Growth & Lifespan Development Flashcards
Types of Developmental Change
Qualitative
Quantitative
Influences:
A. Genetic & Environmental
Influences:
B. Normative & Non-Norm
Influences:
C. Critical & Sensitive Periods
Hereditary:
A. Basic Concepts
Hereditary:
B. Genetic & Chromosomal
Abnormalities
Prenatal Development:
A. Prenatal Period
Prenatal Development:
B. Maternal Factors in Prenatal Dev
Prenatal Development:
C. Sexual Dimorphism
Phys Dev During Infancy & Childhood:
A. Reflexes
Phys Dev During Infancy & Childhood:
B. Perceptual
Phys Dev During Infancy & Childhood:
C. Motor
Phys Dev During Infancy & Childhood:
D. Brain
Phys Dev During Adolescence & Adulthood:
Phys Dev During Late Adulthood:
A. Aging
- phys abilities gradually decline
- human lifespan 110-120
- Primary Aging - genetically congrolled, wear-and-tear, daily stressors; “inevitable”
- Secondary Aging - disease, disuse, neglect of body; accounts for much of aging in society
Phys Dev During Late Adulthood:
B. Sexual Activity
- Likelihood of sexual activity closely related to frequency in younger years.
- Men (who have been sexually active) can engage well into 70s/80s
- Women (physiologically able to be sexually active) come across barrier of partner availability.
Health:
A. Health Belief Model
Health:
B. Health Risk Factors & Life Expectancy
Health:
C. Stress & Health
Language Dev/Reading:
A. Stages of Lang Dev
Language Dev/Reading:
B. Theories of Language Dev
1) Nativist View
2) Nurturist View
3) Interactionist View
Language Dev/Reading:
B. Theories of Language Dev
Pt. 2
Sapir-Whorf hypothesis | different language speakers think differently (structure of lang); language influences how we think; mixed support
Language Dev/Reading:
C. Dyslexia
Development of Cognition:
A. Piaget’s Stage Theory
Central to theory: epigenesis; mastery of previous stage leads to the next
3 interconnected principles:
Organization; mental representations (schemata), guides thinking/acting
Adaptation; how one deals w/ new information, changes to schemata and enhances ability to survive
* Assimilation - new info INTO existing scheme
* Accomodation - CREATING new shcema for new info
Equilibration; strive towards, balance b/w person and outside environment, and among schemata’s
* determines the extent to which assim/accom is used to organize experiences
- idiographic approach to study of
- innate capacity for adapting to envir.
- child fundamentally diff from adult
Development of Cognition:
B. Vygotsky’s Social Dev
Development of Cognition:
C. Information Processing
Development of Cognition:
D. Adolescent Thinking
Development of Cognition:
E. Cognitive Changes Associated w/ Aging
Moral Development:
A. Piaget’s Theory of Moral Dev
Moral Development:
B. Kohlberg’s Theory of Moral Reasoning
Preconventional | 4y-10y
* Punish/Obedience; good to avoid punishment
* Instrumental Hedonism; good to get reward
Conventional | 10+
* Good Boy/Girl; concern of gaining approval
* Law and Order; one’s duty, maitain social order
Postconventional | ~13+ or never
* Morality of Contract; will of majority
* Mortality of Ind. Principles; what ind. believes is right
*3 LEVELS – 6 STAGES
Moral Development:
C. Carol Gilligan
Moral Development:
D. Research Findings on Dev of Conscience
Personality Development:
A. Freud & Erikson
Personality Development:
B. Margaret Mahler
- Separation - discrete physical entity
- Individuation - psychologically independent
1) Infantile Autism (1m) - unaware of external; research says otherwise
2) Symbiosis (2-4m) - baby + mother are one
3) Differentiation (5-10m) - able to distinguish b/w self and other; ‘stranger anxiety’ as aware of unfamiliar
4) Practicing (10-16m) - ability to physically sep from mother; crawling, walking; paradoxically ‘separation anxiety’ * hardest for child
5) Rapprochement (16-24m) - need for mother to share ch’s new skills, great need for love
