Chapter 14 Flashcards
Development
Refers to the physiological, behavioural, cognitive and social changes that occur throughout the human life
Infancy
Development stage that begins at birth and continues to one year of age
Childhood
The period between infancy and the onset of puberty
Adolescence
Years between the inset of puberty and the beginning of adulthood
What was Robert Klark Graham right about
Nature plays a substantial part of development
Conception
When an egg is fertilized by sperm
Ovulation
When an egg which has ben stored in the mothers ovaries, matures and is released into the fallopian tube
Zygote
A ferilized egg
Embryo
Once the zygote attaches to the wall of the uterus, it is known as embryo
Embryonic Stage
Lasts for 6 weeks. Major internal and external organs formed
Aminotic Sac
Fluid filled reservoir in which the embryo will live until birth
Placenta
Organ that allows the exchange of nutrients between the embryo and the mother.
Umbilical cord
Links the embryo directly to the placenta and transfers all material to the fetus
Fetus
Beginning of the 9th week of conception, embryo becomes a fetus
Teratogens
Substances that can harm the fetus
Fetal Alcohol Syndrome
Condition caused by maternal alcohol drinking that can lead ti numerous development effects, including limb and facial abnormalities, genital abnormalities and intellectual disability
Rooting Reflex
Stimuli: Baby cheek is stroked
Response: Baby turns its head toward the stroking, open its mouth and tires to suck
Significance: Ensures the infants feeding will be a reflexive habit
Blink Reflex
Stimulus: A light is flashed in the baby eyes
Response: The baby closes both eyes
Significance: Protects eyes from strong and potentially dangerous stimuli
Withdrawl Reflex
Stimulus: A soft pinprick is applied to the sole of the babys foot
Response: The baby reflexes the leg
Significance: Keeping the exploring infant away from painful stimuli
Tonic Neck Reflex
Stimulus: Baby is laid down on its back
Response: Baby turns on its head to one side and extends the arm on the same side
Significance: Helps develop hand eye coordination
Grasp Reflex
Stimulus: An object is pressed into the palm of the body.
Response: The baby grasps the object pressed and can even hold its own weight for a brief period
Significance: Helps in exploratory learning
Moro Reflex
Stimulus: Loud noises or a sudden drop in height while holding the baby.
Response: The baby extends arms and legs and quickly brings them in as if trying to grasp something.
Significance: Protects from falling; could have assisted infants in holding on to their mothers during rough travelling
Stepping Reflex
Stimulus: The baby is suspended with bare feet just above a surface and is moved forward
Response: Baby makes stepping motions and as if trying to walk
Significance: Helps encourage motor development
Habitutation
Decreased responsiveness towards a stimulus after it has been presented numerous times in succession
Schemas
Patterns of knowledge in long term memory
Assimilation
Use already developed schemas to understand new information
Accommodation
Learning new information and thus changing the schema
Piagets Stages of Cognitive Development
Sensorimotor, Preoperational, concrete operational and Formal Operational
Sensorimotor
Birth to about 2 years: The child experiences the world through the fundamental senses of seeing, hearing, touching and tasting
Preopreational
2 to 7 years: Children acquire the ability to internally represent the world through language and mental imagery. They also start to see the world from others perspectives. Begin to use language and to think More abstractly about objects.
Concrete Operational
7 to 11 years: Children become able to think logically. They can increasingly perform operations on objects that are only imagined
Formal Operational
11 years to adulthood: Adolescents can think systematically, can reason about abstract concepts and can understand ethics and scientific reasoning
Self concept
Knowledge representation or schema that contains knowledge about us
Secure Base
Allows them to feel safe
Strange Situation
Meaure of attachment in young children in which the Childs behaviours are assessed in a situation in which the caregiver and a stranger move in and out of the environment
Secure attachment style
Explores freely while the mother is present and engages with the stranger
Ambivalent Attachment Style
Wary about the situation in general, particularly the stranger, and stays close or even clings to the mother rather than exploring the toys
Avoidant Attachment Style
avoid or ignore the mother, showing little emotion when the mother departs or returns.
