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PSYCH2042 Life Span Development > Lecture 1 > Flashcards

Lecture 1 Flashcards

Introduction to the lifespan; developmental perspective; explanations of development.

1
Q

What is narcissism characterised by?

A

A positive and inflated view of self (power, importance, physical attractiveness)

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2
Q

What are some of the self-enhancing characteristics of narcissism?

A

Attention seeking, taking credit from others, etc.

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3
Q

In the extreme form, what is narcissism diagnosed as?

A

Narcissistic Personality Disorder

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4
Q

Define narcissism in it’s most extreme form (Narcissistic Personality Disorder)

A

A pervasive pattern of grandiosity (in fantasy or behaviour), need for admiration, and lack of empathy, beginning by early adulthood and present in a variety of contexts.

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5
Q

In order to be diagnosed with Narcissistic Personality Disorder how many indicators must be present?

A

5 or more must be present when diagnosing an individual with NPD

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6
Q

List (at least) five indicators of NPD

A
  1. Has a grandiose sense of self-importance (e.g., exaggerates achievements and talents, expects to be recognised as superior without commensurate achievements).
  2. Is preoccupied with fantasies of unlimited success, power, brilliance, beauty, or ideal love.
  3. Believes that he or she is “special” and unique and can only be understood by, or should associate with, other special or high-status people (or institutions).
  4. Requires excessive admiration.
  5. Has a sense of entitlement (i.e., unreasonable expectations of especially favourable treatment of automatic compliance with his or her expectations.)
  6. Is interpersonally exploitative (i.e., takes advantage of others to achieve his or her own ends).
  7. Lacks empathy: is unwilling to recognise or identify with the feelings and needs of others.
  8. Is often envious of others or believes that others are envious of him or her.
  9. Shows arrogant, naughty behaviours or attitudes.
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7
Q

The rise in narcissism is often attributed to a range of factors, including:

A
  • Economic boom
  • Rise of social media (e.g., selfies, Instagram)
  • Increase in celebrity focus
  • Parenting styles
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8
Q

On the other side of millennials being thought of as quite “narcissistic”, research also suggests they have a range of positive characteristics, including:

A
  • Stronger social conscience
  • Stronger focus on equality
  • More likely to be pro-immigration
  • Environmentally conscious
  • Greater civic mindedness than earlier generations
  • Stronger sense of life as meaningful and purposeful
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9
Q

Lifespan Developmental Psychology is described as:

A

Needs, problems, possibilities that mark individuals’ progress from birth to death

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10
Q

Chronological Age

A

The age of a person as measured from birth to a given date His chronological age is five, but his mental age is three—he thinks and behaves like a three-year-old.

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11
Q

Rules about age-related behaviours:

A

Rules and expectations about how individuals should behave at certain ages common to most cultures and historical periods;

  • Laws
  • Norms - Social clock (Neugarten, 1973)
  • Culturally preferred timing for key life transitions (e.g., marriage, parenthood, retirement)
  • Punishments for violations
  • Ageism
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12
Q

What do developmentalists do?

A
  • Scientific study of behaviour, cognition, and personality of individuals of all ages
  • This includes all age-related changes and continuities
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13
Q

What are the three age-related changes?

A

Universal - Biologically based
Group specific - Culturally based, shared in cultures, history based - Cohort effects, shared by individuals in the cohort (e.g., Baby Boomers).
Individual Differences - Unique, unshared genetic and environmental factors/influences

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14
Q

Guiding Themes of Development:

A

We understand it to be:

Lifelong
Multidimensional
Multidirectional
Plastic ( - degree of the capacity for change)
Contextual
Involves growth, maintenance and regulation of loss
Co-constructed by biology, culture and the individual

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15
Q

What are the three designs used to study age related changes?

A

Cross-sectional designs
Longitudinal designs
Sequential designs

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16
Q

What is a cross-sectional design?

A

Studying groups of individuals at different ages, e.g., 18-14 year olds, 25-52 year olds, 53 and older.

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17
Q

What are the advantages of cross-sectional designs?

A
  • Fast and inexpensive

- Can reveal age-related change

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18
Q

What are the disadvantages of cross-sectional designs?

A
  • Reveals nothing about individual change over time as each participant tested once
  • Cohort effects - age related change may be due to effect, not simply age
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19
Q

What is longitudinal design research?

A

Follow same individuals over a period of time

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20
Q

What are some examples of longitudinal research design?

A

7-Up documentary

Grant study of Harvard men (Vaillant, 1977)

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21
Q

What are some of the advantages of longitudinal design?

A
  • Demonstrate sequences of change]
  • Show individual change or consistency
  • Avoid cohort problem
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22
Q

What are some of the disadvantages of longitudinal design?

A
  • Costly

- Practice effects

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23
Q

What is sequential designs?

A

Combination of cross-sectional and longitudinal designs

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24
Q

What are advantages of sequential designs?

A
  • Describes age differences and age changes
  • Separate effects of age, cohort and time of measurement
  • Indicates whether developmental changes experienced by one cohort are similar to those experienced by other cohorts
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25
Q

What are some of the disadvantages of sequential designs?

A
  • Complex, time-consuming and expensive
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26
Q

What are the six different methods used to collect data within each research design?

A
  • Case studies
  • Interviews
  • Observational studies
  • Psychological tests
  • Surveys
  • Psychological measures
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27
Q

Describe the factors of case studies:

A
  • A detailed description of a particular individual being studied or treated
  • Used to formulate broader research hypothesis
  • More commonly used by clinicians, but occasionally by researchers
  • Examples: 7-Up, Psychoanalysis
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28
Q

Describe the factors of interviews:

A
  • Detailed description of a behaviour from a group of individuals
  • Commonly used by qualitative researchers
  • Examples: 7-Up, Piaget and Kolberg’s studies on cognitive and moral development
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29
Q

Observational studies:

A
  • Researchers carefully and systematically observe and record behaviour without interfering with behaviour
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30
Q

What are the two types of observational behaviour?

A 
Naturalistic observation
Laboratory observation (Bandura (1965) and Harlow (1958),
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31
Q

What is Harlow famous for? What experiment?

A

The Monkeys - Wire Mother VS Cloth Mother (Laboratory Experiment)

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32
Q

What is Bandura famous for? What experiment?

A

Bobo Doll Experiment (Laboratory Experiment)

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33
Q

What is to be kept in mind with laboratory experiment?

A

It’s not a natural environment and because it is in a clinical experiment it may be different to how it is recorded

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34
Q

Psychological Tests:

A

Measure and evaluate personality traits, emotional states, aptitudes, interests, abilities, and values.

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35
Q

What are the two types of psychological testing?

A
  • Objective (e.g., NEO-PI, WISC-IV)

- Projective personality tests (e.g., TAT).

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36
Q

Surveys:

A
  • Battery of questionnaires (e.g., research report)
  • Useful when information needed from a large number of people
  • Can be conducted in person, on-line, over the phone
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37
Q

What are some of the issues with surveys?

A

Volunteer bias

Socially desirable responding

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38
Q

Physiological measures:

A
  • Increasingly being used to assess development at different points of the lifespan
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39
Q

What are some of the examples of psychological measures?

A

Blood tests
Skin conductance
Neuroimaging (e.g., FMRI - electromagnetic waves used to construct images of brain and biochemical activity).

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40
Q

What does theories of development try to do?

A

Try to explain continuity and change

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41
Q

What are the five main human developmental theories?

A 
Psychoanalytic
Cognitive
Social 
Behavioural 
Moral
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42
Q

Name the individuals associated with psychoanalytic?

A

Freud’s psychoanalytic

Erickson’s social

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43
Q

Name the individuals associated with cognitive?

A

Piaget’s intellectual

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44
Q

Name the individuals associated with social?

A

Vygotsky

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45
Q

Name the individuals associated with behavioural?

A

Pavlov
Watson &
Skinner

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46
Q

Name the individuals associated with moral?

A

Kohlberg

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47
Q

What are the stages associated with Freud’s psychoanalytic stages?

A
  • Oral Phase (dominated by ID, age 1)
  • Anal Phase (Development of ego, age 2-3)
  • Phallic Phase (Development of superego, repression, age 4 - 11)
  • Puberty and adolescence (sublimation, age 12 - 19)
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48
Q

What are Erikson’s psychosocial development models?

A 
Trust vs Mistrust : age 2 
Autonomy vs Doubt : age 2 - 3 
Initiative vs Guilt : age 4 - 5 
Industry vs Inferiority : age 6 - 12 
Identity vs Confusion : age 13 - 18 
Intimacy vs Isolation : age 19 - 40 
Generativity vs Stagnation : age 40 - 65
Integrity vs Despair : age 65+
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49
Q

What are Piaget’s intellectual stages?

A

Sensorimotor - object permanence: age 1
Pre-operational - development of understanding symbolic forms: age 2 - 6
Concrete operational - hands on, logical: age 7 - 11
Formal operational - abstract reasoning: age 12 - 19

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50
Q

What are Vygotsky’s stages?

A

Stage 1: Assistance provided by more capable others (teachers)
Stage 2: Assistance by self
Stage 3: Internalisation automatisation (fossilization)
Stage 4: De-automatisation (recursiveness through prior stage)

51
Q

What is Kohlberg’s three stages?

A

Preconventional morality
Conventional morality
Postconventional morality

52
Q

What do stages of development offer explanations for?

A

Changes and continuities that occur with age

53
Q

Groups of theories make assumptions on seven paradoxes concerning human development; these include:

A 
Developmental VS Non-developmental
Continuity VS Discontinuity 
Biological (Nature) VS Environmental (Nurture) 
Activity VS Passivity 
Cognitive VS Affective 
Macroscopic VS Microscopic
General VS Particular
54
Q

The four primary groups of psychological theories that explain development:

A

Psychodynamic: Freud / Erikson
Behaviourist: Skinner / Bandura
Cognitive: Piaget / Kohlberg
Biological: Chomsky / Bowlby

55
Q

Discuss some aspects of Sigmund Freud:

A

Influential in how we think about human development
Viewed newborns as driven by ‘instincts’ (or biological forces that motivate behaviour)
Unconscious motivations
Divisions of the mind
Unconscious

56
Q

What are Freud’s three diversions of the mind?

A

Id: Impulsive, irrational and selfish
Ego: Rational side of personality that try to find realistic ways of satisfying instincts (emerges in the first 2 years)
Superego: Moral values of parents (develops between 3 - 6 years) and it’s purpose is finding socially/ethically acceptable outlets for id’s undesirable impulses

57
Q

Discuss Freud’s two basis of the unconscious:

A

Defence mechanisms: Repression, Denial, Projection, Reaction formation, Regression, Sublimation
Dreams: Expression of repressed desires/wishes

58
Q

Freud’s States of Psychosexual Stages of Development:

A

Oral Stage: Birth - 18months
Pleasure is focused on the mouth / Principle Task: Weaning

Anal Stage: 18months - 3-4 years
Pleasure is focused on the anus / Principle Task:
Toilet training

Phallic Stage: 3-4 years - 5-7 years
Pleasure is focused on genitals / Principle Task:
Sexual identity

Latent Stage: 5-7 years to puberty
Pleasure is focused on sexual interests, Psychic energy is focused on social and intellectual activities / Principle Task: Learning

Genital Stage: Puberty onwards
Reawakens sexual instincts. Seek to establish mature relationships and pursue goal of biological reproductions Principle Task: Genital intercourse

59
Q

Erik Erikson (1902-1994): How many stages of the lifespan was Erikson focused on?

A

8 Stages of the Lifespan

60
Q

What did Erikson believe?

A

That development occurs through resolution of eight crises prompted by biological issues, but resolved socially.
Eight stages of the lifespan; and placed more emphasis on development after adolescence

61
Q

What are Erikson’s (1902 - 1994) Stages of Development?

A

Birth - 1 year; Trust vs Mistrust : Hope
1 year - 3 years; Autonomy vs Doubt : Will
3 years - 6 years; Initiative vs Guilt : Purpose
6 years - 12 years; Industry vs Inferiority : Competence
12 years - 18 years; Identity vs Confusion : Fidelity
18 years - 30 years; Intimacy vs Isolation : Love
30 years - old age; Generativity vs Stagnation : Care
Old age; Integrity vs Despair : Wisdom

62
Q

What is the concept of behaviourist theories?

A

Development through learning

63
Q

List four behavioural theorists:

A

Ivan Pavlov
John Watson
B.F. Skinner
Albert Bandura

64
Q

Ivan’s Pavlov was from years:

A

1849 - 1936

65
Q

John Watson was from years:

A

1878 - 1958

66
Q

B.F. Skinner was from years:

A

1904 - 1990

67
Q

Albert Bandura was from years:

A

1925 -

68
Q

What is a summary of behaviourists theories?

A 
Classical conditioning
Operant conditioning 
Reinforcement 
Observational learning
Self-efficacy
69
Q

Describe four aspects of behavioural theorists:

A
  • Unlike psychoanalytic theories, behaviourists do not view human development as going through universal stages (i.e., discontinuous), instead they see development as occurring gradually through a lifetime of learning (i.e., continuous)
  • Focus is on the mechanisms of learning rather than on providing a general description of the ‘normal’ course of development
  • Learning theories are precise and testable
  • Place too little importance on the role of genetics and maturation processes
70
Q

List the four cognitive theorists:

A 
Jean Piaget (1896 - 1980)
Lev Vygotsky (1896 - 1934)
Lawrence Kohlberg (1927 - 1987)
71
Q

Describe Jean Piaget’s concepts:

A
  • Cognitive development proceeds through a series of qualitatively distinct stages
  • These stages are experienced in the same order, at about the same time, with abilities in each new stage building on abilities from previous stages
  • Movement through the stages is prompted by: the need to make sense of experiences and the desire to construct more advanced understandings of the world
72
Q

Jean Piaget’s (1896 - 1980) concepts include the following:

A

Sensorimotor (0-2years)
Uses senses, innate reflexes to explore and understand world. By the end the child is capable of symbolic thought and can mentally plan solutions to problems.
Preoperational (2-7years)
Use capacity for symbolic thought to develop language, pretend play and solve problems. Egocentric and self-orientated.
Concrete Operational (7-11years) Acquire concrete logical operations that allow them to mentally classify, add and act on concrete objects mentally. Trial and error approach (no abstract problems)
Formal Operations (11/12 years and up) Think abstractly and reason theoretically, not all people reach this stage.

73
Q

Jean Piaget used tests procedures to test conservation, explain the three experiments:
(Watch videos online)

A

Conservation of liquid quantity
Conversation of solid quantity
Conservation of number

74
Q

Name the aspects of Lev Vygotsky:

A

Cognitive development result of children’s interaction with social world (i.e., culture) rather than physical world.
Language is foundation for development of higher human though - language BEFORE cognition
Individuals learn to converse with words (social) before they begin to think with words (private)
Cognitive development is therefore influenced by the language of a child’s culture

There is a woman with terminal cancer with no known treatment that can save her. She has approximately 6 months to live. She is in terrible pain but she is so weak that a dose of pain killer would make her die sooner. She asks doctor to give her enough pain killer to kill her. Should the doctor help her?

75
Q

What are the levels of Lawrence Kohlberg (1927 - 1987)?

A

Level 1: Pre-conventional morality
Level 2: Conventional morality
Level 3: Post-conventional morality

76
Q

What is the aspect of Lawrence Kohlberg’s (1927 - 1987) level 1 Pre-conventional morality?

A

Right and wrong, determined by rewards/punishments

77
Q

What is the aspect of Lawrence Kohlberg’s (1927 - 1987) level 2 Conventional morality?

A

Views of others matter. Avoidance of blame; seeking approval.

78
Q

What is the aspect of Lawrence Kohlberg’s (1927 - 1987) level 3 Post-conventional morality?

A

Abstract, notions of justice. Rights of others can override obedience to laws/rules.

79
Q

In Lawrence Kohlberg’s (1927 - 1987) Level 1 - Pre-conventional morality there are two stages determined by the concept, these are:

A

Stage 1: Punishment/obedience. Whatever leads to punishment is wrong.
Stage 2: Rewards. The right way to behave is the way that is rewarded

80
Q

In Lawrence Kohlberg’s (1927 - 1987) Level 2 - Conventional morality, there are two stages determined by the concept, these are:

A

Stage 3: Good intentions. Behaving in ways that conform to “good behaviour”
Stage 4: Obedience to authority. Importance of “doing one’s duty”

81
Q

In Lawrence Kohlberg’s (1927 - 1987) Level 3 - Post-conventional morality, there are two stages determined by the concept, these are:

A

Stage 5: Difference between moral and legal right. Recognition that rules should sometimes be broken.
Stage 6: Individual principles of conscience. Takes account of likely views of everyone affected by moral decision.

82
Q

Give the drug:

Stage 1: There is little chance that he will be found out and punished.

A

Don’t give the drug:

Stage 1: The doctor runs a big risk of losing his licence and being jailed.

83
Q

Give the drug:

Stage 2: He might benefit from the gratitude of the family.

A

Don’t give the drug:

Stage 2: He has little to gain in helping her.

84
Q

Give the drug:

Stage 3: Most people would understand that he was motivated by concern for her wellbeing.

A

Don’t give the drug:

Stage 3: Most people are likely to disapprove of mercy killing. A good person would not do this.

85
Q

Give the drug:

Stage 4: Hippocratic oath spells out that a doctor’s duty is to relieve suffering.

A

Don’t give the drug:

Stage 4: Mercy killing is against the law and doctors are obligated to uphold this law.

86
Q

Give the drug:

Stage 5: Giving her the drug would be morally justified because it relieves the suffering of patient without harming others. But if he breaks the law he should be willing to be held accountable.

A

Don’t give the drug:

Stage 5: The laws against mercy killing are there to protect citizens from harm. If the laws are changed through the democratic process, then that might be another thing.

87
Q

Give the drug:

Stage 6: Need to consider the effects on everyone concerned - the doctor, patient, other terminally ill people, and all people. Assuming that no one else is hurt, then the patient has the right to live or die as she chooses. The doctor may be doing right by respecting her integrity as a person, and saves her, her family and all society from needless suffering.

A

Don’t give the drug:

Stage 6: If we truly adhere to the principle of human life should be valued above all else then all lives should be valued equally. Before long we would have a world where no life has value.

88
Q

Biological Theories:

A

Development through the physiological processes

89
Q

Name a biological theorist:

A

John Bowlby (1907 - 1990)

90
Q

John Bowlby (1907 - 1990) focused on:

A

Focus on adaptive value of behaviour for members of a species over generations
The main argument is that natural selection favours behaviours that enhance organisms’ reproductive success

91
Q

What is Bowlby’s theory?

A

Attachment theory

92
Q

What does attachment theory mean?

A

How do relationships with primary caregivers affect subsequent behaviours?
Biologically predisposed to form relationships with other humans to ensure our survival.
Those early relationships establish a mental model of relationships that guides subsequent behaviour.

93
Q

What age does contemporary lifespan theories focus on?

A

Adulthood

94
Q

Name a contemporary theorist:

A

Daniel Levinson (1920 - 1994) “Seasons of Life”

95
Q

Define Daniel Levinson’s theory:

A
  • Development during adulthood
  • Adult period consists of regular alternation between periods of: stable functioning (life structures) and developmental upheaval (the Transitions)
  • Life goals and activities are re-evaluated during the transitions
96
Q

Paul Baltes (1939 - 2006) discussed the following:

A

Lifespan development balances growth (or gains) and decline (or loss)
Losses predominate over gains in latter half of lifespan
Development continues through three processes (SOC)
- Selection
- Optimisation
- Compensation

97
Q

What is SOC?

A

Selection
Optimisation
Compensation

98
Q

Further define SOC:

A

For example older adults maximise the positive and minimise the negative by:
Selecting - Particular abilities;
Optimising - Abilities through practice and new technologies and;
Compensating - For losses of other abilities by finding other ways to accomplish tasks

99
Q

Was Freud more towards Nature or Nurture

A

Nature

100
Q

Was Erikson Nature or Nurture?

A

Both

101
Q

Was Watson and Skinner Nature or Nurture?

A

Nurture

102
Q

Was Bandura Nature or Nurture?

A

Nurture

103
Q

Was Piaget Nature or Nurture?

A

Nurture

104
Q

Was Vygotsky Nature or Nurture?

A

Nurture

105
Q

Was Freud Active or Passivity?

A

Passive

106
Q

Was Erikson Active or Passive?

A

Active

107
Q

Was Watson and Skinner Active or Passive?

A

Passive

108
Q

Was Bandura Active or Passivity?

A

Active

109
Q

Was Piaget Active or Passivity?

A

Active

110
Q

Was Vgotsky Active or Passive?

A

Active

111
Q

Was Freud Continuity or Discontinuity?

A

Discontinuous

112
Q

Was Erikson Continuity or Discontinuity?

A

Discontinuous

113
Q

Was Watson and Skinner Continuity or Discontinuity?

A

Continuous

114
Q

Was Bandura Continuity or Discontinuity?

A

Continuous

115
Q

Was Piaget Continuity or Discontinuity?

A

Discontinuous

116
Q

Was Vgotsky Continuous or Discontinuity?

A

Continuous

117
Q

Was Frued Universality or Context Specific?

A

Universal

118
Q

Was Erikson Universality or Context Specific?

A

Universal

119
Q

Was Watson and Skinner Universality or Context Specific?

A

Context Specific

120
Q

Was Bandura Universality or Context Specific?

A

Context Specific

121
Q

Was Piaget Universality or Context Specific?

A

Universal

122
Q

Was Vygotsky Universality or Context Specific?

A

Context Specific

123
Q

What does the first lecture examine?

A

The themes that guide theory and research in lifespan development
Methods by which research is conducted in lifespan development
Some of the primary developmental theories

PSYCH2042 Life Span Development (3 decks)

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