Development Flashcards
Menarche
first menstrual cycle
does not signify fertility
about 13
Grasp Reflex
want to see if they grab your finger when you put in hand
Rooting Reflex
when you touch a baby’s cheek, they will open their mouths and “root”
Teratogens
alcohol drugs chemicals (DDT, PCBs (plastic), lead) radiation nutrition
Fetal Alcohol Syndrome
small, misproportioned head and lifelong brain abnormalities
leading cause of intellectual disabilities
Zygote
first two weeks fertilized eggs less than half survive beyond two weeks cells begin to differentiate after one week attach to uterine wall
Embryo
two to eight weeks
body organs begin to form and function
heart starts beating and liver makes red blood cells
ones with Y chromosomes secrete testosterone
embryo— e for 8
bry—> be —-> beat —-> heart beat
Fetus
after 8 weeks to birth looks humanish internal organs formed enough to function responsive to sound hear mother's voice
Age of viability
when fetus can exist on own
Primary sex characteristics
directly involved with reproduction/sex organs
Secondary sex characteristics
nonreproductive traits of males and females
neural pruning
get rid of things that aren’t used in the brain
PKU
can’t break down phenylalanine, which can cause a build up
early recognition and a certain diet can prevent health problems
Tay Sachs
deterioration of nerve cells that usually results in death by age four
Sickle Cell
crescent shaped blood cells
can block blood flow
Down Syndrome
trisomy 21
extra chromosome 21
distinctive facial features and intellectual disability
walking
in about a year
sit up by self
5 months
first ejaculation
about 13
may not have sufficient live sperm
Sucking reflex
see if they try to suck when you touch lip
Moro reflex
m for monster go up behind baby and scare them
make a loud noise to see that it cries
depth perception
visual cliff
don’t know when it develops, can’t test until 8 months
sight in newborns
can see 8-12 inches away (mom distance)
prefer to look at highly contrasting colors and complex patterns
newborn senses
all work except eyes are not fully developed and complex patterns
myelination
develop myelin sheath
important milestone
Physical Peaks
20s and 30s
Adult abilities
changes happen gradually decrease in abilities
big decreases in 50s 60s and 70s
slower reaction times
senses less keen
ability to put hands together `
2-3 months
reaching for stuff
3 months
transfer cubes from hand to hand
6 months
banging cubes together
8 months
roll over
3 months
crawl
8, 9, 10, 11 months
holding things
9 months - 1 year
nature vs. nurture
aka maturation vs. learning/socialization
Maturation
relatively permanent changes based on bio
process that change as we age
learning socialization
relatively permanent changes in thought and behavior due to environment
Continuity
development happens gradually over time
discontinuity
development happens in stages
Erikson
social development
Piaget
cognitive development
Research methods for studying development
longitudinal
cross sectional
naturalistic observation
twin studies
Sensorimotor stage
Birth to around two years
Learn about environment and explore
Object permanence
Representational thought
Object permanence
Understanding that a ball that rolls out of sight into a closet still exists, even though unseen
know that objects are not gone
out of sight does not = out of mind
about 9 months
The preoperational stage
Two to six ish representing things with words and images but lacking logical reasoning pretend play- animistic thinking --imaginary friends Egocentrism- took a little kid 3 mountains can you see how can't put selves in other's shoes clay model test language development sense of self -Rouge test lacks principal of conservation -water moving from glass to glass
Piaget
Stages of Development
Changed the way people thought about kids
kids are NOT mini adults
Neo-Piagetians
like/<3 Piaget, and added to his ideas
One is Dialectical thinking
Dialectical Thinking
Postformal thinking
evolving views based on Hegel’s idea of a dialectic
thesis + antithesis —> synthesis
1 idea or Prevalent attitude and new info that leads to different/new thinking—> new idea/attitude (which then becomes the accepted)
ex. opinions about political/social questions are good examples
Lev Vygotsky
Russian who died young from TB
theories rediscovered in the 70s and 80s and helped influence edu
nuture-y
Vygotsky’s cognitive development theory
TWO PARTS
a. Internalization = kids recreate what they experience through social interactions (they watch parents interact with other and learn how to socialize, function in the world, and internalize values of parents)
Parents are the first teacher
b. Zone of Proximal Development (ZPD)
= gap between kid’s current abilities and the kid’s latent abilities (i.e., what s/he may be able to do— the kid’s potential)
SUPER important for edu
teachers need to assume that kids have lots and lots of potential/assess abilities in multiple ways, not just objective tests
enrichment activities
Information Processing Theory of Cognitive Development
an alternative to the cognitive developmental theories
answers the question: “how do our ways of understanding, processing, and manipulating info change over time?”
