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Pysch > Development > Flashcards

Development Flashcards

1
Q

what is developmental pyschology? what does it focus on?

A

the study of psychological growth of individuals

focuses on pyschological responses that characterize the different stages of life

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2
Q

what are the stages of life?

A

prenatal, infancy, childhood, adolescence, early adulthood, middle adulthood, late adulthood

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3
Q

what are the 3 ongoing debates in developmental pysch?

A

nature vs nuture

continuity vs stages

stability vs change

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4
Q

what are the differences between the nature and nuture arguements? what is the better agruement?

A

nature = we unfold (maturation process) according to genetically predetermined processes

nuture = we are a blank slate at birth and the environment determines who we are

nature and nuture argumet = BOTH genetics and environment matter (most common perspective now)

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5
Q

what do twin studies/ genetics prove?

A

done at Bouchard U of Minnesota

pairs of identical (monozygotic - exact same genetic material) and nonidentical twins (dizygotic - share same uterine environment) raised together or apart

identical twins more likely to be similar whether raised together or not (personalities, traits alike)

*strong concordance rate between the two show that nature is important in development

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6
Q

what are critical periods? what concept are they linked with? what are sensitive periods?

A

nature concept

critical = a period in which experience must occur for normal development (language, visual info, attachment)

if one doesn’t find attachment in early stages (year 1) and if not nurtured there will be lasting damage - will not be able to form healthy attachments

ex. jeanie locked up for 13 years and couldn’t walk and had no grammatical structure

sensitive periods= easier to learn something

ex. foreign language

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7
Q

continuity vs stages

A

continuity = development is continuous (can go back and forth)

*adults quantitatively different from children because of higher end knowledge

stages = development occurs at different rates depending on factors such as age (need to master a certain task to move on to the next stage)

piaget, erikson, and kohlberg all researched based on stages

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8
Q

stability vs change

A

stability = individuals are stable from infancy to adulthood in terms of important personality/ temperament traits

change = the perspective that early childhood does not predict adult functioning

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9
Q

what is the biosychosocial model?

A

genetic disposition and environment - both make you who you are

continuity- physical development/motor skills

stages - cognitive skills

some traits are stable

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10
Q

what are life span developmental research approaches?

A

cross-sectional vs longitudinal research

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11
Q

what are the differences between cross-sectional and longitudinal approaches?

A

cross secitonal = different participants of different ages at one point in time (most common)

ex. sample for memory over the years in people that are 10,20,30,40..80 years in age

logitudinal = same participants are studied at various ages

*minimizes cohort effects between people (education, experience, all things that change over generations)

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12
Q

what are the advantages/ disadvantages of cross-sectional and longitudinal approaches?

A

cross-sectional = info about age differences, quick, larger samples BUT generalizability problem due to one time view, corhort effects problem

longitudinal = info about age changes, increase reliability, more info per subject BUT generalizability problem due to drop-outsm time intensive

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13
Q

what are the 3 important developmental theories?

A

piaget = 4 stages of cognitive development

kohlberg = 3 levels of moral development

erikson = 8 stages of psychosocial development

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14
Q

what did piaget study? what are the 4 stages?

A

cognitive development

  1. sensorimotor - birth to 2
  2. preoperational - 2-6
  3. concrete operational - 6-11
  4. formal operational - 11+

downsides? ages are approximate, stops at age 11 due to abstract cognitive thinking

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15
Q

what is cognitive development? who created it? what do newer theories prove?

A

the emergence of the ability to think and understand

  • how physical world works, how mind represents it, how other minds represent it

jean piaget (1896-1980) created stages of cognitive development however

  • newer theories see the stages as continuours, not discrete
  • children may acquire abilities earlier than proposed
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16
Q

what are the 3 major concepts of piaget’s theory?

A

SCHEMA = cognitive structures consisting of organized ideas, theories about or models of the way the world works

ex. certain objects fit certain categories (stereotypes)

ASSIMILIATION = absorbs new info into schemas

ex. have a hard time letting go of prejudices - daughter thinks doctors are only girls

ACCOMADATION= adjust schemas for new info

ex. daughter had to accept that doctors are male too

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17
Q

what is the sensorimotor stage?

A

birth to 2

develop schemas through senses/motor

object performance develops (if you don’t see something, it still exists)

exploring world - very active stage

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18
Q

mirror video

A

at age 2 kids recognixe they are in a mirror

before this age they think there is someone else behind the mirror

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19
Q

what is the preoperational stage?

A

ages 2-7

*significant language develops

can think symbolically (ex. a cup as an actual oject)

cannot perform operations - ability to manipulate info in reverse (do you have a brother? does your brother have a brother?)

egocentric thinking - assume what they see/experience/think is the same in others

ex. if they are on the phone they will ask someone if they like their painting

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20
Q

theory of mind videoclip

A

john takes mary’s money - where does mary look when she returns?

age 3 - kids fail to read mary’s mind, think it is in john’s tin - think that mary knows what they know

age 4 - mary’s box

therefore, when kids learn their mind is separate from others, they can use skill to advantage and lie and play tricks

lying involves understanding what others think is different from their own thoughts and self-restraint

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21
Q

what is the concrete operational stage?

