chapter 12 Flashcards
1
Q
Motherese:
A
baby talk that is high pitch, rhythmic and simple may be best to attract response from babies.
2
Q
Temperament:
A
individual difference in infants’ emotional, motor, and attentional reactivity to stimulation.
3
Q
Age of viability:
A
by around 6 months, the fetus has developed .. borned prematurely it may survive if born prematurely.
4
Q
Differentiation:
A
growth in complexity over time, with structures and functions becoming more specific for given tasks.
5
Q
Fetal alcohol syndrome:
A
irreversible brain abnormalities caused by the mother’s consumption of alcohol during pregnancy
6
Q
Teratogens:
A
toxic agents from the environment, such as disease, poison, or. Drugs that can harm the fetus.
7
Q
Fetus:
A
the unborn child form around 9 weeks until birth
8
Q
Embryo:
A
prenatal stage following zygote lasting 2-8 weeks; in this stage, the heart begins beating.
9
Q
Zygote:
A
an initial stage in development as the fetishizes egg grows through cell division and attaches to the uterine wall.
10
Q
Prenatal stage:
A
development taking place in the mother’s womb before birth
11
Q
Maturation:
A
biological growth occurring in a continuous fashion over time.
12
Q
Cyber bulling:
A
aggressive and hostile acts toward other through Internet media.
13
Q
Gender roles:
A
our expectations about how males and females should act are learned through culture.
14
Q
Authorities parenting style:
A
a balance btwn obedience form the child and willingness to explain and make exceptions.
15
Q
Critical period:
A
a period during development where specific abilities must occur.
16
Q
Strange situation procedure:
A
a test in which the mother leaves her child alone in the playroom and a friendly stranger tries to interact with the child. Finally, the mother rejoins them
17
Q
Stranger anxiety:
A
a fear reaction of infants to new people usually peaking around 12 months
18
Q
Contact comfort:
A
the need for touch as a primary drive in monkeys and humans.
19
Q
Attachment:
A
a deep, emotional bong that an infant develops with its caregiver.
from lecture:
enduring affectional ties that children form with their primary caregivers
20
Q
Zone of proximal development:
A
children’s readiness to learn the next step from what they already know
baby crawling,,, then pulling up,,,, then caregiver helps to raise baby up to start showing them the walk!…
baby learning how to talk… bby might say pa… n then dad say pa-pa .. helping the bby complete/ guide the bby to the finish line.
21
Q
Theory of mind:
A
the child’s conception of what he or she and other know and what these can differ.
22
Q
Formal operational stage:
A
Piaget’s final stage (around age 11) characterized by reasoning on a logical or hypothetical level.
11-up
abstract thinking
23
Q
Concrete operational stage:
A
Piaget’s stage when grade schoolers have achieved conservation and are no longer fooled by appearances
7-11
logical, consistent, but concrete
24
Q
Egocentrism:
A
in preschool children, the belief they others know, think, and feel the same way they do.
in PREOPERATIONAL (2-1)
includes kindergardeners too
25
Conservation:
the knowledge that physical properties of an object status the same even though there may be superficial changes in appearance
I guess this is preoperational
objects maintain the same space
cup glass with the little girl
understanding that properties of objects remain
constant despite superficial changes in arrangement or appearance
26
Preoperational stage:
Piaget's stage from preschoolers, marked by an intense focus on what they perceive,
2-7 years
mental symbols developing, but stil not logical or cinsistent
egocentrism
&
conservation
27
Object permanence:
babies remembering objects they can no longer see in front of them.
the understanding that objects continue to exist even when they cannot be seen, heard, or touched -wiki
from lecture: if there is no mental representation,,, out of sight= out of mind
WITH SENSORY-MOTOR
28
Sensorimotor stage:
Piaget's stage for babies and toddlers who are focused on developing their sensory and motor processes.
0-2 years
thinking+ action: no mental representation
onject permenance
29
Accommodation:
changing concepts in memory to fit new information.
from lecture: child changes internal schemes to fit external world
30
Assimilation:
using current concepts in memory to understand new information
from lecture: child fits (or squeezes) information into mental schemes.
31
Norm:
behavioral milestone that identifies when certain behaviors usually occur in normal development.
