Exam 1 Flashcards
Five basic questions of developmental research
What is the nature of the child, What drives development?, WHat is the child’s role in development?, How does development progress? Can we tell the future from the past?
Continuous Development
Gradually goes up
Discontinuous development
Stages
methodology: how change is captured
cross-sectional, longitudinal, and/or both
Methodology: Data
reports, observational methodologies, biological measures
methodology: design methods
correlational (not controlled), experimental (controlled)
narratives
hybrid between observations and clinical interviews
naturalistic observation
watching child behavior as free-flowing
structed observation
observing in context of home or lab
Biological measures
psychophysiological measures, genetic, brain activity/imaging, hormones, EEG, Cortisol collection, cheek swab
Cross-Sectional designs
collect data from children of different ages
Longitudinal design
collect data from same children over time
Cross-sectional/longitudinal
collect data from different cohorts over time
Psychoanalytic Theory (Freud)
a comprehensive model of personality development based on analysis of free associations, dreams, and other unconscious behaviors
Biological Instincts
eros (life): positive
Thantos (death): destructive
the role of socialization in psychoanalytic theory
to harness, control, channel basic biological instincts
Psychoanalytic theory (Freud): personality as a system
Superego, Ego, ID
Superego
perfection principle: internal censor, should nots, judgemental, interanlized standards, guilt
Ego
Reality Principle: seeks realistic and acceptable ways to satisfy the ID, deliberate, conscious, rational
ID
pleasure principle: passions, insticts, emotions, seeks gradification, impulsive, unconcious
Major driving force of personality development
conflicts between biological needs (ID) and society’s dictates
Psychoanalytic Theory (Freud): stages of personality development
0-1 the oral stage
1-3 anal stage
3-6 the phallic stage
6-12 latency stage
12+ genital stage
Psychoanalytic Theory (Freud): defense mechanisms
strategies the mind adopts to deal with anxiety, tension, threatening, or unacceptable thoughts and emotions; repression, projection, denial, rationalization, regression
Psychoanalytic Theory (Freud): Genius of Freud
proposed system approach to personality, power of affect, early affective experience, unconcious processes, critical early relationships
Psychoanalytic Theory (Freud): Problems
not objective, case studies, difficult to verify empirically
Erikson’s 8 developmental stages (crises)
0-1: basic trust vs. mistrust
1-3: autonomy vs. shame and doubt
3-6 initiative vs. guilt
6-12: industry vs. inferiority
Adolescence: identity vs. role confusion
Young adulthood: intimacy vs. isolation
Middle adulthood: generativity vs. stagnation
Old age: ego integrity vs. despari
Appraisal of erikson’s theory
unconscious sexuality –> rationality
stretching over life span
developmental tasks for strength and vulnerability
rich social context of human lfie
systematic approach
question for individual identity
appealing
Freud Vs. Erikson 5 basic questions
(1) evil vs. good
(2) nature and nurture vs. nurture
(3) passive recipient vs. active explorer
(4) psychosexual vs. psychosocial
(5) yes: fixation on earlier stage vs. yes: if crisis not resolved it has lasting consequences for development
Process of learning (Watson, Skinner, Bandura)
the child thinks/reacts in a new way, change results from experience, change is relatively permanent
Skinner: Process of learning
operant conditioning: freely emitted response reinforced by its consequences
Learning Model: watson
(20’s)radical behaviorism, child shaped by parent/environment, repetition and classical conditioning
Learning Model: Skinner
(50-60’s) operant conditioning, positive and negative reinforcers
Learning Model: Bandura
(70’s-current) modeling and imitation, emphasis on cognitive processes in learning
Bandura: Cognitive Social Learning Theory
child can learn without ever having performed an art, child does not need personally to experience reinforcements, child is active and thinking contributor to own learning
learning theory: Appraisal
precise, explains how new behavior is acquired, useful clinical applications; however, oversimplified, no individual differences
Jean Piaget and cognitive developmental approach
not affect or behavior, but cognition; observational interviews
Cognitive developmental approach: view of child
children are different than adults
cognitive developmental approach: process of development
constantly challenged, cognitive disequilibrium
cognitive developmental approach: course of development
invariant series of stages,
cognitive developmental approach: central concepts
sensorimotor: acts and sensations
symbolic: can imagine things
operational: images become flexible and reversible
schemata
intellectual structures we create to represent, organize, and interpret experience
adaptation: essence of development
assimilation: assimilate the world to me
accomodation: accommodate me to the world
Sensorimotor stage 0-2
thoughts confined to action schemes, “here and now”, final achievement: symbol
Preoperational stage 2-7
intuitive thought not logical, can imagine things but not their transformations, egocentrism
Concrete-operational stage 7-11
logical thought, but only on concrete objects, can imagine transformations not abstractions
formal-operational stage 11-12+
abstract and logical thought, child can imagine and transform ideas
Piaget’s Cognitive theory: 5 basic questions
(1) good
(2) nature mostly, and nurture somewhat
(3) active
(4) discontinuous (stages)
(5) not a question of interest
Piaget: Appraisal and implications for social development
comprehensive, inspired new educational methods, showed parallels between cognitive and socioemotional development, cognitive stage-> influences attachment, cognitive limitations->social and emotional limitations, neglected affect, fail to acknowledge parents role
ethology
why and how are we alike
temperament
why and how we are different, individual differences: emotional, motor, self-regulatory processes, biologically based and linked to genetic endowment, stable across situations
Ethological perspective
