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PBSI 107 > Chapter 9 - Lifespan Development > Flashcards

Chapter 9 - Lifespan Development Flashcards

1
Q

Lifespan Development

A

The study of how people grow, change, and adapt throughout their entire lives, from conception to death.

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2
Q

Developmental Psychology

A

a field dedicated to examining how and why people change throughout the course of their lives.

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3
Q

Three domains of developmental psychology

A

Physical - biological changes
Cognitive - thinking, problem solving
Psychosocial - social relationships impacting psychology

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4
Q

Continuous vs Discontinuous

A

Continuous: A cumulative process, gradually improving on existing skills.
Discontinuous: Occurs in unique stages, such as specific times and ages.

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5
Q

Is there one course of development or many?

A

whether all kids from all culture develop the same or are there differences (universal)

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6
Q

How do nature and nurture influence development?

A

biology & genetics or environment and culture

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7
Q

Psychosexual development

A

Personality develops through a series of stages during childhood where each stage is focused on a different erogenous zone (area of body that is sensitive to stimulation that can cause pleasure and sexual arousal) and is characterized by certain conflicts that need to be resolved or they will cause issues in the future.

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8
Q

Founder of Psychosexual development

A

Sigmund Freud

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9
Q

Psychosexual development Continuous or Discontinuous?

A

Discontinuous

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10
Q

Continuous or Discontinuous one course or many?

A

One course

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11
Q

Psychosexual development nature or nurture?

A

Both. Nature because it involves biological drive (leans more). Nurture because the conflicts need to be resolved.

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12
Q

Psychosocial development

A

Focuses on the social nature of our development

argues we experience 8 stages that we must master in order to feel a sense of mastery.

Can all manifest into adulthood characteristics

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13
Q

Founder of Psychosocial development

A

Erik Erikson

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14
Q

Psychosocial development continuous or discontinuous

A

Discontinuous

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15
Q

Psychosocial development on course or many

A

one course but does acknowledge that it can be affected by cultural factors

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16
Q

Psychosocial development nature or nurture

A

both but leans towards nurture. Depends on people around you (psychosocial)

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17
Q

Cognitive development

A

Our cognitive abilities develop through 4 specific stages – with each stage marking a shift in how we think and reason.

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18
Q

Stages of Cognitive development

A
  1. Sensorimotor: Learn through sensory input and physical actions
  2. Preoperational: Use symbols and language but struggle with others’ perspectives
  3. Cognitive Operational: Understand concrete events and analogies logically
  4. Formal Operational: Develop abstract and hypothetical reasoning skills
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19
Q

As you move through the stages of cognitive development…

A

Assimilating: Integrating new information into existing mental frameworks.
Accommodating: Modifying existing mental frameworks to incorporate new information.

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20
Q

Founder of Cognitive development

A

Jean Piaget

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21
Q

Cognitive development continuous or discontinuous?

A

Discontinuous

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22
Q

Cognitive development one course of many?

A

One course

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23
Q

Cognitive development nature or nurture?

A

Both equally. Cognitive development during biological maturation but interacts with environmental situations.

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24
Q

Object permanence

A

Understanding that even if something’s out of sight, it still exists

Snesorimotor

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25
Q

Egocentrism

A

Unable to take the perspective of others

Preoperational

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26
Q

Reversibility

A

Objects can be changed and returned back to their original form or condition

Concrete Operational

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27
Q

Moral development

A

An individuals’ moral reasoning evolves through a series of stages based on social interactions and experiences ; 3 levels, each with 2 stages:

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28
Q

Pre-conventional Morality

A

Moral reasoning is based on individual interests and the consequences of actions

Obedience and Punishment
Individual Interest

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29
Q

Conventional Morality

A

Individuals adhere to societal norms and laws

Interpersonal - relationship with people
Authority

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30
Q

Post-conventional Morality

A

Higher-order thinking about moral principles and values

Social Contract
Universal Ethics

Kohlberg argues that not many people achieve this. The stages aren’t linear

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31
Q

Founder of Moral development

A

Lawrence Kohlberg

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32
Q

Moral development continuous or discontinuous

A

discontinuous

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33
Q

Moral development one course or many

A

one course (can switch stages but is bound to the levels)

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34
Q

Moral development Nature or Nurture?

