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Development across the Life Span Flashcards

1
Q

The influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interaction.

A

Nature

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2
Q

The influence of the environment on personality, physical growth, intellectual growth, and social interactions. It also includes parenting styles, physical surroundings, economic factors, and anything that can have an influence on development that does not come from within the person.

A

Nurture

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3
Q

A gene that actively controls the expression of a trait. Always expressed in the observable trait.

A

Dominant Gene

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4
Q

A gene that only influences the expression of a trait when paired with an identical gene. Also recedes or fades into the background when paired.

A

Recessive Gene

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5
Q

Rod-Shaped structures found in the nucleus of each cell and are nothing more than tightly wound strands of genetic material or DNA. 23 in each the egg and the sperm,when united to form the zygote there are 46 total.

A

Chromosome/s

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6
Q

The female sex cell, or egg.

A

Ovum

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7
Q

The union of the ovum and sperm.

A

Fertilization

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8
Q

Cell resulting from the uniting of the ovum and sperm; divides into many cells, eventually forming the baby.

A

Zygote

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9
Q

Formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo with the same genetic composition.

A

Monozygotic Twins

(Identical Twins)

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10
Q

Occur when two eggs get fertilized by two different sperm, resulting in the development of two zygotes in the uterus at the same time making them just ordinary siblings.

A

Dizygotic Twins

(Fraternal Twins)

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11
Q

Babies are born with these which help in their survival, innate involuntary behavior.

A

(Five Infant Reflexes)

  • Grasping
  • Moro (startle)
  • Rooting
  • Stepping
  • Sucking
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12
Q

Developed a four-stage theory of cognitive development based on observation of infants and children.

Sensorimotor

Preoperational

Concrete Operations

Formal Operations

A

Jean Piaget

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13
Q

Sensorimotor Stage

A

Infants from birth to 2 years of age use their abilities to interact with the world.

(Piaget’s First Stage of Cognitive Development)

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14
Q

Preoperational Stage

A

Children from ages 2-7 can relate words or pictures to objects and events, and pretend.

Includes :(Egocentrism, Centration, Conservation, Irreversibility)

(Piaget’s Second Stage of Cognitive Development)

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15
Q

Centration

A

When young children pay attention to only one feature of an object while ignoring the rest of the object.

(Part 2)

(Piaget’s Second Stage of Cognitive Development)

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16
Q

Conservation

A

The ability to know that a change in the appearance of something does not change it’s nature.

(Part 3)

(Piaget’s Second Stage of Cognitive Development)

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17
Q

Irreversibility

A

Young children are unable to reverse an action with their brains.

(Part 4)

(Piaget’s Second Stage of Cognitive Development)

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18
Q

Formal Operations Stage

A

People from 12 years of age to adulthoodat can analyze information about something that is assumed or based on theory, consider sound reasoning of something that is possible, use reasoning and observation of an idea, and use some type of system to examine and test the idea.

(Piaget’s Forth (last) Stage of Cognitive Development)

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19
Q

The 3 Temperaments

(Temperament/s)

A

Easy - regular, adaptable, and happy

Difficult - irregular, nonadaptable, and irritable

Slow to warm up - need to adjust gradually to change.

Behavioral characteristics that are fairly well established at birth.

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20
Q

Egocentrism

A

When someone has the inability to see the world form a different prespective.

(Part 1)

(Piaget’s Second Stage of Cognitive Development)

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21
Q

In this experiment, the wire surrogate “mother” provides the food for this infant rhesus monkey. But the infant spends all its time with the soft, cloth-covered surrogate. According to Harlow, this demonstrates the importance of touch in attachment process.

A

Contact Comfort

(Harlow’s Monkey Experiment)

22
Q

The psychological aspects of being male or female.

A

Gender

23
Q

The period of life from about age thirteen to the early twenties, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult. It isn’t necessarily determined by chronological age, it also concerns how a person deals with life issues and relationships.

A

Adolescence

24
Q

Concrete Operations Stage

A

Children from ages 7-12 are able to do reversible thinking, classify objects, and conserve.

(Piaget’s Third Stage of Cognitive Development)

25
Q

Young people believe themselves to be unique and protected from harm.

A

Personal Fable

26
Q

Young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are. The extreme self-consciousness of the adolescent about what others think about how the adolescent looks or behaves.

A

Imaginary Audience

27
Q

Kohlberg’s Levels of Morality

A
  1. Preconventional morality
  2. Conventional morality
  3. Postconventional morality
28
Q

The cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability. The end of monthly menstruation and fear of unplanned pregnancies.

A

Menopause

29
Q

Gradual changes in the sexual hormones and reproductive system of male. Fatigue, irritability, possible problems in sexual functioning, and reduced sprem count.

A

Andropause

30
Q

5 Stages of Loss

(Death and Dying)

A
  • Denial - people refuse to believe that the diagnosis of death is real.
  • Anger - anger at death and the feelings of helplessness to change things.
  • Bargaining - when a dying person tries to make a deal with doctors or even God in order to continue living.
  • Depression - sadness from losses already experienced and those yet to come.
  • Acceptance - when a person has accepted the inevitable and quietly awaits death.
31
Q

Preconventional Morality

A

Speeding is ok if I do not get caught.

A child who steals a toy from another child and doesn’t get caught doesn’t see that action as wrong.

Behavior is governed by the consequences of the behavior.

(typically very young children)

(Kohlberg’s First Stage of Morality)

32
Q

Conventional Morality

A

I always drive the posted speed limit.

A child criticizes his or her parent for speeding because speeding is against the posted laws.

Behavior is governed by conforming to society’s norms of behavior.

