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Developmental Psychology Flashcards

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1
Q

Stability/Change

A

Do our early personality traits persist through life, or do we become different persons as we age.

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2
Q

Nature/Nurture

A

How do genetic inheritance (our nature) and experience (the nurture we receive) influence our behavior?

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3
Q

Continuity/Stages

A

Is development a gradual, continuous process or a sequence of separate stages?

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4
Q

Zygote

A
  • Conception to 2 weeks
  • A zygote is a fertilized cell with cells that become increasingly diverse.
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5
Q

Embryo

A
  • 2 months - 8 weeks
  • Eyes, fingers, toes and most internal organs have formed (not functional)
  • Facial features are visible
  • Eyes have retina and lens.
  • Muscle system is developed
  • Child moves
  • Child has its own blood type
  • Blood cells are produced by the liver - instead of the yolk sac.
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6
Q

Fine Motor Skills

A

Using Hands
Sewing, writing

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7
Q

Gross Motor skills

A

Larger muscle groups
Mobility - Running, walking

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8
Q

Fetus

A

9 weeks to birth

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9
Q

9 Weeks

A
  • Half an inch long.
  • The baby is protected by the amniotic sac, filled with fluid.
  • Fingers are seen
  • Arms and legs lengthen
  • The toes will develop
  • Measure Brain waves
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10
Q

10 Weeks

A
  • Heart is developed
  • The atrium of the heart opens and a bypass valve divert blood away from the lungs, as the child’s blood is oxygenated through the placenta.
  • 20 teeth form
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11
Q

12 Weeks

A
  • Webbing on fingers, digits still fused
  • Vocal chords are complete, child cries silently.
  • Brain is formed, the child can feel pain.
  • Fetus can suck its thumb
  • Eyelids cover eyes, and remain shut until the 7th month to protect the delicate optical nerve fibers.
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12
Q

Placenta

A

Connects fetus to mother
Brings oxygen and nutrients
Takes away waste

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13
Q

Critical period

A

A time during development when influences have major effect
Language/Social Development
6-7 years
When attachment based on familiarity forms

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14
Q

Teratogens

A

Substances that can damage an embryo or fetus

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15
Q

Fetal Alcohol Syndrome

A
  • Consume large amounts of alcohol during pregnancy
  • Facial deformities
  • heart defects
  • stunted growth
  • cognitive impairments
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16
Q

Rooting

A

Baby turns its head toward something that brushes its cheek and gropes around with its mouth

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17
Q

Sucking

A

Newborn’s tendency to suck on objects placed in the mouth

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18
Q

Swallowing

A

Enables newborn babies to swallow liquids without choking

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19
Q

Grasping

A

Close fist around anything placed in their hand

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20
Q

Stepping

A

Stepping motions made by an infant when held upright

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21
Q

Habituation

A

(getting bored)
Infants pay more attention to new objects than habituated ones, which shows they are learning

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22
Q

Infantile amnesia

A
  • 3½ years - Earliest memories
  • A 5-year-old has a sense of self and an increased long-term memory, thus organization of memory is different from 3-4 years.
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23
Q

Developmental Norms

A
  • Ages an average child achieves developmental milestones
  • First, infants roll over
  • They sit unsupported (6 months)
  • Crawl (9 months)
  • Walk (1 year)
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24
Q

Maturation

A

Biologically driven growth and development enabling orderly predictably sequential chanves in behavior

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25
Q

Jean Piaget

A
  • The driving force behind cognitive development is our biological development (maturation)
  • As we get older we enter into new cognitive stages (4 STAGES) SOME PIGS CAN FLY
    ——– Sensorimotor, preoperational, concrete operational, formal operational.
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26
Q

Sensorimotor

A

8-10 months
object permanence
objects are still there even if you can’t see them

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27
Q

Preoperational

A

2 to 6/7 years old
Egocentric
- everyone sees and feels what they do
- difficulty perceiving things from another’s point of view
LACK conservation
- The principle that quantity remains the same despite changes in shape
- pouring a short glass of milk into a tall skinny glass
Animism
- thinks we think are alive that aren’t
theory of mind
- ability to read intentions

