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Madsen Triad EPPP > Lifespan > Flashcards

Lifespan Flashcards

1
Q

Lifespan: Early Influences

genotype

A

Genotype refers to a person’s genetic make-up

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2
Q

Lifespan: Early Influences

phenotype

A

phenotype refers to observable characteristics, which are due to a combination of genetic and environmental factors.

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3
Q

Lifespan: Early Influences

Bronfenbrenner’s ecological model

A

Bronfenbrenner described development as involving interactions between the individual and his/her context or environment, and his ecological model describes the context in terms of five environmental systems or levels:

  • microsystem
  • mesosystem
  • exosystem
  • macrosystem
  • chronosystem
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4
Q

Lifespan: Early Influences

microsystem

Bronfenbrenner’s ecological model

A

immediate environment: home, school, neighborhood

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5
Q

Lifespan: Early Influences

exosystem

Bronfenbrenner’s ecological model

A

elements that affect the child’s environment indirectly- parent’s workplace, school board, local industry, media

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6
Q

Lifespan: Early Influences

chronosystem

Bronfenbrenner’s ecological model

A

environmental events that occur over an individual’s lifespan, impact dependent on life stage

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7
Q

Lifespan: Early Influences

macrosystem

Bronfenbrenner’s ecological model

A

cultural beliefs and practices

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8
Q

Lifespan: Early Influences

mesosystem

Bronfenbrenner’s ecological model

A

interactions between components of the microsystem - influence of family on child’s behavior at school

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9
Q

Lifespan: Early Influences

Rutter’s indicators

A

Rutter argued that the greater the number of risk factors a baby is exposed to, the greater the risk for negative outcomes.

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10
Q

Lifespan: Early Influences

Rutters family factors

A
  • severe marital discord
  • parental criminality
  • maternal psychopathology
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11
Q

Lifespan: Early Influences

Rutters environmental factors

A
  • low socioeconomic status
  • overcrowding or large family size
  • placement of a child outside the home
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12
Q

Lifespan: Early Influences

reaction range + canalization

A
  • reaction range - genetic predilection for traits to be expressed by environmental factors
  • canalization - genetic situations that restrict phenotype to a small number of outcomes
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13
Q

Lifespan: Early Influences

Genotype-Environment Correlation

three types

A
  • passive genotype environment correlation
  • evocative genotype environment correlation
  • active genotype environment correlation
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14
Q

Lifespan: Early Influences

passive genotype environment correlation

Genotype-Environment Correlation

A

genotype predisposes toward particular traits, parents provide children with environments that encourage these traits

athletic parents putting their kids in sports

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15
Q

Lifespan: Early Influences

evocative genotype environment correlation

Genotype-Environment Correlation

A

when child’s genotype evokes reactions from parents and others that reinforce

social kids doing well in preschool

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16
Q

Lifespan: Early Influences

active genotype environment correlation

Genotype-Environment Correlation

A

niche-picking, children actively seeking out activities that fit with their predisposition

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17
Q

Lifespan: Early Influences

epigenesis

A

genetic and environmental influences are bidirectional and ongoing

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18
Q

Lifespan: Early Influences

critical period

A

A critical period is a time during which an organism is especially susceptible to positive and negative environmental influences.

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19
Q

Lifespan: Early Influences

sensitive period

A

A sensitive period is more flexible than a critical period and is not limited to a specific chronological age.

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20
Q

Lifespan: Early Influences

critical vs. sensitive periods

A

Some aspects of human development may depend on critical periods, but, for many human characteristics and behaviors, sensitive periods are probably more applicable.

