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Psychology Unit 3 > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

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1
Q

Paul Balte’s Framework

A

Development is lifelong
Development depends on history and context
Development is multidirectional and multidimensional
Development is plastic

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2
Q

Only 10-20% of fertilized eggs survive two weeks to make it to implantation

A

Single cell zygote develops to embryo, then to fetus (review book for more details)

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3
Q

Embryos are vulnerable, and chromosomal disorders can lead to spontaneous abortion

A

(miscarriage)

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4
Q

Proper maternal nutrition is vital

A

” “

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5
Q

Malnutrition

A

Can lead to birth defects, low birth weight and stillbirth

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6
Q

Maternal age outside of optimal range ____ can pose difficulties

A

Both for teens and over age 35

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7
Q

Teratogens

A

external/environmental contaminants that can penetrate the maternal protections of pregnancy and cause harm to the fetus
- heart rate, oxygen, nutrition

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8
Q

Examples of Teratogens

A

Medical drugs (thalidomide and birth defects)

Environmental Pollution (lead paints can affect cognitive development)

Alcohol (Fetal Alcohol Syndrome)

Nicotine (Learning disorders, low birth weight, SIDS)

Illegal Drugs (Children born addicted)

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9
Q

Fetal Alcohol Syndrome

A

Issues found for children whose mothers drank heavily during pregnancy
-tighter skin
-undeveloped teeth
- cognitive deficiencies

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10
Q

Capacities at Birth

A

Senses develop according to stimulation

Sight

Preferences on hearing, tastes, and odors already present at birth

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11
Q

Sight

A

stimulation builds quickly; binocular depth perception by 4-5m, 20/20 by 6m

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12
Q

Reflexes

A

innate, unlearned, adaptive behaviors

Others include grasping, stepping, basic swim reflex (all innate)

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13
Q

Main model is Piaget’s

A

Driven by improving skills to organize information

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14
Q

1st Stage of Piaget’s

A

Sensorimotor- learning and thought is centered on the senses and the motor skills (what can I see/smell right now, cannot think about anything outside of this)
- Babies develop more complex schemes (structure) for understanding the world
- Lasts from birth until about 2 years old, experimenting with everything to learn
- No sense of object permanence
- End goal is mental representation

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15
Q

Object Permanence-

A

Knowledge that something still exists even though I cannot currently see it

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16
Q

Mental Representation

A

the ability to mentally represent things that are not immediately present in the senses at this moment

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17
Q

Piaget’s Preoperational Stage (2-6 years old)

A

Follows the onset of mental representation at the end of sensorimotor stage
- Marked by advances and refinements based on this
- Can now manipulate information in the mind, but with limitations

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18
Q

Centration

A

a tendency to focus on only one dimension of a problem
- Can’t do conservation tasks

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19
Q

Conservation Task

A

3 glasses, 1 is tall but thin, others are shorter but wider
When asked which have more water, will say tall but thin
Only focus on one dimension of the problem

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20
Q

Egocentrism

A

a tendency to only be able to reason about a problem from one’s own viewpoint
- Three Mountain Problem, describe as what they see, not how others perceive it

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21
Q

Piaget’s Concrete Operations (7-12 years old)

A

-Onset of logical, but not abstract thought
-Greater aptitude in using mental representations
- Now able to reason better in multiple dimensions
Main limitation with respect to abstract thought

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22
Q

Multiple Dimensions

A

Improves conservation
Allows ability to use maps for finding directions
Allows greater aptitude with math

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23
Q

Abstract thought

A

Child cannot fully comprehend non-concrete concepts though

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24
Q

Formal Operations

A

Ability to think abstractly
Can now deal with abstract concepts without concrete representation
- Life, death, the self, morality, abstract math
Able to deal with hypothetical-deductive reasoning
- Evolution of “what it” ability for abstractions

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25
Q

Why the progress?

A

Brain Maturation- synaptic pruning
Greater experience lead to shifts in schemes

26
Q

Synaptic Pruning

A

Losing brain tissue in adolescence
Deeply affect how we think about the world

27
Q

Hypothetical Deductive Reasoning

A

“what if” I do ___

28
Q

Piaget’s Formal Operations

A

Basically stops at adolescence

However, there’s still more development to take place, as adolescent thought faces many barriers
- Argumentativeness
- Indecisiveness
-Finding fault with authority
-Self consciousness- the imaginary audience
- Assumption with invulnerability
- Dangers with driving, recklessness, drugs, etc.

