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Development Flashcards

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1
Q

developmental psychology

A

the study of physical, cognitive, and emotional changes over a lifespan

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2
Q

phases of lifespan

A

infancy (and toddlerhood), childhood (3-early MS), adolescence, adulthood

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3
Q

themes in developmental psych-nature vs nurture

A
  • does development happen cuz of biology or stuff we learn? both
  • nature: maturation-physically driven changes, based on biology-puberty, grow teeth-can’t influence/decide these changes-genetically predisposed
    nurture: learning, socialization-learning to make friends, how to act in public, share, away from parents
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4
Q

themes in developmental psych-continuity vs discontinuity

A
  • does development happen gradually on a continuous path or does it happen in stages?
  • most theories include stages
  • ex: height, boys have growth spurts so have stages, with girls it’s more gradual and continuous
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5
Q

developmental psych-research methods

A

longitudinal data: watch first graders, keep watching same kids until they’re seniors
cross-sectional studies: watch 1st graders, 2nd grader, 3rd graders, etc., in same year-diff kids

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6
Q

prenatal development

A

zygote, embryo, fetus

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7
Q

prenatal development-zygote

A

after conception happens-fertilized egg-for about 2 weeks-zygote implants on the uterus wall, becomes an embryo

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8
Q

prenatal development-embryo

A
  • 2 weeks post-conception to 8 weeks post-conception

- central NS and major organs begin to form-may see spontaneous abortion/miscarriage here if these don’t form

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9
Q

fetus

A

-week 8 to week 38-40 (full term)-at about 15 weeks, the major organs start to function-if don’t, then miscarriage-don’t tell friends until then (3 months)-can’t get abortion after this

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10
Q

age of viability

A

the age at which the fetus can survive outside the womb-about 24 weeks now-often have major developmental problems if born this early-cognitive problems too-but some kids are fine

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11
Q

normal weight of a newborn

A

7 lbs

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12
Q

influence on fetal development-good influences

A

pre-natal vitamins, special diet-good nutrition and exercise

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13
Q

influence on fetal development-bad influences

A
  • stress
  • terratogens: toxins (something poison to fetus)-things mom ingests (drugs and alc, cigarette smoke), things in environment (lead poisoning, lead in the air, paint thinner, hair dye, shellfish, fish with mercury, caffiene), diseases that get passed on (AIDS, rubella)
  • Fetal Alcohol Syndrome (if mom ingests too much alc and gets alc poisoning, baby can have this-small physically and small and malformed brain)
  • genetic info
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14
Q

Infancy

A
  • infants are completely dependent on others
  • lots of physical and cognitive development that needs to happen here-the more that needs to happen/the longer dependency is, the longer this stage lasts-so longer for more complex animals like chimps
  • they do have reflexes and senses
  • go through neuronal and motor skills development
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15
Q

Infancy-reflexes

A
  • rooting (for food source, if touch cheek will turn head that direction)
  • sucking (will suck on anything in mouth)
  • grasping (will grasp anything in hand)
  • Babinski (if touch bottom of foot, toes fan then curl back)
  • stepping (support newborn under the arms and it’ll simulate walking strides-stops at about 2 mo)
  • Moro (aka startle-an unexpected stimulus like loud noise causes child to throw arms and legs out then pull in and shake)
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16
Q

infancy-senses

A
  • sight doesn’t work too well, can’t focus clearly beyond 1 ft. (good cuz caregiver’s face that far when holding baby), don’t see colors and lines too well-then gets better with age, then worse again oftentimes
  • hearing and touch and smell work well
  • sense of taste more sensitive than ours-if mom eats something new, baby nurses a few hours late, may refuse, not like it
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17
Q

infancy-neuronal and motor skills development

A
  • babies born with many neurons, brains develop greatly in first few years, billions of neurons form in these years-many of these form myelin sheet-undergo myelinization, grow white matter-allows more messages to travel faster, more efficiently-kids improve memory, motor skills-can’t even turn over at birth, can run by 2
  • brain at 80% of adult weight by age 4
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18
Q