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21
Q

Lifespan: Early Influences

stages of prenatal development

A
  • germinal stage
  • embryonic stage
  • fetal stage
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22
Q

Lifespan: Early Influences

germinal stage

A
  • first two weeks
  • fertilized ovum is a zygote
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23
Q

Lifespan: Early Influences

embryonic stage

A

third week through eighth week

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24
Q

Lifespan: Early Influences

fetal stage

A

9th week to birth

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25
Q

Lifespan: Early Influences

chromosomes/autosomes

A
  • first 22 pairs are called autosomes, 23rd pair called sex chromosomes
  • diseases based on the first 22 are called autosomal disorders, 23rd are called “sex linked”
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26
Q

Lifespan: Early Influences

female chromosomes

A

XX

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27
Q

Lifespan: Early Influences

male chromosomes

A

XY

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28
Q

Lifespan: Early Influences

Klinefelter chromosomes

A

XXY

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29
Q

Lifespan: Early Influences

Turner syndrome chromosomes

A

X

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30
Q

Lifespan: Early Influences

brown eyes, dark hair, farsightedness

A

based on a single dominant gene

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31
Q

Lifespan: Early Influences

green, hazel, blue eyes, blond hair, nearsightedness

A

based on a pair of recessive genes

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32
Q

Lifespan: Early Influences

down syndrome

A

extra chromosome 21

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33
Q

Lifespan: Early Influences

chromosomal deletion

A
  • when part of a chromosome is missing
  • Prader Willi syndrome
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34
Q

Lifespan: Early Influences

chromosome translocation

A

transfer of a chromosome segment to another chromosome (some cases of down syndrome)

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35
Q

Lifespan: Early Influences

chromosome inversion

A

breaks in two places and the segment formed the breaks inverts and reattaches

no affect on phenotype

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36
Q

Lifespan: Early Influences

fetal alcohol spectrum disorder (FASD)

A

encompasses a range of conditions that involve largely irreversible physical, behavioral, and/or cognitive abnormalities.

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37
Q

Lifespan: Early Influences

Fetal alcohol syndrome (FAS)

A

most severe form of FASD and is characterized by
facial anomalies
retarded physical growth
heart, kidney, and liver defects
vision and hearing impairments
cognitive deficits
behavioral problems.

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38
Q

Lifespan: Early Influences

Alcohol-related neurodevelopmental disorder (ARND)

A

is characterized by cognitive deficits and behavioral problems without prominent facial anomalies, retarded physical growth, or physical defects,

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39
Q

Lifespan: Early Influences

alcohol-related birth defects (ARBD)

A

involves physical defects without other prominent symptoms.

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40
Q

Lifespan: Early Influences

cocaine effect on infant

A
  • high risk for SIDS, tremors, exaggerated startle, small head, high pitched cry
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41
Q

Lifespan: Early Influences

nicotine effect on infant

A
  • fetal death and stillbirth
  • low birthweight, SIDS, and respiratory diseases
  • emotional and social disturbances and cognitive deficits
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42
Q

Lifespan: Early Influences

lead effect on infant

A
  • low birthweight
  • intellectual disability
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43
Q

Lifespan: Early Influences

rubella effect on infant

A

heart defects, blindness, deafness, intellectual disability

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44
Q

Lifespan: Early Influences

Cytomegalovirus

CMV, a type of Herpes

A
  • 20-30% die perinatally
  • low birth weight, intellectual disability, visual impairments
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45
Q

Lifespan: Early Influences

HIV/AIDs effect on infant

A
  • 20-30% likelihood of transferring the virus
  • 50% of infants survive the first year
  • slowed growth and development, increased susceptibility to bacterial infections
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46
Q

Lifespan: Early Influences

malnutrition effect on infant

A
  • suprresion of immune system, intellectual disability
  • especially bad in the third trimester, reduced number of neurons, problems with myelination

spina bifida from lack of folic acid

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47
Q

Lifespan: Early Influences

stress effect on infant

A

low birthweight, hyperactive and irritable

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48
Q

Lifespan: Early Influences

SGA

A

small for gestational age, below the 10th percentile for gestational age

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49
Q

Lifespan: Early Influences

perinatal complications

anoxia, herpes simplex 2

A
  • anoxia- prolonged oxygen shortage
  • herpes simplex 2- can lead to death, brain damage, blindness- C-sections used
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50
Q