(older children, adolescents, and most aldults)

(Kohlberg’s Second Stage of Morality)

33
Q

Postconventional Morality

A

I never drive the speed limit cause it’s dumb, I don’t care if they give me a ticket.

A reporter who wrote a controversial story goes to jail rather than reveal the source’s identity.

Behavior is governed by moral principles that have been decided on by the individual. – May be in disagreement with accepted social norms.

(about 20 percent of the adult population)

(Kohlberg’s Third (last) Stage of Morality)

34
Q

A disorder in which there is an extra chromosome in what would normally be the twenty-first pair. Symptoms include almond-shaped, wide-set eyes and intellectual disability.

A

Down Syndrome

35
Q

Six Motor Skills

(norm)

A
  1. raising head and chest (2-4 months)
  2. rolling over (2-5 months)
  3. sitting up with support (4-6 months)
  4. sitting up without support (6-7 months)
  5. crawling (7-8 months)
  6. walking (8-18 months)
36
Q

The Five Senses at Birth

A
  1. Touch - most well developed.
  2. Smell - highly developed.
  3. Taste - nearly fully developed.
  4. Hearing - functional before birth.
  5. Vision - least functional.
37
Q

Any substance such as a drug, chemical, virus, or other factors that can cause a birth defect.

A

Teratogen’s

38
Q

The emotional bond that forms between an infant and a primary caregiver. It’s a very important development in the social and emotional life of the infant, usually forming within the first six months of the infant’s life and showing up in a number of ways during the second six months, such as wariness of strangers and fear of being separated from the caregiver.

A

Emotional Attachment

39
Q

The 3 Parenting Styles

A
  1. Authoritarian
  2. Permissive
  3. Authoritative
40
Q

Tends to be overly concerned with rules.

Stern, rigid, demanding perfection, controlling, uncompromising.

A

Authoritarian Parenting

(The 3 Parenting Styles)

41
Q

Parents that put very few demands on their children for behavior.

Permissive Indulgent - parents that are too involved with there children “little angles”, no limits, requires no obedience from the child/ren.

Permissive Neglectful - parents that are simply not involved with there children, ignoring them, let ‘em run wild, as long as it doesn’t interefer with what the parent wants.

A

Permissive Parenting

(The 3 Parenting Styles)

42
Q

Involves combining firm limits on behavior with love, warmth, affection, respect, and a willingness to listen to the child’s point of view.

A

Authoritative Parenting

(The 3 Parenting Styles)

43
Q

Infant

A

Successful - If a babies needs are met, they learn to trust people and expect life to be plesant.

Unsuccessful - From birth to year 1 if caretakers do not meet the needs of the baby, the baby learns to distrust people.

(Trust versus Mistrust)

(Stage 1)

(Erikson’s 8 Psychosocial Stages of Development)

44
Q

Toddler

A

Successful - If toddlers from ages 1-3 are successful in attempts of being independent, they learn to be independent.

Unsuccessful - If toddlers attempts at being independent are blocked, they learn self-doubt and shame for being unsuccessful.

(Autonomy versus Shame and Doubt)

(Stage 2)

(Erikson’s 8 Psychosocial Stages of Development)

45
Q

Preschool Age

A

Successful - If children from ages 3-5 succeed in taking responsibility, they feel efficient and develop a readiness.

Unsuccessful - If preschoolers fail in taking responsibility, they feel irresponsible, anxious, and guilty.

(Initiative versus Guilt)

(Stage 3)

(Erikson’s 8 Psychosocial Stages of Development)

46
Q

Elementary School Age

A

Successful - When children succeed at learning new skills, they develop a sense of industry, a feeling of competence and self-esteem arising from their work and effort.

Unsuccessful - If children from ages 5-12 do not succeed in developing new abilities, they feel incapable, unsuitable, and less important.

(Industry versus Inferiority)

(Stage 4)

(Erikson’s 8 Psychosocial Stages of Development)

47
Q

Adolescence

A

Successful - People from 13 to early twenties that succeed in finding their boundaries find themselves.

Unsuccessful - Adolescents who fail to define their identity become confused and withdraw or want to inconspicuously blend in with the crowd.

(Identity versus Role Confusion)

(Stage 5)

(Erikson’s 8 Psychosocial Stages of Development)

48
Q

Early Adulthood

A

Successful - Adults who succeed in this task will have satisfying intimate relationships.

Unsuccessful - Adults from their twenties and thirties who fail at this task will have a lonely live in isolation and could suffer from loneliness.

(Intimacy versus Isolation)

(Stage 6)

(Erikson’s 8 Psychosocial Stages of Development)

49
Q

Middle Adulthood

A

Successful - Adults from their forties and fifties that succeed here will benefit their generation, and future generations.

Unsuccessful - Adults who fail will be passive and self-centered, feel that they have done nothing for the next generation, and feel that the world is no better off for their being alive.

(Generativity versus Stagnation)

(Stage 7)

(Erikson’s 8 Psychosocial Stages of Development)

50
Q

Late Adulthood

A

Successful - Elderly people in their sixties and beyond that succeed here will enjoy life and not fear death.

Unsuccessful - Elderly people who fail will feel that their life is empty and will fear death.

(Ego Integrity versus Despair)

(Stage 8)

(Erikson’s 8 Psychosocial Stages of Development)

51
Q

Erikson’s Psychosocial 8 Stages of Development

(Satges 1-4)

A
  1. Infant
  2. Toddler
  3. Preschool Age
  4. Elementary School Age
52
Q

Erikson’s Psychosocial 8 Stages of Development

(Stages 5-8)

A
  1. Adolescence
  2. Early Adulthood
  3. Middle Adulthood
  4. Late Adulthood

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