development Flashcards
development psychologist
study how our behaviors and thought change over our lives from birth to death (maturation)
cross sectional studies
a number of people of diffrent ages are assesd at one point in time and diffrences are noted
longitudinal study
asses the same participants multiple times over a lengthy period
Nature vs nurture
nature-refers to a persons biological inheritances especially his or her genes
nurture-refers to the individuals environmental and social experiences
maturation
a stage of completion of growth and strengthening of acquired mental, social and emotional development
zygote
a fertilized egg a single cell with 23 chromosomes from the mother and 23 from the father
embryo
organ formation
fetus
An unborn offspring that develops and grows inside the uterus
teratogen
any agent that causes a birth defect
fetal alchol syndrome (FAS)
physical abnormalities and cognitive deficiencies
rooting reflex
touch baby’s cheek
stucking reflex
infants tendency to suck on things that touch its lips
grasping reflex
an involuntary grasping by an individual of anything that touches the palm
moro reflex
activated when support for the neck and head is suddenly removed the arms of the infant are thrust outwards and then appear to grasp onto something
babinski reflex
stroke bottom of
foot causes toes to splay
schema
a mental concept or frame workthat organizes information and provides a structure for interperting it
assimilation
occurs when individuals incorporate new information into existing knowledge
accommodation
occurs when individuals adjust thier schema to new information
jean piaget
actively construct thier cognitive world as they go through a series of stages
sensorimotor stage
birth 2 years of age coordinating sensory experiences
object permanence
understanding that objects and events continue to exist even when they cannot directly be seen heard or touched
preoperational stages
2-7 years of age child begins to represent the world with woed and images
egocentric
the tendency to emphasize ones own needs concerns and outcomes rather than those of other
animism
the inanimate objects have thoughts and feelings
concerete operational stage
child can now reason logically about complex relationships between different characteristic of objects
conservation
objects remain the same even when thier shape changes
formal operational stage
the adolosent reasons in more abstract idealistic and logical ways
lev vygotsky
believed that social interaction plays a critical role in children learning
social development theory
Stages of grief
Elisabeth Kubler-Ross
Coming to terms with terminal illness/ grieving
zone of proximal development
the range between the developed level of abilit the child displays
fluid intelligence
those abilities requiring speed or rapid learning
crytallized intelligence
learned knowledge and skills such as vocabulary
temperament
a persons chracteristics way if responding emotionally
imprinting
anykinds of phase sensitive learning that is rapid and apperently independent of sequences of behavior
infant attachemtn
the class emotional bond between and infant and its caregiver
mary ainsworth
the primary guardian leaves a child with a stranger and then returns
secure attachement
the ways that infants use thier caregiver as a secure base from which to expolre the enviormen
avoidant attachment
the child is inhibited in the presence other primary caregiver and may pretend to not be distressed when he or she leaves even thought they are stressed
ANxious ambivalent attachment
the child may have stormy relationships with the primary caregiver is distressed when they leave and has difficulty being conselld when they leave
harry harlow attachement reasearch
rhesus monkey infants need comfort and secrutiy as much as food
eriksons thoery of socioemotional development
stages (8) theory of development (Adopted freuds theories)
-personality was profoundly influenced by our experiences with others
– each stage centers around a specific social conflict
trust vs mistrust
the firs of eriksons eigh stages of psyhco social development between birth and 18 months of age
automony vs shames and doubt
second stage of Erick Erikson theory of psychosocial development
industry vs inferiority
fouth stage in which children enter into the greater society beyond the family for the first time
identity v role confusion
Fifth stage adolescents need freedom to choose but not so much freedom that they connot in fact make achuite
Intimacy v isolation
18- 40
-sixith stage of erik Eriksons theory of psychological development
generativity vs stagnation
– Generativity vs. Stagnation
– 40’s and 50’s
– Be productive in BOTH
career and home life
– Change or identity or those
around us
Integrity vs. despair
– 60’s-?
– Evaluation of their lives
– Accepting your
successes and your
failures
– wisdom or bitterness
Authoritarian parenting:
–Strict standards and
punishments
–Be obedient with little
rational for why
–Children usually distrust
others and are withdrawn
from peers
Authoritative parenting:
–Consistent standards but
standards are reasonable and
explained
–Encourages the child to be
independent but not passed rules
–Praise as often as punish
–Most desirable parenting style
–Children tend to be socially
capable and better in school
Permissive parenting:
–Placing few limits on the
child’s behavior
–No clear guidelines not
enforced
–Children typically have
emotional control problems
and are more dependent
Kohlberg’s Theory: Moral development:
focuses on how children develop morality and moral reasoning
Preconventional level-
7-10 years
No internalization
Moral decisions based on fear of
punishment
Stage 1- avoid punishment and
receiving rewards(fear)
Stage 2- focus on individualism and
exchange- work for their own
interest and strike deals with others
to satisfy the other person-
Conventional level 10-16
yrs
Intermediate Internalization-
internalizing society’s rules and
morals- obey rules because of moral
and societal obligations
Knowing it’s “the right thing to do”
Stage 3-live up to what others
expect of them
Stage 4- develop a conscience
Post conventional level
16 on
Stage 5-Social Contract or Utility and
Individual rights
Individuals reason that values,
rights, and principles transcend the
law
Stage 6-Universal ethical principles of
justice
The person has developed moral
judgments that are based on
universal human rights. When faced
with a dilemma between law and
conscience, a personal,
individualized conscience is
followed
Few reach this stage
Gender identity:
the awareness that they are boys or girls by age 3
a person’s perception of having a particular gender, which may or may
not correspond with their birth sex.
Gender typing:
acquisition of sex-related roles
is the process by which a child becomes aware of their gender and
thus behaves accordingly by adopting values and attributes of
members of the sex that they identify as their own.
Gender role:
set of expected behaviors for males and females
gender schema theory
The theory that children learn from their cultures a (mental) concept of what it means to be
male and female and they adjust their behavior accordingly.
gender-typing
the acquisition of a traditional masculine or feminine role