Lifespan: Physical Development

babinski

A

toes fan out when soles are tickled

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51
Q

Lifespan: Physical Development

moro

A

startle reflex- flings arms and legs outward

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52
Q

Lifespan: Physical Development

rooting/stepping

A

rooting- turning head in direction of touch

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53
Q

Lifespan: Physical Development

habituation

in infants

A

infants response to a stimulus decreases when a stimulus is repeatedly presented

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54
Q

Lifespan: Physical Development

dishabituation

A

infant’s responsivity increases following a change in stimulus

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55
Q

Lifespan: Physical Development

vision depth cue development

A
  1. kinetic
  2. binocular
  3. pictorial
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56
Q

Lifespan: Physical Development

auditory localization

in infants

A

evident shortly after birth, disappears for 2-4mo, comes back

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57
Q

Lifespan: Physical Development

pain sensitivity

in infants

A
  • higher if full term infants undergo painful medical procedures
  • lower if pre-term infants undergo medical procedures
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58
Q

Lifespan: Physical Development

1-3 mo

milestones

A
  • raise chin from ground
  • can play with hands and fingers, bring fingers to mouth
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59
Q

Lifespan: Physical Development

4-6 mo

milestones

A
  • rolls from abdomen to back
  • sit on lap
  • first teeth appear
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60
Q

Lifespan: Physical Development

7-9 mo

milestones

A
  • better coordination
  • crawling
  • pull to standing
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61
Q

Lifespan: Physical Development

13-15 mo

milestones

A
  • stands alone and walks with help
  • first steps at 12 mo
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62
Q

Lifespan: Physical Development

16-24 mo

milestones

A
  • runs clumsily
  • can use spoon
  • turn book pages
  • 50% use toilet during day
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63
Q

Lifespan: Physical Development

25-48 mo

milestones

A
  • jumps with both feet
  • good hand-finger coordination
  • self-dressing
  • handedness by 48mo
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64
Q

Lifespan: Physical Development

gender differences in motor development

A
  • girls are more agile, flexible, and balanced
  • boys are better in strength and gross-motor movements
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65
Q

Lifespan: Physical Development

early adolescence

A

both pros and cons for boys, only cons for girls

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66
Q

Lifespan: Physical Development

visual changes in adulthood

A

After age 65, most individuals experience visual changes that interfere with reading, driving, and other aspects of daily life. In addition to presbyopia (loss of near vision), common changes include loss of visual acuity, reduced perception of depth and color, increased light sensitivity, and deficits in visual search, dynamic vision (perceiving the details of moving objects), and speed in processing what is seen.

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67
Q

Lifespan: Physical Development

adult hearing loss

A
  • starts around age 40, significant loss after 75
  • decreasing ability to perceive high-frequency sounds
  • earlier onset in men
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68
Q

Lifespan: Physical Development

reaction time with age

A
  • reaction time incrases,
  • slowing of motor and mental abilities
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69
Q

Lifespan: Physical Development

chronic illness in children

A
  • best mental health prognosis in cases of low illness severity
  • children need developmentally appopriate information about their illness
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70
Q

Lifespan: Physical Development

adolescent ATOD use

alcohol tobacco other drug

A
  1. alcohol
  2. illicit drugs (marijuana highest)
  3. tobacco
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71
Q

Lifespan: Physical Development

sexual activity in late adulthood

A
  • inactivity due to physical health problems
  • satisfaction high, men most satisfied
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72
Q

Lifespan: Cognitive Development

Piaget’s constructivism

terms

A

adaptation
assimilation
accomodation

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73
Q

Lifespan: Cognitive Development

adaptation

Piaget’s constructivism

AAA

A

resolution of discrepancy between schema and reality, contains two processes: assimilation and adaptation

