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Child Psychology > Lecture note 11 > Flashcards

Lecture note 11 Flashcards

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1
Q

Field of study that deals with behavior, thoughts, and emotions of individuals as they go through various parts of the lifespan. Also includes child development, adolescent development and adult development.

A

Developmental psychology

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2
Q

Empirical research

A

Scientific studies of measurable and observable events. They are measured and evaluated objectively.

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3
Q

Define commonalities:

A

Aspects of life we can all relate to. Universal event in our culture.

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4
Q

Give an example of commonalities:

A

1st day of school for a child.

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5
Q

Stability:

A

a term in developmental psychology that refers to the degree to which a person maintains the same rank order over time compared to their peers for a particular characteristic. Important parts of ourselves make up a consistent core.

A constant set of attributes that make us the individuals we are throughout our lifespan span.

We may develop these interests in childhood and carry them into adulthood.

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6
Q

Examples of stability:

A
  1. Love of books
  2. Love of music
  3. Love of sports

For example, does the 3-year-old with a high IQ maintain that high IQ at ages 8,16,18 and 21

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7
Q

The opposite force of stability is..

A

Change

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8
Q

Change can __________ and make us ______ than our younger or older selves.

A

Happen over time
Different

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9
Q

Examples of change:

A

If you didn’t travel much as a child but now travel around the world as an adult.

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10
Q

We are define by both _______ and _______.

A

Stability and change

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11
Q

Explain Atypical experiences:

A

Experiences that are unique to the individual

  • Example:
  • Teen pregnancy
  • Raising kids then going back to school
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12
Q

Explain Outer changes:

A

Changes that are visible and apparent

  • Example: Losing or gaining weight etc.
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13
Q

Explain Inner changes:

A

Those changes not apparent to the casual observer.

  • Example: Growing wisdom
  • Falling in love
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14
Q

Outer change and ______________ are not independent.

For example, Outdoor changes can affect how we feel about ourselves and vice versa.

A

Inner change

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15
Q

What are the sources of change/ what influences change?

A

1.Normative age graded influences
2. Normative history graded influences
3. Non normative life events

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16
Q

Define Normative age graded influences:

A

These are linked by experiences by most people of any age of every generation. 3 typical types of age graded influences.

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17
Q

Three typical types of age-graded influences are:

A
  1. Biology
  2. Shared experiences
  3. The social clock
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18
Q

Examples of Normative age graded influence:

A

Biology –common changes that occur at common times (represented by the idea of the biological clock, ex., Growth spurts, Wrinkles, etc.)

Shared experiences- We can picture this as a social clock that defines the normal or usual sequence of life experiences.

The social clock affects our self-esteem or self-worth. How?
Ex. Middle-aged man living with his parents. American movies mock this idea. (Think of the movie “step brothers”)

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19
Q

Define Normative history-graded influences:

A

It is experiences that result from historical events or conditions. Also shapes development.

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20
Q

Examples of Normative history-graded influences:

A

The large social environments where development occurs are known as CULTURES, and cultures vary in ways that influence life patterns.

Example: Expected age of marriage, childbearing and typical number of children, # wives, roles of men and women, religion, laws, class structures

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21
Q

Define Cohort:

A

Refers to a group of people who share a common historical experience at the same stage of life.

(Generation refers to a 20-year span. Cohort refers to a shorter period of time. Generation also refers to a larger geographic area, but the cohort could be 1 country or one region)

Also, two cohorts can experience the same historical event differently because of their ages. The difference between being 5 years old and 10 years old for example. The ten-year-old will be much more aware.

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22
Q

Example of Cohort:

A

Ex. A group of children grew up during the Great Depression of the 1930s. The hardships they faced and resulting issues carried over into adulthood.

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23
Q

Define Non normative life events:

A

Aspects that influence your life that are unique to you are not shared with many others.

Ex. Spouse dies at a young age, inheriting money to retire at 40, starting your own business at 65.