29
Q

Piaget tended to underestimate the capabilities of young children

A
  • Tasks used were too abstract
  • Many skills arrive earlier, but Piaget didn’t have the methodology to test earlier
30
Q

Violation of Expectations Paradigm

A

Relies on the fact when children are exposed to something that they know is going to happen, react mundane
If see something that surprises them, express surprise

Put them through habituation event
After a while change outcome to surprise them

31
Q

Behaviorism

A

gender identity is based on reinforcement and punishment
-Adults treat boys and girls differently
-Early adulthood teachers may reward boys more for assertive classroom behavior (hand raised, group leadership)
- Other kids will punish atypical behavior
- Includes social learning

32
Q

Social Learning

A

seeing how others behave in environment, learn from others

33
Q

Cognitive Model

A

children categorize or develop gender schemata
-schemata will include propositions and prototypes
-These are used to define sexes and expectations
-Built on input from all aspects of the local environment

Ex: Truck for boy, doll for girl

34
Q

Parenting Styles

A

One’s style of parenting is a product of may things
- Upbringing- look at what parents did with you, see how much do same or different
- Temperament
- The child’s attachment style (please review in book)

35
Q
  • Temperament
A

innate traits that influence how one thinks, behaves, and reacts with the environment

36
Q

Attachment Style

A

are the kids clingy, distant

37
Q

Authoritarian

A

-Everything related to authority, no reasoning
-Demand strict conformity, no questioning
- Strict punishment for rules violations
- Children are more likely than peers to end up withdrawn, distrustful

38
Q

Permissive

A

-Value self-expression at the expense of structure
- Not demanding, rarely punish
- Children tend to be disruptive, immature, undisciplined

39
Q

Authoritative

A

-Mesh the two- firm, but loving
-Emphasize social rules, but within context of individual values
- Use reason in explaining punishments and rules
- Children feel more secure, more self-confident and exploratory

40
Q

Power Assertion

A

-reliance on authority
- Physical discipline often stimulates aggression
- More likely from fathers
- Least effective for generalizing discipline to other situations

41
Q

Induction

A

-attempt to reason with the child
- Better for extending discipline to social situations

42
Q

Withdrawal of love

A

ignoring, isolation
- People usually mix these, depending on the overall relationship between parent and child

43
Q

Adolescence

A

Changes across all dimensions
- Physical
–(Be sure to read and know the boldfaced terms in the textbook section on adolescent physical development)
-Cognitive
-Social
-Emotional
-The Self

44
Q

Diet and Eating Disorders

A

Obesity rate increases
- Increased consumption of high-fat foods
-Less exercise
- (Note: Classification of overweight not necessarily tied to health outcomes)

45
Q

Anorexia and Bulimia

A

-85-95% female
- Boys via body building, wrestling weight classes
- Greater emphasis on body appearance
- Uncertainty of how to deal with physical changes
-Pressures to excel in certain activities
–Ballet, gymnastics, etc.
-Based in distortion of body image
-Need for control
-Also may have genetic component

46
Q

Culture has raised us to hold expectations for the body image a woman should have, even if that is unhealthy for the person

A

” “

47
Q

Adulthood

A

Hard to define

48
Q

Physical Development

A

As metabolism settles post-adolescence, imporant to get exercise and eat well
-Can exercise even without formally scheduling
(taking the stairs)
-Many young adults still regard heart disease as something they can worry about later on

49
Q

Transitions of adulthood

A

Many psychologists study how people make the transitions of adulthood
-Single life
-Couple life
-Married
-Children
-Stages of career from entry to accomplished
-Grandparenthood
-Retirement

50
Q

Middle Adulthood

A

-Least studied, maybe least appreciated part of life
-Hard to even define the ages
-Relatively recent term, partly because of extended life expectancy
-Something people don’t look forward to
—Declines in sensory/physical performance
—Menopause

51
Q

Is there a midlife crisis?

A

-Emerged in the 70s
-Research doesn’t support it
-Some suggestion of a midlife review-much the same, though not so much a crisis
- Reflected in and stemmed from normative crisis models )esp. Erikson’s stage of generativity vs stagnation) the 7th stage

52
Q

Generativity

A

contributing to the world
making the world a better place
making marks and a legacy that will last after you

53
Q

Stagnation

A

failure to contribute to the world
being self centered
no self improvement
not being productive

54
Q

How old is old

A

depends on culture

Spain perceives old is 70
USA has terms in light old, and old old

55
Q

Aging Graph Population

A

USA will have more old people in 2050

56
Q

The Aging Population

A

-85+ is the fastest growing population group
—Lower infant mortality
—Healthier lifestyles, better medical care
—Smaller young families decrease proportion of young people (esp. post 2008)
-Women on average live longer than men
-Asian-Americans have longest life expectancy; they and Caucasians on average outlive African-Americans and Hispanic-Americans
-By age 80, ratio of women: men= 2:1

57
Q

Primary Aging

A

Inevitable process of deterioration

58
Q

Secondary Aging

A

Product of abuse, disease, poor care
-Leads to functional age- how old your abilities are relative to your chronological age
-Various theories as to why we age (genetic, environmental)

59
Q

Dementia

A

deterioration in cognitive functioning from physiological causes

60
Q

Alzheimer’s Disease

A

a highly heritable, progressive, degenerative neurological disorder characterized by irreversible deterioration in memory, intelligence and awareness, leading to death
-Effects appear in reverse order of brain development
-More cases now because more people reach old age
-Early signs often confused as just effects of aging
-Diagnosed by testing, but only confirmed by autopsy

61
Q
A

Psychology Unit 3 (4 decks)

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