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74
Q

Lifespan: Cognitive Development

assimilation

Piaget’s constructivism

A

incorporation of new knowledge into existing schemas

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75
Q

Lifespan: Cognitive Development

accomodation

Piaget’s constructivism

A

modification of existing schemas to incorporate new knowledge

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76
Q

Lifespan: Cognitive Development

sensorimotor stage

birth to 2 years

Piaget’s Stages

A

learns about objects and other people through the sensory information they provide and the actions that can be performed on them.

accomplishment: object permanence

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77
Q

Lifespan: Cognitive Development

Piaget’s Stages

A

According to Piaget, cognitive development involves four universal and invariant stages:

  • sensorimotor
  • preoperational
  • concrete
  • formal operational
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77
Q

Lifespan: Cognitive Development

preoperational accomplishment

2-7 years

Piaget’s Stages

A

A key accomplishment of the preoperational stage (ages 2 to 7) is the development of the symbolic (semiotic) function, which is an extension of representational thought and permits the child to learn through the use of language, mental images, and other symbols.

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78
Q

Lifespan: Cognitive Development

preoperational limitations

2-7

Piaget’s Stages

A

Limitations of this stage include precausal reasoning and egocentrism.

precausal reasoning- incomplete understanding of cause and effect

also magical thinking

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79
Q

Lifespan: Cognitive Development

concrete operational stage

ages 7 to 11

Piaget’s Stages

A

are capable of mental operations, which are logical rules for transforming and manipulating information.

As a result, they are able to classify in more sophisticated ways, seriate, understand part-whole relationships in relational terms, and conserve

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80
Q

Lifespan: Cognitive Development

Formal Operational Stage

age 11+

Piaget’s Stages

A

able to think abstractly and is capable of hypothetico-deductive reasoning.

adolescent egocentrism: personal fable and imaginary audience

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81
Q

Lifespan: Cognitive Development

information processing theory

Non-Piagetians

A

focus on development within specific cognitive domains instead of identifying global principals

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82
Q

Lifespan: Cognitive Development

Vygotsky’s sociocultural theory

A

first interpersonal (when the child interacts with an adult or other teacher) and then intrapersonal (when the child internalizes what he/she has learned).

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83
Q

Lifespan: Cognitive Development

zone of proximal development

+ scaffolding

Vygotsky’s sociocultural theory

A

the discrepancy between a child’s current developmental level (the level at which the child can function independently) and the level of development that is just beyond his or her current level but can be reached when an adult or more experienced peer provides appropriate scaffolding (instruction, assistance, and support).

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84
Q

Lifespan: Cognitive Development

reciprocal teaching method

Brown & Palinscar

A

children learning through social interaction, applied to reading instruction

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85
Q

Lifespan: Cognitive Development

Theory of Mind

Lewis & Mitchell

A

“ability to make inferences about another’s representational states and to predict behavior accordingly”

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86
Q

Lifespan: Cognitive Development

2-3y/o

Theory of Mind

A

children become aware of other people’s mental states, become aware of differences between responses

87
Q

Lifespan: Cognitive Development

4-5

Theory of Mind

A

understand that other’s thoughts may be false

88
Q

Lifespan: Cognitive Development

after 5

Theory of Mind

A

realizing that other’s actions may not be consistent with their true thoughts and feelings

89
Q

Lifespan: Cognitive Development

kids and memory strategies

A
  • preschoolers use “incidental mnemonics” but are ineffective
  • children start to use memory strategies around age 9 or 10
90
Q

Lifespan: Cognitive Development

childhood amnesia

A
  • children unable to recall things prior to 3 or 4
  • memory areas are not sufficiently developed prior to that age
91
Q

Lifespan: Cognitive Development

retention function

A

greater recall of things that happened in the last 20 years

92
Q

Lifespan: Cognitive Development

reminscience bump

A

better recall of things that happened between 10-30
reasons:
* many novel experiences during that time, more to be remembered
* encoding most efficient during that period
* personal sense of identity developed during these years

93
Q

Lifespan: Cognitive Development

effects of age on memory

A

Several aspects of memory show age-related declines, especially recent long-term (secondary) memory.