6) Object Constancy (2-3yrs) - able to maintain image of mother when not there; unify good+bad into whole
*theory of separation and individuation
*6 stages of development
Personality Development:
C. Levinson
Man’s Life Theory
Social Development:
A. Attachment
Nonhuman/Primates
Lorenz
* instinctual; ‘imprinting’
* innate behavior patterns during critical periods
* ex. goslings imprinting on Lorenz 12-17 hrs after birth; even when other geese presented themselves
Harlow
* Preferred ‘terry cloth’ surrogates over wire surrogates
* ‘Contact Comfort’; tactile sensations; more important b/w human mothers and infants
* Isolation – abnormal/autistic social/sexual behaviors; when placed w/ norm reared monkeys, remission of pathology
Social Development:
A. Attachment
Bowlby
- Formulated attachment theory; Darwinian; newborns equipped w/ verbal/nonverbals that elicit nurture
- Syndrome of Maternal Deprivation; some children under 2yrs; separated extended period (~3m)
a) Protest - initially crying, calling out, searching for
b) Despair - signs of hopelessness, mother will never return
c) Detachment - emotional separation from mother, indifferent to her return
Additional –
* Effect of deprivation also described by Spitz as ‘anaclytic depression’ (6-8m)
Social Development:
A. Attachment
Ainsworth
a) Secure (65%)
b) Avoidant (20%); don’t seek closeness, rarely cry when leaves room, treat mother like stranger, ignore her upon return, may prefer stanger — caregiving style of aloofness/distance OR intrusiveness/overstimulation = avoidant
c) Ambivalent/Resistant (10%); clingy, become upset when leaves, happy upon return but also show ambivalence by resisting, angry towards stranger + mother — caregiving of inconsistency/insensitivity
d) Disorganized-Disoriented; no clear strategy w/ mother, may be unresponsive/avoid/resist, may freeze/stop, exhibit fear/confusion toward mothers — due to abuse of infant or unresolved abuse issues of caregiver
Additional –
* Securely vs. Insecurely (12-18m) differ in behavior in preschool/school age years
* Age 2 toddlers develop stronger sense of their own self-efficacy | secure – autonomous, neither victims/victimizers | insecure – can me either the victim or victimizer
* Some argue patterns of attachment reflect temperment of child; not necessarily quality of mother-child relationship
- Increasingly important second half of 1st year
- 1st year, able to measure by Stranger Situation
Social Development:
B. Parenting
Social Development:
C. Gender Role Dev
Social Development:
D. Dev of Racial Awareness
Social Development:
E. Social Interaction
Social Development:
F. Issues in Education
Social Development:
G. Adol Issues in Social Dev
1) Identity Formation | Marcia
* Achievement; explored, own goals/values, resolved crisis+committed
* Foreclosure; no exploring, chosen by authority, absence of crisis+committed
* Moratorium; exploring, struggling to make decisions, in crisis+absence of commitment
* Diffusion; lacks direction, not exploring/trying, absence of both crisis+commitment —- “aimless drifters”
2) Adolescence & Culture
Social Development:
H. Social Issues in Late Adulthood
1) Theories of Successful Aging | Disengagement (natural withrdrawal from life roles), Activity (fulfilling when remains active/involved)
* “successful aging” correlated w/ high level of activity
2) Marital Satisfaction in Late Adulthood
3) Gender and Cultural Variables in Aging
4) Retirement
5) Grief and Dying
Emotional Development:
A. Temperment
Emotional Development:
B. Dev of Emotional Expression
Risk Factors:
A. Poverty
Risk Factors:
B. Maternal Substance Abuse
Protective Factors/Resilience
extra q/a from test A
- Childhood aggression – moderate tendency to remain aggressive
- Law of Persimony (Occam’s Razor)
- Preadolescent Siblings — Conflict/Friendship
