Developmental Psychology Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

7 enduring themes of development

A

-continuity and discontinuity
-mechanisms for change
-universality and context specify
-individual differences
-research and children’s welfare
-nature and nurture
-the active child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Continuity and discontinuity

A

1.continuity= stability
2.discontinuity= change
3. continuous change= quantitative, reversible e,g- height
4.discontinuous change= qualitative, irreversible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

mechanisms for change

A

what mechanisms are needed for developmental change to occur e.g- changes in species, changes in behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

universality and context specificity

A

to what extent the development:
-universal across contexts and cultures
-exclusive the specific contexts and cultures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

individual differences

A

how do children with a shared background become different from each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

research and children’s welfare

A

how can research promote children’s welfare

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

nature and nurture

A

how do nature and nurture together shape development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

the active child

A

how do children shape thier own development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Piaget’s cognitive-developmental theory (QUALITSTIVE CHANGE)

A

4 stages of cognitive development:
1.sensorimotor stage
2. preoperational stage
3. concrete operational stage
4. formal operational stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Vygotsky’s sociocultural theory (QUANTITATIVE CHANGE)

A

individuals cognitive development is largely shaped by the social and cultural context
1. infants have basic cognitive skills
2. as infants interact with others, these skills become more sophisticated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

information processing theories

A

human mind is a complicated information-processing system like a computer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

intelligence

A

the capacity to learn from experience and adapt to one’s environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Intelligence as one dimension

A

e.g- mental age, IQn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Intelligence of many processes

A

g, eight generalized abilities, many specific processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stanford-Binet Scales

A

5 Cognitive abilities:
-fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

British Ability Scale

A

three domains:
-verbal ability, non-verbal reasoning, spatial ability

17
Q

WISC intelligence test

A

verbal: general knowledge, language skills
performance: spatial and perceptual abilities

18
Q

Freud’s Theory of Psychosexual Development

A

Concerned with: the relationship between conscious and unconscious
How personality develop across different stages of psychosexual development

19
Q

Erikson’s theory of psychosocial development

A

E.g-
Infancy- trust vs. mistrust, Can I trust my caregivers?
Late adult- integrity vs. despair, Can I say that the life I have lived was worthwhile

20
Q

Learning Theories

A

Concerned with: how people learn specific behaviors
Classical conditioning, operant conditioning, social learning theory

21
Q

Autism spectrum disorder

A
  1. social communication and interaction deficits
  2. restricted and repetitive behavior and interests
22
Q

Basic emotion perspective

A

emotions are innate, biologically based and universal
six basic emotions: joy, sadness, anger, disgust, fear, surprise
Criticisms: disagreement about which emotions are the basic ones

23
Q

Constructivist perspective

A

emotions are learned through individual experiences, cultural context and social interaction
not innate or universal

24
Q

functionalist perspective

A

emotions are biologically evolved responses that serve adaptive functions, helping individuals navigate and respond to environmental challenges for survival

25
Q

Emotional regulation

A

a set of both conscious and unconscious processes used to monitor and modulate emotional experiences and expressions

26
Q

Temperament

A

individual differences in emotion, activity and attention that are exhibited across contexts

27
Q

Bronfenbrenner’s bioecological model

A

Macrosystem: laws and customs, cultures, social class
Exosystem: friends of family, neighbors, community health and welfare sevices
Mesosystem: school, parents and siblings etc.

28
Q

How does developmental diversity occur?

A

Close and continual interplay of genes and experience
genotype, phenotype and environment

29
Q

Genotype Parent > Genotype Child

A

transmission of chromosomes and genes from parent to offspring

30
Q

Genotype Child > Phenotype Child

A

the child’s phenotypes are expressions of thier genotypes

31
Q

Environment Child > Phenotype Child

A

impact of environment on child’s phenotype
epigenetics (stable changes in gene expression that are mediated by the environment), life decisions, availability of options

32
Q

Environment Parent > Child Environment

A

parental contribution to environment
manner of interaction, home environment, experiences

33
Q

Child Phenotype > Child Environment

A

the child shapes their own development
Passive: children engage in activities that encouraged by other
Active: children seek out environmental niches that are most compatible with their predisposition
Evocative: children’s attributes affect how others interact with them

34
Q

Heritability

A

the proportion of variability in the population that us attributable to genetic differences
Studied through selective breeding and family studies