Disorganized Attachment Style
seems to have no consistent way of coping with the stress of the strange situation — the child may cry during the separation but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor.
Temperament
Innate persoanility characteristics of the infant
Egocentric
Unable to see and understand other peoples view points
Theory of Mind
Ability to take another persons view point
Concrete Operational Stage
Marked by more frequent and more accurate use of transitions, operations and abstract concepts, including those of time, space and numbers.
Formal Operational Strage
Marked by the ability to think in abstract terms and to use scientific and philosophical lines of thought
Sociocultural Theory
Cognitive development is not isolated entirely within the child but occurs at lease in part through social interactions.
Community Learning
Children serve as both teachers and learners
Self concept
Knowledge representation or schema that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals and roles, as well as the knowledge that we exist as individuals
Social Comparison
Making comparisons with other children
Competence and Autonomy
The recognition of ones own abilities relative to other children
Longitudinal Research
Research designs in which individuals in the sample are followed and contacted over an extended period of time, often over multiple developmental stages
Cross Sectional Research
Age comparisons are made between samples of different people at different ages at one time
Cohort Effects
Possibility that differences in cognition or behaviour at two points in time may be caused by differences that are unrelated to the changes in age
Adolescence
Years between the onset of puberty and the beginning of adulthood
Puberty
A developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual activity
Male Sex Harmones
Testosterone
Female sex hormones
Estrogen and Progesterone
Primary sex characteristics
The sex organs concerned with reproduction
EXAMPLE: Enlargement of testes
Secondary Sex Characteristics
Features that distinguish the two sexes from each other but are not involved in reproduction
Menarche
First menstrual period typically experienced at around 12 or 13 years of age
Imaginary Audience
In which they feel that everyone is constantly watching them
James Marcia’s Stages of identity development
Identity Diffusion Status
Foreclosure Status
Moratorium Status
Identity Achievement Status
Identity diffusion
Individual does not have firm commitments regarding the issues in question and is not making progress toward them
Foreclosure Status
The individual has not engaged in any identity experimentation and has established an identity based on the choices or values of others
Moratorium Status
Individual exploring various choices but has not yet made a clear commitment to any of them
Identity Achievement Status
Individual has attained a coherent and committed identity based on personal decisions
Social Identity
Part of the self concept that is derived from ones group memberships
Morality
Standards of behaviour that are generally agrees on within a culture to be right or proper
Early Adulthood
Ages between 25 and 45
Middle Adulthood
Ages between 45 and 65
Parenting Styles
Parental behaviours that determine the nature of parent - child interactions
Authoritarian Parenting
Demanding but not responsive. They impose rules and expect obedience. Dictator like
Permissive Parenting
Make few demands and give little punishment
Authoritative Parenting
Demanding but also responsive to the needs of the child
Rejecting neglecting Parenting
undemanding and unresponsive overall
Menopause
The cessation of menstrual cycle, which occurs around age 50
Social Clock
Culturally preferred “right time” for major life events
Late Adulthood
Final Life Stage, Beginning in the 60s
Crystallized Intelligence
General knowledge about the world, as reflected in semantic knowledge, vocabulary and language
Fluid Intelligence
Ability to acquire and think information quickly and abstractly
Dementia
Progressive Neurological disease that includes loss of cognitive abilities significant enough to interfere with everyday behaviours
Alzheimers Disease
Form of dementia that ever a period of years leads to a loss of emotions, cognitions and physical functioning, and that is ultimately fatal
Stages of Death
Denial
Anger
Bargaining
Depression
Acceptance
Sex
Biological category of male or female
Gender
Refers to the cultural, social and psychological meanings that are associated with masculinity and femininity
Gender Roles
Behaviours, attitudes and personality traits that are designated as either masculine or feminine in a given culture
Gender Stereotypes
beliefs and expectations people hold about the typical characteristics of men and women
Gender Identity
Psychological sense of being male or female
Sexual Orientation
the direction of their emotional and erotic attraction toward members of the opposite sex, the same sex, or both sexes.
Development Intergroup Theory
Adults heavy focus on gender leads children to pay attention to gender as a key source of information about themselves
