Developmental Psychology Refresher Flashcards
systematic processes of change and stability in people and are
Human Development
“all human beings are naturally good and seek out experiences that help them grow”
Jean- Jacques Rousseau
Domains of Development
Physical, Cognitive, Psychosocial
highly similar for people in a particular age group. The timing of biological events is fairly predictable within a normal range
Normative Age-graded
significant events that shape the behavior and attitudes of a historical generation
Normative History-Graded
unusual events that have a major impact on individual lives because they disturb the expected sequence of the life cycle. They are either typical events that happen at an atypical time of life or atypical events
Nonnormative
development is governed by the same process
Continuous Development
also called quantitative development
Continuous Development
development at different points in lifespan is fundamentally different in nature
Discontinuous Development
also called qualitative development
Discontinuous Development
people are active, growing organisms who set their own development in motion
Active Development
also called organismic development
Active Development
people are like machines that react to environmental input
Reactive Development
also called mechanistic development
Reactive Development
everything we do is fueled by either the sexual drive (eros) or aggressive drive (thanatos)
Psychosexual Development
an arrest in development that can show up in adult personality
Fixation
too little or too much gratification leads to this:
Fixation
atachments formed during childhood have an important on adulthood
Attachment Theory
Stages of Separation Anxiety
Protest Stage, Despair Stage, Detachment Stage
when their caregiver is first out of sight. infants will cry, resist soothing by other people, and search for their caregivers
Protest Stage
infants become quiet, sad, passive, listless, and pathetic
Despair Stage
infants become emotionally detached from other people, including their caregivers. If their caregiver (mother) returns, infants will disregard and avoid her. Children who become detached are no longer upset when their mother leaves them
Detachment Stage
as their become older, they play and interact with others with little emotion but appear to be sociable. However, their interpersonal relations are superficial and lack warmth
Superficial interactions
he proposed “Infantile Narcissism”
Heinz Kohut
established when infant relates to a mirroring selfobject; reflects approval of its behavior
Need to exhibit grandiose self
implies that someone else is perfect. Nevertheless, it too satisfies a narcissistic need because the infant adopts the attitude (You are perfect, but I am part of you)
Need to acquire idealized image of one or both parents self
development is the product of children’s attempts to understand and act upon their world
Cognitive Stage Theory
proposed Cognitive Stage Theory
Jean Piaget
Piaget’s term for organized patterns of thought and behavior used in particular situations
Schema
it is internal, structured, learned from past experiences, and guides our daily behavior
Schema
using existing schemas on new situations/information
Assimilation
new experiences cause an individual to alter existing schemas; Adjusting one’s cognitive structures
Accommodation
tendency to create categories
Organization
achieved through a balance between assimilation and accomodation
Equilibration
how children handle new information in light of what they already know
Adaptation
usage of senses to develop their first schemas
Sensorimotor Stage
not yet capable of metal representations and thinking about consequences of their behaviors
Sensorimotor Stage
realization that something continues exist when out of sight
Object Permanence
ability to mentally represent objects an actions in memory, through symbols such as words, numbers, and mental pictures
Representational Ability
can think about actions before taking them and try out solutions in their mind
Representational Ability
capable of mental representations and less on immediate experience to know more about the world
Preoperational Stage
can represent the world through words and images
Preoperational Stage
capable of logical thinking about physical reality and concrete events
Concrete Operational Stage
they have a lack of abstract logic and moral reasoning abilities
Concrete Operational Stage
can now reason hypothetically
Formal Operational Stage
can generate knowledge about events that area not concrete
Formal Operational Stage
adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically testing solutions
Hypothetical-Deductive Reasoning
develop hypothesis about ways to solve problems and systematically testing solutions
Hypothetical- Deductive Reasoning
dictates that development proceeds from the head to the lower part of the trunk
Cephalocaudal
development proceeds from parts near the center of the body to outer ones
Proximodistal
this stage includes conception and implantation
Germinal Stage
sperm and ovum unite, forming a zygote containing genetic instructions for the development of a new and unique human being
Conception
stage of prenatal development that occurs on day 1
Conception
stage of prenatal development that occurs from day 10 to 14
Implantation
the zygote burrows into the lining of the uterus. Specialized cells that will become the placenta, umbilical cord, and embryo are already formed
Implantation
all the embryo’s organ systems form during the 6-week period following implantation
Organogenesis
stage of prenatal development that occurs from weeks 3-8
Organogenesis
this stage includes organogenesis
Embryonic
stage of prenatal development that occurs from weeks 9-38
Growth and Organ refinement
The fetus grows from 1 inch long and 1/4 ounce, to a length of about 20 inches and a weight of 7-9 pounds. By week 12, most fetuses can be identified as male or female.
