Developmental Psych Flashcards
Longitudinal study
Individuals studied over a length of time
Cross-sectional study
One point in time, studying groups of participants of different ages
Stability v. change
Do early personality traits persist or do we become a different person as we age
Nature v. nurture
How do they work together to shape who we are
Continuity v. stages
Is development a smooth, gradual process, OR do we grow in distinct stages
Teratogens
“Monster maker” - can cause harm or abnormalities during prenatal development
Fine motor coordination
Development of small muscle movements - ex. drawing, buttoning shirt, etc.
Gross Motor Coordination
Development of large muscle movements. Ex. walking, running, etc.
Rooting reflex
When you stroke a baby’s cheek, it turns its head & locates food
Visual cliff for depth perception
When infants saw what looked like a cliff on the floor they wouldn’t walk over it
Imprinting
A type of learning where an animal forms strong attachments during an early-life critical period.
Adolescence
The period from childhood to adulthood. Puberty to independence - growth spurt, sexual maturity, reproductive ability.
Adulthood
Steady decline in physical abilities, diminishing mental strength, stamina, reaction time, & visual sharpness
Piaget
First person to look at how children think
Schema
Generalizations based on experience.
Assimilation v. accommodation
Trying at existing schemas vs. modifying schemas
Sensorimotor stage
0-2 years. Experience world through senses, no object permanence
Preoperational stage
2-7 years old. Object permanence. Pretend play. Egocentric. Does not understand concepts of conservation. Theory of mind & animism
Theory of mind and Animism
Ability to infer others’ thinking and the tendency to believe all things are living
Concepts of conservation
Pouring water into another glass that is wider, causing the child to think there’s less water
Concrete operational
7-11 years. Learn to think logically, understand concept of conservation, basic math
Formal operational stage
12 years to adulthood. Abstract, hypothetical, and higher-level thinking
Microsystem
One’s immediate environment that one interacts with daily. Closest layer of influence.
Mesosystem
Connection and interactions between different parts of our microsystem. Ex. relationships b/w teachers and parents.
Macrosystem
Broader cultural, societal, economic contexts that influence an individual
Exosphere
External settings that indirectly affect a person’s development. Ex. parent’s company hours
Secure Attachment
Strong healthy emotional bond. Child feels safe and is confidence caregiver will meet needs
Insecure avoidant attachment
Child suppresses emotional needs. Caregiver has historically been emotionally unavailable
Insecure anxious attachment
Heightened need for closure and assurance. Due to caregivers inconsistent responsiveness. Fest of abandonment.
Insecure disorganized attachment
Lack of clear attachment. Due to inconsistent/unpredictable or frightening parental behavior
Temperament
A child’s emotional style
Separation anxiety
Distress response experienced by young children when separated by the primary caregiver
Harlow’s study
Infants overwhelmingly preferred soft, cloth mother for comfort over the wire mother that provided food
Parallel play
Children engage in similar activities near each other w/o direct interaction
Adolescent egocentrism
Belief that they’re the center of the world
Imaginary audience
Belief that others are constantly watching and judging one’s actions
Personal fable
One’s experiences & feelings are unique
Social clock
Expectations for the timing of major events in life, varies widely across cultures
Trust v. mistrust
Infancy (Age 0-1).
Positive: secure attachment, trust. Negative: mistrust, social withdrawal.
Autonomy vs. shame & doubt
Early childhood (Age 1-3). Positive: confidence, interdependence. Negative: Shame & doubt
Initiative v. Guilt
Preschool (Age 1-3). Positive: self-confidence, risk-taking.
Negative: Guilt, restrictive
Industry v. inferiority
School-age (Age 6-12).
Positive: confidence, productive
Negative: Worthlessness, insecurity
Identity v. Role Confusion
Adolescence (Age 12-18). Positive: positive self-image
Negative: Comparing, confusion
Intimacy v. Isolation
Young Adulthood (Age 18-40)
Positive: Strong relationship, love
Negative: Isolation, loneliness
Generativity v. Stagnation
Middle adulthood (Age 40-65)
Positive: Making valuable contributions
Negative: Unproductive, no value
Integrity v. Despair
Old age (Age 65+)
Positive: wisdom, fulfillment
Negative: Regret, bitterness
Puberty - primary and secondary characteristics
Primary sex characteristics, such as the development of reproductive organs, and secondary sex characteristics, like voice deepening and breast development, emerge during puberty
Adolescent Physical Development
During adolescence, rapid physical changes occur, including increases in height, muscle mass, and hormonal fluctuations.
Menarche
Menarche, the first menstrual period, typically occurs in early adolescence as part of puberty.
Spermarche
Spermarche, the first ejaculation, marks the beginning of sperm production in adolescent boys.
Menopause
A natural biological process in which menstruation ceases due to declining estrogen levels.
Vygotsky’s view on cognitive development
Vygotsky believed that social interaction plays a fundamental role in cognitive development.
Scaffolding
Teachers reduce amounts of support over time until students are able to master the skill
Crystallized intelligence
Accumulated knowledge. Increases across adulthood
Fluid intelligence
Speed and efficiency which we learn new info and solve problems. Decreases w/ age
Dementia
Deterioration of memory and other key cognitive functions
Semantic v. Episodic memory
Semantic memory stays same as we age while episodic memory gets progressively worse.
Phonemes
The difference between the words “bit” and “bat” is due to a change in a single phoneme.
Morphemes
The word “unhappiness” consists of three morphemes: “un-“, “happy,” and “-ness.”
Semantics
deciphering meaning in language
Grammar
The system of rules governing the structure and use of a language
Syntax
the rules humans use for arranging words into sentences or sentence phrases.
Cooing
At around six weeks old, babies begin cooing, producing vowel-like sounds.
Babbling
Around four to six months, infants start babbling by combining consonant and vowel sounds.
One-word speech
A toddler saying “milk” to request a drink demonstrates the one-word speech stage.
Telegraphic speech
A young child saying “want cookie” is an example of telegraphic speech, where unnecessary words are omitted.
Overgeneralization of language rules
A child saying “goed” instead of “went” shows overgeneralization of grammatical rules.
Authoritarian parenting style
An authoritarian parent enforces strict rules and expects obedience without much flexibility.
Authoritative parenting style
An authoritative parent sets clear expectations but is also responsive and supportive.
Permissive parenting style
Permissive parents are highly nurturing but set few rules, which can lead to impulsive behavior in children.
Achievement
Identity achievement occurs when a person has explored and committed to a sense of self.
Diffusion
Identity diffusion occurs when an individual has neither explored nor committed to an identity.
Foreclosure
In identity foreclosure, a person commits to an identity without exploring other options
Moratorium
Identity moratorium is a phase where a person is actively exploring but has not yet made a commitment