cognitive developmental psychologists who are interested in information processing tend to look at one specific area instead of the whole kid
cognition increases because attention span and memory increases, language skills and metacognition improve
Cognitive development in adolescence
continuation of childhood development (Piaget’s formal operational stage)
without “formal edu,” not all teens/adults reach this stage
ideas from information processing model explain cognitive development: increases in problem solving, reasoning, metacognition
Cognitive development in adulthood
people learn throughout adulthood but the PROCESSES of that learning don’t really change
complex problem solving takes longer, but expertise and broader range of problem skills make up for slower time
Problem solving and memory seem to decrease less or not at all in most people who practice these skills #useitorloseit
decision making and judgement tend to be better than younger people’s b/c older adults are more thorough in considering options
Animistic thinking
pretend play
imaginary friends
Egocentrism
took a little kid (3 mountains can you see cross/house from each side)= clay model test
sees whether or not they can put themselves in other’s shoes
If they can put themselves in other’s shoes, they are in the concrete operational stage
If not, possibly preoperational, as they are egocentric
representational thought
about 18-24 months (sensorimotor stage)
having mental images of people and objects
Sense of Self
Develops in preoperational stage Rouge test
take baby, put rouge on its nose, hold it up to a mirror
1yr old will touch mirror
2 yr old will touch own nose
Principle of Conservation
things don’t change
when you roll out clay, still have the same amount
move water from one jar to another, still has the same amount, graham cracker pieces
develops in concrete operational stage
so, if a kid gets super excited about one crumbeled up graham cracker instead of a regular one, they are in the preoperational stage
Concrete Operational Stage
Principle of conservation
-water glass/bead arrangement/length
thinking logically about concrete events, grasping concrete analogies and performing arithmetical operations
mathematical transformations
Formal Operational stage
abstract reasoning
abstract logic
potential for mature, moral reasoning
Cognitive development
development of mental abilities
Piaget
1896-1980 worked with Binnet looked at mistakes kids made in school noticed three things
assimilation
new info fits into existing schemas
calls moose a cow
sees cake, thinks birthday
part of Piaget
schemas
general concepts or ideas about things ex gender, office, house
cow
part of Piaget
Accommodation
changing schemas to fit new info
ex. doesn’t jump to birthday when sees cake
calls it a moose
stranger anxiety
fear of strangers
like 8 or 9 months
when handed to strangers, cry and want to go back to caregivers
attachement
intense and mutual infant-parent love
Harlow’s monkeys
separated monkeys soon after birth and raised them by themselves, became attached to their blanket
Harlow created two artifical mothers, one with wire and food, one with cltoh. Monkeys preferred cloth mothers
How does attachement function in humans?
one person provides another with a secure base from which to explore and a safe haven
critical period
an optimal period after birth when certain events must take place if proper development is to occur.
Imprinting
young gosling/duckling/chick attatches to first moving object is sees, normally mother, follows her
Lorenz
imprinting
ducks followed him around
Is there a critical period for attachment?
no precise one
occurs gradually, allowing for lots of time
secure attachment
with mother in room, babies are fine in a strange situation
they become distressed if she leaves but recover
welcome return of mother
resistant/ambivalent attachment
Child sends mixed messages to mother upon return, seemingly saying HOLD ME but then resisting attempts to be held
temperament
includes rudiments of personality, especially emotional excitability
temperament endures
Monkey Temperament study
easygoing monkey, uptigght mother—> more easygoing
uptight monkey, easygoing mother—> more uptight
Trust vs. Mistrust
Birth to about 18 months, the child learns what to trust in the environment, and gains a fundamental sense of one’s own trsutworthiness
Autonomy vs. Shame and Doubt
18 Months to about 3 years
Gains in physical and cognitive skills, which the child tries to utilize.
