Developing the Whole Person Flashcards
1
Q
Refers to the pattern of change in human capabilities that begins at conception and continues throughout the lifespan.
A
Development
2
Q
Development involves _____ but also consists of _____.
A
Growth, decline
3
Q
Intrigued by its universal characteristics and by its individual variations
A
Researchers > development
4
Q
The product of several processes
A
Pattern of development
5
Q
The scientific study of how people change and stay the same
A
Human development
6
Q
Two forms of change:
A
Quantitative, qualitative
7
Q
Change in the number of amount of something (height, weight, age)
A
Quanti
8
Q
Change is in kind, structure, or organization which is marked by emergence of a new phenomenon that could not have been predicted from earlier functioning (intelligence, change in attitude, cognition, speech)
A
Quali
9
Q
Changes in an individual’s biological nature = Maturation
A
Physical processes (e.g. hormonal changes, brain changes, height, weight, and motor skills = developmental role of biological processes)
10
Q
Changes in an individual’s thought, intelligence, and language
A
Cognitive processes
11
Q
Changes in an individual’s relationships with others, changes in emotions, changes in personality
A
Socio-economic processes
12
Q
Processes that are intricately interwoven
A
Physical, cognitive, and socio-economic
13
Q
Shape cognitive processes
A
Socio-economic process
14
Q
Promote or restrict socio-economic processes
A
Cognitive processes
15
Q
Influence cognitive processes
A
Physical processes
16
Q
Integrated human being = body, mind, and emotion are _____
A
Interdependent
17
Q
8 stages of human development:
A
Prenatal stage, infancy (0-2 yo), early childhood (3-6 yo), middle childhood (7-12 yo), adolescence (13-19 yo), young adulthood (20-35 yo), middle adulthood (36-49), late adulthood/old age (50 onwards)
18
Q
Factors that facilitate the existence of wide individual differences
A
Critical period, internal and external influences
19
Q
The specific time during development when a given event has its greatest impact
A
Critical period
20
Q
Hereditary and environmental influences
A
Internal and external influences
21
Q
Interaction among them that influences development
A
Maturation and experience
22
Q
Also known as phylogenetic function; biologically based changes that follow an orderly sequence; functions common to the human race
A
Maturation
23
Q
Also known as ontogenetic function; a relatively change in behavior brought about by experience
A
Learning
24
Q
Describes the pattern of behaviors in development
A
Definite and predictable
25
Beginning from the head, down to the feet
Cephalocaudal
26
Center/core of the body and then slowly makes its way outwards to the edges of the body
Proximodistal
27
Areas of development:
Psychosexual, psychosocial, cognitive, moral reasoning, psychospirituality
28
Aids development (physical, social, intellectual emotional)
Stimulation
29
When one adapts easily to environmental demands; good adjustment
Equilibrium
30
When one experiences difficulies in adaptation; poor adjustment
Disequilibrium
31
Each stage of development has _____.
Hazards
32
The nature and nurture in development:
Genetic and environmental influences, behavior genetics
33
Individuals differ from one another by only about _____ of their genes.
1 to 1.5%
34
Four fundamental relations:
Parents' genotype, child's genotype, child's environment, child's phenotype
35
Each cell of our body contains ___ pairs of chromosomes.
