Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Child & Adolescent Development > Child & Adolescent Development (Chapter 1) > Flashcards

Child & Adolescent Development (Chapter 1) Flashcards

1
Q

Physical Domain

A
  • Body size, proportions, & appearance
  • Functioning of body systems, health
  • Perceptual & motor capacities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Cognitions

A
  • Intellectual abilities (attention, memory, academic, everyday knowledge, problem solving, imagination, creativity, & language)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Emotional and Social

A
  • Emotional communication
  • Self-Understanding, knowledge about others
  • Interpersonal skills, friendships, & relationships
  • Moral reasoning & behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Domains & Periods

A
  • Prenatal (conception-birth)
  • Infancy & Toddlerhood (birth–2 years)
  • Early Childhood (2-6 years)
  • Middle Childhood (6-11 years)
  • Adolescence (11-18 years)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Natures

A
  • Inborn, Biological

- Based on genetic inheritance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Stability

A
  • Individuals high or low in characteristics remain so at later ages
  • Early experiences may have a lifelong impact
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Nurture

A
  • Physical and social world

- Influences biological and psychological development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Plasticity

A
  • Change is possible, based in experiences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Medeval Era

A

Childhood (7-8 years) regarded as a separate phase with special needs, protections

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

16th Century

A

Puritan “child depravity” views child as evil and in need of taming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

17th century

A

Locke “tabula rasa” view: easiest behavioralist; emphasis on continuous development, plasticity and multiple possible pathways; child as passive and open to influence; focus is on nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

18th century

A

Rousseau “noble savages” view: natural maturation; children are born with an innate sense of right and wrong; focus is on nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Evolutionary Theory

A

Darwin: thought early prenatal development strikingly similar in multiple species; Darwin’s ideas of natural selection and survival of the fittest started a scientific way of looking at development; first attempts to document an idea about development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Normative Approach

A

Hall & Gesell: devised theories about development based on Darwin’s approach; launched this approach of age-related development based on measurements of large numbers of children; first to tell parents what to expect at each age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Mental Testing Movement

A

Binet & Simon: Early Developers of intelligence tests, originally to decide which kids needed to be placed in special schools

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Theory

A
  • Describe behavior
  • Explains behavior
  • Predicts behavior
17
Q

Psychoanalytic Perspective

A

First to stress the importance of childhood and early parent-child relationships

18
Q

Freud’s Three Parts of the Personality

A

Id
- Largest portion of the mind
- Unconscious , present at birth
- Source of biological needs & desires
Ego
- Conscious , rational part of personality
- Emerges in early infancy
- Redirects id impulses acceptably
Superego
- The Conscience
- Develops from ages 3-6 from interactions with caregivers

19
Q

Freud’s Psychosexual Stages

A 
Oral 
- 0-1
- Mouth (sucking, biting) 
- Weaning (from breast or bottle) 
Anal 
- 1-3
- Anus (expelling or retaining feces) 
- Toilet training 
Phallic
- 3-6
- Genitals (sexuality explored)
- Identify with adult role models; coping with Oedipal crisis 
Latency 
- 6-12
- Non (sexuality refined) 
- Expanding social contacts 
Genital 
- Puberty onward
- Genitals (being sexually intimate) 
- Establishing intimate relationships; contributing to society through working
20
Q

Erikson’s Psychosocial Stages

A 
Infancy 
- 0-1 
- Trust vs. mistrust 
- If needs are dependable met, infants develop a sense of basic trust 
Toddlerhood 
- 1-2
- Autonomy vs. shame and doubt 
- Toddlers learn to exercise will and do things for themselves, or they doubt their abilities
Preschooler 
- 3-5 
- Initiative vs. guilt 
- Preschoolers learn to initiate tasks and carry out plans or they feel guilty about efforts to be independent 
Elementary school 
- 6 years to puberty 
- Industry vs. inferiority 
- Child learn the pleasures of applying themselves to tasks, or they feel inferior 
Adolescence 
- Teen years into 20’s 
- Identity vs. role confusion 
- Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are 
Young adulthood 
- 20s to early 40s 
- Intimacy vs. isolation 
- Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated 
Middle adulthood 
- 40s to 60s 
- Generosity vs. stagnation 
- In middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose 
Late adulthood 
- Late 60s and up
- Integrity vs. despair 
- When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure
21
Q

Behaviorism

A

Classical conditioning
- Stimulus-stimulus
Operant conditioning
- Reinforcers and punishments