Changes in the brain and lungs make viability possible by week 24; optimum development requires an additional 14 to 16 weeks in the womb. Most neurons form by week 28, and connections among them begin to develop shortly thereafter. In the last 8 wears, is feso possiber and smal, is sensive to touch, and responds to light.
Growth and Organ refinement
this stage includes growth and organ refinement
Fetal Stage
the ability to live outside the womb
Viability
is the act or process of giving birth, and it typically begins about 2 weeks before delivery
Parturition
30 minutes after birth
Partunate Period
Post-cutting of the umbilical cord to 4 weeks
Neonate Period
a woman may have felt false contractions at times during the final months of pregnancy or even as early as the second trimester when the muscles of the uterus tighten for up to 2 minutes
Braxton-Hicks Contractions
this is the longest stage of birth
Cervical Dilation
increasing and regular and increasingly frequient uterine contractions cause the cervix to shorten and dilate, or widen, in preparation for delivery
Cervical Dilation
Lasts until the cervix is fully open (10 cm/4 in) so the baby can descend into the birth canal
Cervical Dilation
Stage 1 of birth
Cervical Dilation
substage of stage 1 in the stages of birth wherein the contractions are relatively far apart and typically are not too uncomfortable
Early/Latent Stage
substage of stage 1 in the stages of birth which begins when the cervix is 3 to 4 centimeters dilated and continues until dilation has reached 8 centimeters, contractions are closer together and more intensive
Active Phase
substage of stage 1 in the stages of birth wherein the last two centimeters of dilation are achieved; contractions are closely spaced and strong
Transition Phase
most painful stage within stage 1 of the stages of birth
Transition Phase
the shortest stage within stage 1 of the stages of birth
Transition Phase
begins when the baby’s head begins to move through the cervix into the vaginal canal
Emergence
this stage ends when the baby emerges completely from the mother’s body
Stage 2- Emergence
this is stage 3 in the stages of birth
Expulsion on Placenta
in this stage of birth, the placenta and the remainer of the umbilical cord are expelled ffrom teh mother
Stage 3- Expulsion of Placenta
are the result of two separate eggs being fertilized by two different sperm to form two unique individuals
Dizygotic Twins
from the cleaving of one fertilized egg and are generally genetically identical
Monozygotic Twins
the least developed at birth due to prenatal environment (womb)
Vision
in what time frame is touch developed in a fetus
32 weeks of gestation
when does pain perception emerge in a fetus
3rd trimester
these reflexes are automatic, involuntary movements in infancy
Primitive Reflexes
Present at birth or shortly after and is controlled by the brain stem
Primitive Reflexes
these reflexes support lifelong adaptability and protection.
Adaptive Reflexes
these reflexes are more complex and later developing reflexes
Adaptive Reflexes
help individuals adapt to the environment throughout life
Adaptive Reflex
these reflexes begin to disappear at 6 to 8 months of age
Primitive Reflexes
Prelinguistic Speech
Cooing, Babbling
Linguistic speech
Holophrase, Telegraphic Speech
these emotions are immediate, instinctual responses to stimuli
Basic Emotions
these emotions arise only after children have developed self-awareness
Self-conscious emotions
these emotions include self-awareness+ able to evaluate their own thoughts and behavior against what is considered socially appropriate
Self-evaluative emotions
Temperamental Categories
Easy children, Difficult Children, Slow to warm up children
these children are happy, rhythmic in biological functioning, accepting of new experiences
Easy children
these children are more irritable and harder to please, irregular in biological rhythms, wary of new experiences, and more intense in expressing emotion
Difficult Children
these children are mild but slow to adapt to new people and situations
Slow to warm up children
the match between a child’s temperament anad the environmental demands and constraints the child must deal with
Goodness of Fit
slower growth, loss of babyish roundness
Early childhood
understanding that others have their own thoughts beliefs, desires, and intentions
Theory of Mind (TOM)
allows one to understand and predict other’s behavior and makes the social world understandable
Theory of Mind (TOM)
Limitations in Cognitive Development
Transductive Reasoning, Irreversibility, Egocentrism, Animism
mentally linking two events, especially events close in time, whether or not there is logically a causal relationship
Transductive Thinking
children fail to understand that some operations or actions can be reversed, restoring the original situation
Irreversibility
inability to consider another person’s point of view
Egocentrism
attributing life to objects that are not alive
Animism
produces a script, or general outline of a familiar, repeated event
Generic Memory
awareness of having experienced a particular event at a specific time and place
Episodic Memory
memories of distinctive experiences that form a person’s life history