study of evoluntionary bases of behavior and development, evolution, adaption, Bowlby
John Bowlby’s
young children’s attachment only by maintaining proximity to an adult who will provide care
Proximity to baby
responsive to infant cues
ethological persepctive: behavior genetics
selective breeding, twin designs, adoption designs, focus on interplay of genetic, hereditary factors and the environemnt
model of genotype environment correlations
passive, evocative, and active
passive genotype-environment correlations
parents: provide the child with genes, genes influence the environment they create for the child, most important early in life
evocative genotype-environment correlations
the child’s heritable evoke behavior of others toward the child, evokes parents distress/anger or comfort/support, physically attractive evokes favorable first impressions, always important in development
active genotype-environment correlations
child’s heritable attributes influence they way they actively structure their life, shy=quiet activities, thrill-seeking= joins a sport teams, most important later in life
classic work: Thomas and Chess new york longitudinal study
nine dimensions, three types of children: easy, difficult, slow-to-warm-up, concept of goodness of fit
contemporary research: Jerome kagan
inhibition to the unfamiliar
at 4 months: two extreme groups selected
toddlers/preschoolers: reactive-highly fearful to strangers
13-14 years: reactive-still prone to fear
Mary Rotherbart: comprehensive model of temperament
Positive affect/extraversion: joy, positive anticipation
Negative affect: fear, anger, sadness
Effortful control: self-regulation, self-control, attention focusing
Implications of temperament for social and personality development
children’s temperament affects individuality temperament in childhood-> adult personality
interactions temperament/environment
different socialization methods and techniques, have different effects
Biological approach 5 basic questions
(1) adaptive outcome of evolution- well prepared for survival
(2) nature, combination of nurture clearly acknowledged
(3) active
(4) different approaches
(5) yes
ecological perspectives
Bronfenbrenner (nested systems,with child in the middle), Belsky, development occurs in rich context or environment, children’s life contexts can differ in richness
Ecological perspective 5 basic questions
(1) ?
(2) nurture influences stressed: biological contributions acknowledged
(3) transactions between child and environment
(4) continuous and discontinuous, tunring points, major transitions
(5) yes: history can predict future
Affect expression
Caroll Izard, Newborn: interest, distress, disgust, hint of smile
2-7 months: anger, sadness, joy, surprise, fear
Second year: guilt, shame, empathy, pride, envy
affect recognition
newborn: sensitive to other infant cries
4-6 weeks: sensitive to emotions in mother’s voice
3 months: respond with like emoion to mother’s expression
7-10 months: recognize and interpret multiple emotions, monitor emotions, interpret situations
3-5 years: rapidly develops recognizable and lable emotions
social referencing
search and use emotional information from others to guide their own understanding, onset: second half of the first year, affective map, right vs. wrong, shared meaning
affect expressino: emotion regulation
emotional repertoire expands, expressive control, emotional regulation, grils have a good ability to mask, dysregulated sadness/fear/anger
facotrs that influence individual differences in emotion regulation
gender, age, temperament, parents’ response, attachment quality
adaptive functions of early emotions
signal baby reactions to social stimuli, communicate internal states/desires, first relationships/attachments, emotional competence
early attachments
stond and eduring, maintian proximity, selective, important for later development
Ontogeny of attachment Schaffer and Emerson
0-6 weeks: asocial stage
6 weeks-7 months: indiscriminate attachment
7-9 months: specific atachment
by 18 motnhs: multiple attachments
ontogeny of attachment Bowlby and Ainsworth
0-3 months: phase 1
2/3-6/9 months: phase II
6/9-12 motnhs: phase III
Phase I
preparation for attachment, no specific attachment figure; ends when C has reciprocal face-to-face interaction
Phase II
attachment-in-the-making; ends with a developed preference for AF
Phase III
consolidation of attachment, attachment towards specific AF, soon more AF’s
infant factors
adaptive: promoting proximity and bond, phsycial characteristics, behavioral competencies
Maladaptive: prematurity, difficult temperament, still-face paradigm
Caregiver factors
adaptive: responsiveness, warmth, acceptance of child
maladaptive: depression, lack of knowledge, rejecting parental role, adolescent mother
environment factors
adaptive: low stress, inter-parental harmony,
maladaptive: stresses and hardships, parenting hassles,
psychoanalytic theory
Frued, Erikson: attachment emerges from oral activities; role of maternal responsiveness
Erikson: basic trust vs. mistrust at 1 year
learning theory
attachment emerges from rewards that mother provides
cognitive-developmental theory
cognitive underpinnings of attachment, exist even when not in sight
Fear of strangers
6-7 months: child wary of strangers
8-10 months: fear of stranger peaks
over 2nd year: fear of strangers gradually subsides
Seperation anxiety
6-8 months: emerges
14-18 months: peaks
over preschool: slowly diminishes
consequences of long-term seperations
Bowlby: protest phase- angry; despair- depression, unresponsive; detachment- undoing the attachment; permanent withdrawal
differenes in basic emotional processes
individual differences, lab assessments, longitudinally stable
differences in complex early emotional regulatory systems
secure and insecure, antecedents and consequences, long-term implications, intergenerational trasmission, controversial issues
individual differences inearly attachment, Bowlby
strong, enduring, interact often, maintain proximity, one seeks security and comfort
Bowlby: attachment behavioral system
desired proximity depends on context, closer when in danger, farther when happy
adaptive function of attachment
organized in a way that is adaptive for the child, AF is safe haven
Strange Situation
see how child reacts from separation and reunion with AF and stranger
