Final Exam Flashcards
Development Defined
The pattern of movement or change that begins at conception and continues through the human life span
Biosocial
of or relating to the interaction of biological and social factors
o Psychosocial
of or relating to the interrelation of social factors and individual thought and behavior
Freud
o Was a pioneer in the treatment of psychological problems
o Developed a technique called psychoanalysis
o Believed that people’s problems were the result of experiences early in life
o He thought that as children grow up their focus of pleasure and sexual impulses shifts
o 5 stages of psychosexual development
Freud’s 1st stage of development (birth- 1 1/2 years)
Oral Stage - infant’s pleasure centers on the mouth
Anal Stage
Freud’s 2nd stage of development (1 1/2 - 3 years)
Phallic Stage
Child’s pleasure focuses on the genitals. Freud’s 3rd stage of development (3 - 6 years)
Freud’s 4th stage of development (6 years old -puberty)
• Latency stage – child represses sexual interest and develops social and intellectual skills
Genital Stage
A time of sexual reawakening: source of sexual pleasure becomes someone outside the family (puberty onward) Freud’s 5th and Final Stage of Development
Erikson
o Believed we develop in psychosocial stages
o According to Freud the primary motivation for human behavior is sexual in nature; according to Erikson motivation is social and reflects a desire to affiliate with other people
o According to Freud our basic personality is shaped in the first 5 years of life; according to Erikson developmental change occurs through the life span
o 8 stages of development
Piaget
o In Piaget’s theory children go through four stages of cognitive development as they actively construct their understanding of the world
o Two processes underlie this cognitive construction of the world: organization and adaptation
o 4 stages of understanding the world
Piaget’s Sensori-motor stage
The infant constructs an understanding of the world by coordinating sensory experiences with physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage
Piaget’s Preoperational stage
The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action
Piaget’s Concrete Operational stage
– The child can now reason logically about concrete events and classify objects into different sets
Piaget’s Formal operational stage
The adolescent reasons in more abstract, idealistic, and logical ways
Vygotsky’s Sociocultural Cognitive Theory
o Like Piaget, the Russian developmentalist Lev Vygotsky reasoned that children actively construct their knowledge
o He gave social interaction and culture far more important roles in cognitive development than Piaget did
o Vygotsky’s theory is a sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development
o Cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies
o Children’s social interaction with more-skilled adults and peers is indispensable to their cognitive development
Eclectic approach
does not follow any one theoretical approach but rather presents what are considered the best features of each theory
The Life-Span Perspective
o Multidirectional o Multidimentional o Multidisciplinary o Plastic o Contextual
Nature and Nurture
the debate about the extent to which development is influenced by nature and by nurture. Nature refers to an organism’s biological inheritance, nurture to its environmental experiences
Stability and change
The debate about the degree to which early traits and characteristics persist through life or change
Continuity-discontinuity
The debate about the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)
Descriptive research
type of research that aims to observe and record behavior
Correlational research
type of research that focuses on describing the strength of the relation between two or more events of characteristics
a carefully regulated procedure in which one or more of the factors believed to influence that behavior being studied is manipulated and all other factors are held constant. It permits the determination of cause
Experimental
Cross-sectional approach
a research strategy in which individuals of different ages are compared to one time
Longitudinal approach
a research strategy in which the same individuals are studied over a period of time, usually several years or more
Cohort effects
effects that are due to a subject’s time of birth or generation but not age
cellular reproduction in which the cell’s nucleus duplicates itself with two new cells being formed, each containing the same DNA as the parent cell, arranged in the same 23 pairs of chromosomes - REGULAR
Mitosis
a specialized form of cell division that occurs to form eggs and sperm (gametes) - BABY FORMING
Meiosis
Fertilization
