Dev psych exam 2 Flashcards
Trust vs Mistrust
infants learn basic trust if the world is a secure place where their basic needs are met (first two yrs of life)
autonomy vs shame and doubt
infants succes or fail in gaining sense of self rule over their own bodies or actions (first two yrs of life)
cog theory of early psychosocial dev
infants form a concept of what to expect from other ppl . early experiences are important
ethotheory
a child rearing theory that is embedded within a particular culture or ethnic group. proximal vs distal parenting
social smile
smile in response to other’s smile. major milestone 6-10 weeks
laughter
3 to 4 mos
general distress
from birth
anger
4 to 8 mos. normal in infants. peaks in 2nd yr of life
stranger wariness and separation anxiety
8 to 12 mos
internal working model
a set of expectations formed early in life about the availability of attachment figures
secure attachment type b
explores toys, may cry upon caregiver leaving. happy to see caregiver return. long term outcomes are positive (good social skills, well like and happy kids)
type a insecure avoidant
explores toys, does not cry when care giver leaves -> shows stress physiologically. avoids or ignores caregiver upon return
type c insecure resistant
little or no exploration of toys, cries when caregiver leaves. remains upset when caregiver returns
type d disorganized
bizarre, inconsistent behavior toward caregiver (stilling). may have been abused or neglected. long term outcomes are often very neg. may engage in self injurious behavior
aai classification Secure
objective evaluation of childhood experiences. clear memories and coherent discourse
aai classification dismissing
lack of memories and stereotyped descriptions, derogation of attachment
Preoccupied aai classification
conflicted and confused discourse. passivity or involved anger
limbic system
responsible for the expression and regulation of emotions. hypothalamus, amygdala, hippocampus
amygdala
emotions– fear and anxiety
hippocampus
memory— eg location
hypothalamus
responds to amygdala and hippocampus to produce hormones and activate other parts of the brain and body
artistic expression
scribbles during 2nd year
first representational forms by age 3 (boundaries and ppl -> tadpoles=all detail of drawing of a person in the face) by age 3-4
more realistic drawing by 5 or 6 yrs
centration
the tendency to focus on one aspect of a situation to the exclusion of others (ex a child insists a tall 4 yr old is older than a short 5 yr old)
irrersibility
the inability to mentally reverse a series of steps
conservation and logic
conservation= physical traits of objects remain the same despite changes in appearance. children are not logical until age 7 according to Piaget
think about milk example- milk in tall glass vs short glass. did the amount of milk change?
Vygotsky’s sociocultural theory
he viewed a child as an apprentice in thinking-one whose cognition is directed by more knowledgable members of society
guided participation
the process by which children learn from others who guide experiences
scaffolding
sensitive structuring of the learning experience (ex picking books at a kids level)
theory of mind
a person’s theory of what other ppl might be thinking. thinking about thinking (metacognition)
fast mapping
speedy and imprecise way in which children learn new words by mentally charting them into categories
initiative vs guilt
2-6 yrs. characterized by a new sense of purposefulness as the child takes on new tasks.
intrinsic motivation
comes from within the individual, the jug of personal accomplishment
emotional regualtion
3-4 yr olds have learned how to cope with and channel their emotions. emotional regulation develops as a result of brain maturation and experience
authoritative style of parenting
high warmth and acceptance, high levels of communication. moderate expectations for maturity, discipline strategies involve lots of discussion.
authoritarian style of parenting
little warmth and acceptance, one way communication (parent -> child)
very high expectations for maturity
high in coercive control ( strict often physical discipline strategies.
permissive style of parenting
high levels of warmth and acceptance
high levels of communication
few or no expectations for maturity
little or no discipline
uninvolved style of parenting
low on acceptance and involvement
little or no control
general indifference regarding autonomy granting
parents are disengaged.
gender typing
process of developing gender roles or gender linked preferences and behaviors by society
gender identity
an image of oneself as relatively masculine or feminine
steinberg triarchic theory. Analytic intelligence
apply strategies
acquire task-relevant and metacognition knowledge
engage in self regulation
steinberg triarchic theory. creative intelligence
solve novel problems
make processing skills automatic to free working memory for complex thinking
steinberg triarchic theory. practical intelligence
select environments to meet both personal goals and the demands of one’s everyday world
gardner’s theory of multiple intelligences
linguistic logical-mathematical musical spatial bodily-kinesthetic naturalist interpersonal (social skills) intrapersonal ( how well you know yourself)
changes in children’s thinking Piaget
concrete operational stage (7-11 yrs) is characterized by more logical, organized and flexible thought but limited to experience and perceptions
transitive inference
refers to the ability to infer an unspoken connection between one fact and another
seriation
knowledge that things can be arranged in a logical series
Development of Mapping Skill
preschool = landmarks
ages 8-10 = landmarks along organized route of travel
end of middle childhood= overall view of large-scale space
control processes
regulate the analysis and flow of info within the information processing system. selective attention, metacognition, emotional regulation
