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PS102 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

development

A

refers to the continuities and changes that occur within the individual between conception and death

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2
Q

what does nature and nurture say?

A
  • nature is as genetic traits, and dispositions
  • nurture is as environment, culture, and experiences
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3
Q

what does change and stability say?

A
  • how do we change/ stay the same
  • stability = personality traits present during infancy endure throughout the lifespan
  • change argues that personalities are modified by interactions with people and different experiences
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4
Q

sensitive period

A

the overlapping periods of child development where they’re sensitive to specific stimuli and affects if they develop “normally”

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5
Q

what does continuity vs stages say?

A
  • continuity refers to the view that development is a gradual, continuous process
  • stages refers to the view that development occurs in a distinct series
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6
Q

ways to study developmental psychology

A
  • longitudinal
  • cross sectional
  • sequential
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7
Q

longitudinal design

A

research in which the same individuals are studied repeatedly over some subset of their lifespan

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8
Q

pros and cons of longitudinal design

A

Pros:
- can assess developmental change

Cons:
- very expensive and time consuming
- selective attribution
- original research may become obsolete
- practice effects and cohort effects

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9
Q

cross sectional design

A

design in which individuals from different age groups are studied at the same point in time.

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10
Q

pros and cons of cross sectional design

A

Pros:
- less time consuming and expensive
- can uncover age differences

Cons:
- cant distinguish age effects from cohort effects
- can’t assess developmental change

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11
Q

sequential design

A

design in which individuals from different age groups are repeatedly tested over some subset of their lifespan

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12
Q

pros and cons of sequential design

A

Pros:
- less time consuming and expensive than longitudinal
- can assess developmental change

Cons:
- more expensive and time consuming than cross-sectional
- can’t generalize results to other cohorts

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13
Q

prenatal development stages

A

1.) conception
2.) germinal stage (10-14 days)
3.) embryonic stage (week 2-8)
4.) fetal stage (week 9 - birth)

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14
Q

conception

A

→ sperm and egg unite to bring genetic material together and form fertilized egg (zygote)

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15
Q

germinal stage

A

→ cell division occurs at an exponential rate
→ cells already begin to differentiate into specialized structures and locations

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16
Q

embryonic stage

A

→period when most vital organs are formed
→ an extreme period of vulnerability
→ cell differentiation continues as cells develop into organs and bones (heart, arm, leg etc.)

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17
Q

fetal stage

A

→ state of growth and refinement in all existing organs
→ 3 months = smile/frown, 6 months = sight and hearing, 9 months = increase in weight
→ age of viability is 6 months and may be able to survive outside of the womb

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18
Q

genetic problems inutero

A

Chromosomal abnormalities (ex: down syndrome)

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19
Q

environmental problems inutero

A
  • exposure to teratogens =any drug, disease, pollution, or other factor that can be detrimental effects on the developing embryo or fetus
  • maternal characteristics = health, age
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20
Q

what is occurring in a newborn?

A
  • tactile, auditory and chemical perceptual systems all are operating at birth
  • will orient themselves toward sources of significant stimuli (i.e sound, odours etc.)
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21
Q

characteristics of a newborns visual system

A
  • the least developed sense at birth
  • prefer patterned stimuli
  • prefer mothers face
  • same colour vision
  • size and shape constancy
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22
Q

reflexes in the newborn

A

rooting, moro, grasping

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23
Q

rooting reflex

A

touch around cheek and baby will orient touch

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24
Q

moro reflex

A

when startled by lack of support to the head, the baby will flail their arms out

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25
Q

grasping reflex

A

when a baby’s palm is touched, they squeeze in a very strong grip

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26
Q

brain weight of a baby

A
  • at birth, 25% of adult weight
  • at 6 months, 50% of adult weight
    → growth rate of brain slows in childhood but cells become larger and neural networks form
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27
Q

what is the order of brain development in a baby?

A

the brain grows inside out
→ t birth, the brainstem and midbrain are the most develop
→ the first area of the cerebrum to mature are the primary sensory and motor cortexes
→ the last areas are the associative area of the cortex

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28
Q

vision development of baby

A

goes from 1/40th of the visual acuity of adults at birth to 20/20 vision at 6 months

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29
Q

audition development of a baby

A

phoneme discrimination exceeds that of an adult and disappear by 1 year of age

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30
Q

growth trends of a baby

A

1.) Cephalocaudal principle: development proceeds from head to foot
→ head is largest and body develops later

2.) Proximodistal principle: development proceeds from innermost to outer
→ arms before fingers
→ torso before arms

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31
Q

sequence of motor development

A

1.) Sitting unsupported 6 months
2.) crawling at 8-9 months
3.) beginning to walk at 12 months
4.) walking independently at 15 months
→ the age of acquiring these skill varies however, the sequence does not change

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32
Q

cognition

A

refers to the mental activities that help us function including:
- problem solving
- memory
- language
- concepts
- reasoning and decision making
- using self-talk and inner thoughts

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33
Q

what did Jean Piaget do for cognitive development?

A
  • he studied errors in cognition by children in order to understand in what ways they think differently than adults
  • identified stages of cognitive development that unfold as children mature
  • believed we build schemas to achieve understanding, which is an organized pattern of thought that represents our understanding of a concept/experience
34
Q

how can schemas be modifed?

A

1.) assimilation: new experiences incorporated into what we already know
2.) accommodation: new experiences cause change in what we already know

35
Q

what did Piaget believe?

A

→ believed in nature and nurture = that children grow by maturation and by learning through interacting/playing with the environment
→ piaget believed that development proceeds in stages and that each stage represents a distinct way of thinking

36
Q

stages of cognitive development

A

1.) sensorimotor (birth to 2 yrs)
2.) preoperational (2 to 7 yrs)
3.) concrete operational (7 to 11 yrs)
4.) formal operational (11+ yrs)

37
Q

sensorimotor stage

A
  • uderstand world through sensory experiences and physical interactions with objects
  • begin to acquire language
  • develop object permanence and the understanding that objects continue to exist even when they can no longer be seen
38
Q

preoperational stage

A
  • world is represented symbolically through words and mental images
  • symbolic thinking enables pretend play
  • some unique ways of thinking: don’t understand conservation, display egocentrism, commit scale errors
39
Q

concrete operational stage

A
  • easily perform basic mental operation involving tangible problems and solutions
  • understand conservation and other concrete transformations
  • difficulties with abstract problems
40
Q

formal operational stage

A
  • can think logically about concrete and abstract problems
  • able to form and test hypotheses
41
Q

what was said after Piaget’s theory was reassessed?

A

→ development is a continuous process
→ children show some mental abilities and operations at an earlier than Piaget thought
→ formal logic is a smaller part of cognition than even for adults than Piaget believed

42
Q

what is the main point of Vygotsky’s theory?

A

says that a child’s cognitive development and learning ability can be guided and mediated by their social interactions.

43
Q

what did Vygotsky say?

A
  • Social interaction is important for development
  • children learn thinking skills by internalizing language from others and developing inner speech
  • development viewed as building on mentoring, language and cognitive support from cargivers
  • ideal level of instruction is the zone of proximal development = child can’t quite do alone but can with guidance of teacher/helper
44
Q

attachment

A

strong emotional bond between children and primary caregivers important for survival and development

45
Q

what is the attachment process for newborns?

A

Newborns = indiscriminate attachment
3 months = discriminate attachment
7 to 8 months = specific attachment

46
Q

two types of specific attachment

A

1.) stranger anxiety @ 6-18 months = distress over contact with unfamiliar people
2.) separation anxiety @ 1-3 years = distress over being away from primary caregivers

47
Q

types of attachment styles

A
  • secure attachment (60%)
  • insecure attachment = anxious, avoidant, disorganized (10%, 15%, 15%)
48
Q

characteristics of secure attachment

A
  • infant explores when mother is present and is upset when she leaves
  • greets mother warmly upon her return and seeks her comfort
49
Q

characteristics of anxious/ambivalent attachment

A
  • infant clings to mother and is less likely to explore the environment
  • upset when mother leaves and likely remains upset when she returns
50
Q

characteristics of anxious/avoidant attachment

A
  • infant shows very little distress when mother leaves and seems to ignore her
  • may be sociable with or ignore stranger
51
Q

characteristics of disorganized/disoriented attachment

A
  • infant seems to both approach and avoid mother
  • may act dazed or freeze
52
Q

what causes different attachment styles?

A

parenting behaviour is a key factor!!!
→sensitive and responsive parenting = secure attachments
→inconsistent, impatient caregiving = insecure attachments

53
Q

authoritarian parenting style

A

“too hard”
- parents impose rules and expect obedience

54
Q

permissive parenting style

A

“too soft”
- parents submit to kids’ desires, don’t enforce limits or set standards for child’s behaviours

55
Q

authoritative parenting style

A

“just right”
- parents enforce rules, limits, and standards but also explain, discuss, listen and express respect for child’s ideas and wishes

56
Q

correlation between parental relationship and child success

A

strong relationship between paternal involvement in parenting and the child’s academic success, health and overall well being!!

57
Q

what happens when theres deprivation of attachment?