Deficits in secondary memory are believed to be due primarily to a reduced spontaneous use of effective encoding strategies.

The working memory aspect of short-term memory also exhibits substantial age-related dec
line.

94
Q

Lifespan: Language Development

nativist approach to language

A

stresses the role of biological mechanisms (e.g., Chomsky’s language acquisition device) and universal patterns of development.

95
Q

Lifespan: Language Development

interactionist approach

expansion and extension

A
  • expansion - when an adult adds to the child’s statement but retains the word order
  • extension - when the adult adds information
96
Q

Lifespan: Language Development

Bootstrapping

Pinker

A

semantic
syntactic
prosodic
morphological

97
Q

Lifespan: Language Development

semantic bootstrapping

Pinker

A

using knowledge of the meaning of a word to infer its syntactical category

98
Q

Lifespan: Language Development

syntactic bootstrapping

Pinker

A

while syntactical bootstrapping refers to using syntactical knowledge to deduce the meaning of an unfamiliar word

99
Q

Lifespan: Language Development

prosodic bootstrapping

Pinker

A

understanding the meaning of something based on its pitch, rhythm

100
Q

Lifespan: Language Development

morphological bootstrapping

Pinker

A

using morphemes to understand the meaning

understanding something is an action verb b/c of “ing”

101
Q

Lifespan: Language Development

surface structure

A

organization of words, phrases, sentences

102
Q

Lifespan: Language Development

deep structure

A

underlying meaning of sentences

103
Q

Lifespan: Language Development

phonemes

A

Phonemes are the smallest units of sound that are understood in a language.

The English language has 45 phonemes - for example, b, p, f, v, and th.

104
Q

Lifespan: Language Development

morphemes

A

Morphemes (e.g., “un” and “ing”) are the smallest units of sound that convey meaning. Morphemes are made up of one or more phonemes.

105
Q

Lifespan: Language Development

three types of crying

A
  • basic (hunger) cry
  • angry cry
  • pain cry
106
Q

Lifespan: Language Development

fussy cry

A

4th type, starts at 2 months of age

107
Q

Lifespan: Language Development

babbling/cooing

A
  • babbling - repetition of simple consonants (4 months)
  • cooing - repetition of vowels when baby is happy (6-8 weeks of age)
108
Q

Lifespan: Language Development

echolalia

9mo

A

imitation of adult speech without understanding meaning

followed by expressive jargon

109
Q

Lifespan: Language Development

first words are often [ ]

A

nominals- label for objects, people, events

110
Q

Lifespan: Language Development

telegraphic speech

18-24mo

A
  • “me go”
  • two or more words to make a sentence
111
Q

Lifespan: Language Development

underextension

A

Underextension occurs when a child applies a word too narrowly to objects or situations

112
Q

Lifespan: Language Development

overextension

A

overextension occurs when a child applies a word to a wider collection of objects or events than is appropriate

113
Q

Lifespan: Language Development

men talk for

A

longer intervals, more likely to interrupt

114
Q

Lifespan: Language Development

women ask more

A

questions, “tag questions” (“aren’t you?”)

115
Q

Lifespan: Language Development

bilingualism

A

kids taught two languages- used to be thought this led to mild cognitive deficits, has been disproven since.

116
Q

Lifespan: Temperament, Personality, Identity

behavioral inhibition is relatively [ ]

A

stable, children who are inhibited at age 2 are similarly inhibited at 5 and 7

inhibited kids have higher heart rate, blood pressure in unfamiliar

117
Q

Lifespan: Temperament, Personality, Identity

goodness of fit

Thomas and Chess

A

behavioral and adjustment outcomes are best for children when parents’ caregiving behaviors match their child’s temperament

118
Q

Lifespan: Temperament, Personality, Identity

Easy, Difficult, Slow to Warm up

A

Thomas and Chess’s Temperament Models

119
Q

Lifespan: Temperament, Personality, Identity

oral, anal, phallic, latency, and genital

A

Freuds stages of psychosexual development in which the libido shifts from one area of the body to another.

