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human development Flashcards

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1
Q

the 3 processes of development

A

physical, cognitive, sociemotional

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2
Q

piaget’s theory

A

cognitive development involves key concepts and stages (schemas, assimilation, accommodation, equilibrium)

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3
Q

schema

A

a basic building block of intelligent behavior, a set of linked mental representations of the world which helps us to understand and respond to situations

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4
Q

self-schemas

A

facts about self
examples: future doctor, hates broccoli

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5
Q

person schemas

A

appearance, behavior, personality

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6
Q

social schemas

A

social expectations
ex; be respectful, pay for food, don’t eat garlic

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7
Q

event schemas

A

handshake, portfolio,

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8
Q

state of equilibrium

A

when a child’s exiting schemas are capable of explaining what it can perceive around it

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9
Q

Assimilation

A

using an existing schema to deal with a new object or situation

Ex: a child thinking a man who is bald on the top of his head is a literal clown

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10
Q

Accommodation

A

when the existing schema doesn’t work, and needs to be changed in order to deal with a new object/situation

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11
Q

stages of development

A

sensorimotor, preoperational, concrete operation, formal operational

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12
Q

sensorimotor stage

A

birth-2 years old, object permanence

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13
Q

object permanence

A

knowing an object is there even when it is hidden by forming a mental representation of the object

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14
Q

preoperational stage

A

age 2-7, children are able to think of things symbolically yet their thinking remains egocentric

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15
Q

Concrete operational stage

A

ages 7-11, marks the beginning of logical/operational thoughts

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16
Q

formal operational stage

A

11 and over, we develop the ability to think about abstract concepts and logically test hypotheses

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17
Q

vygotskys idea

A

children are curious and therefore actively involved in their own learning, putting an emphasis on social contribution to development

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18
Q

MKO

A

a more knowledgeable other, someone who is more knowledgeable than you

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19
Q

zone of proximal development

A

the difference between what a child can achieve independently vs what they need guidance with

In this area, it is best to use cooperative exercises in order for children to learn these skills

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20
Q

vygotskys 3 forms of language

A

social speech, private speech, silent inner speech

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21
Q

social speech

A

external communication used to talk to others (age 2)

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22
Q

private (overt) speech

A

directed to self and serves as an intellectual function (age 3)

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23
Q

silent inner speech

A

your inner monologue (age 7)

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24
Q

what causes inner speech to develop faster?

A

being raised in a more cognitively and linguistically stimulating environment

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25
Q

the age that thought and language merge

A

age 3

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26
Q

Testosterone

A

androgen

27
Q

Estradiol

A

estrogen

28
Q

puberty

A

period of rapid skeletal and sexual maturation that occurs mainly in early adolescence

29
Q

amygdala development =

A

emotions

30
Q

prefrontal cortex development =

A

reasoning and decision making

31
Q

grey matter is pruned when

A

neural connections are formed

32
Q

resisting peer pressure =

A

thickening in prefrontal cortex

33
Q

a disconnect between the amygdala and prefrontal cortex =

A

increased risk taking

34
Q

identity achievement

A

exploration and commitment

35
Q

identity foreclosure

A

Commitment but no exploration

36
Q

identity moratorium

A

exploration but no commitment

37
Q

identity diffusion

A

no exploration or commitment

38
Q

Why is it important for babies to reach for things?

A

It demonstrates a shift in focus from people to things, and changes their relationship with the world around them

39
Q

Percent of a child’s brain development before age 5

A

90%

40
Q

Eriksons socioemotional development steps

A

Details a lifelong process of development with 8 stages total, 4 I’m adolescence and 4 in adulthood

41
Q

Stage 1 (relating to eriksons steps)

A

Infancy (birth-1.5) where an emphasis is put on trust vs mistrust and minimizing fear

42
Q

Stage 2 (relating to eriksons steps)

A

(1-3) where autonomy vs shame and doubt is emphasized and free will is learned

43
Q

Stage 3 (relating to eriksons steps)

A

(3-6) where responsibility is increased, and initiative is placed over guilt

44
Q

Stage 4 (relating to eriksons steps)

A

(7-11) where children should be enthusiastic about learning and gaining knowledge and industry vs inferiority is emphasized

45
Q

Stage 5 (relating to eriksons steps)

A

(12-18) where experimenting with identity is encouraged and identity vs role confusion comes into play

46
Q

Stage 6 (relating to eriksons steps)

A

(19-29) where intimacy and relationships should be established and an emphasis is put on intimacy vs isolation

47
Q

Stage 7 (relating to eriksons steps)

A

(30-64) where social contributions and family concerns are most important and generativity vs stagnation is looked at

48
Q

Stage 8 (relating to eriksons steps)

A

(65+) where life and meaningful contributions are assessed and integrity vs despair is important

49
Q

Level 1 of Kohlbergs moral development

A

Pre-conventional morality

A moral code is shaped by the standards of adults and the consequences of following or breaking their rules

50
Q

Stage 1 (relating to kohlbergs development)

A

Obidence and punishment Orientation

punishment occurs when they have done something wrong, punishment is avoided by being “good”

51
Q

Stage 2 (relating to Kohlbergs development)

A

Individualism and exchange

Children are able to recognize there is not only one correct viewpoint handed down by authorities (different people have different viewpoints)

52
Q

Stage 3 (relating to Kohlbergs development)

A

Good interpersonal relationships

The individual is good in order to be seen as being a good person

53
Q

Stage 4 (relating to Kohlbergs development)

A

Maintaining social order

Wider rules of society are now something the individual is aware of, judgements concerning obeying rules is heavy to avoid guilt

54
Q

Level 2 (relating to Kohlbergs moral development)

A

Conventional morality

Internalized moral standards of valued adults- reasoning is based on the norms of the group in which that person belongs

55
Q

Level 3 (relating to Kohlbergs moral development)

A

Post conventional morality

Judgements are now based on self chosen principles

56
Q

Stage 5 (relating to Kohlbergs development)

A

Social contract and individual rights

Aware that rules/laws may exist for the good of the greater number, but there will be situations where they work against an individual

57
Q

Stage 6 (relating to Kohlbergs development)

A

Universal principles

People at this stage have completely developed their own morals which may or may not fit the law

58
Q

Permissive parenting style

A

Lenient, low expectations, few rules, non-directive

59
Q

Authoritative parenting style

A

Clear standards, high expectations, “let’s talk about it”, flexible

60
Q

Uninvolved parenting style

A

Little time, uninterested, absent, neglectful

61
Q

Authoritarian parenting style

A

Punishment, high expectations, clear rules, emotionally distant

62
Q

The “carpenter” parenting style

A

Thinks that the child can be molded into a specific type of adult

63
Q

The “Gardner” parenting style

A

Provides a space for the child to explore so they can grow into their own person

AP psych (12 decks)

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