy, embarrassment
Emotional regulation
the processes by which we evaluate and modify our emotional reactions
Emotional competence
influences social behaviour and popularity
Children who frequently display sadness or who cannot control their anger are less likely to be popular, and emotional competence remains important for well-being as children develop.
Emotion recognition
Young infants are also able to recognize emotions in the other people as well.
socai referencing
the process by which infants use the emotional responses of others to guide their actions.
Konrad Lorenz studied attachment with newborn goslings.
Labeled the process of imprinting—behavior that takes place during a critical period and involves attachment to the first moving object observed.
Harry Harlow studied attachment with infant monkeys
attachment process bowlby
attachment that refers to the strong, enduring emotional bond between a child and his caregiver
secure base.
5 phases: Indiscriminate attachment behaviors in newborns
Discriminating attachment behaviors (3 months)
Specific attachment behaviors (7-8 months)
Goal-corrected partnership (age 3-4)
Children and caregivers can maintain their relationships whether together or apart
Lessening of Attachment
Parallel play
children play physically near each other, but they don’t try to influence each other’s behavior.
Helps children learn physical and emotional self-control***
Diana Baumrind 4 types of parents
Authoritarian parents: those who are rigid and punitive and value unquestioning obedience from their
children.
Permissive parents: those who give their children relaxed or inconsistent direction and, although they are warm, require little of them.
Authoritative parents: those who are firm, set clear limits, reason with their children, and explain things to them.
Uninvolved parents: those who show little interest in their children and are emotionally detached.
Temperament:
Basic, innate characteristic way of responding and behavioral style
Resilience
Ability to overcome circumstances that place children at high risk for psychological or even physical harm
Thomas and Chess (1977) identified three basic types of babies
Easy (Good-natured, easy to care for, adaptable)
Difficult (Moody and intense, react to new situations and people negatively and strongly)
Slow-to-warm-up (Inactive and slow to respond to new things, and when they do react, it is mild)
Kagan
shy child tested 4 months 2 years 4 years and 7 yeatrs
Erik ERikson, psychosocial development
: the development of individuals’ interactions and understanding of each other and of their knowledge and understanding of themselves as members of society.
trust vs mistrust= birth to age 1.5 feeling of trust or lack of trust
autonomy vs shame= 1.5 to 3 autonomy encouraged or shamed
initiative vs guilt= 3 to 6 independence of actions sometimes - consequences
indutry vs inferiortiy =6 to 12 + social relations or less social
Puberty
11-12 girls
13-14 boys
menstruation, spermarche
Adolescent brain
Neural networks are streamlined, especially in prefrontal cortex and limbic system that plays an important role in planning and coordinating behaviors that satisfy motivational goals and emotional urges
PFC- Upsurge in activity of dopamine regulates emotional arousal, pleasure and reward and learning
Adolescents risk??
Immaturity in the adolescent’s prefrontal cortex (difficulty in controlling impuses, which results in impulsivity and risk taking behaviour.
Failing to take dangers seriously, as if they think that they are somehow invulnerable to harm or disease.
Sensation seeking behaviour.
Peer pressure
Personal fables
believing their experiences are unique
ıdentity search(Marcia)
Identity diffusion: not yet gone through an identity crisis; uncommitted to a coherent set of values
Foreclosure: not yet gone through an identity crisis; committed to an identity and set of values before experiencing a crisis. Endorsement of authoritarian values.
Moratorium: currently in an identity crisis. Values are either absent or vaguely defined. Active exploration of alternatives.
Identity achievement: resolved identity crisis
suicide
Males are five times more likely to commit suicide.
Females attempt it more.
Easy access to weapons is a factor, as is bullying.
Suicides sometimes comes in clusters.
moral thinking, piagetian
Morality of constraint: belief that morals are absolute (before age 9 or 10).
Morality of cooperation: moral rules can be changed if they are not appropriate to the occasion, as long as people invloved agree to do so.
Kohlberg’s moral reasoning
Proposed that people advance through increasingly sophisticated levels of reasoning about moral issues
Level 1, preconventional morality: the main considerations are the avoidance of punishment and the desire for rewards.
Level 2, conventional morality: membership in society becomes important; people behave in ways that will win the approval of others.
Level 3, postconventional morality: people accept that there are certain broad principles of morality that should govern our actions; and these principles are more critical than the particular laws in a society.
Carol Gilligan
Men view it primarily in terms of broad principles, such as justice and fairness.
Women see it in terms of responsibility toward others and a willingness to make sacrifices—a morality of caring.
Skinner
“good” and “bad” behaviors are learned through reinforcement and punishment
Cultural conformity involves:
Understanding that there are moral rules
Being able to control impulses
Experiencing negative emotions when rules are violated
Freud
: conscience develops through identification with parents
Self-serving
Moral emotions
