Developmental Flashcards

1
Q

Equilibration

A

Piaget
combination of assimilation & accommodation, motivated by a drive for order or balance
used to understand new information or event

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2
Q

Object Constancy

A

Margaret Mahler
ability to maintain mother’s image when she is absent
AND
the ability to unify the good & bad aspects of the mother into a whole representation

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3
Q

Model of Identity Development (Marcia, 1980)

A

DIFFUSION: not yet in crisis or exploration of identity
FORECLOSURE: commitment to an identity formulated by a parent or other influential person
MORATORIUM: identity crisis, exploring options
ACHIEVEMENT: crisis resolved by evaluating alternatives & committing to an identity

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4
Q

Theory of Moral Development

A

PRECONVENTIONAL (age 4-10): 1. Punishment-Obedience
2. Instrumental Hedonism
CONVENTIONAL (age 10-13) 3. Goodboy/girl Orientation (desire to be liked)
4. Law & Order Orientation
POSTCONVENTIONAL (sm adults) 5. Mor. of Contract, Indv. Rights, & Laws
6. Morality of Individual Principles of Conscience

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5
Q

Centration

A

per Piaget, the young child’s inability to focus on >1 aspect of an object (usually the most salient aspect)
occurs during preoperational stage

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6
Q

Kochanska et al - development of conscience

A

conscience develops as a result of parenting style & child temperament

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7
Q

Bronfenbrenner’s Ecological Approach

A

MICROSYSTEM: bidirectional relationships 1 has with different environments
MESOSYSTEM: interlocking influence of all microsystems
EXOSYSTEM: relationship between several settings
MACROSYSTEM: influence of culture, economy, etc
CHRONOSYSTEM: role of passage of time in a person’s life

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8
Q

Piaget’s Theory of Moral Development

A

Heteronomous (age 5-10): rules are decided by authority figures, can’t be changed, must be followed
Autonomous (10->): rules are flexible, agreed upon by others, can be changed if necessary

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9
Q

Types of memory most affected by aging

A
  • greatest decline is in recent LTM, followed by decline in working memory
  • remote LTM, memory span, & sensory memory are relatively unaffected
  • episodic memory is more negatively affected than semantic or procedural memory
  • some deficits in metamemory (older people less likely to use strategies)
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10
Q

Gilligan’s Relational Crisis

A

at 12-13 girls respond to pressure to fit cultural stereotypes by disconnecting from themselves; experience a “loss of voice” when they realize women’s opinions aren’t valued
consequences: drop in academic achievement, loss of self-esteem,increased vulnerability to MH problems

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11
Q

Anaclitic depression

A

withdrawal, developmental delays, unresponsiveness due to separation from a parent (especially 6 mos -1 yr)

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12
Q

age that conformity to peers peaks:

A

14-15, children are most susceptible to positive, negative, & neutral influence

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13
Q

best predictor of reoffense in juvenile offenders

A

age at first offense

younger the age at first offense, higher the risk of recidivism

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14
Q

Gilligan’s Theory of Moral Development

A

tailored to girls, who are more influenced by caring for others;
Level 1: Orientation of Individual Survival
Transition 1: Selfishness to Responsibility
Level 2: Goodness as self-sacrifice
Transition 2: Goodness to truth
Level 3: Morality of nonviolence

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15
Q

Montessori Method

A

based on assumption that learning stems from sense perception & can be maximized with instruction emphasizing the senses
designed for children with ID? experiential learning, child-centered, at own pace

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16
Q

Leading causes of death in adolescents & young adults:

A

1st - MVA’s (36%)
2nd - homicide (but is 1st for African-Americans)
3rd - suicide (rates are increasing)

17
Q

Scaffolding

A

in Vygotsky’s theory
working in the zone of proximal development, providing shaping & modeling what skills are needed for next stage of growth, when a child truly needs it

18
Q

Patterson’s model of delinquency

A

results from predictable sequence:

  1. use of coercive, inconsistent discipline results in escalation & child learning to control through coercive means
  2. child experiences academic failure & peer rejection
  3. child becomes depressed & is more likely to join a deviant peer group
19
Q

Sensorimotor Stage

A

Birth to age 2: infants learn by coordinating sensory experiences with physical action. By the end, infant can use symbols and form lasting mental representations. Children develop object permanence during this stage.

20
Q

Preoperational Stage

A

Ages 2-7: Children use mental representations (words, images) to understand the world. Child cannot yet complete operations or reversible mental actions (adding or subtracting). Egocentricism, magical beliefs, animism.

21
Q

Concrete operational

A

Ages 7-11: Children can reason logically and mentally reverse actions. Understanding of conservation. Thinking no longer controlled by centration (focusing on 1 aspect of something)

22
Q

Formal operational

A

Beginning ages 11-15: Abstract, idealistic, logical thinking. Capable of hypothetical-deductive reasoning.

23
Q

Rotherbart and Bates on temperament

A

3 broad dimensions: extraversion/surgency; negative affectivity; effortful control (self-regulation)

24
Q

Kagan on temperament

A

Inhibited and uninhibited