Adolescence-physical development

A
  • puberty-sexual maturation-about 2 yr before start to show changes, hormone levels rise, trigger changes-will take a couple of years for all the changes to happen
  • primary and secondary sex characteristics
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19
Q

Adolescence-phys development-primary sex characteristics

A
  • reproductive organs-born w these-ovaries and testes–>internal part, external part too
  • trigger puberty, get secondary sec characteristics as a result
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20
Q

Adolescence-phys development-secondary sex characteristics

A

develop at/through puberty as a result of the hormones-breast and hip development for girls, beards and broader shoulders and deep voices for guys

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21
Q

Adolescence-the markers of the start of puberty

A

girls: menarche (1st period)
boys: first ejaculation/live sperm

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22
Q

Adulthood-physical development

A
  • late 20s-early 30s: peak in phys development
  • most of the noticeable changes happen later: 50s, 60s, 70s-vision starts to go, hearing loses some sensitivity, less of a sense of tase-gradual changes, learn to adapt-except w hearing, don’t notice, think everyone’s whispering, hiding things from you-reaction times get slower (bad w driving)
  • adapt, do well, but later when very old changes start to become noticeable, impact daily life
  • stay physically and mentally active to delay these changes, stay healthy and functioning well for longer
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23
Q

brain needs to _____ for cognitive development to occur

A

physically develop

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24
Q

Piaget’s Theory of Cognitive Development

A

worked w Alfred Binet, who was studying intelligence-Piaget had to interview kids for him, ask them home they thought the world worked-conclusion: kids think differently than adults, not just little adults w less knowledge-will take time to change brain wiring, have them stop making mistakes, taking things literally-he said cognitive dev hinged on phys dev-gotta wait until the kid’s brain grows-nature part-nurture important too, but Piaget thought nature was the most important
-he came up w assimilation, accommodating, and the 4 stages of cognitive development

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25
Q

Piaget’s Theory of Cognitive Development-assimilation

A

how kids first start to expand their thinking on the world-little kid has a few schemas, try to take new info and fit into category you already have, your schemas-call cow “doggie” cuz only schema is “doggie”, cow also 4 legged animal so also “doggie”

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26
Q

Piaget’s Theory of Cognitive Development-accommodating

A

get all this new info (in assimilation), broaden your base, come up with new schemas and categories cuz easier than fitting everything into your few schemas

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27
Q

4 stages of cogntive development

A

sensorimotor stage, preoperational stage, concrete operational stage,formal operational stage

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28
Q

4 stages of cogntive development-sensorimotor stage

A

Birth to 1.5-2 yrs - Babyhood
Baby learns about their world thru sense, mostly putting in mouth (senses part), after a while can physically manipulate things with muscles-push,pick things up, throw (motor part)
-gain object permanence at 9 mo and gain representational thought

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29
Q

4 stages of cogntive development-preoperational stage

A

1.5/2 to 6 or 7 yrs. - before do things mentally, you have a mental representation. Can imagine obj. but can’t imagine an obj. pushing another.
ie - imagine doll but not doll pushing block
-develop language-image of word in head and know meaning
-develop sense of self-see if recognize self when in front of a mirror
-get embarrassed when do things not supposed to
-start to have imaginary friends, can pretend
-egocentric thinking
-marker between this stage and next-principle of conservation

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30
Q

4 stages of cogntive development-concrete operational stage

A

6/7 yrs - early adolescence
Can now manipulate concrete objs, add in head, imagine someone doing some action (doll push block)
-can think of concrete things
-can think of abstract things only in concrete ways
-gets good at reversing operations, playdough ball to stick and back again
-can operate in society at certain level, like farmer in 1800s but need more school to develop beyond this stage for more complex jobs

