Growth and Lifespan Dev Flashcards
Freud’s stages of psychosexual development
1) Anal (1-3 yrs): potty training, retention vs. expulsion
2) Phallic (3-6 yrs): attraction to parent of opposite sex and fear of parent of same sex. Castration anxiety.
3) latency (6-12): sexual feelings are latent and fear of retribution is low.
4) genital : adulthood. Mature sex with opposite sex
Ericksonian stages of psychosocial development (and how they map onto Freud’s stages)
Year 1: trust vs. mistrust (oral)
Year 2: autonomy vs/ shame (anal)
Year 3-6: industry v. inferiority (phallic)
Year 6-12: latency (latency)
Early development speech patterns
Early speech (about 18 months of age) is characterized by both underextension and overextension of word meanings. Overextension (Response 2) occurs when a word is used too broadly. In this example, the child calls the neighbor’s dog by the same name as her own. Underextension (Response 1) occurs when a word is used too narrowly. For example, only one’s own dog is referred to as “doggie,” even though it is the appropriate word for all dogs. Holophrasic speech (Response 3) which occurs between 12 and 18 months of age, makes use of a single word to express a complex idea. For example, “up” means “pick me up.” Telegraphic speech (Response 4), which occurs between 18 and 24 months of age, is a form of two word, noun-verb sentences. For example, “give candy,” means “I’d like you to give me some candy.”
Margaret Mahler’s separation-individuation
The process of separation-individuation then begins at around 4-5 months, with four subphases: a) differentiation (5-10 months) which includes stranger anxiety; b) practicing (10-16 months) which includes separation anxiety – and hence would be the age for greatest problems during a separation; c) rapprochement (16-24 months); and d) consolidation and object constancy (24 to 36 months). If you did not know Mahler’s stages, you could have tried to guess using your own first-hand experiences with children.
Kohlberg’s stages of moral development
Preconventional Morality:
with an emphasis on compliance with rules to avoid punishment and get rewards. The two substages are Punishment-Obedience and Instrumental Hedonism.
Conventional Morality:
with a focus on conforming to rules to get social approval. The two substages are Good Boy/Good Girl and Law and Order.
Postconventional Morality:
with two substages of Morality of Contract, Rights and Laws, and Morality of Conscience.
Piaget’s stages of cognitive development
Sensorimotor (0-2 yrs)
- learning through circular reaction.
- Major development is object permanence
Preoperational (2-7 yrs)
- children begin to learn through symbols and langauge
- incomplete understanding of cause and effect
- magical thinking
- animism
- egocentrism
- irreversibility (think the beaker and the cup experiment).
Concrete operational (7-11 yrs)
- capable of using logical rules to problem solve
- able to classify, order, and understand part-whole relationships.
- Horizontal decalage: gradual development of conservation in different domains.
Formal operational (12+)
- able to think abstractly (i.e., what if?)
- Hypothetico deductive reasoning
- adolescent egocentrism (personal fable and imaginary audience)
James Marcia’s stages of identity development
Identity diffusion: no direction, no commitment, no crisis
Foreclosure: no exploration, commitment, no crisis
Moratorium: exploring options, crisis, no commitment
Identity achievement: person has goals and values, commitment, resolved crisis
Bronfenbrenners model
- Microsystem: face to face relationships
- Mesosystem: interactions between components of microsystem
- exosystem: elements of the broader environment that affect the mesosystem
- macrosystem: cultural beliefs, political practices
- chronosystem: events that occur over persons lifetime
critical periods vs. sensitive periods
- critical: predetermined periosds of time in which an organism is very sensitive to certain stimuli that can have a significant impact on development. Think goslings and imprinting in the first few days of life.
- sensitive: longer and more flexible than critical periods. more relevant for humans.
Chromosomal disorders
- Huntingtons: autosomal dominant
- PKU: recessive, inability to metabolize phenylalanine which can cause cognitive deficits if not addressed early in life
- Downs syndrome: extra chromosome 21
- Klinfelters syndrome: XXY, men w/ sterility and possible LDs
- Turners syndrome: X, women w/ lack of seondary sex characteriztics, short, possible cog deficits
When are teratogens most destructive?
