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Year 2 Psych exam I > Human Development and Growth, Brandt > Flashcards

Human Development and Growth, Brandt Flashcards

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1
Q

key points in development

A 
emotional well being
eriksons stages personality development
piagets stages cognitive development
stranger and separatino anxiety
object permanence
attachment
temperament
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2
Q

growth faltering (failure to thrive)

A

infants whose weight height and head circumference are below age related growth norms

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3
Q

what environment can cause failure to thrive in an infant

A

disturbed parent-child relationship
unhappy marriage or parental psychological disturbance
may cause lasting cognitive and emotional difficulties

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4
Q

crisis and strength of infancy

A

crisis: basic trust vs basic mistrust
strength: hope

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5
Q

crisis and strength of early childhoof

A

crisis: autonomy vs shame and doubt
strength: will

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6
Q

crisis and strength of play age

A

crisis: initiative vs guilt
strength: purpose

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7
Q

crisis and strength of school age

A

industry vs inferiority

strength: competence

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8
Q

crisis and strength of adolescence

A

identity vs role confusion

strength: fidelity

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9
Q

crisis and strength of young adulthood

A

intimacy vs isolation

strength: love

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10
Q

crisis and strength of adulthood

A

generativity vs stagnation

strength: care

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11
Q

crisis and strength of old age

A

integrity vs despair

strength: wisdom

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12
Q

what is the trust vs mistrust stage

A

infancy

depends on how well needs are met by caregiver

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13
Q

what is the autonomy vs shame and doubt stage

A

toddlers
develop independence and autonomy if allowed to explore
shame or doubt if restricted and overprotected

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14
Q

stanger anxiety

A

infants when encountering unfamiliar person

8-10 mo

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15
Q

separation anxiety

A

distress when customary care provider departs 6-8 mo and peaks 14-18 mo

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16
Q

object permanence

A

understanding that objects continue to exist when out of sight
complete by 8-12 mo and established by 12-18 mo

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17
Q

incomplete object permanence looks like what

A

children look for item where it was last seen instead of using interference to find where it has been moved

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18
Q

attachment

A

when attached to give person feel pleasure when with them and comforted by their prescence

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19
Q

Ainsworth strange situation

A

staged episodes that illustrate strength of attachment between child and (typically) his or her mother

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20
Q

Secure attachment pattern

A

style of attachment in which children use the mother as a kind of home base and are at ease when she is present; when she eaves they become upset and go to her as soon as she returns

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21
Q

milestones for toddlers 18 mo to 2 yr

A

start to move away from primary caregiver
2 yr olds say “NO”
rapproachement: run off but quickly return to mom

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22
Q

what can cause reactive attachment disorder of infancy/early childhood

A

really poor care of abuse

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23
Q

types of attachment disorder of infancy/early childhood

A

inhibited: child withdrawn or unresponsive
disinhibited: child approaches and cuddles up to strangers

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24
Q

goal of Tx with reactive attachment disorder of infancy

A

help them form a bond to one caregiver

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25
Q

Temperament

A

patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual

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26
Q

types of attachment

A

avoidant
secure
ambivalent
disorganized disoriented

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27
Q

avoidant attachment classification

A

low- seek proximity with caregiver
low- maintain contact with caregiver
high- void proximity with caregiver
low- resist contact with caregiver

28
Q

secure attachment classification

A

high- seek proximity
high- maintain contact
low- avoid
low- resist

29
Q

ambivalent attachment classification

A

high- seek proximity
high- maintain contact
low- avoid
high- resist

30
Q

disorganized disoriented attachment classification

A

inconsistent in all categories

31
Q

What are the dimensions of temperament

A 
activity level
approach-withdrawal
adaptability
quality of mood
attention span and persistence
distractibility
rhythmicity
intensity reaction
threshold responsiveness
32
Q

What are the dimensions of temperament

A 
activity level
approach-withdrawal
adaptability
quality of mood
attention span and persistence
distractibility
rhythmicity
intensity reaction
threshold responsiveness
33
Q

easy babies

A

babies with positive disposition, body functions to operate regularly and are adaptable

34
Q

difficult babies

A

negative moods and slow to adapt to new situations

35
Q

slow to warm babies

A

babies who are inactive, calm reactions to environment

moods negative and withdraw from new situations

36
Q

goodness of fit

A

development is dependent on degree of match between childrens temperament and nature and demands of environment

37
Q

characteristic of development least related to attachment to caregiver

A

temperament

38
Q

initiative versus guilt stage

A

chilren 3-6 y.o

experience conflict between independence of action and sometimes negative results of that action

39
Q

functional vs constructive play

A

functional-repetitive activities of 3 y.o
constructive- manipulate objects to produce or build something (tests physical and cognitive skills and practice fine muscle movements)

40
Q

make believe play

A

children grow cognitively and learn about important activites in culture
toddlers need encouragement to participate in imaginative make-believe play
mothers and siblings play important role

41
Q

preschooler theory of mind

A

understand other have emotions
can distinguish between something in their minds and physical actuality
at end of preschool years solve false belief problems

42
Q

preschooler theory of mind

A

understand other have emotions
can distinguish between something in their minds and physical actuality
at end of preschool years solve false belief problems

43
Q

4 facotrs influencing cognitive behavior of Piagets theory

A

maturation nervous system
experience
social transmission of information
equilibration

44
Q

describe equilibration as piagets theory

A

innate tendency for mental growth to progress to increasingly complexity and stability

45
Q

stages of piaget

A

sensorimotor (first 2 yr)
preoperational (2-6)
concrete (6-11)
formal (11+)

46
Q

what are the components of sensorimotor stage cognitive development

A 
language acquisition
symbolic reasoning
egocentrism
transductive thinking
magical thinking
47
Q

what are the components of concrete operations stage of cognitive development

A 
logical cause/effect thinking
reversibility of events
social speech
ability to take others point of view
conservation of volume and quantity
rigid interpretation of the rules
48
Q

what are the components of formal operational thinking in cognitive development

A 
abstract reasoning
more elaborate information processing
metacognitive capacity
can grasp probabilities
hypothetical thinking
49
Q

piagets definition of symbolic function

A

ability to use mental symbol, word or object to represent something that is not physically present

50
Q

piagets opinion of language

A

allows children to think beyond the present to the future

51
Q

concept of centration

A

concentrating on one limited aspect of a stimulus and ignoring other aspects

52
Q

concept of conservation

A

knowledge that quantity is unrelated to arrangement and physical appearance of objects
(preschoolers don’t understand that changes in appearance does not mean change in quantity)

53
Q

concept of conservation

A

knowledge that quantity is unrelated to arrangement and physical appearance of objects
(preschoolers don’t understand that changes in appearance does not mean change in quantity)

54
Q

transformation

A

process whereby one state changed into another

55
Q

egocentric thought

A

thinking that does not take viewpoints of others into account

56
Q

intuitive thought

A

thinking that reflects preschoolers use of primitive reasoning and their avid acquisition of knowledge about the world

57
Q

what are the developments in school age children

A 
eriksons
freud and piaget
coping with illness
self concept
fears and anxieties
58
Q

industry vs inferiority

A

industry: developing sense of competence at useful skills and tasks
inferiority: pessimism and lack of confidence in own ability to do things well. family environment, teachers and peers can contribute

59
Q

freuds opinion of 7-11 y.o

A

latency, easy time for most kids

60
Q

when do children develop concept of conservation according to piaget

A

7-11 y.o

61
Q

self concept in middle childhood

A

refined, perspective taking

real self vs ideal self

62
Q

fears and nxieties in middle childhood

A

fear of dark, thunder, lightning, supernatural beings

fear of real life personal harm

63
Q

school phobia

A

5-7 yr: separation

11-13: particular aspects of school

64
Q

identity vs role confusion in adolescence

A

identity: who you are and your direction in life “identity crisis”
role confusion: lack of direction and restricted exploration
unprepared for stages of adulthood

65
Q

what is hypothetical deductive reasoning

A

deducing hypotheses from a general theory

66
Q

consequences of adolescence cognitive changes

A

self consciousness
idealism and criticism
planning and decision making- overwhelming

Year 2 Psych exam I (15 decks)

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