23
36
Determine an individual's sex
Sex chromosomes
37
Female sex chromosomes
two X chromosomes in the 23rd pair
38
Male sex chromosomes
XY chromosomes
39
Two or more different forms of about a third of human genes
Alleles
40
Form of the gene that is expressed if present
Dominant allele
41
Is not expressed if a dominant allele is present
Recessive allele
42
A person who inherits two of the same alleles for a trait
Homozygous
43
Inherits two different alleles
Heterozygous
44
A highly salient and important part of a child's environment
Parents' relationship with the child
45
Believe that most traits of interest are multifactorial; affected by many environmental f actors as well as by many genes
Behavior genetics
46
Occurs when a single sperm cell from the male penetrates the female's
Conception
47
Ovum (egg) =
Fertilization
48
Fertilized egg
Zygote
49
Period of prenatal development classified my conception, forms 46 chromosomes; weeks 1 and 2
Germinal period
50
Week 3-8, cell differentiation intensifies
Embryonic period
51
Months 2 to 9; life can be sustained outside the womb
Fetal period
52
Capacities of the newborn
Sense of hearing, vision, taste and smell,
53
Believed infants are born into "one great blooming buzzing confusion"
William James
54
Said babies are "remorselessly pleasure seeking"
Sigmund Freud
55
Posited that babies progress from simple reflexes to more complex though in their first two years
Jean Piaget
56
Showed that infants as young as 3 months recognize that the world functions by predictable rules
Elizabeth Spelke
57
The earliest emotions infants display
Empathy
58
A skill that first appears at 10 months, an important marker of a baby's emotional and social growth
Gaze following
59
The result of many converging factors: development of the nervous system, body's physical properties, and its movement possibilities
New behavior
60
Within the relatively short time of approximately ___ years, most children progress from uttering simple sounds to using the words of their language.
2 ("communicative competence")
61
A span of time when the individual is ready to learn
Critical period
62
Said that critical period between about 18 months of age and puberty during which a first language must be acquired
Eric Lenneberg
63
Mental processes by which knowledge is acquired
Cognition
64
Refers to the changes that occur in children's mental skills and abilities over time.
Cognitive development
65
Worked on the theory of cognitive development or genetic epistemology
Piaget
66
A central idea that is essential for cognitive development
Interaction with one's physical and social environment
67
The exploration and experimentation results from their environment are used by the developing child to build or construct _____.
Schemas
68
Involves building schemas through direct interaction with the environment
Adaptation
69
A process that takes place internally apart from direct contact with the environment
Organization
70
We use our current schemes to interpret the external world.
Assimilation
71
We create new schemes or adjust old ones after noticing that our current way of thinking does not capture the environment completely.
Accommodation
72
Implying a steady, comfortable condition
Equilibrium
73
Cognitive discomfort; new information does not match their current schemas, so they shift away from assimilation toward accommodation.
Disequilibrium
74
Describes the nature of cognitive development
Stage-like
75
Number of universal stages of cognitive development
Four
76
This stage involves the use of motor activity without the use of symbols; limited knowledge; based on physical interactions and experiences.
Sensorimotor stage
77
The understanding that the object continues to exist when out of sight
Object permanence
78
The memory is developing at object permanence which occurs at _____ months.
7-9
79
During this stage, children begin to use language and memory, and imagination also develop.
Preoperational stage
80
Describes that intelligence is egocentric and intuitive, not logical
Transductive reasoning
81
The infant has difficulty taking the viewpoints of others.
Egocentric
82
An experiment - children possess egocentrism characteristics of thought during the preoperational stage
Mountain task experiment
83
Intellectual development through the use of logical system and systematic manipulations of symbols, related to concrete objects
Concrete operational stage
84
A major turning point in the child's cognitive development; beginning of logical or oprational thought
Concrete stage
85
The understanding that something stays the same in quantity
Conservation
86
Adolescents and adults use symbols related to abstract concepts; multiple variables in systematic ways, formulate hypotheses, think about relationships and concepts
Adolescents
87
Age when the formal operational stage begins and lasts into adulthood
Age 11
88
Psychological (emotional) and social (relationships)
Psychosocial
89
Refers to the changes that occur in children's personal identity and emotional process over time
