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