The event itself and the timing of the event make it a non-normative life event.

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24
Q

Define Sources of stability:

A

Some traits or behaviors show traces of stability instead of change. Little or no change for significant periods of time.

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25
Q

Different types of stability:

A

Genetics and Interactionist

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26
Q

Genetics in stability:

A

A large percentage of the genes is identical from one member of the species to the next which causes our developmental patterns to be alike.

Example: Walking around at 12 mos of age, Time of puberty etc.

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27
Q

But our genetic inheritance is also individual as well.

What are some examples?

A

IQ, Physical Characteristics, Body shape, height, Tendency to be lean, thin or heavier, Personality characteristics.

  • Even a tendency for Alcoholism. Schizophrenia or Depression
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28
Q

Environment as it relates to genetics:

A

This includes the lifelong effect of our upbringing.

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29
Q

What did Psychiatrist George Valliant do ?

A
  1. (2002) Study showed how upbringing had an effect on people’s personality. These persisted throughout the lifespan.
  2. Parents that provided basic trust to their children instill a sense of self worth etc. It had a positive effect on the children’s personality.
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30
Q

Explain Interactionist view:

A

How ones genes interact w/ the
environment.

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31
Q

Examples of interactionist view:

A

Ex. Boy with a genetic make up that promotes avoiding risk will grow up with a certain pattern of interactions with others.

May be viewed as stable and sensible by teachers.
May go into accounting.
May enjoy low risk activities
May marry someone that supports his lifestyle
May work the same job until retirement etc.

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32
Q

4 recent impacting events in U.S. History:

A
  1. 2001-9/11
  2. 2003-NYC Blackouts
  3. 2011-Hurricane Sandy
  4. 2020-Coronavirus pandemic
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33
Q

What is chronological age?

A

It is the number of years that have passed since birth

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34
Q

Define Biological Age:

A

Measure of a person’s physical condition as compared to others.

Ex. She runs like an 18 year old. He has the memory of a 90 year old.

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35
Q

What is Psychological Age?

A

A measure of an individual’s ability to deal effectively with the environment as compared to others.

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36
Q

Examples of psychological age?

A
  1. Person that buys designer jeans or skinny jeans at 85 is said to be acting like a teenager.
  2. Being irresponsible at 40
  3. Her psychological age is below her chronological age
37
Q

What is SOCIAL AGE?

A

A measure of the number of roles an individual has taken on at specific points in his or her life.

Ex. Woman having her 1st child at 45 is taking on a social role atleast a decade younger.

38
Q

Define functional age:

A

Measure of how well an individual is functioning in various aspects of adulthood considering biological age, chronological age, psychological age, social age as a package.

39
Q

Lifespan Development Psychology approach:

A

Guiding perspective to understanding childhood through adult development. It’s the idea that development is lifelong, multidimensional, and contextual and has multiple causes.

40
Q

Who developed the lifespan development approach ?

A

Paul Baltes and his colleagues in 1980.

41
Q

Life Span Development beliefs:

A

Human development is a life long process. No single age is more important than another. At every age various developmental processes are at work (according to Paul Baltes other Psychologists may disagree)

42
Q

Define Multi directionality:

A

We develop in different directions and at different rates. Developmental processes can increase or decrease. At one time in life, we can change in some areas but remain stable in others.

43
Q

Examples of multi-directionality:

A

Ex. Abilities can increase or decrease because of age
Ex. We can show independence by finishing college but dependence by living at home with our parents.

44
Q

Development as gains and loss:

A

Development combines gains and losses at every age, and we need to anticipate and adapt to both.

45
Q

Plasticity:

A

Many aspects of development can be modified. Not much is set in stone, but there can be limits.

Ex. Former alcoholic teenager becomes a responsible and sober adult.

46
Q

Historical embeddedness:

A

Development is influenced by historical and cultural conditions.

Ex. Those who grew up during the great depression have different attitudes about money and work.

47
Q

Contextualism:

A

Development depends on the interaction of normative age-graded, normative history-graded, and nonnormative influences.