Psychosocial development
90
Erikson's birth and death dates
June 15, 1902- May 12, 1994
91
Based on eight stages of development; development through life is a series of stages which are each defined by a crisis or challenge
Psychosocial development theory
92
Eight stages of the psychosocial development theory:
Infancy, toddler, pre-schooler, grade schooler, adolescent, young adult, middle adult, old age
93
Birth to 1 year; important event is feeding; loving, trusting relationship with the mother/caregiver through feeding, teething, and comforting; about fulfilling needs
Stage 1 Trust vs. Mistrust
94
Results from failure resolving trust vs. mistrust
Sensory distortion and withdrawal
95
1 to 3 yo; toilet training; relationship with the parents; mastering of physical skills
Stage 2 Autonomy vs. Shame/Doubt
96
Means being your own boss
Autonomy
97
Result when Stage 2 is not handled well
Shame, doubt, impulsivity, compulsion
98
3 to 6 yo (preschool); important event is independence; family relationship; more assertive in exploration
Stage 3 Initiative vs. Guilt
99
Result from failure to resolve initiative vs. guilt stage
Ruthlessness and inhibition
100
6 to 12 yo (school age); important event is school; relationships are teachers, friends, and neighborhood; deal with new skills and develop a sense of achievement and accomplishment
Stage 4 Industry vs. Inferiority
101
Where most children begin formal education
Stage 4 Industry vs. Inferiority
102
Failure to resolve industry vs. inferiority resolves to these
Sense of inferiority, failure, and incompetence
103
12 to 20 yo (adolescent); development of peer relationships as the important event; relationships with peers, groups, and social influences; must achieve a sense of identity in occupation, sex roles, politics, and religion
Stage 5 Identity vs. Role Confusion
104
A teenager's main social need according to Erikson
Discover his or her social identity
105
Failure to resolve stage 5 can lead to
Repression of aspects of the individual for the sake of others (fanaticism)
106
20 to 40 yo; parenting; develop intimate relationships
Stage 6 Intimacy vs. Isolation
107
Failure of the intimacy vs. isolation stage leads to
Promiscuity, exclusivity, and isolation
108
40 to 65 yo; parenting; children and the community; adults to find way to satisfy, support, and contribute to the next generation
Stage 7 Generativity vs. Stagnation
109
Failure to resolve the generativity vs. stagnation stage can lead to
Overextension or rejectivity
110
65 yo to death; reflection on and acceptance of the individual's life as the important event; creating meaning and purpose of one's life and reflecting on life achievements
Stage 8 Integrity vs. Despair
111
Failure to accomplish stage 8 integrity vs. despair can lead to
Disdain and despair
112
Principles/standards of right or wrong actions
Moral
113
Importance of how children develop their sense of right and wrong over time
Moral development
114
Performed cross-cultural studies of moral development in Israel and Belize
Kohlberg
115
Characterized by their interest in others
Infants
116
Cooperation and negotiation begin to develop
Early childhood
117
Understand fairness, capacity to feel guilt, and shame; pro-social
Middle childhood
118
More advanced reasoning; personal needs and self-interests
Adolescence
119
Holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages
Kohlberg's theory
120
The process of moral development principally concerned with _____
Justice
121
Three levels of the Kohlberg's stage theory
Preconventional, conventional, and post-conventional
122
Child's level; judged morality of an action by its direct consequences; self in an egocentric manner; not yet adopted or internalized society's conventions
Level 1 (Pre-Conventional)
123
Strict set of rules must always be followed; ideas of punishment and permission; follow the norms of society to avoid punishment
Stage 1 Punishment avoidance and obedience orientation
124
Fair exchange policy; punishment weakens; the set of rules blindly followed are subject to change; punishment is only a risk not a certainty
Stage 2 Exchange of favors: Self-interest orientation
125
Typical of adolescents and adults; obeys rules and follows society's norms
Level 2 (Conventional)
126
"Good boy/nice girl" orientation; live up to the expectations of community; dependent on public approval
Stage 3 Good boy/nice girl: Interpersonal accord and conformity (Social norms)
127
Emphasis on obeying laws, respecting authority, and performing one's duties; perspective changes to society as a whole
Stage 4. Law and order: Authority and social-order maintaining orientation
128
Individuals are separate entities from society; live by their own abstract principles.
Level 3 (Post-Conventional)
129
Community respect, respecting social order, and respect for legally/determined laws; basic human rights including life and liberty
Stage 5 Social contract orientation
130
Universal principles of justice; unbiased and impartial eyes
Stage 6 Universal ethical principles 9Principled conscience)