32
Plasticity:
the capacity of the brain neurons to adapt to damage that alters them
33
Resilience:
good developmental outcomes despite high risks competence under stress or recovery from trauma
34
Identity formation:
the process of developing a distinct, individualized personality.
35
Theory of psychosocial development:
: Erickson's stage theory of important issues to revolve across the life span.
36
Neural pruning:
winnowing down the number of neutral connections in the brain, associated with adolescence.
37
Spermarche:
for boys, the first ejaculation occurs around age 14 followed a year later by the development of mature sperm cells.
38
Menarche:
the occurrence of a first menstrual period, indicating the capacity to become pregnant.
39
Secondary sexual characteristics:
physical changes including pubic hair, breast development in girls, facial hair and lowered voice in boys. Along ei a spurt in height and changes to the body's overall shape, that occur during puberty,
40
Primary sexual characteristics:
the reproductive organs and external genitalia.
41
Generativity:
Erickson's stage of life focusing on contributing to the development of the next generation and making a difference.
42
Social clock:
cultural norms for appropriate Age to seek out life events like marriage
43
Dementia:
progressive loss of cognitive function due to aging or disease.
44
Grandmother hypothesis:
evolutionary theory that older females aid in the reproductive success of their families by helping to raise grandchildren.
45
Menopause:
the cessation of menstrual period in women, usually occurring around age 50
46
universal path vs. cultural variation
Piaget- had a "universal way" of a developing child Piaget's Stages universal ...
INFORMATION PROCESSING THEORIST SAID YES TOOO!!!
cultural variation can be associated with Lev Vygotsky, where culture and our environmental context was a factor in the development of the child.
47
stage-like vs. continuous change
the stage- like theory is associated with Piaget. Where mental structures are like the stages of a catepillar to a butterfuly,.... QUALITATIVE.
in continuous change, the idea is associated with the INFORMATION PROCESSING THEORISTS.
say children are novices, they just know less but think alike adults... QUANTITATIVE.
mental strucures like a little fish to a big fish.. progressively developing....
48
Piaget’s theory of development
* it is Qualitative
* has 4 stages of development
**sensory-motor period (0-2)**
thinking=action; no mental representation
include: onject permanence (out of sight=out of mind)
**preoperational period (2-7)**
mental symbols developing, but still not logical or consistent
egocentric
& conservation (transition to concrete op)
**Concrete operational period (7-11)**
logical, consistent, but concrete
**Formal Operational period (11 & up)**
abstract logical thinking
49
what changes across different stages?
in Sensory-motor period, (0-2) kids just suck anything and grasp... no mental representation
object permanace
in preoperational (2-7) kids can ID symbols and stuff... but can't think logically... think about the girl in the video in class with the glass of water and the cookie.
conservational & egocentrism
Concrete operational (7-11) they understnad the 3 dimension and why water in a skinny glass is equal to the short wider glass.
Formal operational (11 & up) they think out side the box ... have abstract logical thinking
50
limitations of Piaget’s theory?
Babies in sesory-motor stage show evidence of reasoning about things they cant see. just not so good with motor skills...
children playing chess are experts in remebering more location of pieces than novice adults, but kids don't remember as my digits as adults.
IT IS NOT UNIVERSAL AS HE SAID\>..\<
51
Baillargeon’s findings
Baillargeon's findings, he found that babies show evidence of reasoning about things they can't see.... recall about the impossible event with the tall carrot not being seen when the building is short... so one is suppose to see the top portion of the damn carrot but we dont!!!!! and babies notice this!!!!
52
Deloache’s scale errors
his work suggests there are still intriguing ways that young children's thinking differs from thinking of older kids n adults... they try n get into mini cars and sit in tiny chairs lol
## Footnote
53
Baillargeon’s findings, Deloache’s scale errors – how relevant to Piaget?
In Delache's work suggests there are still intriguing ways that young children's thinking differs from thinking of older kids n adults... they try n get into mini cars and sit in tiny chairs lol
In Baillargeon's findings, he found that babies show evidence of reasoning about things they can't see.... recall about the impossible event with the tall carrot not being seen when the building is short... so one is suppose to see the top portion of the damn carrot but we dont!!!!! and babies notice this!!!!