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31
Q

4 stages of cogntive development-formal operational stage

A

Teens and beyond-some people never make it here
-think about more abstract concepts (friends because share toys but also because care about me, there for me
-solve problems, think about thinking
-Piaget says changes in thinking due to brain changes - neural pruning happening, brain/glial cells clean up/get rid of neurons not used.
Reason why HS try to teach all subjects so able to do things might need later in life

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32
Q

object permanence

A

in sensorimotor stage-understands things still exist even if not seen ~9 months

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33
Q

representational thought

A

in sensorimotor stage-can picture something in mind, can imagine it has been moved/hidden.
-relates to understanding Object Permanence

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34
Q

egocentric thinking

A

in preoperational stage-can’t put self in someone else’s shoes
only process things from your perspective

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35
Q

principle of conservation

A

marker between preoperational stage and concrete operational stage-understanding that just cuz the shape changes, doesn’t mean amount does. Ball of playdough, changed into a cylinder - don’t believe same amount. Once learn principle,then understand same.
-learn with solids first, then liquids. Some adults still have difficulty with liquids.

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36
Q

evaluation of Piaget’s thoery

A

Overall, PIaget was right-kids move through stages & stages are pretty universal.
Criticism - the stages aren’t as discrete as he said, kids can be between stages, have some parts of each, may have underestimate kid’s abilities, kids actually get obj. permanence at 4 mo. cuz Piaget said only had it if grabbed but at 4 mo can’t grab as well but will look for it.
-Same with princ. of conservation. Piaget used marbles but if used M&Ms kids would know which line had more at a younger age
-Kids do think differently than teens and adults though

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37
Q

Neo-Piagetians

A

Takes Piaget’s theory and add - 5th level of thinking

  • Dialectic thinking/post formal stage: comes from Romantic philosopher, Hegel.
  • Dialectic:a very sophisticated way of thinking about something. Start with a generally accepted idea (thesis) and antithesis (new/different idea). Take one way of thinking, add info, then revise
  • thesis and antithesis = synthesis
  • synthesis becomes new dominant way of thinking
  • this stage is when you learn to synthesize ideas, analyze, make big decisions, use info and add new. Think in very complicated way
38
Q

Vygotsky’s Theory of Cognitive Development

A

contemporary of Piaget (worked around same time), lived in Soviet Union at time of Stalin so his research did not come out until 1980s.

  • focused on nurture, kids nature evolved because of environment (parenting, education)
  • internalization and zone of proximal development
39
Q

Vygotsky’s Theory of Cognitive Development-internalization

A

learn from parents
-take an idea as your own, ie-learn from parents not to steal. Child doesn’t steal because gets punished but as “internalize” this idea, know not to do it. no longer tied to fear of punishment

40
Q

Vygotsky’s Theory of Cognitive Development-zone of proximal development

A

a kid’s potential-if I put you in a good environment, what might you be able to do?-put kids in a lot of different classes, many diff areas, good environment in every area to see where potential is-works in education system-give every kid an opportunity

41
Q

Cognitive Development in Childhood

A

Piaget and Vygotsky basically right so see their cards-nature and nurture important, together make up cognitive dev in childhood

42
Q

Cognitive Dev in Adolescence

A
  • the things you’re working on as teens are decision-making, problem-solving, reasoning
  • can think beyond concrete things, can think ahout things in an abstract way
  • can start to plan ahead, make good decisions
  • metacognition–>thinking about your thinking-prefrontal cortex working in this
43
Q

Cognitive Dev in Adulthood

A

Think the same way as you do at the end of adolescence

  • speed - accuracy tradeoff: as adults age, ability to make decisions and solve probs slows down but get better at making them, less mistakes. in most cases, better off,unless under stress of making decisions quickly. Make bad decisions under pressure but if have time use past experience and memories to decide
  • working memory is slower, social skills higher, strength to solve probs higher, vocabulary higher
44
Q

Social Development

A

Changes over a lifetime in personality, emotions & how we interact with ppl
-how we think about ourself and how we deal with other ppl
-linked to physical & cognitive development, both impact social development
physical - 3rd gr boys have cooties, 8th gr boys are hot
cognitive - empathy, decide to act, think abstractly, what if questions, the way you think about and treat others is affected by how you think

45
Q

Social Development-Theory of Mind

A

Understanding that other ppl might have diff values, goals, inteersts than you.

