Developmental Psychology Flashcards
Erik Erikson: Infancy: 0-1
Trust vs Mistrust
Primary caregiver is key social agent
Shapes view of world as worthy or unworthy of trust
If rejected, will view others as dangerous
Adverse resolution: fearful toward people
Erik Erikson: Early Childhood: 1-3
Autonomy vs Shame
Begin learning autonomy and independence
Fail to gain autonomy can result in shame and doubt
adverse resolution: insecurity, dependence
Erik Erikson: Play Age: 3-6
Initiative vs guilt
Learn what is within capacity to accomplish. May take on things beyond current ability.
Goals may conflict with family and lead to guilt
Adverse resolution: belief that thoughts and actions are wrong or bad
Erik Erikson: School age: 6-12
Industry vs Inferiority
work to gain social and academic skills to feel self-assured
comparison to peers
Social agents are teachers and peers
Adverse resolutions: consistent failure may lead to inferiority
Erik Erikson: Adolescence: 12-19
Identity vs Role Confusion
Crossroad between childhood and maturity
Most develop occupational and social identities or they will be confused as they enter adulthood about roles and responsibilities
Key social agents: society and peers
Adverse resolutions: inability to identify roles, establish a self-identity and lack of awareness
Erik Erikson: Early Adulthood: 20-40
Intimacy vs Isolation
Main goal is to form strong relationships, achieve sense of love and companionship (shared identity)
Loneliness occurs if development of intimate r/s fails
Social agents: lovers, spouse, close friends
Adverse resolutions: inability to form meaningful r/s, fear of commitment, feelings of loneliness or isolation
Erik Erikson: Middle Adulthood: 40-65
Generativity vs stagnation
Work to meet standards of generativity as defined by their culture (raise family, work, care for young people’s needs)
Adverse resolutions: belief that life is meaningless, extreme self absorption
Erik Erikson: Old Age: 65-death
Ego integrity vs despair
View life as either meaningful and productive, happy or majorly disappointing
Feel life was worth living and they made lasting contribution with no regrets
Adverse resolutions: regret for things they did or did not do
Attachment Research from Harlow
A study with primates between food/comfort found:
A mother’s love is emotional, rather that purely physiological for healthy psychological development
Capacity for attachment is associated with critical periods in early life
Bowlby Theory
Children come into the world biologically pre-programmed to form attachment with others
4 stages
Bowlby: Pre-attachment
0-2 months
Infants dont discriminate one person from another, no fear of strangers
Bowlby: Attachment in the making
2-6 moths
Infants prefer particular person, recognize parents but does not protest when separated
Bowlby: Clear cut attachment
6 months - 3 years
Separation anxiety, cries when separated from caregiver
can be attached to several persons
Bowlby: Goal corrected partnership
4+ years
Understands caregiver schedule
Separation protest begins to decline
Mary Ainsworth
Children/infants need to develop a secure dependence on their parents before seeking unfamiliar situations
social awareness and interests develop in early infancy
Ainsworth Social/Emotional Milestones - less than 2 months
Shifts in eye gaze/attention
Ainsworth Social/Emotional Milestones - 2 months+
- arousal at sight of mutual gaze
-social smiling
-vocalization (cooing)
-reaching toward others
Ainsworth Social/Emotional Milestones - 6-9 months
reciprocity of gestures
initiation of response to socially oriented bx increase with age (imitation)
preference for single attachment figure
Ainsworth Social/Emotional Milestones - Facial expressions
Infants: wrinkle nose, raise upper lip, furrow brows
4 months: mostly express joy and interest
12 months: express disgust and anger
Identity Achievement
High level of exploration and commitment
Attained coherent and committed identity based on personal issues
(grad school)
Identity Moratorium
High level of exploration
low level of commitment
exploring in attempt to establish an identity, but not yet committed
(switching majors)
Identity Foreclosure
Low level of exploration
High level of commitment
Made commitment based on values and decisions of others but have not explored on own
(going to Med school, because parents believe it is right)
Identity Diffusion
Low level of exploration
Low level of commitment
No firm commitment to identity, but is not making progress towards it
(dropping out of school and not pursuing an occupation)
Baumrind’s four parenting styles:
Authoritative
Most successful
high expectations, high support
appropriate autonomy granting
Outcomes: upbeat mood, self control, task persistence, cooperativeness, high self esteem, social/moral maturity, +school performance
Baumrind’s four parenting styles:
Authoritarian
High expectations, low support and autonomy granting