54
Vygotsky’s sociocultural theory of learning
hhis theory is of children's thinking develops in social contexts, mediated by other people, language, and toos!!!
zone of proximal development...
baby crawling,,, then pulling up,,,, then caregiver helps to raise baby up to start showing them the walk!...
baby learning how to talk... bby might say pa... n then dad say pa-pa .. helping the bby complete/ guide the bby to the finish line.
55
Guided participation
A term made by Rogoff...
children learn as they participate and as they are guided by others.. a 2 way strret...
active participation essential
56
Relation of culture and development
in development, culture not a variable that is added, all development is immersed in culture from beginning...
57
Prenatal and newborn stages
zygote
embryo
fetus
rooting reflex
58
hb b what is rooting reflexes ?
a touch of the ceeck causes the bby to turn and open their mouths like they r going to be fed... lol
59
Longitudinal vs. cross-sectional research
Longitudinal: followin g a person through development by studying him or her at different points in time.
cross-sectional: comparing people at different ages with diferent people in the age group .
60
Aging and cognitive development
when aging, older people do tend to be wiser... have obtain information, eperinces, and blah ... winsdom !!!
However, bc of our biological deterioration, they tend to Decline in speed of processing ... they don't remember much of their younger times and their motor skills deteriorate as well.
61
Nature and nurture: where do Piaget, information processing models, and Vygotsky stand on
this issue?
Piaget:
probably says that nature has a lot more to do with it bc of the whole qualitative aspect and the catapillar/butterfly aspect of it
Information Processing models
probably says that nurture and nature have something to do with the development of the child... first bc of the Quantitative part of it and the whole small fish growing up to a big fish
Vygotsky:
probably more into the nurture aspect of it... bc he thought one's envronment delt a lot with one's reasoning.
62
Compare socio-emotional and cognitive development: What develops?
socio-emo dev deals with how we form relationships with other ppl and how emotions are felt, expressed, and understood throughout life.
cognitive developement deals with how babies and children think, leant to talk, remember and learn also how these processes change throughout the lifespan.
63
Erikson’s theory: Psychosocial stages and Developmental tasks
8 stages and 8 developmental tasts
## Footnote
Erikson’s Psychosocial Stages
Age Developmental Task
0-1 Trust /mistrust
1-3 Autonomy/shame
3-6 Initiative/guilt
6-12 Industry / inferiority
Adol . Identity / role confusion
Early adul. Intimacy /isolation
Mid. age Generativity / stagnation
Old age Ego integrity / despair
64
Bronfenbrenner’s theory – what is his main point?
Different kids means different environmental context... similar to socicultural theory ...
theory called ::::: ecological theory ...
depends on environment !!!
65
Attachment classifications: 4 types:
Secure, avoidant, resistant/ambivalent, disorganized/disoriented
66
Secure
(65%) – “B babies”
• explore freely in caregiver’s presence
• often visibly upset when caregiver leaves
• greet caregiver warmly at reunion
67
avoidant
Insecure - Avoidant (**20-25%)** – “A babies”
* show little or no distress upon separation
* avoid contact with caregiver upon reunion
* may show more positive behavior w/stranger
68
resistant/ambivalent
* Insecure-Resistant **(10-15%)** – “C babies”
* thoroughly distressed by separations
* don’t settle easily upon reunions
* mix proximity-seeking and angry behaviors
69
disorganized/disoriented
## Footnote
* Disorganized/Disoriented **(5%)** – ‘D’ - rare
* confused, contradictory behaviors
* dazed, fearful facial expressions
* frozen postures
70
Parenting styles (Baumrind):
authoritarian, indulgent(permissive), authoritative, neglecting(uninvolved)
## Footnote
71
authoritarian,
LOW warmth( nuturance)
high control
72
AUTHORITATIVE
High warmth, nuturance
## Footnote
high control
73
Neglecting parenting
low warmth(nuturance)
low control
74
Permissive or Indulgent
High warmth( nuturance)
## Footnote
low control
75
Attachment studies by???