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28
Q

Egocentric

A

everyone sees and feels what they do
difficulty perceiving things from another’s point of view

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29
Q

Concervation

A

The principle that quantity remains the same despite changes in shape

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30
Q

Animism

A

thinks we think are alive that aren’t

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31
Q

Theory of Mind

A

The ability to read intentions

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32
Q

Concrete Operational

A

7-11
mastered conservation
- they understand that change in form does not mean change in quantity
Reversibility

By 7, children think in words and using words to work out solutions to problems
Children who talk to themselves helps to control their behavior and emotions and master new skills

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33
Q

Reversibility

A

Answering reverse simple math (8+4=12, 12-4=8)

34
Q

Formal Operational

A

12+
Prediction
Abstract concepts (If this, then that)
Our reasoning expands to abstract thinking (involving imagined realities and symbols)
Adolescence can solve hypothetical propositions and consequences (if this, then that)

35
Q

Criticism of Piaget’s conclusions

A
  • Underestimated young children’s competence
  • Infants stare longer at unbelievable tricks, and impossible images longer than adults—babies have more of an intuitive grasp of simple laws of physics than Piaget realized
  • Development is a continuous process.
  • Children express their mental abilities and operations at an earlier age (physics and math)
36
Q

Holographic speech

A

1 year old
Using single words to stand for a whole sentence of meaning
“Ball” could mean I want the ball or where is the ball

37
Q

Telegraphic speech

A

2 years old
Involves two word phrases that communicate more meaning
“Want ball” and “where ball”

38
Q

Separation anxiety

A

peaks at 13 months of age
regardless of whether the children are home or sent to daycare.

39
Q

Lev Vygotsky

A

All learning is social
Guided participation, ZPD, scaffolding
Zone of Proximal Development

40
Q

Imprinting

A

The first thing you see you think is mother

41
Q

Konrad Lorenz (1937)

A

Imprinting
If ducklings were first exposed to a human instead of their mother, they would follow the human around

42
Q

Critical Period of Attachments

A
  • Harry and Margaret Harlow
  • Raised monkeys with two artificial mothers—one a bare wire cylinder with a wooden head and an attached feeding bottle, the other a cylinder with no bottle but covered with foam rubber and wrapped with terry cloth.

Discovery - The infants preferred contact with the comfortable cloth mother, even while feeding from the nourishing mother.
Monkeys raised with artificial mothers were terror-stricken when placed in strange situations without their surrogate mothers.

43
Q

Erik Erickson

A

neo-Freudian

Personality is influenced by our experiences with others.

8 Stages of Psychosocial Development that center on a social conflict.

44
Q

Erik Erickson’s stages

A

Trust - mistrust
Autonomy - shame and doubt
Initiative - guilt
Industry - inferiority
Identity - role confusion
Intimacy - isolation
Generativity - stagnation
Parents - Growing as a person or getting stagnant
Ego integrity - despair
Haven’t done what they wanted to do in life

45
Q

Erickson’s psychological stages of development

A
  • Crisis: must adaptively or maladaptively cope with task in each developmental stage
  • Respond adaptively: acquire strengths needed for next developmental stage
  • Respond maladaptively: mal = bad less likely to be able to adapt to later problems
  • Basic strengths: Motivating characteristics and beliefs that derive from successful resolution of crisis in each stage
46
Q

Lawrence Kohlberg

A

Posed moral dilemmas

Morality involves doing the right thing - influenced by society

47
Q

Lawrence Kohlberg Criticisms

A
  • He is biased against the moral reasoning in collectivist (conformist) societies (China, India)
  • Kohlberg only studied boys
  • Gender differences in moral dilemmas
  • Kohlberg focused exclusively on cognitive aspects of moral reasoning/development

Preconventional: Care is egocentric
Conventional: Care results from internalized focus on others, while neglecting oneself
Postconventional: Critical of approach in Conventional stage; Learn to balance caring for self with caring for others.