120
Q

Lifespan: Temperament, Personality, Identity

oral stage time period

A

birth - 1 year

121
Q

Lifespan: Temperament, Personality, Identity

anal stage time period

A

1-3 years

122
Q

Lifespan: Temperament, Personality, Identity

phallic stage time period

A

3-6 years

123
Q

Lifespan: Temperament, Personality, Identity

latency stage time period

A

6-12 years

124
Q

Lifespan: Temperament, Personality, Identity

genital stage time period

A

12+ years

125
Q

Lifespan: Temperament, Personality, Identity

Basic Trust vs. Basic Mistrust

A
  • infancy
  • results in trust and optimism
126
Q

Lifespan: Temperament, Personality, Identity

autonomy vs. shame and doubt

A
  • toddlerhood
  • comes from positive interactions with caregivers
127
Q

Lifespan: Temperament, Personality, Identity

initiative vs. guilt

A
  • early childhood
  • results in ability to set goals and execute plans without harming others
128
Q

Lifespan: Temperament, Personality, Identity

industry vs. inferiority

A
  • school age
  • students must master social and academic skills
129
Q

Lifespan: Temperament, Personality, Identity

identity vs. role confusion

A
  • adolescence
  • success means personal identity, direction for future
130
Q

Lifespan: Temperament, Personality, Identity

intimacy vs. isolation

A
  • young adulthood
  • success is intimate bonds of love and friendship, failure means self-absorption and isolation
131
Q

Lifespan: Temperament, Personality, Identity

generativity vs. stagnation

A
  • middle adulthood
  • commits to the well-being of future generations
132
Q

Lifespan: Temperament, Personality, Identity

ego integrity vs. despair

A
  • maturation/old age
  • social influence desire spreads to all of humankind, coming to terms with limitations and mortality
133
Q

Lifespan: Temperament, Personality, Identity

Seasons of a Man’s Life

Levinson

A
  • development of The Dream
  • Age 30 transition- life in 20s was not adequate
  • Mid-Life- switch from “time-since-birth” to “time-left-to-live”

mid-life crisis theory not supported by follow-up studies

134
Q

Lifespan: Temperament, Personality, Identity

authoritarian

Style/Outcome

Baumrind

A
  • high demandingness, low responsitivity
  • offspring irritable and aggressive
  • result- low responsibility and low self-esteem
135
Q

Lifespan: Temperament, Personality, Identity

authoritative

Style/Outcome

Baumrind

A
  • rational control with responsitivity
  • clear rules, high standards
  • offspring are assertive, achievement oriented
  • result- high responsibility, high self esteem
136
Q

Lifespan: Temperament, Personality, Identity

Permissive (indulgent)

Baumrind

A
  • high in warmth, low in demands, nonpunitive
  • offspring tend to be impulsive, self-centered, easily frustrated
  • low in achievement, low in independence
137
Q

Lifespan: Temperament, Personality, Identity

Rejecting-Neglecting (uninvolved)

Baumrind

A
  • low levels of responsitivity and demandingness
  • may be hostile to their children
  • result: low self-esteem, poor self-control, impulsive, moody, aggressive

associated with juvenile delinquency

138
Q

Lifespan: Temperament, Personality, Identity

Maternal depression

onset, symptoms, outcome

A
  • onset: three months of age.
  • elevated heart rate, greater right frontal lobe asymmetry
  • long term outcome: passive noncompliance and higher-than-normal rates of aggressiveness when interacting with peers

similar effects for paternal depression

139
Q

Lifespan: Temperament, Personality, Identity

self-awareness

Stipek

A

18mo - self-recongition in mirrors and pictures

140
Q

Lifespan: Temperament, Personality, Identity

self-description

Stipek

A
  • 19-30mo
  • both neutral and evavluative terms

emotional responses to wrongdoing comes last, dependent on caregiver

141
Q

Lifespan: Temperament, Personality, Identity

Kohlberg’s stages

identity/stability/constancy

A

By age two or three, children acquire a gender identity; that is, they recognize that they are either male or female. Soon thereafter, they realize that gender identity is stable over time (gender stability).