Harlow,
Bowlby,
Ainsworth
attachment does not deal only with "feeding"
76
Harlow
He detached baby monekys from mothers since birth.. and gave the surrogate mothers... one was a wired mom and another had cloth... it was cozy... the monkey when it was scared it would go to cloth mom... only went to wired one when it wanted to eat...
77
John Bowlby
He was the kids from orphanages... that had little contact with others...
* prewired to seek protection when in danger... (evolutionary view)
* Caregivers was a "secure" base from which bby can explore... in NORMAL bbys/ childen ... similar toERIKSON'S IDEA
* his theory was based on PROTECTION NOT LOVE\>..
* he saw that these kids from orphanages didnt really have any of these... had a difficult time developing normally
78
Mary Ainsworth
1st to developt 1st attchament measure..
focused on seperation and reunion of mom/chils plus strangers were introduced...
79
Strange situation procedure (Ainsworth):
period of exploration, separation, reunion
Stability across time of attachment.
has 7 episodes...
P=parent, I= infant S+stranger appears
1. P + I
2. S
3. I+s
4. I+P
5. I
6. I+s -----
7. I+P -----
--- second seperation & reunion
she gave classifications ...
secure, aoidant, resistant & disorganized/disoriented.
80
Child care and attachment?
** Daycare**
◦ Produces better out comes bc the environment is safe and stimulating to the kids
◦ Sometimes kids become aggressive but ends ~ 3rd grade
◦ Longitudinal study showed that it helped kids gain cognitive , academic, and language functions in young children and benefits extended for more than 10 yrs After leaving daycare
basically helps them ?
81
Cultural differences in attachment?
there are cultural differences in how childbearing is done in other cultures..
other cultures don't do it like we do
like Israle, germany, russia..
82
Gender identity and gender stereotypes
NATURE
• Brain organization
• Hormonal differences
• NURTURE
• Parents
• Peers
• Media
• Teachers
• Once developed, children’s own gender schemas
can perpetuate stereotyped behavior
83
Moral development: Kohlberg’s Stages – how does sense of morality change over time?
Lawrence Kohlbeg built up on this idea of Piaget
◦ Argued that adolescence is the prime time for developing a sense of morality ◦ His theory: 3 moral levels each divided into two stages
## Footnote
**◦ Preconventional level of moral reasoning** judges the morality of an action based on its consequences , particularly oneself
◦ **Conventional level of moral reasoning** determines tight and wrong based on social roles and society's laws
◦ **Post conventional level of moral reasoning** considers that social contracts, laws, and rules can bend to uphold individual and universal rights.
• Studies shows that ppl go thought stages 1 & 2 of moral reasoning in order
• Only educated adults for, middle class, urban areas were found using post conventional level of reasoning ..
◦ Perhaps it is a cultural value and cultures with different values would not develop this same tube of moral justification
84
overlapping distributions,
when there is like barely a difference in gender.. or even when there is... no matter what... there is always an overlapping amount btwn BOYS N GIRLS\>..
85
socialization
how adults interact with newborns.. TOY R US issue..
remember the study where adults were presented to the same bby but were either told it was a boy or girl... their description of the bby changed when they knew it was a Boy or a GIRL ..
86
Peer relationships: how do peers influence our behavior, especially in adolescence?
• Social development for adolescence
◦ Peer relationships
▸ Have bffs that are makes and can distinguish from peer friendship from that of a romantic relationship
▸ These provide a reference to compare and evaluate a developing identity
▸ Study : grades 7-11 grade ... Showed influence of closets friends on the likelyhood of binge drinking or engaging in sexual activity
▸ Peer pressure : marked by conformity of behavior ... Peaks during the 9th grade
◦ Peers can influence both negatively or positively
◦ demanding parents ? Also less likely to follow peers
87
Adulthood – still developing? Erikson’s stages of Intimacy and Generativity
• Some ppl wanna make a difference : Ericson's **generativity **
◦ making a mark, leaving a mark ... When adults feel they are largely satisfied with their lives they say this
Relationships
• Selecting a partner .. The most profound developmental task
• Many factors influences the quality of marriage
• Oh man ... More likely to divorce when one of the partners went on to a point whe he/she had no respect to the other... This damage unlikely to be reparable :(
