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Masters Comprehensive Exam > Development > Flashcards

Development Flashcards

1
Q

continuous development

A

gradually adding more of the same types of skills that were there to begin with

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2
Q

discontinuous development

A

new ways of thinking or approaching the world arise at specific times

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3
Q

eriksons psychosocial stages

A 
basic trust v. mistrust (birth - 1yr)
autonomy v. shame and doubt (1 - 3yr)
initiative v. guilt (3-6yr)
industry v. inferiority (6-11yr)
identity v. identity confusion (adolescence)
intimacy v. isolation (emerging adulthood)
generativity v. stagnation (adulthood)
integrity v. despair (old age)
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4
Q

erikson - basic trust v. mistrust

A

birth - 1yr

mistrust occurs when infants have to wait too long for comfort

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5
Q

erikson - autonomy v. shame

A

1 - 3yr

autonomy fosters when parents permit reasonable free choice and do not force or shame child

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6
Q

erikson - initiative v. guilt

A

3-6yr
experiment kind of person they will become,e sign of ambition and responsibility when parents support child’s new sense of purpose, might demand too much self control

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7
Q

erikson - industry v inferiority

A

6-11yr

inferiority if negative experiences at home school or with peers lead to incompetent feelings

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8
Q

erikson - identity v. identity confusion

A

adolescence

self chosen values and vocation goals leads to personal identity, confusion leads to negative outcome

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9
Q

erikson - intimacy v. isolation

A

emerging adulthood

work to establish intimate ties, may be hindered by previous disappointments

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10
Q

erikson - generativity v. stagnation

A

adulthood

giving to the next generation, feel an absence of meaningful accomplishment if not

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11
Q

erikson - integrity v. despair

A

old age

reflect on kind of person they’ve been, integrity if they feel it was good as is

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12
Q

ecological systems theory

A 
develop within a complex system of relationships affected by multiple levels of surrounding environment 
microsystem
meosystem
ecosystem
macrosystem
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13
Q

microsystem

A

activities and interaction patterns in the child immediate surroundings

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14
Q

meosystem

A

connect between microsystems like home, school, and neighborhood

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15
Q

exosystem

A

social settings that do not contain children but affect their experiences in immediate settings

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16
Q

macrosystem

A

cultural values, laws, customs, and resources

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17
Q

piagets cognitive developmental theory

A 
sensorimotor stage (birth-2yr)
preoperational (2-7yr)
concrete operational (7-11yr)
formal operational (11+)
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18
Q

piaget - schemes

A

at first, sensorimotor action patterns, then mental representations of various things

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19
Q

piaget - adaptation

A

building schemes through direct interaction with the environment

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20
Q

piaget - assimilation

A

use current schemes to interpret the external world

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21
Q

piaget - accommodation

A

create new schemes or adjust old ones after notice that our current way of thinking does not capture the entirety of our environment

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22
Q

piaget - equilibration

A

the flux between assimilation and accommodation

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23
Q

piaget - sensorimotor stage

A

birth-2yr

think by acting on world with eyes, ears, hands, and mouth, sold sensorimotor problems

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24
Q

piaget - substages of sensorimotor stage

A
  1. reflexive schemes (birth - 1m): newborn reflexes
  2. primary circular reaction (1-4m): simple motor habits centered around the infants own body; limited anticipation of events
  3. secondary circular reactions (4-8m): actions aimed at repeating interesting effects in the surrounding world; imitation of familiar behaviors
  4. coordination of secondary circular reactions (8 - 12m): intention goal directed behavior, object permanence, improved anticipation of events
  5. Tertiary circular reactions (12 - 18m): exploration of the properties of objects by acting on them in novel ways; imitation of novel behaviors; ability to search multiple locations for an object
  6. Mental representation (18m - 2yr): internal depictions of objects and events, beginning problem solving, invisible displacement, make believe play
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25
Q

piaget - preoperational stage

A

2-7yr
development of language and make believe play, lack logic of further stages

limitations

  • egocentric: failure to distinguish viewpoints of others
  • animistic thinking: believe that inanimate objects have lifelike qualities
  • (inability of) conservation: certain physical characteristics of objects remain the same even when appearance changes
  • (not able to exhibit) reversibility: ability to go through a series of steps in a problem and then mentally reverse
  • (lack of) hierarchical classification: organization of objects into classes and subclasses
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26
Q

piaget - concerte operational

A

7-11yr

  • conservation: certain physical characteristics of objects remain the same even when appearance changes
  • decentration: recognizing that change in once aspect is compensated by another (water)
  • classification: able to put objects into hierarchies
  • seriation: ability to order items along a quantitative dimension
  • transitive inference: can mentally seriate things ex. A is longer than B and B is longer than C, A is longer than C
  • spatial reasoning: can perform mental rotations and create cognitive maps

limitations
- cannot think in or with abstract concepts

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27
Q

piaget - formal operational

A

11+
abstract thinking, think of all possible outcomes in a problem, not just obvious ones
- hypothetic-deductive reasoning: systematic testing of hypotheses. starts with possibility and proceeds to reality.
- propositional thought: evaluate logic of propositions (verbal statements) without referring to real-world circumstances
- ability to metacognate leads to egocentricism
- imaginary audience: everyone is concerned with me
- personal fable: inflated opinion of their own experience
- often do not engage in rational decision making