A

nurture because it’s based on social interactions of experiences

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35
Q

Trust vs Mistrust

A

Trust that basic needs, such as nourishment and affection, will be met
Dependent on parents
0-1

36
Q

Autonomy vs Shame/Doubt

A

Develop a sense of independence in many tasks
Kids being more picky with food and clothes
1-3

37
Q

Initiative vs Guilt

A

Take initiative on some activities - may develop guilt when unsuccessful or boundaries overstepped
Talking to people outside of family
Shame for ideas will mess with future abilities to lead
3-6

38
Q

Industry vs Inferority

A

Develop self-confidence in abilities when competent or a sense of inferiority when not
confident in abilities. Need to fit in.
Self esteem age. Compared to others
7-11

39
Q

Identity vs Confusion

A

Experiment with and develop identity and roles
who am i? sense of self
7-11

40
Q

Intimacy vs Confusion

A

Establish intimacy and relationships with others
wanting to share your life with others
depends on last two stages being fulfilled
meaningful connections
19-29

41
Q

Generativity vs Stagnation

A

Contribute to society and be part of a family
contributing to society
feel envy or lack of purpose
30-64

42
Q

Integrity vs Despair

A

Assess and make sense of life and the meaning of contributions
look back at life if they feel satisfied with where they are in life
despair and wasted time
65+

43
Q

Sensorimotor

A

Learn through sensory input and physical actions
* Object permanence: Understanding that even if something’s out of sight, it still exists
* Stranger anxiety
* 0-2

44
Q

Preoperational

A

Use symbols and language but struggle with others’ perspectives
* Understand there’s a difference but don’t get the logic why
* EX: kid video
* Pretend play
* Language development
* Egocentrism: Unable to take the perspective of others
* 2-6

45
Q

Concrete Operational

A

Understand concrete events and analogies logically
* Mathematical transformations
* Reversibility: Objects can be changed and returned back to their original form or condition
* 7-11

46
Q

Formal Operational

A

Develop abstract and hypothetical reasoning skills
* Abstract logic
* Moral reasoning
* (Adolescence) Renewed egocentrism
* 12+

47
Q

Newborn reflexes

A

inborn automatic responses to particular forms of stimulation
* Rooting reflex - turning checks
* Suckling
* Grasping
* Moro - limbs out if they feel like they’re falling. Head below the body

48
Q

Newborn senses

A

Vision - preference for faces
Hearing - prefer human voices & mother’s voices over a stranger’s
* Test with sucking of pacifiers
Smell - can distinguish the smell of their mother from that of others

49
Q

Childhood: Physical Development

A

Rapid physical development
* Weight doubles in six months, triples in one year, quadruples in two: 5/10 → 20/40

Growth is NOT steady
* Slows between 4-6 years
* Around 8-9, girls outpace boys: By 10, girls weigh ~88 and boys ~85

50
Q

Childhood: Neural Development

A

Blooming: The rapid formation of new connections between neurons
Pruning: The reduction of neural connections to increase efficiency

51
Q

Childhood: Motor Development

A

Motor skills: Movements that involve muscles and coordination.
Fine motor skills: Small, precise movements, like writing.
Gross motor skills: Large movements, like walking or jumping.

52
Q

Childhood: Attachment

A

A long-standing connection or bond with others.
How do parent and infant attachment bonds form?
How does neglect affect these bonds?
What accounts for children’s attachment differences?

53
Q

John Bowlby Perspective

A

Believed attachment was an all-or-nothing process

Secure base: A parental presence that gives the child a sense of safety as he explores his surroundings
* Caregiver must be responsive to the child’s physical, social, and emotional needs
* The caregiver must engage in mutually enjoyable interactions

54
Q

Mary Ainsworth Perspective

A

Believed there were differences in attachment (because of the monkey experiment)

Strange Situation: Research method used to observe how infants react to being briefly left with a stranger and then reunited with their caregiver.
* Identified three types of parent-child attachments
* Now used to assess the child’s attachment style

55
Q

Secure attachment

A

A strong, healthy bond where the child uses the caregiver as a secure base for exploration and comfort.
* The child may become upset when the caregiver leaves but is easily comforted when they return.
* Caregiver is good

56
Q

Avoidant attachment

A

A pattern where the child avoids closeness or emotional connection with the caregiver, suppressing their need for comfort.
* The child shows little distress when the caregiver leaves and avoids them upon return, often ignoring them.
* The child has learned to be emotionally dependent because the caregiver may be emotionally unavailable

57
Q

Resistant (Ambivalent) attachment

A

An anxious attachment style where the child is overly dependent on the caregiver but also resists their attempts to comfort.
* The child becomes very distressed when the caregiver leaves and is difficult to comfort when they return, showing both clinginess and anger
* The child is unsure if the caregiver will respond to needs to they’re upset

58
Q

Disorganized attachment

A

A disoriented and unpredictable attachment style where the child lacks a clear strategy for seeking comfort, often due to trauma or neglect.
* The child shows confused or contradictory behavior, such as approaching the caregiver but then freezing or running away.
* Child experience inconsistent or frightening caregiving. They don’t know how to respond

59
Q

Childhood: Self-concept

A

The understanding and perception a person has of themselves, including their beliefs, feelings, and thoughts about their own identity, abilities, and characteristics

60
Q

Mirror test

A

red dot on baby’s nose and place in front of the mirror. If they wipe it off they have a sense of self.