outcomes: anx, unhappiness, low self esteem, low self reliance, react to frustration w/ hostility, poor school performance
Boys - anger/defiance
Girls - dependence, lacking interest in exploration, anx
Baumrind’s four parenting styles:
Permissive
Low expectations, high support, early autonomy granting (coddling)
outcomes: impulsivity, disobedience, rebelliousness, less persistence on tasks, overly demanding on dependence on adults, poorer school performance, antisocial bx
Baumrind’s four parenting styles:
Uninvolved
Low expectation, low support
indifference about autonomy
(neglectful)
Outcomes: when occurs early, disrupts all aspects of development, poor emotional self-regulation, poorly in school, antisocial bx
Kohlberg’s stages of moral development:
Preconventional Level
Morality is externally controlled
Stage 1: Punishment and obedience orientation (one POV, fear of authority)
Stage 2: concrete, individualistic orientation - right action = self-interest, reciprocity in exchange of favors
Kohlberg’s stages of moral development:
Conventional Level
Conformity to social rules to maintain social system
Stage 3: Social-relational perspective (desire to maintain affection and approval of friends and relatives, golden rule)
Stage 4: member-society perspective - larger perspective, Societal law, maintenance of societal order
Kohlberg’s stages of moral development:
Postconventional/Principled level
Beyond unquestioning support, morality is abstract and applies to all situations
Stage 5: prior rights and social contract (laws and rules as flexible instruments, free and willing participation because it brings about good)
Stage 6: Universal ethics principles (right action defined by self chosen Ethical principles of conscience that are valid for all people)
ex: respect for worth and dignity of each person
Bronfenbrenner’s social-ecological theory: Microsystem
Immediate environment where proximal processes are played out
(family)
Bronfenbrenner’s social-ecological theory:
Mesosystem
relations among microsystems
(peers at school)
Bronfenbrenner’s social-ecological theory:
Exosystem
may not directly interact with but influences (ex: religious/school system)
Bronfenbrenner’s social-ecological theory:
Macrosystem
the customs and character of the larger culture that help shape the microsystems
Bronfenbrenner’s social-ecological theory:
Chronosystem
How time influences and adjusts the system
outcomes of the individual depend on what level system they are embedded in
Piaget’s stages of cognitive development:
Children’s reasoning and understanding emerge naturally in stages
Adults capacity to think logically about both concrete and abstract contents evolves in four universal stages
Piaget’s stages of cognitive development:
Stage 1: Sensorimotor stage
0-2
use of senses and movement to explore the world
object permanence
(peek-a-boo)
Piaget’s stages of cognitive development:
Stage 2: Pre-operational thought
2-7
Preschoolers symbolic but illogical thinking
(2 half cookies is more than one full cookie)
Piaget’s stages of cognitive development:
Stage 3: Concrete Operational
7-11
-More organized logical reasoning
-Equilibrium (when children do not change very much, they assimilate more than they accommodate)
-Assimilation (using current schemas to interpret external world)
-Accommodation (adjusting old schemas and creating new ones to better fit environment)
Piaget’s stages of cognitive development:
Stage 4: Formal Operational Thought
11+ years
abstract and systematic reasoning
Vygotsky’s: Language Development
-viewed language as the foundation for all higher cognitive processes
-helps explain cultural diversity in cognition
-emphasizes important of teaching
-focus on language de-emphasizes observation, and other learning methods
-says little about biological contribution to cognition
-vague in explanation of change
Vygotsky’s: Interactionist
inner capacities and environment work together
social context is important
helps explain cultural diversity in cognition
Zone of proximal development - one step above what one is capable of doing
scaffolding
Prenatal Maternal Stress
Higher fetal motor activity and heart rate variability linked to emotion intensity and negative pregnancy attitudes, but led to more optimal motor and reflect maturation in the first weeks of life
not linked to negative impact
poor pregnancy attitudes so what lead to poorer emotional regulation and attention to infant
some stress promotes neural development and emotion regulation and attention
Teratogens
Prenatal development
Can damage embryo
Harm done by teratogen is affected by dose, heredity, and age
Delayed birth effects may show up decades later
(prescriptions, non-prescriptions, illegal substances, tobacco, radiation, alcohol, environmental pollution, infectious diseases)
Week 1-2: usually not susceptible, prenatal death
Week 3-8: major structural abnormalities
Week 9-38: physiological defects and minor abnormalities
ethics with treatment of older adults
respect for autonomy, dignity, rigidity