Autobiographical Memory
memories that have a special, personal meaning to the child
Autobiographical Memory
self-evaluative part of the self-concept, the judgment children make about their overall worth
Self-esteem
children either believe they are either all good or all bad
Unidimensional self-esteem
reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship
Attachment
he said that “attachment styles are the result of repeated interactions with a caregiver”
John Bowlby
attachment style that is flexible and resilient in the face of stress
Secure Attachment
attachment style tend to show little emotion, either positive or negative
Insecure- Avoidant Attachment
attachment style that shows a mix of proximity-seeking and angry behaviors and are very difficult to settle
Ambivalent Attachment
attachment style that lacks a cohesive strategy to deal with stress
Disorganized Attachment
attachment style that shows contradictory, repetitive, or misdirected behaviors
Disorganized Attachment
Baumrind’s Parenting Style
Authoritarian, Authoritative, Permissive, Uninvolved
parents are high on warmth and moderate on control, very careful to set clear limits and restrictions regarding certain kinds of behaviors
Authoritative Parenting Style
Parents are low on warmth and high on control and often cold and demanding
Authoritarian Parenting Style
Parents are high on warmth and low on control and discipline
Permissive/Indulgent Parenting Style
Parents are low on warmth and low on control
Neglectful/Uninvolved Parenting Style
Theory of Psychosocial Development
Erik Erikson
we develop in eight stages, each has crisis which we need to resolve
Theory of Psychosocial Development
it is the basic crisis within the first stage of psychosocial development
Trust vs, Mistrust
it is the virtue in the first stage of psychosocial development
Hope
the first stage of psychosocial development
Infancy
baby develops a sense of whether world is a good and safe space
Trust vs Mistrust
the freudian equivalent of trust vs. mistrust
Oral Stage
the surplus of trust in the infancy stage leads to?
Sensory Distortion
the surplus of mistrust in the infancy stage leads to?
Withdrawal
the second stage of psychosocial development
Early Childhood
the basic crisis within the second stage of Development
Autonomy vs. Shame and Doubt
children learn to control their bodies; time for learning to walk, run and other activities
Autonomy vs. Shame and Doubt
the freudian equivalent of Autonomy vs. Shame and Doubt
Anal Stage
the surplus of autonomy in the early childhood stage leads to
Impulsiveness
the surplus of shame and doubt in the early childhood stage leads to
Compulsiveness
it is the virtue in the second stage in psychosocial development
Will
this is the third stage of the psychosocial development
play age
the basic crisis within the third stage of development
Initiative vs. Guilt
develops initiative when trying new activities and is not overwhelmed by guilt
Initiative vs. Guilt
increasing facility for locomotion; play shows initiative and imagination
Initiative vs. Guilt
the freudian equivalent of Initiative vs. Guilt
Phallic Stage
the eriksonian expansion of the third stage of psychosocial development
Genital-locomotor
the surplus of initiative in the play age stage leads to
Ruthlessness
the surplus of guilt in the play age stage leads to
Inhibition
the fourth stage of psychosocial development
School Age
the basic crisis of the fourth stage of development
Industry vs. Inferiority
the freudian equivalent of Industry vs. Inferiority
Latency Stage
children must learn skills of the culture or face feelings of incompetence
Industry vs. Inferiority
Time of tremendous social growth; diverting of energies to learning technology, culture, and social interactions
Industry vs, Inferiority
the virtue of the fourth stage of development
Competence
the surplus of industry in the school age stage leads to
Narrow Virtuosity
the surplus of inferiority in the school age stage leads to
Inertia
this is the fifth stage of psychosocial development
Adolescence
the basic crisis of the fifth stage of development
Identity vs. Confusion
this phase is a period of social latency; period of trial and error
Identity vs. Confusion
formation of self-image; experiment with different roles and ideologies, trying to determine the most compatible fit
Identity vs. Confusion
the virtue of the fifth stage of psychosocial development
Fidelity
the surplus of identity in the adolescence stage leads to
Fanaticism
the surplus of autonomy in the adolescence stage leads to
Repudiation
the sixth stage of psychosocial development
young adulthood
the basic crisis of the sixth stage of psychosocial development
Intimacy vs. Isolation
the virtue of the sixth stage of psychosocial development
Love
establish independence from parents and quasi-parental institutions; begin functioning as mature, responsible adults; undertake productive work
Intimacy vs. Isolation
form intimate relationships; fusing one’s identity
Intimacy vs. Isolation
the erksonian concept of the sixth stage of psychosocial development
Genitality
the surplus of intimacy in the young adulthood stage leads to
Promiscuity
the surplus of isolation in the young adulthood stage leads to
