Growth & Lifespan Development Flashcards

1
Q

Types of Developmental Change

A

Qualitative
Quantitative

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2
Q

Influences:
A. Genetic & Environmental

A
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3
Q

Influences:
B. Normative & Non-Norm

A
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4
Q

Influences:
C. Critical & Sensitive Periods

A
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5
Q

Hereditary:
A. Basic Concepts

A
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6
Q

Hereditary:
B. Genetic & Chromosomal
Abnormalities

A
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7
Q

Prenatal Development:
A. Prenatal Period

A
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8
Q

Prenatal Development:
B. Maternal Factors in Prenatal Dev

A
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9
Q

Prenatal Development:
C. Sexual Dimorphism

A
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10
Q

Phys Dev During Infancy & Childhood:
A. Reflexes

A
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11
Q

Phys Dev During Infancy & Childhood:
B. Perceptual

A
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12
Q

Phys Dev During Infancy & Childhood:
C. Motor

A
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13
Q

Phys Dev During Infancy & Childhood:
D. Brain

A
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14
Q

Phys Dev During Adolescence & Adulthood:

A
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15
Q

Phys Dev During Late Adulthood:
A. Aging

A
  • 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
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16
Q

Phys Dev During Late Adulthood:
B. Sexual Activity

A
  • 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.
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17
Q

Health:
A. Health Belief Model

A
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18
Q

Health:
B. Health Risk Factors & Life Expectancy

A
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19
Q

Health:
C. Stress & Health

A
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20
Q

Language Dev/Reading:
A. Stages of Lang Dev

A
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21
Q

Language Dev/Reading:
B. Theories of Language Dev

A

1) Nativist View
2) Nurturist View
3) Interactionist View

22
Q

Language Dev/Reading:
B. Theories of Language Dev
Pt. 2

A

Sapir-Whorf hypothesis | different language speakers think differently (structure of lang); language influences how we think; mixed support

23
Q

Language Dev/Reading:
C. Dyslexia

24
Q

Development of Cognition:
A. Piaget’s Stage Theory

A

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
25
Development of Cognition: B. Vygotsky's Social Dev
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Development of Cognition: C. Information Processing
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Development of Cognition: D. Adolescent Thinking
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Development of Cognition: E. Cognitive Changes Associated w/ Aging
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Moral Development: A. Piaget's Theory of Moral Dev
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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 ## Footnote *3 LEVELS -- 6 STAGES
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Moral Development: C. Carol Gilligan
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Moral Development: D. Research Findings on Dev of Conscience
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Personality Development: A. Freud & Erikson
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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 ## Footnote *theory of separation and individuation *6 stages of development
35
Personality Development: C. Levinson ## Footnote Man's Life Theory
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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
37
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)
38
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 ## Footnote * Increasingly important second half of 1st year * 1st year, able to measure by Stranger Situation
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Social Development: B. Parenting
40
Social Development: C. Gender Role Dev
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Social Development: D. Dev of Racial Awareness
42
Social Development: E. Social Interaction
43
Social Development: F. Issues in Education
44
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
45
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
46
Emotional Development: A. Temperment
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Emotional Development: B. Dev of Emotional Expression
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Risk Factors: A. Poverty
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Risk Factors: B. Maternal Substance Abuse
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Protective Factors/Resilience
51
extra q/a from test A
* Childhood aggression -- moderate tendency to remain aggressive * Law of Persimony (Occam's Razor) * Preadolescent Siblings --- Conflict/Friendship