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HKU Psych > Growing and Developing > Flashcards

Growing and Developing Flashcards

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1
Q

Development

A

the physiological, behavioral, cognitive, and social changes that occur throughout human life, which are guided by both genetic predispositions (nature) and by environmental influences (nurture).

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2
Q

infancy

A

the developmental stage that begins at birth and continues to one year of age

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3
Q

childhood

A

the period between infancy and the onset of puberty

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4
Q

adolescence

A

the years between the onset of puberty and the beginning of adulthood

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5
Q

adulthood

A

including emerging, early, middle, and older adulthood; and finally, the preparations for and eventual facing of death

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6
Q

zygote

A

a fertilized ovum

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7
Q

embryo

A

begins when zygote attaches to wall of uterus; lasts for 6 weeks

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8
Q

fetus

A

9 weeks after conception

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9
Q

teratogens

A

substances that can harm the fetus

air pollution and radiation, but also the cigarettes, alcohol, and drugs that the mother may use

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10
Q

survival reflexes

A

innate reflexes

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11
Q

Rooting reflex

A

baby turns head in direction of a cheek that is stroked - feeding is reflexive

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12
Q

Blink reflex

A

protects eyes from bright light

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13
Q

withdrawal reflex

A

pinprick in foot, baby flexes leg

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14
Q

Tonic neck reflex

A

laid on its back, it turns its head to one side and extends arm on same side - develops hand eye coordination

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15
Q

Grasp reflex

A

grasping objects placed in its hand - exploratory learning

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16
Q

Moro reflex

A

loud noise or drop in height while holding baby, baby extends arms and legs quickly and brings them back in - protects from falling

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17
Q

Stepping reflex

A

hold baby up and move it forward, it tries to step

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18
Q

Other innate things

A

preference for sweet tastes, smell of mother,

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19
Q

habituation/habituation procedure

A

the decreased responsiveness toward a stimulus after it has been presented numerous times in succession

indicates that babies learn and adapt to environment at early stage

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20
Q

Main founders of Developmental Psychology

A

Jean Piaget

Erik Erikson (Freudian)

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21
Q

Erik Erikson’s Theory

A

Children need to attain initiative, competence and independence, i.e., learn to explore the world, to become self-reliant, and to make their own way in the environment

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22
Q

Schemas

A

patterns of knowledge in long-term memory—that help them remember, organize, and respond to information

according to Piaget, these are used by children to learn and make sense of the world, reconciling schema when they learn new things

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23
Q

assimilation

A

children use already developed schemas to understand new information

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24
Q

Accommodation

A

learning new information, and thus changing the schema

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25
Q

Piaget’s Stages

A

Sensorimotor 0-2

Preoperational 2-7

Concrete Operational 7 - 11

Formal operational - 11 to adulthood

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26
Q

sensorimotor stage

A

the cognitive stage that begins at birth and lasts until around the age of 2. It is defined by the direct physical interactions that babies have with the objects around them

e.g., object permanence

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27
Q

preoperational stage

A

2 -7, children begin to use language and to think more abstractly about objects, but their understanding is more intuitive and without much ability to deduce or reason

ie, cannot operate or transform objects mentally

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28
Q

egocentric

A

unable to readily see and understand other people’s viewpoints

because children cannot view transitions, they are egocentric

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29
Q

theory of mind

A

the ability to take another person’s viewpoint, and the ability to do so increases rapidly during the preoperational stage

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30
Q

concrete operational stage

A

from age 7, marked by more frequent and more accurate use of transitions, operations, and abstract concepts, including those of time, space, and numbers

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31
Q

conservation

A

occurs during concrete operational stage, the understanding that changes in the form of an object do not necessarily mean changes in the quantity of the object

e.g., glasses of milk

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32
Q

formal operational stage

A

from 11, marked by the ability to think in abstract terms and to use scientific and philosophical lines of thought

33
Q

Newer Developments to Piaget

A

basically that things can happen earlier and that environment and social learning (e.g., community learning) can impact the stages

34
Q

self-concept

A

a knowledge representation or schema that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals, and roles, as well as the knowledge that we exist as individuals

eg, mirror test, infants pass at 18 months

aware of sex at age 2

at 4, self descriptions based on physical features

at 6, more abstract emotions and concepts, “I am nice” and comparisons w other children

35
Q

attachment

A

The emotional bonds that we develop with those with whom we feel closest, and particularly the bonds that an infant develops with the mother or primary caregiver

babies have social as well as physical needs, they need a “secure base” to develop socially

36
Q

strange situation

A

May Ainsworth

experiment conducted in a context that is unfamiliar to the child and therefore likely to heighten the child’s need for his or her parent

reveals different types of attachment style of children

37
Q

Disorganized Attachment Style

A

seems to have no consistent way of coping with the stress of the strange situation—the child may cry during the separation but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor

38
Q

Secure Attachment Style

A

usually explores freely while the mother is present and engages with the stranger

39
Q

Ambivalent Attachment Style

A

ambivalent (sometimes called insecure-resistant) attachment style is wary about the situation in general, particularly the stranger, and stays close or even clings to the mother rather than exploring the toys

40
Q

Avoidant Attachment Style

A

(sometimes called insecure-avoidant) attachment style will avoid or ignore the mother, showing little emotion when the mother departs or returns

41
Q

Attachment Style Nature or Nurture?

