Chapter 8 Flashcards
The three issues/debates in Developmental Psychology:
Nature vs. Nurture
Stages vs. Continuity
Stability vs. Change
Cross-Sectional description
several groups at one time
Cross-sectional advantages
Quick; can collect a
lot of data
Allows comparison
between age groups
Cross-sectional problems
Cohort effect
Longitudinal description
one group at several times
Longitudinal advantages
Can track age-
related changes
Longitudinal problems
Changes could be
specific to group
Takes a long time
Participants could
drop out
Cross-sequential description
several groups at several times
Cross-sequential advantages
Changes within
individuals and
between groups
Better addresses
cohort effect
Cross-sequential problems
Requires
substantial
resources and
many participants
Takes a long time
Participants could
drop out
Attachment theory
Secure, Anxious/Avoidant, Anxious/Ambivalent and
Disorganized/Disoriented
Authoritarian parenting
“Because I said so.” Extremely strict; children have
lower self-assurance and autonomy; experience more problems in social setting.
High in control/rules; Low in warmth/child centered
Authoritative parenting:
Set high expectations, demonstrate a warm attitude and
responsive to children’s needs. Children are responsive to expectations; tend to
be self-assured, independent, responsible and friendly.
High in control/rules; High in warmth/child centered
Permissive/Indulgent parenting
Demands little of the child and imposes few
limitations; although very warm, often make next to no effort to control their
children. Children tend to lack self-control, act impulsively, and show no respect
for boundaries.
Low in control/rules; High in warmth/child centered
Permissive/Neglectful parenting
seem indifferent to their children; emotionally
detached and exhibit minimal warmth and time to children. Can be abusive.
Although providing basic needs, children tend to exhibit behavioral problems,
poor academic performance and immaturity.
Low in control/rules; Low in warmth/child centered
Schemas
Cognitive structure or framework that organizes and interprets information
Assimilation
Applying existing schemas to new information; interpreting new experiences in
terms of current schemas)
Accommodation
Changing/adjusting current/existing schemas to incorporate new information
and fit reality)
Death & Dying
Elisabeth Kubler-Ross – Stages dealing with terminal illness, loss and grief
Denial
A person may react with shock and disbelieve, perhaps even suggesting
doctors are wrong. Unable to accept the diagnosis
Anger
dying person may feel anger toward others who are healthy, toward the
doctor, or toward their God
Bargaining
Negotiating with God, doctors, or other figures for a way out
Depression
When a dying person can no longer ignore inevitable—
overwhelming sense of loss
Acceptance
Eventually, a dying person accepts the finality of his/her predicament
Sensorimotor
Birth to about 2 years - Object Permanence
Preoperational
About 2 to 7 years - Are egocentric
Symbolic thought develops
Concrete Operational
Around age 7 to 11 - Less egocentric
Conservation develops begin to think logically
Formal Operational
About age 11 - Think more logically,
abstractly and more
systematically
Trust vs.
Mistrust - Birth to 1 year positive
Trusts others; has faith
in others
Trust vs.
Mistrust - Birth to 1 year negative
Mistrusts others; expects
the worst in others
Autonomy vs
shame and
doubt - 1 to 3 years positive
Learns to be
autonomous and
independent
Autonomy vs
shame and
doubt - 1 to 3 years negative
Learns to feel shame and
doubt
Initiative vs.
Guilt - 3 to 6 years positive
Becomes more
responsible and follows
through
Initiative vs.
Guilt - 3 to 6 years negative
Develops guilt & anxiety
when not able to handle
responsibility
Industry vs.
Inferiority - 6 years to puberty positive
Feels sense of
accomplishment and
self-esteem
Industry vs.
Inferiority - 6 years to puberty negative
Feels inferiority or
incompetence
Preconventional level 1
Punishment & Obedience Orientation—Moral
behavior determined by avoiding punishment
or gaining a reward
Conventional
Level 2
Moral behavior determined by law and order
and the approval of others/society
Postconventional
Level 3
Moral behavior determined by adapting to
meet needs of society and following personal
or universal ideas of morality