48
Q

Levels of moral thinking

A

Preconventional
Conventional
Postconventional

49
Q

Preconventional

A
  • Before age 9
  • self-interest - Egocentric orientation
  • Obey rules to avoid punishment or gain concrete rewards
  • Focusing on moral consequences for the self
  • Found in people before they join society as “adults”
50
Q

Conventional

A

10 to 20 yr olds - Early adolescence
Caring for others and on upholding law & social rules
Most prevalent among people in general society

51
Q

Posconventional

A
  • Rules sometimes need to be changed/ignored.
  • Abstract reasoning = Actions are judged “right” because they flow from people’s rights or from self-defined, basic ethical principles.
  • Mostly in European & North American educated middle class which strive for individualism
  • Kohlberg believes it exists, but was not able to find enough people to study over a long period of time to validate it
52
Q

Schema

A

how you understand your world

53
Q

Assimilation

A

When you’re fitting new and similar concepts into your original schema

The cow is an animal

54
Q

Accommodation

A

Changing your schema

But the cow you see is a different color

55
Q

Gender

A

Biological and social characteristics by which people define male/female
45 out of 46 chromosomes are unisex

56
Q

Gender and aggression

A

Males more physically aggressive (Male to Female arrest ratio for violent crime is 9 to 1 in the US)

57
Q

Gender and Social Power

A

Men more socially dominant, powerful in most societies

58
Q

Gender and Social Connectedness

A

Females more interdependent – spend more time with others than alone (Female teens send twice as many text messages in a day as compared to males)

59
Q

Gender Roles

A

Shaped by cultural standards and generational influences
Expectations how men/women behave
In and out of the home

60
Q

Gender and Child Rearing – influence of parents

A

The strongest influence on gender role development seems to occur within the family setting, with parents passing on, both overtly and covertly, their own beliefs about gender.

61
Q

Gender typing

A

A child becomes aware of their gender and thus behaves accordingly

by adopting values and attributes of members of the sex that they identify as their own.
Some males exert overly masculine traits—Boy world: (Boys don’t cry) or overly feminine traits
Girl world: (Sarah you are such a great Mommy to your dolls)

62
Q

Gender Identity

A

Sense of being male or female (by ⅘ years old, children have a stable sense of their gender identity)

63
Q

Social Learning Theory

A

Assumes children learn gender linked behaviors by observing and imitating and by being rewarded or punished

64
Q

Gender Schema

A

Is a lens through which you view your experiences and take your gender identity through development

65
Q

CROSS-SECTIONAL STUDY

A

Study people of different ages at the same point in time

66
Q

CROSS-SECTIONAL STUDY
Advantages

A

Inexpensive
Can be completed quickly
Low attrition
(people moving on/out of study)

67
Q

CROSS-SECTIONAL STUDY
Disadvantages

A

Different age groups are not necessarily much alike
Differences may be due to cohort differences rather than age

68
Q

LONGITUDINAL STUDY

A

Study the same group of people over time

69
Q

LONGITUDINAL STUDY
Advantages

A

Detailed information about subjects
Developmental changes can be studied in detail
Eliminates cohort differences

70
Q

LONGITUDINAL STUDY
Disadvantages

A

Expensive and time-consuming
Potential for high attrition
Differences over time may be due to assessment tools and not age

71
Q

Trust vs. Mistrust

A

If needs are dependably met, infants develop a sense of basic trust

72
Q

Autonomy vs. shame and doubt

A

Toddlers learn to exercise their will and do things for themselves, or they doubt their abilities. - Nemo

73
Q
A
74
Q

Initiative vs. Guilt

A

Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent- inside out

75
Q

Industry vs. Inferiority

A

Children learn the pleasure of applying themselves to tasks, or they feel inferior- incredibles

76
Q

Identity vs. Role Confusion

A

Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are- minions

77
Q

Intimacy vs. Isolation

A

Young adults struggle to form close relationships and to gain the capacity for intimate love, of they feel socially isolated - frozen

78
Q

Generativity vs Stagnation

A

In middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose - toy story 3

79
Q

Integrity vs. Despair

A

Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure.- Up

80
Q

object permanence

A

objects are still there even if you can’t see them

Psych (3 decks)

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