Exclusion
the seventh stage of psychosocial development
Middle Adulthood
the basic crisis in the seventh stage of psychosocial development
Generativity vs. Stagnation
the virtue of the seventh stage of psychosocial development
Care
the eriksonian concept of the seventh stage of psychosocial development
Procreativity
teaching and guiding the next generation and altruistic concern for other people
Generativity vs. Stagnation
the surplus of generativity in the middle adulthood stage leads to
Overextension
the surplus of stagnation in the middle adulthood stage leads to
Rejectivity
the eighth stage of psychosocial development
Late Adulthood
the basic conflict in the eighth stage of psychosocial development
Integrity vs. Despair
the virtue of the eighth stage of psychosocial development
Wisdom
eriksonian concept of the eighth stage of psychosocial development
Generalized Sensuality
examine and reflect on our life, taking its final measure
Integrity vs. Despair
accepting one’s place and one’s past or sense of frustration, angry about missed opportunities and regretful of mistakes
Integrity vs. Despair
the surplus of ego integrity in the late adulthood stage leads to
Presumption
the surplus of despair in the late adulthood stage leads to
Disdain
proposed “Psychological Birth”
Margaret Mahler
child becomes an individual separate from his/her primary caregiver > sense of identity
Psychological Birth
when does psychological birth start and end?
starts in the first weeks of prenatal birth and ends up to 3 years
the three major stages of psychological birth
Normal Autism, Normal Symbiosis, Separation-Individuation
like an unhatched bird egg; sense of omnipotence; needs are cared for automatically without effort
Normal Autism
stage of psychological birth that has a period of primary narcissism
Normal Autism
mutual cuing of infant and mother. The infant sends cues to the mother of hunger, pain, pleasure, and so forth, and the mother responds with her own cues, such as feeding, holding, or smiling
Normal Symbiosis
children become psychologically separated from their mothers, achieve a sense of individuation, and begin to develop feelings of personal identity. Surrender their delusion of omnipotence and face their vulnerability to external threats
Separation-Individuation
Stages of Separation-Individuation
Differentiation, Practicing, Rapproachement, Libidinal Object Constancy
hatching of egg; bond with specific other person; infants smile in response to their own mother; curiosity or fear of others
Differentiation
begin to develop autonomous ego, at early stages, do not like to lose sight of mother; distress when she is away; later begin to take in outside world
Practicing
desire to bring their mother and themselves back together physically and psychologically; more likely to show SepAnx
Rapproachement
fight with the mother
Rapproachement Crisis
constant inner representation of mother to tolerate being physically separate from her or dependence on physical presence; consolidation of individuality
Libidinal Object Constancy
occasional, short-term conditions, such as infections and warts are common
Acute Medical Conditions
illnesses or impairments that persist for at least 3 months
Chronic Medical Conditions
many positive nominations and few negative nominations
Popular Children
has many negative nominations
Rejected Children
few nominations
Neglected children
no unusual numbers of positive and negative nominations
Average Children
many positive and many negative nominations
Controversial Children
children who habitually assume the worse of others and quickly conclude, in ambiguous situations, that others were acting with ill intent and are likely to strike out in retaliation or self-defense
Hostile Attribution Bias
a brain-neuroendocrine process by which a person attains sexual maturity and the ability to reproduce
Puberty
organs directly related to reproduction, which enlarge and mature during adolescence
Primary Sex Characteristics
physiological signs of sexual maturation (such as breast development and growth of body hair) that do not involve the sex organs
Secondary Sex Characteristics
first signs of puberty in women
Thelarche, Adrenarche, Menarche
breast development
Thelarche
includes pubic hair growth
Adrenarche
first menstruation
Menarche
first sign of puberty in men
growth of testicles and scrotum
Puberty Stages
Adrenarche, Gonadarche
occurs between ages 6 and 8. During this stage, the adrenal glands secrete increasing levels of androgens
Adrenarche
is marked by the maturing of the sex organs
Gonadarche
the two components of Adolescent Egocentrism
Imaginary Audience, Personal Fable
falsely believe themselves to be the focus of others’ attention
Imaginary Audience
belief by adolescents that they are special their experience is unique, and they are mot subjected to the rules that govern the rest of the world
Personal Fable
a theory that focuses on how children develop morality and moral reasoning
Kohlberg’s theory of moral development
the three levels of Kohlberg’s theory of moral development
Preconventional, Conventional, Postconventional
people act under external controls. They obey rules to avoid punishment or reap rewards, or they act out of self-interest