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28
Q

core knowledge perspective

A

infants begin life with innate, special purpose knowledge systems known as core domains of thought
- physical knowledge
- numerical knowledge
theory or children as theorists (the OG scientist)

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29
Q

vygotskys sociocultural theory

A

views human cognition as inherently social and language based
infants born with basic perceptual, attention, and memory capacities similar to animals. growth on language leads to a change in thinking, through social interactions children are taught important cultural functions and begin to converse with themselves as they do with others, this transforms thought int higher cognitive processes

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30
Q

vygotskys - private speech

A

talking to oneself, viewed as a foundation for all higher cognitive processes - used with difficult tasks, after errors, confusion

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31
Q

vygotskys - zone of proximal development

A

range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers

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32
Q

vygotskys - intersubjectivity

A

two participants begin a task with different understandings eventually arrive at a shared understanding

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33
Q

vygotskys - scaffolding

A

adjusting the support offered while teaching to fit childs level of performance

34
Q

vygotskys - guided participation

A

broader than scaffolding, refers to shared endeavors between more expert and less expert participants without specifying the precise features of communication

35
Q

vygostkys - views make believe play as…

A

influential sone of proximal development in which children advance themselves as they try out new challenging skills. e.g. stick becomes a horse, change objects usual meaning also cause children to think before they act

36
Q

vygotskys - reciprocal teaching

A

questioning, summarizing, clarifying, predicting

37
Q

vygotskys - cooperative learning

A

small groups can work towards common goals

38
Q

information processing perspective

A

mind is like a computer

  1. information form the environment is coded
  2. internal processes operate on it to recode it
  3. lastly decodes/interprets its meaning by comparing and combining it w/ other info in the system
  4. when these cognitive operations are complete, individuals use the information to make sense of their experiences and to solve problems
39
Q

information processing - store model

A

assumes that we store information in three parts for processing: sensory register, short term memory, and long term memory

two aspects of the cognitive system increase with age. basic capacity of stores and the extent and effectiveness of strategy use

40
Q

store mode - mental strategies

A

things we use to operate and transform information in the three parts

41
Q

store model - sensory registry

A

sights and sounds are sensed and briefly stored

42
Q

store model - short term memory

A

actively apply mental strategies where we work on a limited amount of information

43
Q

store model - central executive

A

directs flow of information

44
Q

store model - long term memory

A

where you store your most precious mems

45
Q

store model - age milestones

A

2-5yr: basic capacities start to grow, beginning of memory strategies, knowledge expands, autobiographical memory emerges, awareness of mental activities
6-10yr: capacity increases, attention more selective , combine mental strategies, draw inferences, knowledge continues to grow, metacognition grows, cognitive self regulation improves
11+: everything continues to expand and grow

46
Q

dynamic systems perspective

A

develop separate skills that then build off each other for more complex systems and processes

47
Q

emotion self-regulation

A
  • infancy: parents who read and respond accordingly have infants who are less fussy and more easily soothed
  • early childhood: after 2yr children talk about feelings, beginning of regulation
  • middle childhood and adolescence: problem centered coping (change situation), emotional centered coping (control distress, internal experience
48
Q

emotional display rules

A

cultures rules of when, where, and hot it is appropriate to express emotions

49
Q

social referencing

A

relying on another emotional reaction to appraise an uncertain situation

50
Q

thomas and chess model of temperament

A
  • activity level
  • rhythmicity: regularity of body functions such as sleep, hunger, and excretion
  • distractibility
  • approach/withdrawal: response to new things
  • adaptability: ease of adapting to changes
  • attention spand and persistence: amount of time devoted to an activity
  • intensity of reaction
  • threshold of responsiveness: intensity of stimulation required to provoke response
  • quality of mood: joyful v. unfriendly behavior
51
Q

rothbart model of temperament

A

reactivity

  • activity level
  • attention space/persistence
  • fearful distress: wariness in response to intense or novel stimuli/situations
  • irritable distress: extent of fussing when desires are unmet
  • positive affect

self regulation
- effortful control: capacity to involuntarily suppress a dominant reactive response in order to plan and execute a more adaptive response

52
Q

bowlbys ethological theory

A

pre-attachment phase (birth - 6wks)
attachment in the making phase (6wks-6-8m)
clear cut attachment phase (6-8m - 18m -2yr)
formation of a reciprocal relationship (18m-2yr+)

53
Q

bowlby - pre-attachment phase

A

birth - 6wks
built in signals that help build contact with other human (grasping, smiling, crying etc.). can recognize their own mothers smell and voice, but not yet attached.