A
  • difficulty forming attachments
  • increased anxiety and depression
  • increased aggression
58
Q

adolescence

A

the transition period from childhood to adulthood

59
Q

puberty

A

the time of sexual maturation and becoming physically able to reproduce

60
Q

physical development in puberty

A
  • increased sex hormones leads to = primary and secondary sex characteristics and changes in mood/ behaviour
  • height changes are early signs (female grow sooner)
61
Q

brain development in puberty

A
  • the brain stops automatically adding new connections and becomes more efficient “rewiring” (remove connections not used and coat the well used ones)
  • frontal lobes last to rewire
  • emotional limbic system is wired before front judgment center = no understanding of risks/reward
62
Q

cognitive development in puberty

A

According to Piaget:
- think about how reality compares to ideals
- think hypothetically about different choices and their consequences
- plan how to pursue goals
- think about the minds of others, including “what do they think of me?”

63
Q

moral development in puberty

A

using Kohlberg’s theory:
1.) pre conventional morality (up to age 9)
2.) conventional morality (adolescence)
3.) post conventional morality (later adult)

64
Q

pre convential morality

A
  • morality is externally controlled
  • rules imposed by authority figures are conformed to in order to avoid punishment or receive rewards.
65
Q

conventional morality

A
  • an acceptance of society’s conventions concerning right and wrong
  • individual obeys rules and follows society’s norms even when there are no consequences for obedience or disobedience
66
Q

post conventional morality

A

based on a person’s individual ethics, which will take precedence over societal laws, rules, and norm

67
Q

what is Erik Erikson’s model of lifelong psychosocial development?

A
  • identity vs role confusion
  • sees adolescence as a struggle to form an identity, a sense of self, out of the social roles adolescents are asked to play
  • adolescents may try out different “selves” with peers, with parents and with teachers
68
Q

2 relevant stages to emotional and social developmnet

A

1.) Competence vs Inferiority = adolescents have ideally just finished working through this (learn to enjoy working through tasks or feel inferior)

2.) intimacy vs Isolation = after adolescence, they are ready to take on the challenge of an intimate relationship (or feel socially isolated).

69
Q

are parent or peer influences stronger?

A

→ during adolescence, peer relationships take center stage
→ however, adolescents often look to their parents for important things: career, religion etc

70
Q

parts of searching for an identity

A

1.) identity diffusion = no identity crisis
2.) foreclosure = adopting a role before crisis
3.) moratorium = identity crisis
4.) identity achievement = identity crisis resolved

71
Q

what physical abilities decline in adulthood?

A
  • visual acuity, both sharpness and brightness
  • hearing, especially sensing higher pitch
  • reaction time and general motor abilities
  • neural processing speed for complex and novel tasks
  • end of reproduction years (age 50=menopause)
72
Q

what peak physical abilities come with biological maturation in adulthood?

A

in mid 20’s….
- muscular strength
- cardiac output
- reaction time
- sensory reactivity

73
Q

how does health and immunity change as we age?

A

→ bad news = immune system declines with age and can have difficulty fighting off major illnesses
→ good news = immune system has a lifetime’s accumulation of antibodies and does well fighting off minor illnesses

74
Q

what can exercise do for an aging individual?

A
  • stimulate neurogenesis (in the hippocampus) and new neural connections
  • build muscles and bones
  • maintain telomeres (the tips of chromosomes that wear down with every generation of cell duplication)
  • improve cognition and educe the risk of dementia
75
Q

what changes happen in the brain as aging occurs?

A
  • myelin-enhanced neural processing speed peaks in the teen years, and declines thereafter
  • regions of the brain related to memory begin to shrink with age, making it harder to form new memories
  • the frontal lobes atrophy, leading to eventual decreased inhibition and self-control
76
Q

what cognitive changes do/do not occur as an individual ages?

A

→ With age = changes in our ability to learn, process, and recall information
→ Not with age = the ability to recognize information, and to use previous knowledge as expertise

77
Q

what aspects of learning and memory decline as aging occurs?

A
  • Rote memorization ability declines more than ability to learn meaningful information
  • Prospective memory, or planning to recall also declines
  • The ability to learn new skills declines less than the ability to learn new information
78
Q

what is a midlife crisis?

A

→ reevaluating one’s life plan and success doesn’t peak at any age
→25% of adults who have this crisis, trigger = challenge of illness, job loss, parenting, divorce

79
Q

age related issues

A

1.) young adulthood = intimacy vs isolation (relationship or lonely)
2.) middle adulthood = generativity vs stagnation (sense of contribution or lack of purpose)
3.) late adulthood = integrity vs despair (satisfaction or failire)

80
Q

life satisfaction

A

measured by how close people feel to the ‘best possible life’ is apparently not a function of age

81
Q

coping with death and dying

A
  • grief is more intense when death occurs unexpectedly
    -NO standard pattern/ length of the grieving process
  • helps to have the support of friends or groups
  • face the reality of death and grief while affirming the value of life

PS102 (9 decks)

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