Preconventional morality
this level of morality is apparent in children ages 4 to 10
Preconventional morality
they are concerned about being “good”, pleasing others, and maintaining the social order
Conventional Morality
level of morality apparent in ages 10 to 13 or beyond
Conventional Morality
people recognize conflicts between moral standards and make their own judgments on the basis of principles of right, fairness, and justice
Postconventional Morality
this level of morality is apparent in early adolescence, not until young adulthood, or never
Postconventional Morality
Marcia’s Identity Statuses
Crisis and Commitment
period of conscious decision making related to identity formation
Crisis
personal investment in an occupation or system of beliefs
Commitment
begins in infancy and continues throughout adolescence
Individuation
it involves the struggle for autonomy and differentiation or personal identity
Individuation
emotional turmoil, conflict within the family, alienation from adult society, reckless behavior, and rejection of adult values
Teenage rebellion
tend to come from disrupted families and, as adults, continue to have unstable family lives and to reject cultural norms
Teenage rebellion
higher stage of adult cognition/formal operations
Postformal thought
characterized by the ability to deal with inconsistency, contradiction, and compromise
Postformal thought
active, persistent, and careful consideration of information or beliefs
Reflective thinking
black of white thinking
Dualism
seeing gray areas
Multiplicity
different solutions to problems are evaluated with the understanding that some answers may be better than others
Development of Contextual Relativism
ability to use evidence to evaluate solutions while recognizing at the best answer may depend of the context
Commitment within contextual relativism
the three sides of sternberg’s theory of love
Intimacy, Passion, Commitment
emotional; feelings that promote closeness and connectedness
Intimacy
physical; feelings of intense longing for union with the other person, including sexual union
Passion
cognitive/psychological; decision to love and to stay with the beloved
Commitment
describes casual interpersonal relationships
Nonlove
absence of intimacy, passions, and commitment
Nonlove
involves closeness, emotional support, and warmth
Liking
only intimacy
Liking
strong physical attraction without intimacy or commitment
Infatuation
only passion
Infatuation
often found in long-term relationships that lack intimacy and passion
Empty love
only commitment
Empty love
emotional bonded but not committed
Romantic Love
intimacy and passion
Romantic Love
long-term friendship often in marriages where physical attraction has diminished
Companionate Love
intimacy and commitment
Companionate Love
can lead to whirlwind courtships that lack depth
Fatuous Love
passion and commitment
Fatuous Love
considered “complete” love but harder to maintain
Consummate Love
intimacy, passion, and commitment together
Consummate Love
Four Horsemen of Relationships
Criticism, Defensiveness, Contempt, Stonewalling
involves attacking the character or personality of your partner. It often starts with “you always” or “you never” statements, and it can be incredibly hurtful and damaging to the relationship
Criticism
is a response to criticism, in which the partner being criticized tries to defend themselves instead of taking responsibility for their actions. This can often lead to an escalation of conflict and can make it challenging for partners to resolve their disagreements
Defensiveness
involves disrespecting your partner and communicating that you see yourself as superior to them. This can include insults, mockery, and hostile humor. Contempt is one of the most destructive of the Four Horsemen, and it is often a sign that a relationship is in serious trouble
Contempt
is a response to overwhelming feelings of stress or conflict. It involves withdrawing from the conversation and emotionally shutting down. Stonewalling can be frustrating for the other partner, who feels ignored and shut out
Stonewalling
the process that allows expertise to compensate for declines in information-processing ability by bundling relevant knowledge together
Encapsulation
ability to solve novel problems
Fluid
ability to remember and use information acquired over a lifetime
Crystallized
occurs when the youngest child leaves home
Empty Nest
increasing numbers of young adults, return to their parents’ home
Revolving Door Syndrome
also called boomerang phenomenon
Revolving Door Syndrome
a squeeze between the competing needs of their own children and the emerging needs of their parents
Sandwich Generation
stressful life period precipitated by the review and reevaluation of one’s past, typically occurring in the early to middle forties
Midlife Crisis
Theories of Aging
Immunological Theory, Wear and Tear Theory
a programmed decline in immune system functions leads to increased vulnerability to infectious disease and this to aging and death
Immunological Theory
result of accumulated damage to the system at the molecular level
Wear and Tear Theory
The Kubler-Ross Grief Model
Denial, Anger, Bargaining, Depression, Acceptance