  • have to decide how to put self in another’s shoes to interact w/them based on this.
  • a step above egocentric thinking
  • some parts come at 4/5 yrs, other parts later
    ie: at 4 get sis firetruck toy for present cuz you love trucks. at 10 can put self in her shoes and get Barbie even tho you don’t like Barbies
  • helps you get along with ppl, allows you to at first be sympathetic then empathetic, realize what’s important to your friends, what they like, what cheers them up
46
Q

Social Development-Erikson’s psychosocial theory

A

Erikson was a Neo-Freudian/psychodynamic theorist
-focused on unconscious and its role in social development
-said ppl developed soically in 8 stage
-in each stage have to resolve an unconscious concept, if can resolve successfully, can move to next stage
-unresolved conflicts get in the way of your ability to interact well with others
(see paper flashcards for stages)

47
Q

Evaluation of Erikson’s Theory

A
  • not cross-cultural-based on western, industrial, post-industrial societies with set education and retirement systems
  • conflicts seems reasonable, but are they a person’s most important conflict in each stage? sometimes,person may have similar experiences but no exact
  • gender differences-esp in stages 5 and 6
  • for western cultures, stages about right about ages and problems, general ideas work
48
Q

Attachment Theory

A
  • attachment: long term bond, feelings of closeness
  • infants get it w caregivers, people get it w family members
  • happens automatically if you’re raising your kid correctly-just happens by taking care of baby, feeding it, cuddling it-when feeling this closeness, being cuddle, release chemical called oxytocin (love hormone)-makes you want to keep holding baby
  • John Bowlby studied this
49
Q

Attachment theory-attachment in animals-imprinting

A

Conrad Lorenz studied this-tested duckling-animals (ducks esp) imprint on the first moving thing they see, follow it around, usually mom so good but bad if not-“Are You My Mommy?”

50
Q

Attachment theory-attachment in animals-Harlow and monkeys

A

tested what happens w attachment in moneys-theory then that humans and animals attached to mom cuz she gives them food, Harlow said idts, they get comfort from mom so attached to her-tested this w monkeys, scared them-gave them cloth vs wire “mom”-preferred cloth cuz gave contact comfort (comfort of being held gently, touching something soft-isolated groups of baby monkeys to test what happens if no mom, no comfort-put isolated monkeys w fake wire or cloth mom instead of real mom-isolated for 3 mo, normally adjust after a while, if 6mo, some fine some awful most in middle, could be helped w “therapy” by playing w baby monkeys, if 12mo couldn’t be helped, didn’t want to reproduce or play w others

51
Q

Attachment theory-attachment in children-the strange situation

A
  • laboratory program done by Mary Ainsworth that assesses how (1 yr old) infants respond to separation from mom and how they react to her coming back
  • 8 steps
  • dependent variable: baby’s rxn to separation and behavior after reunion
52
Q

Attachment theory-attachment in children-the 8 steps of the strange situation

A
  1. introduction to experimental room-walk in
  2. exploration-get used to room, explore
  3. stranger enters-talks w mom, then plays w kid, mom leaves quietly
  4. first separation-stranger plays w kid, pretty happy
  5. first reunion-mother returns, comforts baby, stranger leaves
  6. second separation-mom leaves, kid alone, cries
  7. stranger returns-try to interact and play w baby, baby still pretty sad
  8. second reunion-mother returns, stranger leaves, baby comforted
53
Q

