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Psychology > Chapter 9 - Lifespan Development > Flashcards

Chapter 9 - Lifespan Development Flashcards

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1
Q

physical development

A

involves growth and changes in the body and brain, the senses, motor skills, and health and wellness

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2
Q

cognitive development

A

involves learning, attention, memory, language, thinking, reasoning, and creativity

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3
Q

psychosocial development

A

involves emotions, personality, and social relationships

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4
Q

normative approach

A
  • tries to determine what normal development looks like
  • term often requires deeper consideration, some psychologists don’t use them anymore
  • can be used to determine if a child has a undiagnosed condition
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5
Q

developmental milestones

A
  • age-related averages as general guidelines to compare children with same-age peers to determine the approximate ages they should reach specific normative events
  • not all events are universal
  • ex. crawling, walking, writing, speaking in sentences
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6
Q

continuous development

A
  • views development as a cumulative process, gradually improving on existing skills
  • gradual development throughout life
  • is a theoretical approach regarding human development
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7
Q

nature

A
  • the effects our biology and genetics have on who we are
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8
Q

nurture

A
  • the effects our environment and culture have on who we are
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9
Q

discontinuous development

A
  • believe that development takes place in unique stages: It occurs at specific times or ages
  • change is more sudden
  • is a theoretical approach regarding human development
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10
Q

nature vs. nurture

A
  • debate that seeks to understand how our personalities/traits are the product of our genetic makeup and biological factors/environment
  • debate centers on relative contribution of each
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11
Q

psychosexual development

A
  • Freud’s theory of childhood development
  • children’s pleasure-seeking urges are focused on a different area of body at five stages of development: oral, anal, phallic, latency, and genital
  • not supported by research, main takeaway is personality is effected by childhood
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12
Q

psychosocial development

A
  • Erik Erikson’s theory of child development
  • emphasizes the social nature of our development rather than its sexual nature
  • personality development takes place all through lifespan
  • how we interact with others is what affects our sense of self called ego identity
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13
Q

schemata

A
  • concepts (mental models) that are used to help us categorize and interpret information
  • children develop schemata to help them understand the world
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14
Q

assimilation

A
  • taking in information that is comparable to what they already know
  • way of changing your schemata as you develop
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15
Q

accommodation

A
  • changing your schemata based on new information
  • process continues as children interact with their environment
  • way of changing your schemata as you develop
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16
Q

sensorimotor

A
  • first stage of cognitive theory of development (birth - 2yrs)
  • children learn about the world through their senses and motor behavior
  • ex. put objects in mouths to see if edible, and once they can grasp objects, they may shake or bang them to see if they make sounds.
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17
Q

object permanence

A
  • happens between 5-8 months old
  • the understanding that even if something is out of sight, it still exists
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18
Q

preoperational stage

A
  • second stage of cognitive theory of development (2yrs - 7yrs)
  • children can use symbols to represent words, images, and ideas
  • begin to use language in the preoperational stage, but they cannot understand adult logic or mentally manipulate information
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19
Q

conservation

A
  • the idea that even if you change the appearance of something, it is still equal in size as long as nothing has been removed or added
  • children can struggle to grasp this
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20
Q

egocentrism

A

-child is unable to take perspective of others (thinks that everyone sees, thinks, and feels like them)
- part of preoperational stage

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21
Q

concrete operational stage

A
  • third stage of cognitive theory of development (7yrs - 11yrs)
  • children can think logically about real events, can understand numbers and employ memory strategies
  • can understand conservation
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22
Q

reversibility

A
  • objects can be changed and then returned back to their original form or condition
  • what children can understand in concrete operational stage
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23
Q

formal operational stage

A
  • fourth stage of cognitive theory of development (11yrs - adult)
  • can deal with abstract ideas and hypothetical situations to problem solve, look at solutions, and test them - In adolescence, a renewed egocentrism occurs
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24
Q

stages of moral reasoning

A
  • idea that like cognitive development, we develop morally overtime
  • an individual progresses from capacity for pre-conventional morality (before age 9) to the capacity for conventional morality (early adolescence), and toward attaining post-conventional morality
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25
Q

cognitive theory of development

A
  • by Jean Piaget, focuses on children’s cognitive growth
  • thinking is a central aspect of development, children are naturally inquisitive, but don’t think/reason like adults
  • our cognitive abilities develop through specific stages (discontinuity approach)
  • thought to not be fully accurate
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26
Q

sociocultural theory of development

A
  • suggested that human development is rooted in one’s culture
  • ex. A child’s social world forms basis for the formation of language
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27
Q

conception

A
  • when sperm fertilizes an egg and forms a zygote
  • part of germinal stage of prenatal development
28
Q

zygote

A
  • one-cell structure that is created when a sperm and egg merge
  • genetic makeup and sex of the zygote are set at this point
  • part of germinal stage of prenatal development
29
Q

mitosis

A
  • process of cell division
  • zygote divides and multiplies, going from a one-cell structure to two cells, then four cells, then eight cells, and so on
  • part of germinal stage of prenatal development
30
Q

embryo

A
  • the implantation of a zygote into the lining of the uterus
  • part of embryonic stage of prenatal development
31
Q

placenta

A
  • a structure connected to the uterus that provides nourishment and oxygen to the developing embryo via the umbilical cord
  • organs form, heart beats, basic structures form
  • part of embryonic stage of prenatal development
32
Q