61
Q

Parenting style

A

The overall approach and strategies that parents use to raise and guide their children
* Can be affected by culture

62
Q

Authoritative style

A

combines firm rules with warmth and responsiveness, encouraging independence while maintaining clear expectations.
* Best way to parent

63
Q

Authoritarian style

A

A strict, controlling approach focused on obedience and discipline, with little warmth or flexibility.
* Restrained and submissive children

64
Q

Permissive style

A

A lenient approach where parents are nurturing but set few boundaries, allowing children considerable freedom.
* Grow up to lack a lot of self-discipline

65
Q

Uninvolved style

A

A detached or indifferent approach where parents provide little guidance, attention, or emotional support.
* Neglect situations
* Children will be emotionally withdrawn, fearful, anxious, perform poorly in school

66
Q

Temperament

A

an individual’s innate personality traits, including emotional reactivity, activity level, and mood, which influence how they interact with the world.
* Parenting styles will affect how parents interact with children.
* If a child has a worse temperament, then the parents will be more strict

67
Q

Adolescence

A

The period of development that begins at puberty and ends at emerging
adulthood. ~12 – 18 years

68
Q

Primary sexual characteristics

A

The physical features directly involved in reproduction that are present at birth which develop and mature during puberty
* Ovaries and testes

69
Q

Secondary sexual characteristics

A

The physical traits that emerge during puberty that are not directly involved in reproduction.
* Breast development
* Changes in body shape
* Facial hair and hair distribution
* Voice

70
Q

Adolescence physical development

A

Primary and Secondary sexual characteristics develop and mature:
Rapid Increase in height
Brain still under development – growth spurt in frontal cortex

71
Q

Adolescence Cognitive and Psychosocial Development

A

Complex thinking abilities:
* Concrete thinking
* Abstract thought (formal operational)
* Consider multiple points of view
* Imagine hypothetical situations
* Debate ideas and opinions
* Form new ideas
* Question authority and/or challenge established societal norms

72
Q

Adolescence Cognitive empathy

A

The ability to understand and recognize another person’s thoughts, feelings, and perspective. ~13 girls, ~15 boys
* Supportive fathers led to increased cognitive empathy

73
Q

Adolescence Erik Erickson’s Psychosocial Theory of Development

A

Identity vs Confusion
Who am I? Who do I want to be?
Important to form an identity so you can form emotional bonds later

74
Q

Adolescent storm

A

The period of intense emotional and psychological upheaval that many adolescents experience during their teenage years
* Portrayed stronger in media
* Relationship with parents typically stay pretty strong

75
Q

Adulthood: Physical Development

A

Early: 20 to early 40s
* Physical maturation complete
* Physical abilities at their peak: muscle strength, reaction time, cardiac functioning, sensory abilities

Middle: 40s to the mid-60s
* Physical decline is gradual
* Skin loses elasticity
* Gradual decline in fertility
* Weight gain in abdominal area (men) and thighs (women)
* Hair thins and grays

Late: Mid-60s to the end of life
* Skin continues to lose elasticity
* Physical abilities decrease: muscle strength and reaction time
* Senses (smell, taste, hearing, vision) have a sharp decline
* Brain no longer functioning at optimal levels (memory loss, dementia)

76
Q

Ikigai

A

”A reason for being”
* A Japanese concept that describes having a sense of purpose
* Suggested to contribute to the increased life expectancy for the people of Okinawa

77
Q

Cognitive and Psychosocial Development

A

Passion: What you love & what you’re good at
Mission: What you love & what the world needs
Vocation: What the world needs & what you can be paid for
Profession: What you’re good at & what you can be paid for
Ikigai: All of the above

78
Q

Crystalized intelligence

A

The ability to use learned knowledge and experience to solve problems and make decisions – IMPROVES

Cognitive abilities remain steady throughout early and middle adulthood

79
Q

Fluid intelligence

A

The capacity to think logically and solve problems in novel situations, independent of acquired knowledge
* Mental and physical activity can slow the process

Cognitive abilities decline in late adulthood

80
Q

Social and emotional aspects of aging

A

Activities, social connectedness, culture

Work satisfaction is more closely tied to work that involves other people
* More satisfaction with social affect

Raising children is difficult but rewarding
* Adult children have a positive effect on parental wellbeing

81
Q

Socioemotional selectivity theory

A

As individuals age, their perspective on time changes, leading them to prioritize emotional well-being and meaningful relationships

82
Q

What influences how we view death

A

Culture and individual backgrounds

83
Q

Cultural Beliefs and Practices

A

Some celebrate death as a continuation of life: Día de los Muertos
Some view death as a somber event that requires mourning and rituals

84
Q

Religious Perspectives

A

Religions provide frameworks for understanding the afterlife

85
Q

Personal Experiences

A

People who’ve experiences loss have a profound understanding of grief

86
Q

Social Norms and Values

A

Individualism (personal journey) vs Collectivism (shared mourning)

87
Q

Communication Styles

A

Some cultures encourage open conversations
Some view discussions of death as taboo

PBSI 107 (10 decks)

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