Attachment theory-attachment in children-4 attachment styles

A

secure attachment, insecure avoidant, insecure resistant, insecure disorganized

54
Q

Attachment theory-attachment in children-4 attachment styles: Secure Attachment

A
  • kid very upset by mom leaving, run right to her when she comes back, held, calms down, then plays
  • 66% of kids
55
Q

Attachment theory-attachment in children-4 attachment styles: insecure avoidant

A
  • don’t respond differently to separation or reunion, baseline behavior, not distressed or really affected by sep. or reunion-don’t want or seek comfort when mom comes back in, sometimes avert gaze if mom tries to hold/touch/comfort in extreme cases
  • 22% of kids
56
Q

Attachment theory-attachment in children-4 attachment styles: insecure resistant

A
  • don’t explore the environment, distressed upon separation, not comforted when mom comes back and picks them up, don’t run to them, can’t get it together, keep crying
  • 12%
57
Q

Attachment theory-attachment in children-4 attachment styles: insecure disorganized

A

-baby has no clear strategy with how to deal wit separation and reunion, often happens after abuse or mentally ill mom

58
Q

what parenting behaviors are associated with diff attachment styles?

A

secure attachment: moms comfort and interact w kids more, happier to see baby, more responsive w them, spend lots of time w them
-diff parenting associated w diff styles

59
Q

Evaluation of Theory of Attachment

A
  • criticism: specific to western cultures; results based on decisions/observations/biases of the psychologist, may not be accurate-she only looked at moms, works just as well w dads-kids change behavior so much, have to observe them a few times, behavior has variability
  • praise: results have been duplicated many times, still important today
60
Q

Social Development in infants

A
  • major social accomplishment: attachment
  • if you need comfort and caregiver not around around, get it from soft blanket, stuffed animal-soft, cuddly thing-called transitional object, very helpful-help kids calm themselves down-called self-soothing-why lots of kids suck their thumbs
61
Q

Social development in toddlers

A
  • separation anxiety-starting from when a kid is about 6 mo, gets very upset if passed from parent to someone else, even if parent still in room-lasts for a couple of months, then fades
  • stranger anxiety-heightens at 1.5/2 yrs old, lasts longer than separation anxiety-when introduced to strangers get very shy, hide behind mom
62
Q

Social development in Children

A
  • elementary school-job:to make friends-learn how to get along w others, learn rules of your society (Cottage, Heights)
  • little kids really good w operant conditioning, learn quickly that sharing gets you friends, being mean doesn’t
  • parents worry about who their kids are friends w, cuz that’s who they learn from, influenced by-this is why parents try to be friends w parents of kids’ friends, learn more about them
63
Q

role of child in his/her own social development

A
  • kids have an impact on their own development, even if they don’t know it
  • little kids who need the most attention tend to be the ones that are hardest to parent-super emotional, yell a lot-the parents get more impatient, less attentive-so the kid gets more difficult, cycle-little kids harder to manage at 6mo have trouble whole lives cuz of this cycle-can help to use nanny when impatient or just super good parent
  • 2 separate factors: mood (generally happy kid, generally unhappy kid), how intense are your emotions, and how active you are –>if good temperament, generally happy, not active, emotions not intense-easiest to parent
64
Q

role of parents in child’s social develpment

A

Diana Baumrind thought about parental influence, categorized parenting styles into 3 diff titles: authoritarian parents, authoritative parents, permissive parents-reserve reading adds a 4th

