Developmental Psych Flashcards
Developmental Psychology
Describe and explain changes in human behavior over time
knowledge gained through experience
British Empiricist school of thought (Hobbes, Berkely, Hume, Mill, and Mill)
Rousseau
society was not only unnecessary but also a detriment to optimal development; Emile
studying the mind as it functioned to help the individual adapt to the environment
Functionalist system of thought
G. Stanley Hall
father of developmental psychology
importance of environmental influences in child development; believed emotions, as well as thought, were acquired through learning
Watson
development occurred as a maturational (biological) process regardless of practice or training; nativist
Gesell
psychodynamic orientation; role of subconscious conflicts in the development of functioning and personality
Freud
cognitive structuralists; children are actively involved in their own development
Piaget
compares groups of subjects at different ages
Cross sectional
specific group over an extended period of time
Longitudinal
several groups of different ages are studied over several years
Sequential cohort
collate facts about a particular subject and their environment in order to gain a better perspective
Clinical method (case study)
human capabilities are innate and individual differences are largely the result of genetic difference
Nature
human capabilities are determined by the environment and shaped by experience
Nurture
Gene
basic unit of heredity
Allele
two different forms of a gene; dominant and recessive
total genetic complement
Genotype
collection of expressed traits; observable characteristics
Phenotype
Tryon
maze-bright vs maze-dull rats; learning ability had a genetic basis
Terman
first study of gifted children; large scale longitudinal study
Klinefelter’s syndrome
possession of an extra X chromosome in males
Turner’s syndrome
possession of only one X chromosome in females
Zygote
sperm cell fertilizes the egg cell and forms a single cell
fertilized egg travels to uterus and implants in uterine wall
Germinal period
eight weeks following germination
Embryonic period
Fetal period
third month; measurable electrical activity
behaviors that occur automatically in response to a given stimulus
Reflexex
turning of the head in the direction of a stimulus that touches the cheek
Rooting
Moro
infants react to abrupt movements of theirs heads by flinging out the arms, extending their fingers, and then bringing their arms back to their bodies
Babinski
toes spread apart when the sole of the foot is stimulate
Grasping
infants close their fingers around objects placed in their hands
Schemata
organized patterns of behavior and/or thought
Assimilation
process of interpreting new information in terms of existing schemata
Accommodation
when new information doesn’t fit into existing schemata, modifying existing schemata to adapt to this new information
Piaget’s stages of development
Sensorimotor
Preoperational
Concrete operational
Formal operational
Primary circular reaction
coordinate separate aspects of movement (Sensorimotor)
Secondary circular reaction
directed toward manipulation of objects in the environment (Sensorimotor)
Object permanence
objects continue to exist even though the child cannot perceive their existence (Sensorimotor)
mental representations of external objects and events
Representational thought (Preoperational)
tendency to be able to focus on only one aspect of a phenomenon
Centration (Preoperational)
Egocentrism
inability to understand reciprocal relationships (Preoperational)
Conservation
physical properties of matter do not change simply because the appearance of the matter changes (Preoperational)
child can conserve and take the perspective of others, but are limited to working with information that is directly available; difficulty with abstract though
Concrete operational
form hypotheses and make deductions
Formal operational
Vygotsky
internalization of various aspects of culture
skills and abilities that have not fully developed; child needs guidance to demonstrate skill
Zone of proximal development
Phonology
actual sound stem of language
Categorical perception
ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning
Semantics
learning of word meanings
Syntax
how words are put together to form sentences
Pragmatics
actual efficient use of language
Lenneberg, Rebelsky, and Nichols
babbling begins at about the same age for hearing children with hearing parents, hearing children with deaf parents, and deaf children
Holophrasis
use of a single word to express a complete thought
Errors of growth
increase of grammatical errors as children begin to master complex general rules
transformational grammar
Chomsky
changes in word order that differ with meaning
Syntactic transformations
Language acquisition device
innate capacity for language acquisition
Freud’s Stages of Development
Oral Anal Phallic (Oedipal) Latency Genital
gratification is obtained primarily through the putting of objects into the mouth by biting and sucking
Oral stage
Anal stage
gratification is gained through the elimination and retention of waste material
de-eroticizes or sublimates libidinal energy
Phallic (Oedipal) stage
libido is sublimated
Latency stage
Genital stage
if prior development has proceeded correctly, enter into healthy herterosexual relationship
Erikson’s Stages of Development
Trust vs. mistrust Autonomy vs. shame and doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Integrity vs. despair
development is a sequence of central life crises
Psychosocial theory (Erikson)
Easy Temperament
displayed a positive mood, regularity in bodily functions, easy adaption to new situation
Slow to warm up Temperament
initially withdrawn, but soon able to adapt to new situations
Difficult Temperament
negative emotions and irregular bodily functions; tends to withdraw in new situations
temperament is a strong predictor of adult behaviors
Kagen
3 types of Crying (Wolff)
Basic–hunger
Angry–frustration
Pain–after painful stimulus
smiling associated with facelike patterns
Social smiling
Fear response
follows developmental course from undifferentiated to increasingly specific
Contact comfort was more essential in bond formation than providing for physical needs
Harlow
infant reacts identically to every adult and smiling face
Pre-attachment (Bowlby)
Separation anxiety
child reacts to the mother’s absence with strong protest
not distressed when left alone with stranger; avoid contact with mother upon her return
Insecure/avoidant (type A) (Ainsworth)
mildly distressed during separations from mother, but greet her positively when she returns
Secure (Type B) (Ainsworth)
-distressed during separation and are inclined to resist physical contact with the mother upon her return
Insecure/resistant (Type C) (Ainsworth)
Imprinting
rapid formation of an attachment bond between an organism and an object in the environment (Lorenz)
Kohlberg’s Stages of Moral Development
Preconventional morality
Conventional phase or morality
Postconventional morality
Preconventional morality
right and wrong are defined by punishment and reward
Punishment and obedience
Orientation toward reciprocity (instrumental relativist stage)
Conventional phase or morality
based on social rules
Good girl, nice boy–seeks approval of others
Law-and-order orientation–defined by the rules or authority
Postconventional morality
Social contract orientation–moral rules designed to ensure the greater good
Universal ethical principles
Criticism of Kohlberg; Males and females adopt different perspectives on moral issues and that these difference stem from the different ways in which boys and girls are raised
Gilligan
Kohlberg’s Gender Stages
Gender Labeling
Gender Stability
Gender Conistency
realization that they are a member of a particular sex and accept that they are a boy or a girl and are able to label themselves as such
Gender labeling
children can predict that they will still be a boy or a girl when they grow up
Gender stability
children understand the permanency of gender
Gender consistency
as soon as children are able to label themselves, they being concentrating on those behaviors that seem to be associated with their gender
Gender schematic processing theory (Martin and Halverson)
Authoritarian Parent
use punitive control methods and lack emotional warmth (Baumrind)
Authoritative Parent
high demands for child compliance (low punitive control methods), utilize positive reinforcement, and score high on emotional warmth (Baumrind)
Permissive Parent
very low on control/demand measures (Baumrind)