Each of us is an individual because of the interaction of influences we share with others in general, those we share because of the times we live in, and those that are unique to us.

48
Q

Define Multidisciplinary:

A

The study of human development across the lifespan does not belong to psychology alone. It is the territory of many other disciplines and benefits from the contributions of all.

49
Q

Example of Multidisciplinary:

A

Psychology, Sociology, Anthropology, economics, public health, nursing, Education, etc. Each brings a valuable viewpoint to the field of development.

50
Q

Another approach to understanding Development:

A

Ecological Systems Approach to Development.

51
Q

Define Ecological systems approach to development:

A

We must consider the developing person in the context of multiple environments

52
Q

Who introduced the Ecological systems approach to development?

A

Urie Bronfenbrenner in 1979

53
Q

Tell me some facts about the Ecological systems approach:

A
  1. The original 1979 version includes 3 rings, later updated to 5.
54
Q

Microsystem Examples:

A

Examples are Family, Peers, Religious Setting, and Classroom. The direct environment we have in our lives. Your family, friends, classmates, teachers, neighbors, and other people who have direct contact with you are included in your microsystem.

55
Q

Mesosytem Examples-

A

The relationships between your microsystems.

For example, relationships between school and family. Do your parents get along with your teachers?

56
Q

Define Exosystem:

A

Examples are Schools, Communities, Health agencies, and Mass media.

The exosystem is the link between 2 settings: one is an immediate setting, and the other is one where the person doesn’t play an active role. One way to understand this is for example maybe it’s the relationship between the parents job and the child’s school. They work long hours. Although the child is not directly involved in the parents workplace it will have an affect on whether the parents are able to volunteer in the child’s school.

57
Q

Define Macrosystem:

A

Examples are Nationality, Culture, Society, economics, and political systems.

The macrosystem setting involves an individual’s actual culture. Cultural contexts involve the socioeconomic status of the person and/or his family, his ethnicity or race, and living in a still developing or third-world country. It can also be defined as the larger cultural and social context.

58
Q

Define Chronosystem:

A

Has to do with the role of time. When events occur in a person’s life.

Example: becoming a parent at age 16 vs. becoming a parent at age 30

59
Q

Define The Five Environmental Systems:

A

The ecological systems theory holds that we encounter different environments throughout our lifespan that may influence our behavior to varying degrees. These systems include the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.

60
Q

Facts about the five environmental systems:

A
  1. Bronfenbrenner’s ecological systems theory focuses on the quality and context of the child’s environment. He states that interacting within these environments becomes more complex as a child develops. This complexity can arise as the child’s physical and cognitive structures grow and mature.
  2. It also helps us understand why we may behave differently when we compare our behavior in the presence of our family to our behavior when we are in school or at work.
  3. Sometimes, there could be an overlap between the different layers
61
Q

Ecological systems theory is also called______________ or _____________.

A

development in context or human ecology theory

62
Q

Define Primary Aging:

A

Physical changes that are gradually shared and largely inevitable as people grow older

63
Q

Define Secondary Aging:

A

As people age, they experience sudden physical changes that are often caused by disease, poor health habits, and environmental events.

64
Q

Focuses on damage that occurs to our cells as a response to x-rays, air pollution, sunlight, diet. Our repair functions can decline resulting in
primary aging.

Number of Vitamins and minerals have been identified to slow down cell damage. These substances are known as antioxidants (protects against cell damage)

A

Oxidative damage

65
Q

What kinds of foods are good antioxidants?

A

Fruits and Veggies

66
Q

Define Genetic Limits:

A

Theory that states that every living species has a maximum lifespan.

Ex. for humans the maximum lifespan is 110-120 years of age/

67
Q

Our genes are programmed to stop working or stop dividing and enter a state of known as ____________ which is a state where older cells stop dividing .

A

Replicative senescences

68
Q

Define Caloric restriction:

A

Our aging (related to ill health and disease) is connected to our diet and the calories we consume.