65
Q

role of parents in child’s social develpment-authoritative parents

A
  • parent is warm, attentive, sensitive to child’s needs and interests-parent makes reasonable demands for child’s maturity level; explains and enforces rules-parents permit child to make decisions in accord w developmental readiness, listens to child’s viewpoint
  • children are confident, self-reliant, enthusiastic, happier, less troublesome, more successful
66
Q

role of parents in child’s social develpment-authoritarian parents

A
  • parent is cold and rejecting, frequently degrades the child-parent is highly demanding; may use coercion by yelling, commanding, criticizing, and reliance on punishment-parent makes most decisions for the child; rarely listens to child’s viewpoint
  • kids are anxious and insecure
67
Q

role of parents in child’s social develpment-permissive parents

A
  • parent is warm, but may spoil the child-parent makes few or no demands-often out of misplaced concern for child’s self-esteem-parent permits child to make decisions before they’re ready
  • kids are typically less mature, more impulsive, more dependent, and more demanding
68
Q

role of parents in child’s social develpment-uninvolved parents

A
  • parent is emotionally detached, withdrawn, or inattentive-parent makes few or no demand-often lacking in interest or expectations for the child-parent is indifferent to child’s decisions or POV
  • kids: same as w permissive parents
69
Q

role of peers in child’s social development

A
  • kids are influenced by what their friends do and expect fairly early on
  • at 1 yr: parallel play, don’t really have friends, just play next to another kid
  • at abt 3: have definite ideas about who they’d rather play w-new kid usually looks for friends of same language, then gender, then race
  • this continues through entire lives-choose friends based on same interests now, usually people of same gender have more interests in common
  • differences between kids of play kids engage in-boys friends in bigger groups, play competitive games, like getting dirty-use language for organization and direction, as a way to get things done, don’t talk as much cuz playing football or other sport, riding bike-girls tend to play in small groups, talk a lot, imaginative, play make-believe, hurt each other’s feelings more-so boys tend to have longer friendships, friendships repaired more easily-physically fight, then done, friends again
70
Q

Resilience

A
  • the ability to overcome setbacks
  • sometimes this is minor (cut from team), sometimes major (death in family)
  • some ppl born w it, but rare-so psychologists focuz on how to help other kids gain it
  • ppl who have it often have 1 skill really good at, so can say “‘I’m good at one thing, I can be good at something else too”, believe in themselves, tend to have an adult in life trust and look up to/role model,and often belong to strong organizations-youth group or team-the organization and role model can help teach how to manage stress and teach you to cope w things and talk about them
71
Q

Social Development in Adolescence-Identity Development

A
  • Who am I? what do I want to be? What are my values? Who are my friends?-cause stress cuz as you decide who you want to be, may decide don’t want to spend time w old friends, what you want doesn’t match what your parents want you to be-can be fun though-ppl who have trouble w this have an identity crisis-society tries to help w finding identity and marking this w/ rites of passage (secular, religious, cultural things-getting license, Sweet 16, Bat Mitzvah)
  • social competence:as kids get older, learn they need to alter their behavior for diff audiences and diff times-speak diff to grandma and friends, wear PJs to school but not college interview
72
Q

Social Development in Adolescence-“Sturm und drang”

A
  • storm and stress–>teen angst-“no one understands me”,”being a teenager is hard”
  • didn’t exist until mid 1800s cuz teenagerhood didn’t exist-no school, just straight to working, marriage, and children-exists now cuz we have a period of time where must make choices, figure out who to be-result of social changes, but does exist-in last 30 yrs in communities like ours, teen suicide rates have increased, more well off people no longer sure if they work hard will succeed, economy and number of jobs down, more stress
73
Q

Social Development in Adolescence-Personal Fable

A

last gasp of egocentric thinking-kids still think “I’m special, I’m great”-can be useful, kids get passionate about interests-but can become the center of a kid’s life-“I’m gonna be the world’s best ping pong player, I don’t need to go to school anymore”-sacrifice everything for this unrealistic goal, become lonely, disappointed

74
Q

Social Development in Adolescence-Imaginary Audience

A
  • similar idea to Personal Fable, proposed by same guy
  • idea that cuz you still think you’re really important, think everyone is paying attention to you-if you mess up, everyone notices-oversensitivity to ppl judging you cuz you feellike everyone’s paying attention to only you-mortified if w mom at Kmart cuz everyone will see
  • aka Looking-Glass Self: idea where you feel like what you see in the mirror is what everyone sees-everybody sees what you’re doing, what you look like
75
Q