A

Most developmental psychologists believe that socialization is primary

But, also influenced by temperament

42
Q

temperament

A

the innate personality characteristics of the infant

43
Q

emerging adulthood

A

previously, adulthood began in early 20s, now it is later,

this is arguably a new stage between 18 and middle or late 20s

44
Q

puberty

A

a developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual maturity

9-14 for girls

10 - 17 for boys

begins when the pituitary gland begins to stimulate the production of the male sex hormone testosterone in boys and the female sex hormones estrogen and progesterone in girls

45
Q

primary sex characteristics

A

the sex organs concerned with reproduction

46
Q

secondary sex characteristics

A

(features that distinguish the two sexes from each other but are not involved in reproduction)

47
Q

menarche

A

the first menstrual period, typically experienced at around 12 or 13 years of age

48
Q

reason for adolescent impulsiveness

A

may be in part because the development of the prefrontal cortex is, in general, slower than the development of the emotional parts of the brain, including the limbic system

hormonal surge also contributes

49
Q

Adolescent main social task

A

search for identity

50
Q

Erikson’s Challenges

A

Erikson believed that each life stage has a unique challenge that the person who reaches it must face. And according to Erikson, successful development involves dealing with and resolving the goals and demands of each of the life stages in a positive wa

51
Q

Oral-sensory

A

Birth to 12 to 18 months
Trust versus mistrust
The child develops a feeling of trust in his or her caregivers.

52
Q

Muscular-anal

A

18 months to 3 years Autonomy versus shame/doubt

The child learns what he or she can and cannot control and develops a sense of free will.

53
Q

Locomotor

A

3 to 6 years
Initiative versus guilt

The child learns to become independent by exploring, manipulating, and taking action.

54
Q

Latency

A

6 to 12 years
Industry versus inferiority

The child learns to do things well or correctly according to standards set by others, particularly in school.

55
Q

Adolescence

A

12 to 18 years

Identity versus role confusion

The adolescent develops a well-defined and positive sense of self in relationship to others.

56
Q

Young Adulthood

A

19 to 40 years Intimacy versus isolation

The person develops the ability to give and receive love and to make long-term commitments.

57
Q

Middle Adulthood

A

40 to 65 years Generativity versus stagnation

The person develops an interest in guiding the development of the next generation, often by becoming a parent.

58
Q

Late Adulthood

A

65 to death

Ego integrity versus despair
The person develops acceptance of his or her life as it was lived.

59
Q

James Marcia Adolescent Identity Classification

A

adolescents are asked questions regarding their exploration of and commitment to issues related to occupation, politics, religion, and sexual behavior. The responses to the questions allow the researchers to classify the adolescent into one of four identity categories

60
Q

Identity-diffusion status

A

The individual does not have firm commitments regarding the issues in question and is not making progress toward them.

61
Q

Foreclosure status

A

The individual has not engaged in any identity experimentation and has established an identity based on the choices or values of others.

62
Q

Moratorium status

A

The individual is exploring various choices but has not yet made a clear commitment to any of them.

63
Q

Identity-achievement status

A

The individual has attained a coherent and committed identity based on personal decisions.

64
Q

social identity

A

the part of the self-concept that is derived from one’s group memberships.

65
Q

Kohlberg’s Theory

A

argued that children learn their moral values through active thinking and reasoning, and that moral development follows a series of stages:

three stages of moral thinking: the preconventional level, the conventional level, and the postconventional level.

developed by posing moral dilemmas to adolescents

criticized as over simplified and based solely on boys

66
Q

morality

A

standards of behavior that are generally agreed on within a culture to be right or proper.

67
Q

Preconventional morality

A

Young children

Until about the age of 9, children, focus on self-interest. At this stage, punishment is avoided and rewards are sought. A person at this level will argue, “The man shouldn’t steal the drug, as he may get caught and go to jail.”

68
Q

Conventional morality

A

Older children, adolescents, most adults

By early adolescence, the child begins to care about how situational outcomes impact others and wants to please and be accepted. At this developmental phase, people are able to value the good that can be derived from holding to social norms in the form of laws or less formalized rules. For example, a person at this level may say, “He should not steal the drug, as everyone will see him as a thief, and his wife, who needs the drug, wouldn’t want to be cured because of thievery,” or, “No matter what, he should obey the law because stealing is a crime.”

69
Q

Postconventional morality

A

Many adults

At this stage, individuals employ abstract reasoning to justify behaviors. Moral behavior is based on self-chosen ethical principles that are generally comprehensive and universal, such as justice, dignity, and equality. Someone with self-chosen principles may say, “The man should steal the drug to cure his wife and then tell the authorities that he has done so. He may have to pay a penalty, but at least he has saved a human life.”

70
Q

early adulthood

A

the ages between 25 and 45

71
Q

middle adulthood

A

between 45 and 65

72
Q

4 parenting styles

A

Authoritarian

Authoritative (demands but reasonable and collective) - generally best

Permissive (few demands, little punishment)

Rejecting-neglecting (undemanding and unresponsive)

73
Q

late adulthood

A

the final life stage, beginning in the 60s

74
Q

crystallized intelligence

A

general knowledge about the world, as reflected in semantic knowledge, vocabulary, and language

elderly typically have more of this

75
Q

fluid intelligence

A

the ability to think and acquire information quickly and abstractly

young generally better at this

76
Q

Dementia

A

a progressive neurological disease that includes loss of cognitive abilities significant enough to interfere with everyday behaviors,

77
Q

Alzheimer’s disease

A

form of dementia that, over a period of years, leads to a loss of emotions, cognitions, and physical functioning, and which is ultimately fatal

78
Q

Elizabeth Kübler-Ross

A

five phases of grief through which people pass in grappling with the knowledge that they or someone close to them is dying

HKU Psych (13 decks)

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