Exam 1 Study Guide Flashcards
Lifespan perspective:
Development is:
1. Lifelong: change occurs throughout life, change can be physical, cognitive, and emotional/social
2. Multidimensional and multidirectional: affected by biological, psychological, and social forces, change can be gains and declines
3. Highly plastic: intellectual performance remains flexible, along with other aspects of life
4. Affected by multiple, interactive forces: biological, historical, social, and cultural
Both continuous and discontinuous
Nature
Heredity; received from parents at conception
Nurture
Environmental; physical and social forces; influences biological and psychological development
History-graded influences
Period of time you live in
People born around the same tome tend to be aline in ways that set them apart from people born at other times
Age-graded influences
Events related to age; happens to everyone
Fairly predictable events in when and how long they occur
Non-normative influences
Irregular events; do not happen to everyone
Do not follow a timetable
More powerful than age-graded in todays society
G. Stanley Hall
- Influential American psychologist of early 20th century
- Founder of the child study movement
- Wrote book on aging - foreshadowing lifespans research
- Maturational process - development is a genetically determined series of events that unfold automatically
- Normative approach: measures behavior are taken and averages computed to represent typical development
Theodor Simon
Used the normative approach with Alfred Binet to address practical educational concern
Created the first successful intelligence test
Stanford-Binet Intelligence scale
Psychoanalytic theory
- People move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety.
- Sigmund Freud - psychosexual theory: emphasizes that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development
- id: larges portion of the mind, is the source of basic biological needs and desires
- ego: conscious, rational part of personality, emerges in early infancy to redirect the id’s impulses into acceptable behaviors
- superego: 3-6 yo, the conscious develops
- Erik Erikson - psychosocial: in addition to mediating between the id impulses and superego demands, the ego makes a positive contribution to development. acquiring attitudes and skills that make the individual and active, contributing member of society
Basic trust vs. mistrust
Birth - 1 year
Basics of trustworthiness and the environment
Attention/affection - trustworthy/secure world
Pain/stress - life is unpredictable and untrustworthy
Autonomy vs. shame/doubt
1-3 years
Discover bodies and how to control them
Succeeding in doing things for yourself leads to self confidence and self control
Fail - shame and doubt
Initiative vs. guilt
3-6 years
Explore beyond yourself
Learn to deal with other people and things in constructive way, sense of initiative
Fail - are not able to deal with people
Industry vs. inferiority
6-11 years
Develop number skills
Self is enriched by realistic development
Identity vs. role confusion
Adolescence
Learn a different roles
It is important to sort out and integrate the various roles into one constant identify
If a child fails to do this, they become what Erikson calls ego diffusion
Intimacy vs. isolation
Early adulthood 20-30 years
Ability to share one’s self with another person of either sex without fear of losing one’s own identity
How much you share with other people; how guarded you are
Generativity vs. stagnation
Middle adulthood
Men and women are free to direct their attention more fully to the assistance of others
Individuals can direct energy without conflict to the solution of social issues
Failure to resolve earlier conflicts result in preoccupation with one’s self
Integrity vs. despair
Late adulthood
Individuals look back on their lives and judge them
If one looks back and is satisfied, it brings a sense of integrity
If one’s life seems to have misdirected energies and lost changes, then life has sense of despair
Erik Erikson
Theory of personality and development
Believed personality develops in a series of predetermined stages
Psychosocial not psychosexual
Each stage is a conflict that acts as a turning point in life
Either will develop that quality or fail to
B.F. Skinner associated with:
Operant conditioning theory
The frequency of a behavior can be increased by following it with a wide variety of reinforces, such as food, praise, or a friendly smile. It can also be decreased through punishment, such as disapproval or withdrawal of privileges
Characteristics of Fetal Alcohol Syndrome
- Fetal alcohol spectrum disorder (FASD): encompasses a range of physical, mental, and behavioral outcomes caused y prenatal alcohol exposure
- Facial abnormalities: short eyelid openings, thin upper lip, a smooth or flattened philtrum, or indentation running from the bottom of the nose to the enter of the upper lip
- Slow physical growth
- Brain injury causing impairment in: memory, language and communication, attention span and activity level (over activity), planning and reasoning, motor coordination, or social skills
- Urinary tract defects
- Immune system defects
Attachment
The strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress
Four Forms of Attachment
Secure
Avoidant
Resistant
Disorganized/Disoriented
Secure Attachment
(60%) Use the parents as a secure base. When separated, they may or may not cry, but if they do, it is because the parents is absent and they prefer to to the stranger. When the parent returns, they actively seek contact, and their crying is reduced immediately
Avoidant Attachment
(15%) Infants seem unresponsive to the parent when she is present. When she leaves, they usually are not distressed, and they react to the stranger in much the same way as to the parent. During reunion, they avoid are are slow to greet the parent, and when picked up they often fail to cling
Resistant Attachment
(10%) Before separation, these infants seek closeness to the parent and often fail to explore. When the parents leaves, they are usually distressed, and on her return they combine clinginess with angry, resistive behavior, sometimes hitting and pushing. Many continue to cry after being picked up and cannot be comforted easily.