Social Development in Adolescence-Invincibility Fallacy

A
  • “no harm is gonna come to me”-belief that you’re invincible, do dumb things cuz don’t think you’ll get hurt
  • teens are engaging in risky behaviors cuz don’t know if they’re dangerous-if tell them, teach them drinking or texting while driving is dangerous, they’ll stop doing it-but sometimes still just don’t think it’ll happen to them, so still do it even if know it’s dumb, older ppl don’t do this
76
Q

Social Development in Adolescence-relationship to parents

A
  • not everyone will experience all of these things, but most experience parts of/at least some of these things
  • pre-frontal cortex develops last-ability to make good decisions-parents worry you won’t make good decisions, but kids want/need to be independent, clash there, kids think parents don’t trust them, kinda don’t-step by step system of giving more and more independence works best
  • older teens look like adults but brain isn’t there yet, ppl assume you can get there, understand things, but can’t, parents get frustrated if you can’t
  • as you develop an identity, may decide things important to your parents aren’t important to you-they have spent time and money raising you, disappointed you don’t share values, offended, think don’t love you anymore-they overreact to normal changes
  • relationship gets better after college, or later-kids and parents see where they went wrong
77
Q

Social development in adolescents-relationship with peers

A
  • Sometimes strongest relationships-primary support group
  • in hs mostly: self-disclosure-telling your friends your secrets-trust and caring built through convos, sharing thoughts and secrets-usually reciprocated-build relationships through this and having same interests/shared activities
  • still gender differences-what they talk about, how much they talk, what activities-but goth genders equally attached and close to friends-as kids get older, better at accepting differences, so boys and girls are friends, ppl friends w new ppl
78
Q

Social development in young adulthood

A
  • 20s to 40s
  • social tasks are a continuation of what u were doing in adolescence-identity and relationships-who am I, who do I want to be with, job-social clock: time is running out, I have to do this-pressure to do certain things in your life by certain times, marry and have baby
  • emerging adulthood-half stage, beginning of young adulthood, idea comes from data everyone agrees with-young adults must rely on parents financially longer-maybe cuz lazy, more likely cuz of economy
79
Q

Social development in middle adulthood

A
  • 40s to 60s
  • big social concerns: family and work-must find balance-meet needs of kids and aging parents and do well at job
  • empty nest: adjustment period, sad for about 6 months, then decide things not so bad-sometimes helps marriage, sometimes makes it fall apart-bump in divorces after this, sometimes parents realize kids the only thing holding it together
  • mid-life crisis: who am I? Bored w life, disappointed-buy fast car, maybe divorce and marry younger person
80
Q

Social development in adulthood-Old age

A
  • Happy for most of it, live for yourself, have fun, retirement-of have enough money and decent health-less problems, and problems do have stress them out less cuz better problem-solvers
  • memory does funny stuff-drops out bad stuff, remember good stuff about day, week before, life-more positive
  • when friends and spouse die, and health becomes a problem, starts to get worse, sadder
81
Q

Stages of grief

A
  • Developed by a woman named Kubler Ross-used in confronting own death, death of loved one, works with any kind of loss or problem, parents divorce, lose job, etc.
  • denial
  • anger
  • Bargaining (promise will exercise more, do better at job, pray/bargain w God-try to change it, doesn’t work, realize it’s not your fault)
  • depression (no matter what I do, I can’t change this situation)
  • acceptance
82
Q

Kohlberg and moral development

A
  • 1960s-how do kids make decisions? based on cognitive development-he linked moral and cognitive dev-can’t tell right from wrong without thinking
  • gave kids ethical dilemmas to solve-famous one: Heinz, wife sick, needs expensive drug to save her, steals it-most ppl our age say that’s okay, he asks them why-he came up w 6 stages of moral dev from this-combined into 3 levels: pre-conventional level, conventional level, and post-conventional level
83
Q

