chapter 4 Flashcards
Development psychology
the study of changes in behavior and mental processes over time and the factors that influence the course of those constancies and change.
Three broad developmental domains (Development psychology)
- physical: changes in body, brain, skills, ect
- Cognitive: learning, attention, memory, language, ect
- Psychosocial: emotions, personality, relationships, ect
naturalistic observation
observing behavior in its natural context
Case study
in-depth data from one individual
Surveys
self-reports on thoughts, experiences or beliefs
Experiments
control of IV examining its impact on DV
Cross sectional design
Recruits people of different ages to collect data on the same outcome
Longitude design
Recruits the same people at different points in time
Universal
the unfolding of development in a particular sequence and time frame
Variable
the unfolding of development is different for different people
Discontinuous (stage-like) development
stages (Sigmond Freud)
oral, anal, phallic, latency, and genital
Longitudinal sequential
Recruits people of different ages and follows those same people at different points in time
cognitive development
changes in thinking that occur over time in a stage-like fashion
Three broad developmental domains
(Longitudinal sequential)
- physical: changes in the busy, brain, skills, ect
- Cognitive: learning, attentions, memory, language, ect
- Psychosocial: emotions, personality, relationships, ect
What is normal/typical development?
Developmental milestones (crawling, walking, talking) and Impact of culture (formal schooling vs puberty)
Is change gradual or abrupt?
Continuous vs discontinuous
Does it go that way for everyone ?
Universal vs variable
What roles do genetics and environment play?
Nature vs nurture
Universal
the unfolding of development in a particular sequence and time frame
Variable
the unfolding of development is different for different people
Nature
genetics
Nurture
environment
Epigenetics
how your behaviors and environment can cause changes that affect the way your genes work
Psychosexual theory
Sigmund Freud
- Personality develops and is shaped by early childhood experiences
- Children are pleasure-seeking
- Discontinuous (stage-like) development
Psychosocial theory
Erik Erikson
- Development is driven by social forces
- Interactions with others affect ego identity
(sense of self)
- Occurs through to adulthood
- conflict/task in stages drives development via mastery
Stage 1 (psychosocial theory)
0 -1 years of age
Trust (needs met) vs mistrust (inconsistent)
Stage 2 (psychosocial theory)
1 - 3 years of age
Autonomy (exercising skills) vs shame/doubt (can i do this? dependency)
Stage 3 (psychosocial theory)
3 - 6 years of age
Initiative (mastering skills, responsible) vs guilt (lack of control)
Stage 4 (psychosocial theory)
7 - 11 years of age
Industry (Competency) vs inferiority (incompetency)
Stage 5 (psychosocial theory)
12 - 18 years of age
Identity (who am i?) vs role confusion (where do i fit in?)
Stage 6 (psychosocial theory)
19 - 29 years of age
Intimacy (relationships) vs isolation (loneliness)
Stage 7 (psychosocial theory)
30 - 64 years of age
Generativity (next gen) vs self-absorption (stagnation)
Stage 8 (psychosocial theory)
65+ years of age
Integrity (accomplishment) vs despair (regret?)
Cognitive development
Jean Piget
- changes in thinking that occur over time in a stage-like fashion
-Developed a theory of how children acquire knowledge
Cognitive development - piaget theory
All people have a mental framework for understanding and thinking about the world - schema (mental models)
Our schemes change with new information
schema
a mental framework that helps individuals organize, process, and store information about their environment.
Assimilation - Cognitive development
- what children learn and understand depends heavily on what they already know
- include the new information into the existing schema
Accommodation - Cognitive development
- cannot include it because it’s too different from existing scheme, so we alter the schema or create a new one
- kids reach a point where their current theory seems to be wrong so they change it.
Equilibrium - Cognitive development
engaging in assimilation and accommodation we achieve balance
Cognitive development - stage 1
- Sensorimotor stage (0 - 2 years old): think about what they can sense
- Early learning based on reflexes which contribute to early schemas
- Major cognitive milestone is object permanence ( 5 - 8 months)
object permanence
- Objects continue to exist even when out of sight (separation anxiety and stranger anxiety)
- Mental representations are now being formed
- New schemas encompass ideas and representations
Cognitive development - stage 2
- Preoperational stage (2 - 6 years old): begin to develop ideas of objects i the external world and the ability to work with them in their mind (symbolic representation)
- Limitations: Egocentrism, Irreversibility, Lack of conservation, and Confusion between appearance and reality.
Egocentrism - cognitive development
flaws in reason due to lack of perspective taking
Three mountain task
Irreversibility - cognitive development
relations can occur in both directions
Lack of conservation - cognitive development
something can be the same despite a change in appearance
Cognitive development - stage 3
- Concrete operation stage ( around 7 - 11 years old): able to talk about complex relationships, categorization, cause and effect, but limits to the real world
- Operations: ability to hold an idea in mind and manipulate it mentally
- Difficulty with abstract ideas and hypotheticals
Cognitive development - stage 4
- Formal operation stage (around 11 - 12 years old): achieve hypothetical deductive reasoning and think abstractly
- Can systematically test variables
- Evaluate logic statements
Sociocultural theory
Lev Vygotsky
- Development is rooted in culture and language
- Constructive interactions with parents, older children, teachers, and siblings help development and thinking
- Scaffolding and zone of proximal development
More of a continuous view of development
Moral theory
Kohlberg
- Distinguish right from wrong
- Posed moral dilemmas - mostly on middle class, white men
- Based on explanation, people were placed into stages
- Carol Gilligan expanded perspectives using broader samples
Alternative approaches - moral theory
- Study typical childhood prosocial behaviors
(Helping, soothing, sharing) - Instrumental helping, comforting, and indirect helping behaviors
(2 yr olds showed more prosocial behaviors than 16 and 19 month olds)
From birth to fully grown human results in massive change
- Prenatal, infant, child, adolescent and adult
- Physical, cognitive, and psychosocial
Foundations of brain structure
- Occurs in early life, these years are of paramount importance
- For the individual and society
Prenatal development - Germinal period
ovulation to implantation (0 - 2 weeks)
1. Egg leaves the ovary
2. Fertilized in fallopian tube - now its a zygote
3. Makes its way to the uterus for implantation and growth - now it’s a blastocyst
Prenatal development - Embryonic stage
- The development of all major organs in the body
Ectoderm (neural tube, brain, nervous system), mesoderm (muscles and skeletal structure), endoderm (organs) - Most vulnerable
- High rates of a miscarry during this stage!
Prenatal development - Fetal stage
9 - 40 weeks of rapid growth
- Immature organ system and structure grow and develop
16 weeks (fingers and toes)
24 weeks (hearing - age of viability)
Massive brain development in the last three months
(Doubles between 18 - 28 weeks)
AFAB
assigned female at birth
AMAB
assigned male at birth
Teratogens
any substance that causes damage during the prenatal period
Intersex
When genetic sex and gonadal sex don’t match, or are ambiguous
Infancy through childhood - reflexes
programmed reactions to certain cues without conscious thought
Proximodistal - infancy physical development
parts closer to the center of the body grow and develop sooner
Cephalocaudal - infancy physical development
from head to foot
Motor skills
the ability to control body movements; develop in a orderly sequence
propagation
the act of producing offspring or multiplying by such production
Baillargeon - cognitive growth
found object performance at 3 months
Ecocentrism, (TOM), and false beliefs
awareness of one’s mental states and understanding the mental states of others
TOM
theory of mind