54
Q

bowlby - attachment in the making

A

6wks - 6-8m

respond differently to a familiar caregiver. develop a sense of trust with caregiver

55
Q

bowlby - clear cut attachment phase

A

6-8m - 18m-2yr
babies display separation anxiety depending on infant temperament and situation, if don’t have object permanence babies do not become anxious when separated.

56
Q

bowlby - formation of a reciprocal relationship

A

18m-2yr+

understand separation and predict return. negotiation with caregiver begins.

57
Q

attachment styles

A

secure
avoidant
resistant
disorganized/disoriented

58
Q

secure attachment

A

separated, may or may not cry. Upon return child is comforted.

59
Q

avoidant attachment

A

unresponsive to parent when present, react to stranger similarly. upon return they avoid or are slow to connect with parent.

60
Q

resistent attachment

A

comforted but when separated they are distressed. upon return they mix resistant behavior with clinginess, continue to be in distress.

61
Q

disorganized/disoriented attachment

A

upon reunion, infants are confused, approach with flat affect, dazed facial expression.

62
Q

development of self concept

A

1-2yr: aware of self as distinct from others , recognizes image of self and uses own name
3-5yr: forms categorical self and remembered self. expands to belief theory of mind, self concept consists of typical emotions and attitudes
6-10yr: emphasizes personality traits and both positive and negative attributes, makes social comparison
11yr+: unifies separate traits into more abstract descriptors, self concept is an organized system

63
Q

categorical self

A

self concept based on where they fall into certain categories

64
Q

remembered self

A

self as they remember through autobiographical narrative

65
Q

belief desire theory of mind

A

beliefs and desires determine actions

66
Q

development of self esteem

A

1-2yr: expression of pleasure in mastery, sensitive to adult evaluations
3-5yr: typically high SE based on several separate self evals, achievement related
6-10yr: SE is hierarchically categorized, separate self evals are incorporated into overall image, social comparisons begin, achievement related attributions differentiate into ability, effort and external factors
11yr+: new dimension of SE are added (friends, romantic, competence) achievement related attributions reflect full differentiation of ability and effort

67
Q

Selmans stages of perspective taking

A

level 0 undifferentiated perspective taking (3-6yr)
level 1 social informational perspective taking (4-9yr)
level 2 self reflective perspective taking (7-12yr)
level 3 third part perspective (10-15yr)
level 4 societal perspective taking (14-adult)

68
Q

selman - level 0

A

3-6yr
undifferentiated perspective taking
children recognize self and others can have thoughts and feelings, often confuse the two

69
Q

selman - level 1

A

4-9yr
social information perspective taking
different perspectives may result because people access different information

70
Q

selman - level 2

A

7-12yr
reflective perspective taking
can step into another shoes and view their own thoughts from others perspective, recognize others can do the same

71
Q

selman - level 3

A

10-15yr

step outs a two person situation and imagine how self and other are views from third part

72
Q

selman - level 4

A

14+
societal perspective taking
understand third party perspective can be influenced by larger societal values

73
Q

kohlbergs theory of moral development

A

preconventional level: morality externally controlled
1. punishment and obedience orientation
2. instrumental purpose orientation
conventional level: social rules important to maintain current social systems because they are positive
3. good boy good girl orientation
4. social order maintain orientation
postoconventional level: mortality in terms of abstract principles
5. social contract orientation
6. universal ethical and principle orientation

74
Q

kohlberg - stage 1

A

punishment and obedience orientation

  • fear of authority and avoidance of punishment
  • piaget stage: preoperational, early concrete
75
Q

kohlberg - stage 2

A

instrumental purpose orientation

  • satisfying personal needs
  • piaget stage: concrete operational
76
Q

kohlberg - stage 3

A

good boy good girl orientation

  • maintain the affection and approval of fiends and relatives
  • piaget stage: early formal operational
77
Q

kohlberg - stage 4

A

social order maintaining orientation

  • a duty to uphold laws and rules for their own sake
  • piaget stage: formal operational
78
Q

kohlberg - stage 5

A

societal contract orientation

- fair procedures for changing laws to protect individual right and the needs of the majority

79
Q

kohlberg - stage 6

A

universal ethical principle orientation

- abstract universal principles are valid for all humanity

80
Q

gender typing - 1-5yr

A

‘gender appropriate’ preferences, gender stereotype activities, occupations and behaviors, segregation in peer interaction; gender identity three stage sequence: gender labeling, stability, and consistency

81
Q

gender typing - 6-11yr

A

stereotyped knowledge expands, personality traits and achievement areas, stereotypes become more flexible; gender identity masculinity strengthens for boys, more androgynous for girls

82
Q

gender typing - 12-18yr

A

conformity increase in early adolescence and then declines, segregation less pronounced; gender identity follows similar patter - more strict and then subsides

Masters Comprehensive Exam (5 decks)

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