A

ages 7-11

can perform “operations” but concrete

understand “conservation”

ex. m&ms stretched out with less or more together with more - kids younger than this age pick the more stretched out m&ms

not abstract in thought process

ex. right to remain silent = don’t talk until told to, dont judge a book by its cover = reading a book may have bad art but could be a good book

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22
Q

what is the formal operational stage?

A

ages 11+

can think abstractly/hypothetically

some people with disabilities don’t reach this stage

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23
Q

what are the weaknesses of Piaget’s theory?

A

underestimated abilities

underestimated genetic and environmental influences

however. .. core stages DO fit
ex. school systems - when different things are taught to kids

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24
Q

video clip of piaget’s work

A

liquid is poured into 2 cups (same amount of liquid) and one cup is transferred to a taller, skinnier cup

age 6 - tall glass has more

age 7- uncertain

age 8 - nothing changed

object permanance

happens at as young as 3.5 mos

car passes but their is a box in the way experiement done with a baby

the baby stares longer and looks confused - shows that they start to learn this at a very young age

25
Q

what theory did kohlberg create? what are the 3 levels?

A

moral reasoning

preconventional level

conventional level

postconventional level

26
Q

what are the dilemnas of kohlberg’s thinking? what is an example?

A

thinks in ages - we can go back and forth, and for some things we will never fully understand something

women is near death from cancer and she cannot afford the drug - pharmacist makes a lot of money but cannot provide them the drup

husband steals drug

was man right to steal?

27
Q

what are kohlberg’s stages?

A

preconventional (birth to adolescence)

stage 1 - punishment and obedience

stage 2 - instrumental/ exchange

conventional (adolescence/ young adult)

stage 3 - good child

stage 4- law and order

*based on social rule - keep order in the world

postconventional (adulthood)

stage 5- social contract

stage 6 - universal ethics

*ethical interpretation - life more than the law?

28
Q

the moral reasoning of children videoclip

A

boy goes to a party and mom said not to talk to anyone

the boy says that he won’t help a boy that has fallen and scraped his knee (for girls too)

mother’s law is unbreakable

as kids get older - responses change and they have their own sense of right and wrong

between the ages of 8-9 - cognitive leap and making own decisions now

29
Q

what is morality shaped by?

A

environment, parents, situation, and nature

concrete thought processes associated with intellectual issues impact morality (concrete= simple level - distinctions not made, just have to follow rules)

parents teach kids empathy, sympathy

secure attachment promotes appropriate guilt, empathy, sympathy (helps us build positive moral development)

frontal lobes involved in morality (moral functioning changes if damaged)

30
Q

what did erikson study?

A

the 8 stages of human development

31
Q

what is the stage from birth to age 1? what is the key event/crisis/resolution?

A

oral sensory

feeding

trust vs. mistrust

child develops a belief that the environment can be counted on to meet his or her basic physciological and social needs (need to form an attachment)

32
Q

what is the stage from ages 1-3? what is the key event/crisis/resolution?

A

muscular-anal

toilet training

autonomy vs. shame/doubt

child learns what he or she can control and develops a sense of free will and corresponding sense of regret and sorrow for inappropriate use of self-control

move more freely and independently

33
Q

what is the stage from 3 to 6? what is the key event/crisis/resolution?

A

locomotor

independence

initiative vs. guilt

child learns to being action, to explore, to imagine, and to feel remorse for actions

34
Q

what is the stage from 6-12 years? what is the key event/crisis/resolution?

A

latency

school

industry vs. inferiority

child learns to do things well or correctly in comparison to a standard or to others

grade school - capable or inferior? inferiority will continue if felt in this stage - pyschosocial crisis

35
Q

what is the stage from 12 to 20 years? what is the key event/crisis/resolution?

A

adolescence

peer relationships

identity vs. role confusion

adolescent develops a sense of self in relationship to others and to own internal thoughts and desires

36
Q

what is the stage from 20 to 40? what is the key event/crisis/resolution?

A

young adulthood

love relationships

intimacy vs. isolation

person develops the ability to give and receive love - begins to make long-term commitment to relationships

37
Q

what is the stage from 30-65 years? what is the key event/crisis/resolution?

A

middle adulthood

parenting

generativity vs. stagnation

person develops interest in guiding the development of the next generation

38
Q

what is the stage from 65 to death? what is the key event/crisis/resolution?

A

maturity

reflection on and acceptance of one’s life

ego intergrity vs. despair

person develops a sense of acceptance of life as it was lived and the importance of the people and relationship that the individual developed over the life span

39
Q

what does the the socio-emotional selectivity theory state?

A

younger adults are oriented toward future-pertinent (useful) info while older adults focus on positive emotional satisfaction in the present (shortened futures)

older adults focus on and remember more positive experiences and emotions

40
Q

what is the research done on marriage prove?

A

people married tend to live longer lives

marital satisfaction increases when kids are all grown up (lowest in their teen years)

41
Q

what is attachment?