By age six or seven, children understand that gender is constant over situations and know that people cannot change gender by superficially altering their external appearance or behavior (gender constancy).

142
Q

Lifespan: Temperament, Personality, Identity

Bem’s schema theory

A

Bem’s gender schema theory attributes the acquisition of a gender identity to a combination of social learning and cognitive development.

According to Bem, children develop schemas of masculinity and femininity as the result of their sociocultural experiences. These schemas then organize how the individual perceives and thinks about the world.

143
Q

Lifespan: Temperament, Personality, Identity

Social Learning Theory on Gender

Bandura & Mischel

A

gender identity si a combination of differential reinforcement and observational learning

mothers choosing gendered toys for their babies

144
Q

Lifespan: Temperament, Personality, Identity

  • membership knowledge
  • gender typicality
  • gender contentedness
  • felt pressure for gender conformity
  • intergroup bias
A

Multi-Dimensional Model

Egan and Perry

145
Q

Lifespan: Temperament, Personality, Identity

[ ] has also been linked to greater flexibility when coping with difficult situations, higher levels of life satisfaction, and greater comfort with one’s sexuality.

A

**Androgyny **

higher levels of self-esteem than was femininity

146
Q

Lifespan: Temperament, Personality, Identity

gender role reversal happens in [ ] life stage

A

middle-age, men becoming more passive, expressive, sensitive

147
Q

Lifespan: Temperament, Personality, Identity

racial awareness in children

A
  • awareness at 6mo
  • label in terms of racial group by 3-4y/o
  • understanding of connotations of racial difference doesn’t exist til 10y/o
148
Q

Lifespan: Temperament, Personality, Identity

identity diffusion

Marcia

A
  • no identity crisis yet
  • not committed to an identity
149
Q

Lifespan: Temperament, Personality, Identity

identity foreclosure

Marcia

A
  • no crisis yet
  • adopted an identity (occupation/ideology) imposed by same-sex parent
150
Q

Lifespan: Temperament, Personality, Identity

identity moratorium

Marcia

A
  • identity crisis experienced
  • actively explores alternative identities
  • confusion/discontent/rebelliousness
151
Q

Lifespan: Temperament, Personality, Identity

identity achievement

Marcia

A
  • crisis resolved
  • committed to a resolved identity
152
Q

Lifespan: Temperament, Personality, Identity

Gilligan Relational Crisis

Girl-Specific

A

Gilligan proposed that, in early adolescence, girls experience a relational crisis due to pressures to conform to cultural stereotypes of femininity.

As a result, they become disconnected from themselves (e.g., they experience a “loss of voice”).

153
Q

Lifespan: Temperament, Personality, Identity

nonfunctionality, irreversibility, universality

Nagy, Spence & Brent

A

children’s understanding of death
* 2-5y/o:
* :

154
Q

Lifespan: Temperament, Personality, Identity

2-5y/o beliefs

children’s understanding of death

A
  • non-functionality
  • sometimes they see it as abandonment, temporary
155
Q

Lifespan: Temperament, Personality, Identity

5-9y/o beliefs

children’s understanding of death

A
  • irreversibility
  • personification (skeleton/ghost)
  • believe that they can “cheat” death
156
Q