when an egg and sperm fuse to create a single cell called a zygote where 23 unpaired chromosomes form the egg and the 23 unpaired chromosomes from the sperm combing to form one set of 23 paired chromosomes
a person’s genetic heritage; the actual genetic material
Genotype
Phenotype
the way an individual’s genotype is expressed in observed and measurable characteristics
Overrides the potential influence of the other gene (brown hair, farsightedness, dimples)
Dominant gene
Recessive Genes
the gene that gets overridden by the dominant gene (blond hair, nearsightedness, freckles
Sex-Linked Genes
most mutated genes are recessive; when carried on the X chromosome called X-linked inheritance; males only have one X-chromosome so they are more likely to show those mutations since they don’t have another X-chromosome to dominate over it (Down’s syndrome; Klinefelter syndrome (XXY); Fragile X syndrome; Turner Syndrome (XO); XYY syndrome
Prenatal development
starts at moment of conception, germination (begins w/rapid cell division of the zygote, now called blastocyst which will be the embryo and trophoblast will be the yoke and nutritional support; implantation occurs when blastocyst is embedded into uterine wall) => embryonic (from 2-8 weeks after conception; cell differentiation intensifies, support systems form, and organs develop) => fetal (lasts ~ 7 months, from 2 months after conception till birth) => birth
SIDS (also known as cot death or crib death)
is the sudden death of an infant that is not predicted by medical history and remains unexplained after a thorough forensic autopsy and detailed death scene investigation.[1] Infants are at the highest risk for SIDS during sleep. Typically the infant is found dead after having been put to bed, and exhibits no signs of having struggled.[2]The cause of SIDS is unknown, but some characteristics associated with the syndrome have been identified and appear to interact with other characteristics:
SIDS prevention strategies include:
- putting the infant to sleep on his/her back
- a firm mattress separate from but close to caregivers
- no loose bedding
- a relatively cool sleeping environment, using a pacifier, and avoidance of exposure to tobacco smoke
self-conscious emotions
must be able to refer to themselves and be aware of themselves as distinct from others…pride, shame, embarrassment, and guilt and they don’t appear till around 18months of age; in early childhood Pride and Guilt; Ex: a young child may experience shame when parents say, “you should feel bad that you bit your sister”
Fear
one of baby’s 1st emotions, appears around 6months and peaks at 18 months
stranger anxiety
not all infants show fear around strangers though; show less fear when on mother’s lap; infants also experience separation protest – crying when caregiver leaves
Brain Development
25% of adult weight and 75% by 2nd B-day brain
nervous system grows as child does allowing child to experience more and more cognitive abilities; overall size of brain does not increase from ages 3-15 but the local patters do; cells are pruned and continues to reorganize;
most rapid growth is in the Brain of a child (3-6)
prefrontal cortex
prefrontal cortex
had a key role in planning and organizing new actions and maintaining attention to tasks
increasing the speed of signals in brain
myelination
Brain dendrites
number and size increase
Gross Motor Skills (age 3, 4, and 5)
uses large muscle groups; start using legs better,
age 3 – hopping, jumping, running;
age 4 – become more adventurous in movements, scramble in jungle gym, climb stairs;
age 5 – climbing everything, racing
Fine Motor Skills (age 3, 4, and 5)
age 3 – pick up tiny objects w/thumb and forefinger, build block towers, simple jigsaw puzzles;
age 4 – much more precise, build higher towers;
age 5 – hand, arm, and body move to the command of the eyes, build more complex buildings like a house or church
Object permanence
the Piagetian term for understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched
Reciprocal socialization
socialization that is bidirectional, meaning that children socialize parents, just as parents socialize children
Social referencing
“reading” emotional cues in others to help determine how to act in a particular situation; seen in infants onward, tend to “check” w/mother to see how he should be feeling
Egocentrism (infants and adolescents)
infants: the inability to distinguish between one’s own perspective and someone else’s (salient feature of the 1st substage of preoperational)
adolescents: the heightened self-consciousness
Conservation
in Piaget’s theory, awareness that altering an object’s or a substance’s appearance does not change its basic properties
Temperament
an individual’s behavioral style and characteristic way of responding emotionally;