A

strong emotional bond with others that continues over time

42
Q

what did the lorenz and geese experiment prove?

A

the imprinting concept

since a man fed the geese, an attachment was created and the geese wanted caretakers

43
Q

what did bowlby prove?

A

infants have traits that elicit certain nuturing responses

these traits were due to feeding them

44
Q

how did harlow disprove bowlby? through what experiment?

A

research on monkey’s - had a monkey that was furry with no milk and a cage monkey with milk

monkey goes to furry mom even though she had no food - want comfort/ contact more than anything (have a secure base)

monkey learned about surroundings with comfort of mom - explored and touched base with mom

contact comfort>wired monkey

monkeys that went to clothed monkey did better

45
Q

what did harlow’s finding dispute? attachment bond includes what?

A

attachment is due to food

“contact comfort” important to attachment

used cloth mother as secure base

includes having a safe base when distressed, wanting to explore

monkey’s in strange situation without “mothers” were terrified

46
Q

what is ainsworth’s research on the “strange situation?”

A

securely attached (60%) - touch base and explore, then when mothers leave kids become distressed, when they come back they run to parent and soothed *advance and have positive relationships

avoidant (20%) - don’t care if parents leave, don’t notice because no attachment is formed

anxious/ambivalant (15%)- attached in ambivalent way - become extremely distressed when parent leaves and when they come back they are both angry and relieved

disorganized category (5%) - no consistent response

47
Q

what did orphanages/abuse lead to in kid’s development?

A

if institutionalized more than 8 months - lasting emotional scars

age 2 poor attachment

critical period - harlow’s monkey’s in isolation - agressive/ fearful - neglected and abused offspring

30% abused will abuse own kids

48
Q

what does separation anxiety peek? why does this happen?

A

13 months

kids start forming other attachments too

erikson would say moving on from pyschosocial challenge of mistrust to next developmental challenge

out of conflict between trust and mistrust kids develop hope… which later develops faith

49
Q

what are the 3 different parenting styles that impact development?

A

need parental warmth

permissive (indulgent/indifferent) - let kid be who they are going to be - little rules and restraints

authoratarian - make rules and have to follow it (not depending on child’s personality)

50
Q

do father’s matter too?

A

YES - parenting comparable to mother’s in prediciting health and well being

british study following 7000+ kids from birth to adulthood found in kids with fathers most involved in parenting tend to achieve more in school, even if control for parent education and wealth

51
Q

how does day care affect children?

A

attachment concern?

no major impact on development/attachment if high quality day care

poor care is boring and unresponsive - due to poverty

day care leads to slightly higher thinking, language skills, agressiveness, defiency, and stress hormones

working parents tend to spend more time during off work hours playing, talking, and holding compared to “non-work” counterparts

52
Q

when a mom or dad’s away what happens to a child’s development?

A

a majority of parents now work and entrust their children’s care to someone else

a longitudinal study showed that non-maternal daycare had little effect on mother-child attachment

however, infants who had insensitive or unresponsive mothers and who had poor-quality daycare for more than 10 hours a week were especially likely to be insecurely attached

53
Q

can children form multiple strong attachments?

A

yes

others respond to their needs

not all cultures focus on parents having the strongest attachment

54
Q

how does divorce affect development?

A

thinking critically

confounding variables in research (3rd variables)

high conflict is the major issue (worse than divorce/present before divorce and domestic harmful abuse)

poverty

lack of father involvement

55
Q

do kids’ tempermants matter? what research proved this?

A

tempermant differences between “difficult” and “easy” kids

Van den Boom’s research proved that difficult kids had a hard time forming attachments

sensitivity training increased attachment with training (know how to work with temper)

child expectations (ex. discipline with hitting) and peer group influences

56
Q

videoclip - tempermant at 4 months

A

able to predict 2 types of kids through actions when toy placed in front of them

quiet/shy = reactivity with arms and legs and crying with distress - overstimulated in normal environment

social/outgoing = happy and little noise, lack of tension in arms and legs - low stress and will be able to adjust to new situations

shy vs. outgoing

shy= activity in one lobe, outgoing= activity in other lobe

experience affects and can change babies tempermants

57
Q

what is tempermant? what does “goodness of fit” matter?

A

innate, biological behavioral and emotional style

shyness is one style that can be consistent and enduring

“goodness of fit” matters because

environment where time to adjust/accept style helps

dynamic interaction between parent/child/environment

nature vs nuture issue

58
Q

videoclip on tempermant and environment

A

born brave or scared

kagan researched high vs low reactive infants

high = anything new upset the kid dramatically - continues through life (frightened by strange places, no laughter when pours liquid on table - very tense)

research done with monkeys too

switched parents with kids (shy with outgoing)

no matter what genetics - parents and environment will affect the kids more - CAN overcome shyness

59
Q

what is kagan’s “pale grey fabric” metaphor?

A

“the behavior of every human being can be likened to a pale grey fabric: black with biological threads, white with experience. but these threads are so thin and so intricately woven together that you can never see any black threads or any white ones”

talks about the complexity of development

Pysch (15 decks)

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