Developmental Flashcards
Bronfenbrenner systems
micro - everyday interaction settings
meso - interactions between micros
exo - rel between settings, one of which does not include self (e.g., parents’ workplace)
macro - culture, economy, political
chrono - time passing (e.g., new sibling born, war starts)
PKU
autosomal recessive
can’t metabolize phenyllalanine, special diet
severe mental deficiency without intervention
Health belief model
perceptions/beliefs change health related beh
social buffer hypothesis
perception of having support network
holophrasic speech
single word/sound to express complete thought
12-18 months
telegraphic speech
piutting together 2+ words to express thought
18-24 months
nativist view of language development
noam chomsky
innate language acquisition device
children learn language in same order within languages
nurturist view
children make random sounds, reinforced by others
interactionist view
inborn mechanism influenced by maturation and environment
Sapir-whorf hypothesis
diff languages shapes how we think
Piaget
idiographic
epigenesis - each stage builds on last one
organization, adaptation, equilibration
object permanence
3+ months
separation protest
stranger anxiety
Piagetian stages
sensorimotor - 0-2 - object permanence and stranger anxiety
preoperational 3-7 - intuitive thinking, phenomenological thinking, egocentrism, animism, centration, irreversability
concrete operational 7-11 - conservation, operational thought (e.g., seriation)
formal operational 11+ - metacognition, hypothetical thinking
peers important
constructivism
piaget
construct knowledge through interactions
Vygotsky
social interaction gives learning
zone of proximal development
adults important in devel too
scaffolding, reciprocal teaching
personal fable
adolescents think they’re special and rules don’t apply
imaginary audience
everyone’s thinking about them
self-consciousness
classic aging pattern
decline gf, intact gc, decrease speed and attentional
better with familiar stimuli
retrieval hard
Piaget moral development
heteronomous age 5-10: constraint, rules made by adults, any transgression needs punishment
autonomous age 10+: cooperation, flexible standards
Kohlberg’s moral reasoning theory
Preconventional - avoid punishment, wanting rewards
Conventional - conforming. Good boy/good girl, law and order
Postconventional - Morality of contract/laws, morality of conscience
Gilligan
justice (men) vs. caring (women)
Caring: 3 levels (survival, self-sacrifice, nonviolence)
research doesn’t support
Kochanska research
moral devel affected by early temperament and parent styles
pos corr with high inhibition and low impulsivity
linked to mom high in empathy, low in power assertion, mutual high affect
Freud stages personality devel
oral 0-1
anal 1-3
phallic 3-5/6
latency 5/6-12
genital 12-18
Erikson model
built on Freud’s
0-1 trust vs mistrust hope
1-3 autonomy vs shame will
3-5/6 initiative vs guilt purpose
5/6-12 industry vs inferiority competence
12-18 identity vs role confusion fidelity
18-35 intimacy vs isolation love
36-60 generativity vs stagnation care
60+ integrity vs despair wisdom
Mahler
separation and individuation
normal infant autism (not research supported) 1 mo
symbiosis 2-4 mo
differentiation 5-10 mo, stranger anxiety
practicing 10-16 mo, separation anxiety
rapprochement 16-24 mo, need mom love
object constancy 24-36 mo, unify good/bad
Levinson seasons of a man’s life
alternating periods of transition and stability
early adult transition (17-22)
entering adult world (22-28)
age 30 transition (28-33)
settling down (34-40)
midlife transition (40-45)
age 50 transition
late adulthood
lorenz
imprinting
harlow
mom contact comfort
bowlby
protest, despair, detachment
Spitz’s anaclytic depression
weepy/withdrawn/unhealthy babies, no moms 6-8 months
ainsworth
secure, avoidant, ambivalent/resistant
main and solomon
disorganized-disoriented
fear and confusion toward mother
gender identity usually achieved by age
3
gender constancy usually achieved by age
5
Factor best accounting for teen delinquency
quality of rel with parent
Patterson’s coercive model of aggression
observe aggressive behaviors from parents, experience poor academics and peer rejection, get depressed and join deviant peer groups
2 factors that up likelihood of bullying victimization
beh. that encourage bullying (e.g., crying, submissiveness), peer rejection
cooperative learning classes
reduce bias/stereotypes re culture
beneficial for low achieving students
maybe benefit high achieving?
Marcia teen identity statuses
achievement, foreclosure, moratorium, diffusion
commitment, crisis
Montessori
learning from manipulating materials
activity theory
aging is fulfilling if you stay active as long as possible
Disengagement theory
successful aging is withdrawing
slow to warm up infants
15%
shy, withdrawn, mild responders. need time with new people/situations
first 3 emotions
distress, contentment, interest
garmezy protective factors
personality/disposition, family support, external support
