Chapter 5: Developing through the Life Span - Modules 14/15/16/17 Flashcards
Module 17 is in progress
studies physical, cognitive, and social development throughout the lifespan
developmental psychology
comparing people of different ages at the same time
cross-sectional studies
follows and retests same people over time
longitudinal studies
a major issue exploring how genetics interacts with our experiences to influence out development
Nature and Nurture
a major issue exploring what parts of our development are gradual and what parts of our development change abruptly in separate stages
Continuity and Stages
a major issue which explores which of our traits persistant through life and how we change with age
Stability and Change
explore the doubt on the idea that life proceeds through neatly defined age-linked stages
stage theory
recognizes that we have changed but expect we will change little in the future
end of history illusion
sperm meets egg, creates a cell
starts in your grandmother
conception
the fertilized egg enters a 2 week period of rapid cell division and becomes an embryo
fewer than half the original zygotes survive after 2 weeks
prenatal development
the fertilized egg that becomes an embryo
zygote
the developing human organism for about 2 weeks after fertilization through to the 2 month
embryo
the life-link that transfers nutrients and oxygen from mom to embryo
placenta
the developing human organism from 9 weeks after conception to birth
fetus
agents, such as chemicals or viruses, that can reach the embryo or fetus during prenatal development and cause harm
teratogens
physical and cognitive function deficits in children caused by their mothers heavy drinking during pregnancy, in severe cases symptoms include a small, out of proportion head and distinct facial features
fetal alcohol syndrome (FAS)
leaves chemical marks on DNA that switch genes abnormally on or off
can leave scars that may increase vulnerability to stress or addictions
epigenetic effect
refers to automatic reflexes
include reflexes such as sucking and grasping
concept of how babies can tell you a lot
“Babies come with apps preloaded”
decreasing responsiveness with repeated stimulation
habituation
biological growth processes that enable orderly changes in behaviour, relatively uninfluenced by experience
maturation
in brain developent:
from 3 - 6 y/o most brain growth was in the ________
association areas such as thinking memory and language were the ____ cortical areas to develop
- frontal lobe
- last
all the mental activities associated with thinking, knowing, remembering and communicating
cognition
a concept or framework that organizes and interprets information (our understanding)
schema
how do we use and adjust our schemas? (2 steps)
- we assimilate new experiences
- we adjust or accommodate our schemas to incorporate new experiences
interpreting new experiences according to existing schemas
assimilation
adopting our current schemas to incorporate new experiences
accomodation
from birth to age 2
the stage where babies take in the world through their senses and actions
sensorimotor stage
the awareness that things continue to exist,, even when not perceived
example of cloth on a toy
young infants lack this
object permanence
until about age 6 or 7
child learns to use language but does not yet comprehend the mental operations of concrete logic such as imagining an action and mentally reversing it
ex. 2 +2 = 4
4 - 2 = 2
preoperational stage
what are the two aspects of the preoperational stage?
(what can we see children do)
involve in pretend play and egocentrism
in Piagets theory, the preoperational child’s difficulty taking another persons point of view
egocentrism
assuming what was in your head was also in someone elses
curse of knowledge
from 7 to 11 years of age
children gain the mental operations enabling them to think logically about concrete events
concrete operational stage
the principle that properties such as mass, volume, and number remains the same despite changes in the form of objects
children before age 6 lack this concept
conservation
by age 12 we encompass objective thinking
can hypothesize “if this, then that”
when people begin to think logically about abstract concepts
formal operational stage
aka systematic reasoning
focused on the relationship between the childs mind and their social environment
Lev Vygotsky
a framework that offers children temporary support as they develop higher levels of thinking
scaffold
peoples ideas about their own and others mental states – about their feelings, perceptions, and thoughts, and the bahaviours they might predict
infants as young as 7 months display this capability
ex. bandaid box (pg 550)
theory of mind
the fear of strangers evident after 8 months
stranger anxiety
an emotional tie with others
shown in young children by their seeking closeness to caregivers and showing distress on separation
attachment
an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces typical development
central period
the process by which certain animals form string attachments during early life
imprinting
(Jacob from Twilight)
according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers
basic trust
people crave acceptance but remain vigilant to signs of possible rejection
anxious attachment
people experience discomfort getting close to others and use avoidant strategies to maintain distance from others
avoidant attachment
all our thoughts an feelings about ourselves, answers the question of “Who am I?”
self-concept
described as a combination of two traits, how responsive and how demanding parents are
there are 4 styles
parenting styles
coercive
impose rules and expect obedience
Authoritarian
unrestraining
make few demands, set few limits, use little punishment
Permissive
uninvolved
neither demanding nor responsive, careless, inattentive, do not seek a close relationship with their children
Neglectful
confrontive
both demanding and responsive, set rules, when kids are older, encourage discussion and allow expectations
Authoritative
seeing development as lifelong
developmental lifespan perspective
the transition period from childhood to young adulthood extending from puberty to independence
can happen anywhere from age 10 to 19
adolescence
the period of sexual maturation during which a person becomes capable of reproducing
follows a surge of hormones that intensify moods and trigger bodily changes
puberty
the first menstrual period
menarche
occurs in adolescence, the neurons and connections that we don’t use, we lose
selective pruning
believing that they are unique and special and what happens to “most people” would never happen to them
personal fable
the intellectual summit of adolescents, apply their new abstract reasoning tools to the world around them
formal operations
the thinking that occurs as we consider right and wrong
moral reasoning
the first level of moral thinking:
- before age 9
- focus on self interest
- obey rules to avoid punishment or gain concrete rewards
preconventional morality
the second level of moral thinking:
- early adolescence
- uphold laws and rules to gain social approval or maintain social order
conventional morality
the third level of moral thinking:
- adolescence and beyond
- actions reflect belief in basic rights and self-defined ethical principles
postconventional morality
prioritize personal goals
individualist societies
place more value on social/group goals
collectivity societies
“quick gut feelings”
the mind makes moral judgements quickly and automatically, relying largely on feelings, feelings of disgust or elation trigger moral reasoning, Jonathan Haidt
moral intuitions
to live with one eye on the future
delay gratification
our sense of self
identityt
the “we” aspect of our celf-concept; the part of our answer to “Who am I?” that comes from our group memberships
social identity
in Erkisons theory, the ability to form close, loving relationships; a primary developmental task in young adulthood
intimacy
a period from about 18 to the mid twenties, when many Western cultures are no longer adolescents but have not yet achieved full independence as adults
emerging adulthood
what are the three stages of adulthood?
- early adulthood: rough twenties and thirties
- middle adulthood: to age 65
- late adulthood: after 65
the time of natural cessation of menstruation, also refers to the biological changes a woman experiences as her ability to reproduce declines
menopause
acquired disorders marked by cognitive deficits, often related to Alzheimers disease, brain injury or disease or substance abuse
aka dementia
neurocognitive disorder (NCD)
a neurocognitive disorder marked by neural plaques, often onsets after age 80 and entailing a progressive decline in memory and other cognitive abilities
first goes the memory then the reasoning
a body being stripped of its humanity
Alzheimer’s disease
a crisis, realizing that life will soon be mostly behind you rather than mostly ahead of you
midlife transition
the culturally preferred timing of social events such as marriage, parenthood and retirement
the so-called “right time”
serial clockd
deflects us down one road rather than another
chance events
what are the two aspects that dominate adulthood?
Intimacy - forming close relationships
Generativity - being productive and supporting future generations
a feeling that one’s life has been meaningful and worthwhile
sense of integrity
