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ap psych > Chapter 9 Development > Flashcards

Chapter 9 Development Flashcards

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0
Q

Cross sectional study

A

Using participants of diff ages to conduct a study
- quick results but you have to be careful with how one old generation may have had diff environment when they were younger than another younger group

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1
Q

Developmental psych

A
  • how our thoughts and behaviors change over time
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2
Q

Longitudinal study

A
  • studying a group of people over a long period of time

- more time consuming but also more accurate

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3
Q

Prenatal influences on development

A

Mostly genetic, but there are environ Teratogens

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4
Q

Teratogens

A

Chemicals ingested or contracted by a mother that filter into the placenta, affecting fetus in profound ways

  • alcohol
  • psychoactive drugs
  • pollutants and bacteria/viruses
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5
Q

Alcohol teratogen

A

Can cause baby to have fetal alcohol syndrome

  • small deformed skulls
  • delayed development
  • irritability
  • leading cause mental retardation

fetal alcohol effect (minor form)
- developmental problems later in life like learning or behavioral disabilities

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6
Q

Psychoactive drugs teratogen

A
  • can cause newborn to share parent’s addiction

- will cause infant to suffer sever withdrawal that may kill it

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7
Q

Reflex skills development

A

All babies born with

  • rooting
  • sucking
  • grasping
  • Moro
  • babinski

We lose these reflexes later in life

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8
Q

Rooting reflex

A

Touch on cheek, turn to side and try to put object in mouth

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9
Q

Sucking reflex

A

When object put in mouth, suck on it

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10
Q

Grasping

A
  • if object put on hand or foot baby will try to grasp it
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11
Q

Moro reflex

A

When startled, baby will fling limbs out everywhere and then quickly retract them as much as possible

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12
Q

Babinski reflex

A

When baby foot is stroked, they spread their toes

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13
Q

Sensory skills development

A

Hear

  • babies hear even before birth
  • will try to turn head towards sound of moms voice after birth
  • dominant sense until about a year old

Taste/smell

  • love taste of sugar
  • basic preferences in taste and smells that change some thru development

Sight
- born almost legally blind, anything beyond a foot is blurry
- vision becomes normal by a year old, becomes dominant sense
- visually prefer faces and face like
objects

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14
Q

Motor skills development

A
  • develop same skills in same sequence
  • develops as brain neurons connect with one another
  • rolls about 5 months
  • stands at 8-9 months
  • walks about 15 months
    Environ plays slight role
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15
Q

Attachment theory

A
  • some infant animals become attached to individuals or objects they see during a critical period
  • type of attachment babies have to mother affects development
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16
Q

Konrad Lorenz

A

Established that some infant animals become attached to certain individuals or objects seen during the crucial period after birth

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17
Q

Harry Harlow

A

Through experiments with monkeys, found that deprivation of attachment with a real mother has long term affects on behavior- monkeys became stressed and frightened more easily

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18
Q

Mary Ainsworth

A
  • identified 3 basic types of attachments infants form with their parents
  • secure
  • avoidant
  • anxious/ambivalent
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19
Q

Secure attachment

A

Infants confidently explore when parents are there, distressed when they leave, come to parents when they return

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20
Q

Avoidant attachments

A
  • infants resist being held when parents are there, don’t go to parents when try come back
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21
Q

Anxious/ambivalent attachment

A
  • Show a lot of stress when parents leave, resist being comforted when parents return
22
Q

Diana baumrind

A

Identified 3 different parenting styles

  • authoritarian
  • permissive
  • authoritative
23
Q

Authoritarian parent

A
  • set strict standards
  • more punishments than reinforcements
  • rationale behind standards unimportant and not discussed
  • more likely to distrust others and be withdrawn
24
Q

Permissive parent

A
  • No clear standards (rules changed a lot or not enforced or unpredictable)
  • child can get away with things a lot
  • more likely to have emotional control issues and being overly dependent
25
Q

Authoritative parent

A
  • Consistent standards
  • rationale behind rules explained and important
  • punishment and reinforcement equal
  • encourage independence but not to the point of breaking the rules
  • most beneficial home environ
  • children socially capable and better academically
26
Q

Lev vygotsky

A

made concept of zone of proximal development

- range of tasks child can perform independently and the tasks they need help in

27
Q

Psychological stage theorists

A
  • Sigmund Freud psychosexual stages
  • Erik erikson psychosocial stages
  • Jean Piaget cognitive-development theory
28
Q

Erik erikson

A

Neo-Freudian who used personal experience and studies on ana Freud to formulate the psychosocial stage theory for development