22
Q

Social Learning Theory

A

Modeling or observational learning
- A baby smiles after her mother does; a child hits others if he is hit at home by parents
Cognition
- Children’s ability to listen, remember and mentally represent experiences affect their ability to initiate those experiences
Personal standards and self efficacy
- Children begin to believe their own ability will help them succeed

23
Q

Piaget’s Stages of Cognitive Development

A
  • Children actively construct knowledge as they manipulate and explore their world
  • Biological influence
  • Sensorimotor
    0-2
    Child begins to interact with the environment
  • Preoperational stage
    2-6 or 7
    Child begins to represent the world symbolically
  • Concrete operational stage
    7-11 or 12
    The child learns rules such as conservation
  • Formal operational
    12-adulthood
    The adolescent can transcend the concrete situation and thing about the future
24
Q

Information Processing

A
  • Continuous

- Studies perception, attention, memory, categorization, planning, problem solving, comprehension of language

25
Q

Vygotsky’s Sociocultural Theory

A
  • Social interaction vital for cognitive development

- Cooperative dialogues with more knowledgeable members of society

26
Q

Ethnology

A
  • Concerned with the adaptive or survival value of behavior and its evolutionary history
  • Roots traced to Darwin
  • Imprinting
  • Critical Period vs. Sensitive Period
  • Bowlby
27
Q

Evolutionary Developmental Psychology

A
  • Seeks to understand adaptive value of human competences
  • Studies cognitive, emotional, and social competencies as they change with age
  • Expands upon ethology
  • Wants to understand the entire organism-environment system
28
Q

Bronfenbrennar’s Ecological Systems Theory

A
  • Child develops within a complex system of relationships affected by the surrounding environment
  • Microsystem
    Directly influence child
    Bidirectional
    3rd parties can influence interactions
  • Mesosystem
    Interactions among microsystems
  • Ecosystems
    Do not directly influence child but do influence children indirectly
  • Macrosystem
    Cultural values, laws, customs, resources
  • Chronosystem
    Influence of time
29
Q

Dynamic Systems Perspective

A
  • Sees child as an integrated system (of mind, body, physical and social worlds) that guides mastery of new skills
  • System is constantly in motion (dynamic)
  • A change in any part of the system disrupts the current organism-environment relationship ad child actively reorganizes behavior to be more effective
30
Q

Naturalistic Observation

A
  • In the “field” or natural environment where behavior happens
  • Cannot control conditions
31
Q

Structures Observations

A
  • Laboratory situation set up to evoke behavior of interest
  • All participants have equal chance to display behavior
  • May not be typical of participants’ everyday behaviors
32
Q

Clinical Interview

A
  • Flexible, conversational style
  • Probes for participant’s point of view
  • May not accurately represent children’s thinking due to wanting to impress the interviewer or not knowing the answer
33
Q

Structured Interview

A
  • Each participant is asked the same questions in the same way
  • Questionnaires
  • Not as in-depth
34
Q

Case Study

A
  • Brings together a wide range of info (interviews, observations, test scores)
  • Best used to study unique types of individuals
  • May be influenced by researcher biases
  • Findings may not generalize
35
Q

Ethnography

A
  • Participant observation of a culture or distinct social group
  • Descriptive, qualitative technique
  • Mix of observations, self-reports, interpretation by investigator
  • Results can be biased by the researcher
  • Findings are limited to the individuals and settings
36
Q

Correlational design

A
  • Researchers gather information about, but make no effort to alter, participants’ experiences
  • Limited because cause and effect cannot be inferred
  • Correlation does not demonstrate causation
  • Magnitude: strengths as indicated by a number between 0 and 1
  • Closer to 1 (positive or negative) is a stronger relationship
  • Direction: indicated by the sign (+ or -)
  • Positive: as one variable increases (or decreases), so does the other
  • Negative: as one variable increases, the other decreases
37
Q

Experimental Design

A
  • Independent variables
  • Experimenter control or manipulates
  • Key is random assignment to a group
  • That ensures that all other variables are equally likely to occur
  • Expected to cause changes in another variable
  • Dependent variable
  • Experimenter measures but does not manipulate
  • Expected to be influenced by the independent variable
38
Q

Quasi Experiments

A
  • Natural experiments
  • Compare differences in treatment that already exist
  • Groups chosen to match characteristics as much as possible
  • Essentially a carefully done correlational study

Child & Adolescent Development (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions