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Developmental Psych Flashcards

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1
Q

Watson, John

A

Environmental influences important on child development, locke’s tabula rasa
Emotions and thought acquired through learning
Place a responsibility on parents for raising
DISCREDITED consciousness, will, mental states
Predict behavioral responses given a stimuli
lil Albert
Conditioning learning practice

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2
Q

Gesell, A

A

Development is a maturational/biological process
Nativist=believed much of development was biologically based
Developmental blueprint exists from birth
Against behaviorism

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3
Q

Psychodynamic orientation

A

subconscious conflicts in the development of functioning and personality
S Freud

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4
Q

Cognitive theories

A

Thinking ability of people, children constructing knowledge of the world through their experiences with environment
J Piaget

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5
Q

Research methods dev HOW

A

Longitudinal specific group over time
Cross-sectional compare groups at dif ages

Sequential cohort several groups of dif ages looked at over time

Clinical/Case study: one persons past present and future

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6
Q

Nature v nurture

A

Nature: human capabilities are innate, and a person is largely their genetic makeup of predisposition

Nurture: human capabilities determined by environment and shaped by experience

Now–> both

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7
Q

Mendel, G and heredity

A

Gene: Basic unit of heredity
Allele: alternative form of gene
Dominant or recessive alleles
2 doms or 1 Dom = dominant allele expresses
2 recessive = recessive allele expressed
Parental genes are distributed randomly to all offspring

Genotype | Phenotype
BRBR          Brown eyes
BRbl.           Brown eyes
blBR.           Brown eyes
blbl.             Blue eyes

Genotype: total genetic complement or makeup
Phenotype: total collection of expressed traits

Genes located on chromosomes, 23rd pair of chrome determines sex

Gametes (sperm and egg cells) are haploid, nucleus has 23 different chromosomes total; when combine they are diploid as cells of the human body and form 23 pairs.

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8
Q

Tryon, R. C.

A

1942, Studied inheritance of maze running ability in laboratory rats
Maze-bright, maze-dull, and intermediate
Maze brights were only bred with maze brights and same for breeding of maze dulls and the difference intensified over generations

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9
Q

Research methods dev WHO

A

Family studies, compare rates of similarity between genetically related ppl to genetically unrelated people; I.e. Children of schizophrenics are 13% more likely to develop than general pop
BUT Familys tend to share both genetics and environment

twin studies, MZ and DZ twins share environments to some extent and only the 50% dif in genes sets them apart;
Comparing twins raised apart
MZ twins reared apart are more similar than DZ twins reared together on personality

adoption studies, environmental and genetic influences on behavior; adoptive child’s IQ is that of biological parent, not adoptive

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10
Q

Terman, L

A

Compared children with high IQ (+135) with average children to discover dif; first to focus on gifted children; large scale longitudinal study

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11
Q

Genetic disorders

A

Down’s Syndrome: extra 21st chromosome causes severe mental retardation

Phenylketonuria (PKU): genetic defect in which child lacks enzyme needed to digest phenylalanine; controlled with a strict diet; degenerative disease of nervous system

Klinefelter’s Syndrome: extra X chromosome, XXY, sterile and have mental retardation

Turner’s Syndrome: only one X chromosome; C, failure to develop secondary sex characteristics, short fingers and unusually shaped mouths

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12
Q

Prenatal development

A

Ovum: egg cell, gamete
Sperm cell, gamete
Zygote: combined fertilized egg

Zygote splits in half, and again and again and the cellular mass travels down Fallopian tube and implants on uterine wall

Germinal period: 0-2 weeks
Embryonic stage: 3-8 weeks, develops a human-like appearance, limbs appear and tail recedes, fingers toes and genitalia and nervous system in spine 2 million percent size increase
Fetal period: 3 months, marks measurable electrical activity in brain

Maternal malnutrition =leading cause of abnormal development
Protein deficiency, maternal narcotic addiction, cigarette smoking, daily alcohol consumption, and X-ray

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13
Q

Neonatal reflexes

A

Moro: stretching out and hugging when head is jerked

Babinski toes spread when feet stimulated

Rooting: turning head towards stimulated cheek for feeding

Grasping: closing fingers around something in hand

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14
Q

Piaget, J

Thoughts

A

Schema: organized patterns of behavior and/or thought; learn or develop schemata from interacting with environment through reflexive behaviors (learn to grasp from grasping)

Adaptation:
Assimilation- interpreting new information in terms of existing schemata
Accommodation- new info doesn’t match existing schemata, modify existing schemata to adapt new info

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15
Q

Piaget, J

Stages of Cognitive Development

A

Sensorimotor: 0-2, primary and secondary circular reactions, object permanence

Preoperational: 2-7, beginnings of representational thought with object permanence, centration (focus on only aspect of a phenomenon), egocentrism (does your sister have a sister) also don’t understand conservation

Concrete Operational: 7-11, conserve and overcome centration, only work with concrete objects or info, no abstract thought