Weeks 3-8 of pregnancy
Infants born to HIV+ mothers
20-30% chance of transmitting. With CART, less than 1% chance of transmission. HIV+ infants typically show signs of illness by age 2-3 if not treated. w/ CART, 50% of HIV+ infants live beyond 10 years old.
premature children
Born before 37 weeks. More likely to occur in mothers who are low SES, teenaged, malnourished, or drug abusing. With adequate medical and social support, premies catch up to peers by 2-3 years of age.
Developmental milestones
- 1-3 mo: raise chin, move head from side to side, play with hands and bring objects to mouth
- 4-6: rolls from abdomen to back, sits on lap to sitting alone, stands with help,
- 7-9: sit without support, crawling and creeping, pull to stand.
- 10-12: stand alone, walks with help, first steps alone,
- 13-15: walks alone, creeps up stairs, scribbles, uses cup well
- 16-24: runs clumsily, walks up stairs, kicks ball, 50% can use toilet during the day
- 25-48: increased motor coordination and independence with basic ADLs, handedness ny 4 years.
Piaget’s constructivism
Adaptation = assimilation + accommodation
- assimilation: integrating new knowledge into existing cognitive schemas.
- accommodation: modification of existing schemas to incorporate new knowledge
Vygotsky’s sociocultural theory
All learning is socially mediated. Cognitive development is first interpersonal and then intrapersonal.
- zone of proximal development
- scaffolding
Theory of mind
ability to make predictions about another’s representational states and predict behavior
- 2-3: awareness that other have different perceptions, emotions and desires
- 4-5: others can pretend and lie
- 5+: people can disagree, people can have mixed feelings, people can act in ways that are not consistent with their values.
Nativist approach to language development
Chomsky’s language acquisition device (LAD) is the innate ability to acquire langauge just by being exposed to it.
Behaviorist and interactionist approach to language development
- behaviorist: reinforcement and modeling
- interactionist: combination of biological and environmental factors. Motherese, expand and elaborate through social interaction.
Giligan’s relational crisis
around 11-12 yo, girls experience an identity crisis characterized by loss of voice as they feel increased pressure to conform to female sterotypes.
Kubler Ross stages of grief
- denial (this is not happening)
- anger (why me)
- bargaining (yes me, but…)
- depression (yes me)
- acceptance (my time is close and that is ok)
Ainsworth strange situation
- secure
- insecure/ambivalent
- insecure/avoidant
- disorganized/disoriented
effects of prolonger separation/institutionalization
children separated/adopted by 3 mo of age have few negative long term effects. Children separated/adopted by 9 mo or older have moderate to extreme reactions. As long as institutionalized kids are adopted by 6 yo they are capable of forming close bonds with adoptive parents.
Empathy
consists of cognitive (perspective taking) and affective (your emotional reaction to another’s well-being) components, can increase with empathy training which is most effective for younger kids and people with lower initial scores (i.e., boys)
Aggression
- coercive family interactive model: children initially learn aggressive behavior from parents. parents are harsh, do not reinforce prosocial behavior, and reward aggressiveness with attention/approval. aggressive interactions with parents escalate.
- interventions are based on social-cognitive theory and teach anger control, accurate interpretation of events/intentions, and perspective taking
- linked to gender. boys more physically/verbally aggressive. Girls more relationally aggressive
Child abuse
Child sexual abuse effects are worse for females and tend to be less severe when abuse is committed by a strange. Most often the perpetrator of abuse is a biological parent.
Gender and teacher feedback
boy more likely to be corrected, criticized, praised, and helped. Boys are praised for accomplishments and task related behaviors. Girls are praised for effort, cooperation, and dependent behaviors. Girls more likey to view failures as lack of ability
compensatory preschool programs
for low SES, at-risk children. Have good effects. Not necessarily in terms of cognitive functioning but more long-term SES related indicators: less likely to be retained a grade, less likely to drop out, more likley to go to college, less drug use/delinquency, better earnings, more homeownership, lower arrest rates
Montessori Method
Developed for children with disabilities. Child-centered, experiential learning at the child’s pace that incorporates uses all the senses.