69
Q

Based on studies animals were put on calorie restricted diets but received all of the necessary nutrients. These animals stayed healthier longer, looked more youthful and lived longer as well.

A

Caloric restriction

70
Q

________ put together the Developmental Systems Approach (aka Developmental Contextual Model)

Views Development as a result of Bidirectional interaction between all levels of biological and experiential values. We are born with certain biological abilities and limits, which are influenced in the context that one finds themselves in.

A

Researcher Richard Lerner

71
Q

When we refer to children we talk in terms of _______of development.

A

Stages

72
Q

Define Stages:

A

Periods of time in which functioning is different from functioning at other periods.

A period of time where a child might display a certain type of thought or behavior.

Its not permanent but a period of transition as child makes his way into adulthood.

What might be examples of stages? “terrible twos”

73
Q

Additional Attributes of Stages:

A
74
Q

Stages entail qualitative differences

What does this mean?

A

Example: Child playing with a toy (or real) Phone
14 months old: Banging the phone. Seeing how the phone works. How phone responds back.Exploring the toy.

20 months old: Later on the same toy is played with in another way

  • They begin to understand that it represents something in the adult world.
  • They start talking gibberish or simple words into the phone
  • Start playing phone games with others.
  • The difference appears to be qualitative.

The older child does not necessarily do more with the toy but the idea is that the entire nature of the play is different

The difference appears to be qualitative.
The older child does not necessarily do more with the toy but the idea is that the entire nature of the play is different.

75
Q

So you can say that Qualitative vs Quantitive differences are:

A

The degree to which cognitive development reflects changes in type or kind (qualitative) versus amount or rate (quantitative).

76
Q

What can be an example for Quantitative Change?

A

The actual count of words going from saying 1 word to
2 words.

77
Q

To what extent are developmental changes qualitative or
quantitative?

A

It can be both.

78
Q

Some believe The change from one stage to another is relatively abrupt meaning development is __________.

A

Discontinuous.

79
Q

Stage (discontinuity theorists) believe that:

A

Development proceeds in a step like fashion qualitative changes from one stage to the next occurring abruptly.

80
Q

Nonstage (or continuity theorists):

A

Propose that development proceeds in a continuous fashion with quantitative changes occurring gradually overtime.

81
Q

Developmental invariance:

A

It states that cognitive skills do not improve steadily throughout childhood, reach adult competence early in life, and remain stable throughout the lifespan.

82
Q

Example of developmental invariance:

A

Sensory capabilities, such as knowledge of objects’ permanence, are also called object permanence. This means that objects have a permanent existence. Children have developed an internal representation of objects even when they are not present. This representation is fully developed by 18 months of age.

83
Q

Another Idea within developmental invariance is that abilities can actually decline throughout childhood and into adulthood. What are some examples of this ?

A

Infants can discriminate between a wide variety or range of sounds, which seems to decline by the teen years.

84
Q

We also know the speed at which people can process information shows a steady decline beginning in middle age. So some aspects of development decline as we _________________.

A

Get older

85
Q

Stage theorists also believe:

A

Children’s thinking within a stage is relatively even
(homogeneous) and similar cognitive functioning across various tasks. Stage-related functions are well integrated
(children solving one problem may be similar to how they solve other problems at a given age.)

Cognition is relatively uniform (homogeneous) at a certain age

86
Q

But keep in mind that Development is not always ___________. For example, some children may do better at reading but have problems with basic math at their age level.

What is another example ?

A

Even

A child may be exceptional in one area far ahead of their peers but not so exceptional in other areas or even maybe behind their peers

87
Q

Plasticity:

A

The extent to which behavior can be changed.

The extent to which children can be influenced by experience.

The extent to which individuals can be shaped by the environment.

88
Q
A

The popular view is that intelligence is relatively stable overtime and that experiences later in life cannot greatly affect patterns of intelligence established earlier

Child Psychology (3 decks)

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