Formal Operational: 11+, can do abstract thinking

Development of thought directed development of language

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16
Q

Vygotsky L

A

Cognitive development: child’s internalization of various aspects of culture and interpersonal processes =child develops

Proximal development: skills and abilities that have not yet fully developed but are in the process of development

17
Q

Components of language

A

Phonology: actual sound stem of language (categorical perception) babbling

Semantics: learning of word meanings

Syntax: how words are put together to form sentences

Pragmatics: efficient use of a language

Language acquisition= not result of imitation and reinforcement but active application of dynamic internalized set of linguistic rules

18
Q

Chomsky, N

A

Transformational grammar: changes in word order

LAD: language acquisition device- triggered by exposure to language

19
Q

Freud S

A

Oral 0-1, biting and sucking and putting objects in mouth, orally fixation =dependency

Anal 1-3, elimination and retention of waste, fixation leads to orderliness or sloppiness

Phallic, 3-5, Oedipus hates the father for relationship with mother, then out of guilt identifies with father and establishes sexual identity and internalizing moral values. Opposite for Electra

Latency, 5-puberty

Genital, puberty-adulthood, if prior development was correct, then person will engage in healthy heterosexual relationships, if not fetishisms may result

20
Q

Hall, G Stanley

A

Father of developmental psych,
Founder of child and adolescent psychology
1st to do empirical research on children via surveys compared across age

21
Q

Erik Erikson

A
  1. Trust v. Mistrust (0-1)
  2. Autonomy v. Shame and Doubt (1-3)
  3. Initiative v. Guilt (3-6)
  4. Industry v. Inferiority (6-12)
  5. Identity v. Role confusion (adolescence)
  6. Intimacy v. Isolation (young adulthood)
  7. Generativity v. Stagnation (middle age)
  8. Integrity v. Despair (elderly)
22
Q

A. Thomas and S. Chess on Temperament

A

Temperament: individuals pattern of responding to the environment, heritable, emerged in infancy, stable over time, pervasive across situations
Concepts: activity level, negative emotionality, sociability

Thomas and Chess– infant emotional/behavioral style
Easy
Slow to warm up
Difficult

23
Q

Temperament research measured in

A
  1. Parental reports of behavior
  2. Observations in naturalistic settings
  3. Observations in laboratory settings
24
Q

Early Social and Emotional Behavior

A

Crying: Wolff research– basic cry, anger cry, pain cry

Social Smiling

Fear: context dependent

25
Q

Attachment and H. Harlow

A

Rhesus monkeys like soft monkey that provided no milk
“Contact comfort” is more essential in bond formation than physical needs

Need mommy, ones who didn’t were taken in by therapist monkeys, but we’re too aggressive etc

26
Q

Bowlby J. and Phases of Attachment

A
  1. Pre-Attachment: identical reaction to every adult and smile
  2. Separation anxiety and stranger anxiety
  3. Healthy ability to separate without much distress
27
Q

Ainsworth, Mary and 3 Infant Behavior Types

A

Type A: Insecure/Avoidant Attachment; not sad with stranger, avoids mother
Type B: Secure Attachment; sad with stranger, close with mother
Type C: Insecure/Resistant Attachment; sad with stranger, resists mother

28
Q

Lorenz, K

A

Imprinting = rapid formation of an attachment bond between organism and object in environment

Can attach to a behavior, at a critical point (or sensitive point) just like language development

29
Q

Kolberg, L on Moral Thought

A

PHASE 1 PRECONVENTIONAL MORALITY
Stage 1: punishment and obedience
Stage 2: instrumental relativist / reciprocity

PHASE 2 CONVENTIONAL MORALITY
Stage 3: good girl, nice boy
Stage 4: law-and-order

PHASE 3 POST CONVENTIONAL MORALITY
Stage 5: social contract (greater good)
Stage 6: universal ethical principles

30
Q

Kolberg and Heinz Dilemma

A

Using a moral dilemma to see where the thought process is, not necessarily if it was right or wrong but why?
And judge maturity based on it

31
Q

Gilligan, Carol on Kolbergs phases

A

Attacks his post conventional phase asserting that males and females have dif perspectives on moral issues, differences arise with how raised
His research was only males so cannot evaluate females

Women adopt an interpersonal orientation that isn’t more or less mature than rule-bound thinking of men; ex caring and compassion, relationships, social responsibilities

32
Q

Kolberg, L on Cognitive Developmental Gender

A
  1. Gender labeling 2-3
  2. Gender stability3-4
  3. Gender consistency 4-7
33
Q

Martin and Halverson

A

Gender labeling, as soon as able to label themselves, they begin concentrating on behaviors associated with gender

34
Q

Buamrind, D on Parenting

A

Parental style and discipline,
Parental control, nurturance, clarity of communication, maturity demands

  1. Authoritarian: punitive control and lack emotional warmth
  2. Authoritative: pos reinforcement and emotional warmth but high demands for child compliance
  3. Permissive : score low on control/demand measures
35
Q

Fatherhood

A

Fathers tend to play more vigorously, mothers stress verbal over physical interactions

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