29
Q

Psychosocial stage theory

A
  • trust vs mistrust
  • autonomy vs shame and doubt
  • initiative vs guilt
  • industry vs inferiority
  • identity vs role confusion
  • intimacy vs isolation
  • generativity vs stagnation
  • integrity vs despair
30
Q

Trust vs mistrust

A

Babies learn whether they can trust the world to provide for their needs

  • results in whether we will be distrusting or trusting of other in the future
  • birth to one
31
Q

Autonomy vs shame and doubt

A

Toddlers try to exert control over themselves and others

  • potty training- control over their body
  • controlling temper tantrums
  • results in whether we will develop a healthy will or not to control our body and emotional reactions
  • 1-3
32
Q

Initiative vs guilt

A

Children become very curious about the world and ask many questions

  • if we are scolded for curiosity, we will feel guilt about asking questions in the future
  • 3-6
33
Q

Industry vs inferiority

A
  • beginning of elementary education
  • we are expected to produce work that will be evaluated
  • if we feel that we are not that good at something compared to others, we get an inferiority complex and feel anxious about performance in that area forever
  • 6-early adolescence
34
Q

Identity vs role confusion

A
  • we are trying to figure out what social identity we are most comfortable and confident with
  • if stable sense of self not found, identity crisis later in life
  • late adolescent into 20s
35
Q

Intimacy vs isolation

A

Young adults balance work and social relationships

  • will influence effort spent on self and others in the future
  • 20s-40s
36
Q

Generativity vs stagnation

A

We look critically at our life path and see if it is turning the way we want it to

  • we may change our identities or control those around us
  • 40s-60s
37
Q

Integrity vs despair

A

We see if we are satisfied with life accomplishments

  • if it was meaningful, we offer wisdom
  • if it wasn’t, we fall into regret and despair
  • 60s and older
38
Q

Cognitive development theory

A

Sensorimotor
Preoperational
Concrete
Formal

  • criticized for underestimating children’s rate of cognitive development and giving too discontinuous of a theory
  • alt. - info processing model
39
Q

Schemata

A

Cognitive rules based on experience to interpret the world

40
Q

Assimilation

A

Incorporating experiences into existing schemata

41
Q

Accomadation

A

Adjusting schemata to a new experience

42
Q

Sensorimotor

A
  • Babies explore with senses and make schemata
  • behavior thru reflexes
  • developing object permanence
  • birth - 2 yrs
43
Q

Pre operational stage

A
  • schema of object permanence helps a lot with lang development
  • cannot look at world from another’s perspective
  • 2-7 yrs
44
Q

Concrete operations

A
  • Think more logically about complex relationships bw objects and their characteristics
  • knowledge of concepts of conservation (volume, area, number)
  • 8-12 yrs
45
Q

Formal operations

A
  • abstract reasoning, manipulating ideas or objects without physically seeing them
  • ability to think about the way we think- meta ignition
46
Q

Information processing model

A

Continuous theory of cognitive development

  • ability to memorize, interpret, and perceive gradually develops as we age rather than in stages
  • consistent attention span increase supports this theory
47
Q

Theory of moral development

A
  • Lawrence kohlberg’s stage theory
48
Q

Lawrence kohlberg’s moral development theory

A

Gave group of diff aged children a situation: should Heinz steal a drug he cannot afford to save the life of his wife?

  • preconventional
  • conventional
  • post conventional
  • carol Gillian- model based on boy’s responses; girls respond differently and pay more attention to situational factors
49
Q

Preconventional stage

A
  • making a decision that will result in the least amount of punishment / dealing only with personal gain/loss
    (Heinz should not because he’ll get in trouble)
  • birth to 9
50
Q

Conventional stage

A
  • Make choices based on how others will view him and standards from parents, peers, media, etc
    (Heinz should to save wife and he could be a hero)
  • 10 to early adolescence
51
Q

Postconventional

A
  • Make choices based on the rights and values involved in the choice like self defined ethical principles
    (Heinz should because wife’s right to live outweighs store owner’s right to personal property)
  • late adolescence to adulthood
52
Q

How gender influences development

A
  • bio- women have diff brains, ex:larger corpus callosums,other biological differences
  • psychodynamic- boys compete with father for moms attentions, same for girls who compete for dad’s attention. They develop when they realize that there is no point in competing and instead identify with their “competition”
  • sociocognitive- society encourages boys and girls to act in diff ways, the schema we make about how boys and girls should be, based on environ

ap psych (14 decks)

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