DEV PSYCHOLOGY Flashcards
ALL OF US ARE ___________ INTERESTED IN OURSELVES AND THE OTHER
DEVELOPING PEOPLE AROUND US. MOST COLLEGE STUDENTS WANT TO UNDERSTAND HOW THEY
AND THOSE THEY KNOW HAVE BEEN AFFECTED BY THEIR EXPERIENCES, HOW THEY HAVE
CHANGED OVER THE YEARS, AND WHERE THEY MAY BE HEADED.
DEVELOPING PERSONS
“We reach backward to our parents and forward to our children, and through their children to a future we will never see, but about which we need to care.”
CARL JUNG
The pattern of change that begins at conception
and continues through the life span. most development involves growth, although it also includes decline brought on by aging and dying.
DEVELOPMENT
The growth of the body and its organs, the functioning of physiological systems
including the brain, physical signs of aging, changes in motor abilities, and so on.
PHYSICAL DEVELOPMENT
Changes and continuities in
perception, language, learning, memory, problem solving ,and other mental processes.
COGNITIVE DEVELOPMENT
Changes and carryover in personal and
interpersonal aspects of development,
such as motives, emotions, personality
traits, interpersonal skills and
relationships, and roles played in the
family and in the larger society.
PSYCHOSOCIAL DEVELOPMENT
Closely related to multidimensionality is the idea that
development is
MULTIDIRECTIONAL
That is, dimensions and
specific components of dimensions ________
during different points in a person’s development.
GROW AND SHRINK
are those biological and environmental factors that have a strong correlation with
chronological age, such as puberty or menopause, or age-based social practices such
as beginning school or entering retirement.
NORMATIVE AGE-GRADED INFLUENCES
are associated with a specific time period that defines the broader environmental and
cultural context in which an individual develops.
NORMATIVE HISTORY-GRADED INFLUENCES
are unpredictable and not tied to a certain developmental time in a person’s
development or to a historical period. They are the unique experiences of an individual,
whether biological or environmental, that shape the development process.
NON-NORMATIVE INFLUENCES
refer to changes in the individual’s thought, intelligence, and language. Watching a
colorful mobile swinging above the crib, putting together a two-word sentence, memorizing a poem,
imagining what it would be like to be a movie star, and solving a crossword puzzle all involve cognitive
processes.
Cognitive
Processes
produce changes in an individual’s physical nature. genes inherited from parents, the development of the
brain, height and weight gains, changes in motor skills, nutrition, exercise, the hormonal changes of
puberty, and cardiovascular decline are all examples of biological processes that affect development.
Biological
Processes
Processes involve changes in the individual’s relationships with other people, changes in
emotions, and changes in personality.
Socioemotional processes
is the time from conception to birth. It involves tremendous
growth—from a single cell to an organism complete with brain and behavioral
capabilities—and takes place in approximately a nine-month period.
PRENATAL PERIOD
is the developmental period from birth to 18 or 24
months. Infancy is a time of extreme dependence upon
adults. During this period, many psychological activities—
language, symbolic thought, sensorimotor coordination,
and social learning, for example—are just beginning.
Infancy
is the developmental period from the end of infancy to age 5 or 6. This period
is sometimes called the “preschool years.” During this time, young children learn to become
more self-sufficient and to care for themselves,
develop school readiness skills (following instructions, identifying letters), and spend many
hours in play with peers. First grade typically marks the end of early childhood.
EARLY CHILDHOOD
is the developmental period from about 6 to 11 years of age,
approximately corresponding to the elementary school years. During this period, the
fundamental skills of reading, writing, and arithmetic are mastered. The child is formally
exposed to the larger world and its culture. Achievement becomes a more central theme of the
child’s world, and self-control increases.
MIDDLE AND LATE CHILDHOOD
is the developmental period that begins in the early 20s and lasts through the 30s. It is
a time of establishing personal and economic independence, career development, and for many,
selecting a mate, learning to live with someonein an intimate way, starting a family, and rearing children.
EARLY ADULTHOOD
is the developmental period from approximately 40 years of age to about 60. It is
a time of expanding personal and social involvement and responsibility; of assisting the next
generation in becoming competent, mature individuals; and of reaching and maintaining satisfaction
in a career.
MIDDLE ADULTHOOD
is the developmental period that begins in the 60s or 70s and lasts until
death. It is a time of life review, retirement, and adjustment to new social roles involving
decreasing strength and health. Late adulthood has the longest span of any period of
development.
LATE ADULTHOOD
also called senescence, in human beings, the final stage of the normal life
span. This is the stage of life from the 60s onward; it constitutes the last stage of
physical change. The skin continues to lose elasticity, reaction time slows further, and
muscle strength diminishes. Hearing and vision—so sharp in our twenties—decline
significantly; cataracts, or cloudy areas of the eyes that result in vision loss, are
frequent. The immune system is weakened, and many older people are more
susceptible to illness. The aging process generally results in changes and lower
functioning in the brain, leading to problems like memory loss and decreased
intellectual function.
OLD AGE
involves the extent to which
development is influenced
by ____ to an organism’s biological
inheritance, nurture to its
environmental experiences.
NATURE AND NURTURE
Involves the degree to
which we become older
renditions of our early
experience or whether we develop into someone different from who we
were at an earlier
point in development
STABILITY AND CHANGE
focuses on the degree to
which development involves
either gradual, cumulative
change or distinct
stages. In terms
of continuity, as the oak grows
from seedling to giant oak, it
becomes more of an oak—its
development is continuous .
CONTINUITY AND DISCONTINUITY
present at birth and represents everything that we inherit from our parents. It comprises
our needs that require constant fulfillment and operates on the pleasure principle, as well as
the need for immediate gratification, without regard for consequences or realities.
ID
Arises from the Ego and develops as an internal representation of the
moral values of the environment. The Superego judges what we should morally do or
not do, and guides us about the should and should nots of our lives. It rewards us
with pride and positive feelings upon doing good, and punishes us with feelings of
guilt, shame or fear for not abiding by values that we have set for ourselves.
SUPEREGO
develops as a result of our attempts to satisfy our needs through interactions with
our physical and social environment. The Ego is also a decision-maker that operates on
the reality principle, evaluating conditions of the real world which may or may not satisfy
the Id’s demands and seeking acceptable methods of fulfilling the Id’s wishes.
EGO
In the first stage of personality development, the libido is centered in a baby’s
MOUTH
The libido now becomes focused on the (1-3)
ANUS
Freud suggested that during the phallic stage, the primary focus of the libido is on
the (3-6)
GENITALS
- Occurs in boys
- Desire for stimulation or masturbation of his own genitals.
- Have sexual/sensual desires for his mother.
- Boys begin to view their fathers as a rival for the mother’s affections.
The Oedipus complex describes these feelings of wanting to possess
the mother and the desire to replace the father.
OEDIPUS COMPLEX
The child also fears that he will be punished by the
father.
CASTRASION ANXIETY
- Occur in girls.
- Attracted towards their father.
- Notice that she does not have the sex organs like her
father and brother. - Feeling of being castrated by her mother which makes
her angry and she starts devaluating her mother. - The girl then represses her feelings (to remove the
tension) and identifies with the mother to take on the
female gender role. - It is well said saying “A father is a daughter’s first love.”
ELECTRA COMPLEX