Seeks sense of indpndce and internal control, deels shame with loss of control
Diana Baumrind
1970s parenting styles
Initiative vs. guilt
3 to 6 years old
self-esteem begins to emerge from rapidly growing abilities and now set goals and work to achieve them
develops a self-concept
pride in tasks that initiates shame when comes up short
self-concept
children gain insight into who they are in terms of appearance, personality, and ability
Industry vs. Inferiority
about 6 to 12 years old
child seeks to master cognitive and social skills necessary for successful participation in society. Success makes them feel super duper competent and industrious, while failure can leed to feelings of inferiority
Identity vs. role confusion
adolescence
teenager seeks to answer questions “Who am I” and “Who do I want to be?”
Erikson-gain a core understanding of who one is and what roles one should play as an adult
Intimacy vs. isolation
early adulthood
young adult either successfully establishes strong, committed relationships or faces the task of dealing with some level of isolation
Generativity vs. Stagnation
middle adulthood
adults if 40s or 50s strive to be productive in a meaningful way, usually through work or parenthood to create a lasting legacy for future generations #Beowulf
Failure to be generative could lead to feeling of emptiness and purposelessness
Integrity vs. Despair
late adulthood
the older adult reflects back on his or her life feeling either a sense of accomplishment and pride or a sense of missed opportunities and sadness
Alfred Adler
birth order tests
Mary Ainsworth
put young kids in strange situations and looked at attachment style
Avoidant attachement
child generally ignores mom when she returns, appears to “attach” to stranger as much as mom– very little
Disorganized attachement
new category
children appear confused, disoriented, or fearful with mother
(could be a potential sign of abuse)
Can early attachment styles predict future social functioning?
yes, but conflicting evidence says that attachment style may not remain stable
birth order theory
birth order affects personality development
Alfred Adler
(first born more achievement-oriented)
strange situations
Mary Ainsworth
separated children from mothers and monitored when mother returned
John Bowlby
separation anxiety
separation anxiety
begins at 6 and nine months, characterized by distress at being separated from parents or a familiar caregiver Woof
authoritarian
top-down parenting approach
parents establish rules, expect obedience, and punish transgressions
VERY demanding
not really warm or responsive to child’s needs
Tywin Lannister
Authoritative
parents are authority figures, but willing to listen to input from kids, respect rights and explain rules and decisions
seen as most successful
set high standards, but caring and responsive
Ned and Cat
Permissive
parents give children lots of freedom
either tolerant and trusting or less engaged
tend not to be demanding but are generally warm
Oberyn
Uninvolved or Neglectful
parents do not set limits for kid and tend to reject or ignore the needs of the child
like got rid of responsibility for raising and controlling kids
social clock
Feel strong societal expectations to do things at certain times
ex. go to college
be married
empty nest syndrome
adjustments parents make to the last of their children leaving home
some WOOOHOO
others rediscover marraige
some find a new focus
Elisabeth Kubler-Ross
5 stages of grief
midlife crisis
realize mortality
deal with self-perception and unrealized goals
5 stages of grief
denial anger bargaining depression acceptance not strictly hierarchical go in and out of different stages
personal fable
David Elkind
teens tend to create stories of specialness about themselves
feel invulnerability and rules don’t apply to them
may be interpreted as a type of egocentrism
imaginary audience
David Elkind
may be interpreted as a type of egocentrism
teens feel that others are constantly monitoring them, looking for mistakes, moments of embarrassment, etc…
some say not exclusive
hospice movement
philosophy of treatment of dying in a warm, personalized, and informed about the processes which impact those facing death
ideal day care
not too many kids
verbally stimulating
safe
Invincibility fallacy
I can’t be hurt, so I will jump of bridge
Looking Glass fallacy
see self as others see you
relationship with parents
generally good but some conflict
generally agree on isseus but to different extents q
sturm und drang
teen angst
self-disclosure
reveal self
rites of passage
ritual event move from one status to another
social competence
ability to get along with others
Theory of Mind
very important skill
understanding that others hace beliefs, desires, and emotions that differ from your own
understanding how people will react in certain situations
ex. when given a present, how will people react?
Heinz Dilemma
fictional story
steal drug to save a life
Kohlberg
studied moral development
Preconventional Level
4-10 (and Cornelius Vanderbilt)
the focus is reward and punishment
responses self-interested
Conventional Level
children 10-13
focuses on social conventions
“What will others think of me?”
“What are the rules we have all agreed to follow? “
Postconventional LEvel
generally not reached until 13, if at all
moral decisions are based on personal ,internal judgements or right and wrong
(Principled level)
Carol Gilligan
males and females view things differently