prenatal care

A
  • is medical care during pregnancy that monitors the health of both the pregnant person and the fetus
  • reduces risk of complications during pregnancy
33
Q

teratogen

A
  • any environmental agent—biological, chemical, or physical—that causes damage to the developing embryo or fetus
34
Q

critical or sensitive period

A
  • which each organ of the fetus develops
  • makes what person ingests very crucial during this time (no alcohol or smoking)
35
Q

newborn reflexes

A
  • inborn automatic responses to particular forms of stimulation
  • help the newborn survive until it is capable of more complex behaviors
36
Q

motor skills

A
  • our ability to move our bodies and manipulate objects
37
Q

fine motor skills

A
  • focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions
  • e.g., grasping a toy, writing with a pencil, and using a spoon
38
Q

gross motor skills

A
  • focus on large muscle groups that control our arms and legs and involve larger movements
  • e.g., balancing, running, and jumping
39
Q

attachment

A
  • a long-standing connection or bond with others
  • In social and emotional development, forming healthy attachments is very important and is the major social milestone of infancy
40
Q

secure base

A
  • a parental presence that gives the child a sense of safety as he explores his surroundings
  • caregiver must be responsive to the child’s needs and caregiver and child must engage in mutually enjoyable interactions
41
Q

secure attachment

A
  • healthiest type of attachment
  • the toddler prefers his parent over a stranger
  • attachment figure is used as a secure base to explore the environment and is sought out in times of stress
42
Q

avoidant attachment

A
  • the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves
  • reacts to parent same as stranger, slow to show positive reaction
  • theorized these caregivers are inattentive
43
Q

resistant attachment

A
  • children tend to show clingy behavior, but then they reject the attachment figure’s attempts to interact with them
  • result of the caregivers’ inconsistent level of response to their child
44
Q

disorganized attachment

A
  • child can’t regulate their emotions well, act erratically without caregiver
  • seen most often in kids who have been abused
45
Q

authoritative style

A
  • parent gives reasonable demands and consistent limits, expresses warmth and affection, and listens to the child’s point of view
  • will modify rules in certain cases
  • considered healthiest way, kids tend to have high self esteem/social skills
46
Q

authoritarian style

A
  • parent places high value on conformity and obedience
  • often strict, tightly monitor their children, and express little warmth
  • can produce anxious, withdrawn, and unhappy kids
47
Q

permissive style

A
  • the kids run the show and anything goes
  • Permissive parents make few demands, rarely use punishment, very nurturing and loving, and may play the role of friend
  • children tend to lack self-discipline, display riskier behaviors
48
Q

uninvolved style

A
  • parents are indifferent, uninvolved, and sometimes neglectful
  • don’t respond to the child’s needs and make relatively few demands
  • children are usually emotionally withdrawn, fearful, anxious
49
Q

temperament

A
  • innate traits that influence how one thinks, behaves, and reacts with the environment
  • idea that children’s temperament may effect how they are parented
50
Q

adolescence

A
  • the period of development that begins at puberty and ends at emerging adulthood (around 12-18yrs)
  • begins with puberty
51
Q

adrenarche

A

the maturing of the adrenal glands during puberty

52
Q

gonadarche

A

the maturing of the sex glands during puberty

53
Q

primary sexual characteristics

A
  • organs specifically needed for reproduction, like the uterus and ovaries and testes
  • develop during puberty
54
Q

menarche

A
  • the beginning of menstrual periods,
  • usually occurs around 12–13 years old
55
Q

spermarche

A
  • the first ejaculation
  • around 13–14 years old
56
Q

cognitive empathy

A
  • the ability to take the perspective of others and feel concern for others
  • begins to increase in adolescence and is an important component of social problem solving and conflict avoidance
57
Q

emerging adulthood

A
  • is a relatively newly defined period of lifespan development from 18yrs - mid-20s, characterized as an in-between time where identity exploration is focused on work and love
58
Q

socioemotional selectivity theory

A
  • suggests that our social support and friendships dwindle in number, but remain as close, if not more close than in our earlier years
  • happens as we age
59
Q

hospice

A
  • to help provide a death with dignity and pain management in a humane and comfortable environment, which is usually outside of a hospital setting
60
Q

living will/advance directive

A

a written legal document that details specific interventions a person wants

61
Q

do not resuscitate (DNR) order

A
  • states that if a person stops breathing or their heart stops beating, medical personnel such as doctors and nurses are not to take steps to revive or resuscitate the patient
  • based on patients wishes, which they share with friends and family
62
Q

heath care proxy

A

appoints a specific person to make medical decisions for you if you are unable to speak for yourself

63
Q

prenatal development

A
  • how you develop in the womb
  • three stages of prenatal development: germinal, embryonic, and fetal
64
Q

fetal stage

A
  • third and final stage of prenatal development
  • fetus is about the size of a kidney bean and begins to take on the recognizable form of a human being while growing
65
Q

blooming

A
  • period of rapid neural growth where vast majority of neural connections and pathways occur during the first few years of a child’s life
  • afterwards pruning occurs where connections are reduced to help brain function more efficiently
66
Q

self-concept

A
  • developing a positive sense of self and being able to recognize self
  • part of childhood development
  • positive self-concept is important to healthy development
67
Q

secondary sexual characteristics

A
  • physical signs of sexual maturation that do not directly involve sex organs
  • development of breasts and hips, facial hair, deepened voice
  • happens during puberty

Psychology (15 decks)

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