Disorganized/disoriented
(15%) Reflects the greatest insecurity. At reunion, these infants show confused, contradictory behaviors. Looking away, approach the parent with flat, depressed emotion
Four Phases of Attachment
- Preatcachemtn phase
- “Attachment-in-the-making” phase
- “Clear-cut” attachment phase
- Formation of reciprocal relationship
Piaget’s stages
- Sensorimotor: Out of sight, out of mind
- Preoperational: Can’t put yourself in others head space
- Concrete operational: Logical thinking
- Formal operational: Can think more abstractly
Genotype
An individual’s genetic information
Phenotype
An individual’s directly observable characteristics
Mitosis
Process by which DNA duplicates itself
Produces new body (somatic) cells containing the same genetic information
Teratogens
Anything from the environment that can be harmful to the fetus Harm done by teratogens is affected by: - Dose - Heredity - Age - Other negative influences Stress can cause a physiological change that can cause harm There is concern that people who don’t know they are pregnant are causing harm to their fetus First trimester is a big period of development: sensitive period Substances: - Drugs: - Prescriptions - Nonprescription - Illegal - Tobacco - Alcohol - Radiation - Environmental pollution - Infectious disease
Cephalocaudal
growth trend - head to tail; lower part of body grows later than the head
Proximodistal
growth trend - near to far; extremities grow later than head, chest, and trunk
Neurons
nerve cells that store and transmit information
Synapses
Tiny gaps whee fiber from different neurons come together but do not touch
Neurotransmitters
Chemicals that are released by neurons and cross the synapse
Prefrontal cortex
Region of the cerebral cortex responsible for thought, especially:
Consciousness
Inhibition of impulses
Develops overtime
Integration of information
Use of memory, reasoning, planning and problem-solving strategies
Executive function
Undergoes rapid growth in the preschool and school years, and in adolescence
Reasoning develops with age
Integrates information together
Gross motor skils
Balance improves as center of gravity shifts downward and allows for new movement
Crawl, stand, walk, run, jump, hop, gallop, skipping
Fine Motor Skills
Control of the hands and fingers Drawing Scribbles First representational forms More realistic drawings
Assimilation
Use or current schemes to interpret the external world
Accommodation
create new schemes or adjust old ones after noticing that our current ways or thinking do not capture the environment completely
Schemes
Specific psychological structures
Organized ways of making sense of experience
Changes with age
Language acquisition device (LAD)
An innate system that contains a universal grammar, or set of rules common to all languages. It enables children, not matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words
Types of temperament
Easy child (40%): quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences Difficult child (10%): irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely Slow-to-warm-up (15%): inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences
Conservation
Refers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes
Centration
Focus on one aspect of a situation, neglecting other important features
Child-rearing style: Authoritative
Is warm, responsive, attentive, patient, and sensitive to the child’s needs
Makes reasonable demands for maturity and consistently enforces and explains them
Permits the child to make decisions in accord with readiness
Encourages the child to express thoughts, feelings, and desires
When parent and child disagree, engages in joint decision making when possible
Child-rearing style: Authoritarian
Is cold and rejecting and frequently degrades the child
Makes many demands coercively, using force and punishment
Often uses psychological control, withdrawing love and intruding on the child’s individuality
Makes decisions for the child
Rarely listens to the child’s point of view
Child-rearing style: Permissive
Is warm but overindulgent of inattentive
Makes few or no demands for maturity
Permits the child to make many decisions before the child is ready
Child-rearing style: Uninvolved
Is emotionally detached and withdrawn
Makes few or no demands for maturity
Is indifferent to the child’s decision making and point of view