Kohlberg and moral development: pre-conventional level

A

corresponds to Piaget’s concrete operational stage (age 7-11)-based on punishments, if get punished for it know must be wrong-tied to egocentric thinking, based on you and what happens to you if you do something-if get reward, it’s right thing to do

84
Q

Kohlberg and moral development: conventional level

A

right/wrong based on what society (and fam and religion) has taught you-right from wrong decided by how it impacts other people too, not just you-lots of people never move past this stage-as long as society’s rules are okay, that’s okay, but societies not perfect, bad if they’re bad society like Nazi Germany

85
Q

Kohlberg and moral development: post-conventional

A
  • not necessarily making decisions based on society’s laws, but some higher law-something like John Locke and natural rights-so your morals based on that, believe everyone has natural rights-do what you think it right, have to accept negative consequences from society if they think its wrong, must be willing to suffer-this can be good, fight against segregation or another bad thing-bad if extremist like Hitler, think what you’re doing is right, but its not
  • young adults and older adults-middle adults go back to conventional stage cuz have family to worry about-also younger adults still rebellious, risk-taking
86
Q

evaluation of Kohlberg’s theory

A
  • he was more open to criticism and changing opinions than others-tweaked things to fix theories to be more accurate
  • wealthy white boys=his original sample-not representative of population, not generalizable-he broadened his sample to fix this
  • in all stories, hero was male-girls didn’t respond to this-fixed it, make them gender neutral or some boys and some girls
  • inter-rater reliability-fixed this too, changed the way they scored
  • talk vs. action problem-would ppl really do the things they said they’d do?-never really fixed this problem
87
Q

inter-rater reliability

A

different people evaluate things differently-if one teacher was looking at a paper they might give it an A but another teacher might give the same paper a B-with kohlberg’s moral dilemmas it was a problem, the people judging how moral the answers were were different people and would make different decisionsand since there was only 1 person judging each thing it was only one person’s opinion-maybe 1 person was grading really harshly and one person was grading easily, so it would mess up results-example: admissions offices, where only 1 person may look at your application and hate it but another person may have loved it if they’d been the ones looking at it, so that one person looking at it isn’t a good judge of how good it was

88
Q

Gilligan’s Theory of Moral Dev

A

Gilligan-one of the few female students in the lab-noticed girls being scored lower-realized Kohlberg’s scale based on justice orientation, what law and justice say, who has more rights?-saw boys leaning towards justice orientation, girls thinking about caring orientation, how I can take care of someone, what’s best for the people around me-Gilligan said these should have same value-said they needed to redo the 3 moral levels based on the caring orientation idea

89
Q

Gilligan’s Theory of Moral Dev: pre-conventional morality

A

same as boys, neither boys nor girls yet at level where can think beyond themselves, have egocentric thinking

90
Q

Gilligan’s Theory of Moral Dev: conventional morality

A
  • first question is “am I helping ppl?”-what’s best for the people around me, how do I take care of pll
  • in 50s and 60s, lots of women had this problem in their 30s and 40s-cuz thinking about all this, making decisions based on others and not themselves-still happens now but dad does it too, they do what’s best for kids
91
Q

Gilligan’s Theory of Moral Dev: post-conventional morality

A

being able to balance what’s best for you and how to take care of others

92
Q

Are moral reasoning and moral development related?

A
  • from talk vs. action, know don’t have to be related
  • there are some cases where they are related-little kids who have problems w moral reasoning also have problems with moral behavior-not the same as malicious, not like they know right and wrong and choose wrong, just don’t know diff between right and wrong
  • lots of people who tell ppl what to that’s morally right but don’t do the same-ppl who are really good at this are called sociopaths
  • sympathy and empathy are much better markers-kids who are really good at putting themselves in another’s shoes are really good at figuring out what to do/how to act around them-know friend is sad, buy them chocolate

Psychology 1 (8 decks)

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