Chapter 9: The Developing Mind [Exam 3] Flashcards
Continuity
Development proceeds gradually and smoothly over time.
Discontinuity
Development changes abruptly from one stage to the next.
Universal
Age-related behaviors that are found across the entire human species.
Ecological
Look at the impact of culture and environment on development.
Babinsky Reflex
Stroking the baby’s foot causes toes to spread out.
Blink Reflex
Eye closes in response to strong stimuli.
Moro Reflex
If the baby’s head falls backwards, the arms first spread out and then “hug.”
Palmar Reflex
Placing an object in the hand produces reflexive grasping.
Rooting Reflex
Stroking a bay’s cheek results in the baby’s turning around town the touch and opening its mouth.
Stepping Reflex
Placing the baby’s feet on a flat surface initiates stepping.
Sucking Reflex
The baby sucks anything that touches the roof of the mouth.
Assimilation
The incorporation of new learning into an existing schema, without the need to revise the schema.
Accommodation
The incorporation of new learning into an existing schema that requires a revision of the schema.
Sensorimotor Stage
First stage in Piaget’s theory of development.
Birth - 2 y/o.
Here an now; doesn’t think in terms of past and future.
Sensations immediately evoke motor responses.
Achievement of object permanence - Piaget used his gold watch.
Language abilities begin developing.
Object Permenance
The ability to form mental representations of objects that are no longer present.
Preoperational Stage
Second stage in Piaget’s theory of development.
2 y/o - 6 y/o.
Language and cognitive abilities increase, but thinking is still immature.
Still incapable of engaging in internal mental operations or manipulations.
Reasoning is gradual.
Unable to understand conservation.
Egocentric.
Limited by beliefs that appearances are real.
Conservation
The ability to understand that changing the form or appearance of an object that does not change its quantity.
Egocentrism
Limitations on the ability to understand the point of view of other people.
Concrete Operational Stage
Third stage in Piaget’s theory of development.
6 y/o - 12 y/o.
Problems of conservation are easily solved.
Thinking becomes more logical.
Inable to handle abstract concepts.
Children are reasoning best when allowed to engage in “hands-on” learning.
Formal Operational Stage
Fourth stage in Piaget's theory of development. 12 y/o - beyond. Able to handle abstract concepts. Able to problem-solve. Idealistic.
Theory of Mind
The understanding that others have thoughts that are different from one’s own.
Attachment
Emotional bonding between an infant and a parent or caregiver.
Secure Attachment
A pattern where children explore confidently and return to the parent or caregiver for reassurance.
Insecure Attachment
A pattern that can take several different forms but is generally characterized as less desirable for the child’s outcomes than secure attachment.
Insecure Avoidant Attachment
Don’t react to their mother’s leaving and are comforted by the stranger.
Insecure Anxious-Ambivalent Attachment
Never seems comfortable. The mother leaves and causes great distress. When the mother returns the child is clingy and rejecting.
Insecure Disorganized Attachment
Confused and not well-attached, show contradictory behavior.
Authoritative Parenting Style
High behavioral regulation and high support.
Authoritarian Parenting Style
High behavioral regulation and low support.
Indulgent Parenting Style
Low behavioral regulation and high support.
Uninvolved Parenting Style
Low behavioral regulation and low support.
