Chapter 9 Development Flashcards
Cross sectional study
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
Developmental psych
- how our thoughts and behaviors change over time
Longitudinal study
- studying a group of people over a long period of time
- more time consuming but also more accurate
Prenatal influences on development
Mostly genetic, but there are environ Teratogens
Teratogens
Chemicals ingested or contracted by a mother that filter into the placenta, affecting fetus in profound ways
- alcohol
- psychoactive drugs
- pollutants and bacteria/viruses
Alcohol teratogen
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
Psychoactive drugs teratogen
- can cause newborn to share parent’s addiction
- will cause infant to suffer sever withdrawal that may kill it
Reflex skills development
All babies born with
- rooting
- sucking
- grasping
- Moro
- babinski
We lose these reflexes later in life
Rooting reflex
Touch on cheek, turn to side and try to put object in mouth
Sucking reflex
When object put in mouth, suck on it
Grasping
- if object put on hand or foot baby will try to grasp it
Moro reflex
When startled, baby will fling limbs out everywhere and then quickly retract them as much as possible
Babinski reflex
When baby foot is stroked, they spread their toes
Sensory skills development
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
Motor skills development
- 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
Attachment theory
- some infant animals become attached to individuals or objects they see during a critical period
- type of attachment babies have to mother affects development
Konrad Lorenz
Established that some infant animals become attached to certain individuals or objects seen during the crucial period after birth
Harry Harlow
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
Mary Ainsworth
- identified 3 basic types of attachments infants form with their parents
- secure
- avoidant
- anxious/ambivalent
Secure attachment
Infants confidently explore when parents are there, distressed when they leave, come to parents when they return
Avoidant attachments
- infants resist being held when parents are there, don’t go to parents when try come back
Anxious/ambivalent attachment
- Show a lot of stress when parents leave, resist being comforted when parents return
Diana baumrind
Identified 3 different parenting styles
- authoritarian
- permissive
- authoritative
Authoritarian parent
- set strict standards
- more punishments than reinforcements
- rationale behind standards unimportant and not discussed
- more likely to distrust others and be withdrawn
Permissive parent
- 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
Authoritative parent
- 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
Lev vygotsky
made concept of zone of proximal development
- range of tasks child can perform independently and the tasks they need help in
Psychological stage theorists
- Sigmund Freud psychosexual stages
- Erik erikson psychosocial stages
- Jean Piaget cognitive-development theory
Erik erikson
Neo-Freudian who used personal experience and studies on ana Freud to formulate the psychosocial stage theory for development
Psychosocial stage theory
- 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
Trust vs mistrust
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
Autonomy vs shame and doubt
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
Initiative vs guilt
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
Industry vs inferiority
- 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
Identity vs role confusion
- 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
Intimacy vs isolation
Young adults balance work and social relationships
- will influence effort spent on self and others in the future
- 20s-40s
Generativity vs stagnation
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
Integrity vs despair
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
Cognitive development theory
Sensorimotor
Preoperational
Concrete
Formal
- criticized for underestimating children’s rate of cognitive development and giving too discontinuous of a theory
- alt. - info processing model
Schemata
Cognitive rules based on experience to interpret the world
Assimilation
Incorporating experiences into existing schemata
Accomadation
Adjusting schemata to a new experience
Sensorimotor
- Babies explore with senses and make schemata
- behavior thru reflexes
- developing object permanence
- birth - 2 yrs
Pre operational stage
- schema of object permanence helps a lot with lang development
- cannot look at world from another’s perspective
- 2-7 yrs
Concrete operations
- Think more logically about complex relationships bw objects and their characteristics
- knowledge of concepts of conservation (volume, area, number)
- 8-12 yrs
Formal operations
- abstract reasoning, manipulating ideas or objects without physically seeing them
- ability to think about the way we think- meta ignition
Information processing model
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
Theory of moral development
- Lawrence kohlberg’s stage theory
Lawrence kohlberg’s moral development theory
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
Preconventional stage
- 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
Conventional stage
- 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
Postconventional
- 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
How gender influences development
- 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