Lifespan: Temperament, Personality, Identity

10+ beliefs

children’s understanding of death

A

cessation of functioning, irreversible and universal

157
Q

Lifespan: Temperament, Personality, Identity

  1. denial/isolation
  2. anger
  3. bargaining
  4. depression
  5. acceptance
A

Kubler-Ross stages of grief
* stages do not necessarily occur in order, stages may be repeated

158
Q

Lifespan: Temperament, Personality, Identity

Kubler-Ross stages of grief

A
  1. denial/isolation
  2. anger
  3. bargaining
  4. depression
  5. acceptance
159
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Contact Comfort

Harlow

A

Research by Harlow with rhesus monkeys indicated that an infant’s attachment to his/her mother is due, in part, to contact comfort, or the pleasant tactile sensation that is provided by a soft, cuddly parent.

160
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

social referencing

A
  • visual cliff experiment, baby crosses based on mother’s face
  • baby looking to a caregiver for how to respond in an ambiguous situation
161
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

  • preattachment
  • attachment-in-the-making
  • clearcut attachment
  • formation of reciprocal relationships

First two years of life

A

child develops an internal working model, which is a mental representation of self and others that influences the child’s future relationships.

Bowlby

Internal Working Model

162
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

separation anxiety

timing

A

begins 6-8mo, peaks at 14-18mo, then declines

163
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

stranger anxiety

timing

A

from 8-10mo until age 2, then diminishes

164
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

secure attachment

Ainsworth

A
  • baby reaction: upset when mom leaves, seeks contact when she returns
  • mothers are emotionally sensitive and responsive to their babies’ cues
165
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

insecure/ambivalent attachment

Ainsworth

A
  • alternates between clinging and resisting
  • becomes very disturbed alone w/stranger
  • ambivalent/angry when mother attempts contact
  • mothers are moody and inconsistent
166
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

insecure/avoidant attachment

Ainsworth

A
  • shows little distress when mother leaves room
  • ignores or avoids when she returns
  • mothers are impatient, unresponsive, or provide too much stimulation
167
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

disorganized/disoriented attachment

Ainsworth

A
  • fear caregivers
  • dazed or confused facial expression
  • inconsistent (greeting mother, but then turning away)
  • 80% of children who have been mistreated exhibit this pattern
168
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

child separation

timing

A
  • children separated prior to 3mo show little or no negative consequences
  • children who are nine months or older at time of separation exhibit moderate to extreme reactions
169
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

autonomous, dismissing, preoccupied

A

Adult Attachment Interview

van Ijzendoorn

170
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

autonomous

Adult Attachment Interview

A

coherent descriptions of childhood relationships w/parents

children exhibit secure attachment

171
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

dismissing

Adult Attachment Interview

A

positive description of parents, but the descriptions are not supported or are contradicted by memories

chidlren exhibit avoidant attachment

172
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

preoccupied

Adult Attachment Interview

A

angry or confused when describing relationships with parents, passively preoccupied

children are resistant/ambivalent

173
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

early emotions

A
  • right after birth: interest, sadness, digust, distress
  • 6-8mo: anger, joy, suprise and fear
174
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

self-conscious emotions

A

social standards and rules to evaluate behaviors

12-18mo

175
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

18-24mo emotions

A

outward signs of jealousy, empathy, embarassment

176
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

30-36mo emotions

A

shame, guilt, pride

177
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

girls are higher in [ ]

A

empathy

178
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

instrumental vs hostile

A

types of aggression:

  • instrumental: proactive to obtain a desired reward or advantage
  • hostile: reactive, response to a provocation or a blocked goal
179
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Coercive Family Model

Patterson et al

A

learn aggressive behaviors from their parents who:

  • rarely reinforce prosocial behaviors
  • rely on harsh discipline to control their children’s behavior
  • reward their children’s aggressiveness with approval and attention
  • aggressive parent-child interactions escalate over time

PMTO

180
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Social Cognitive Theory of Aggression

self-efficacy

A
  • aggressive children differ from their less aggressive peers in terms of self-efficacy beliefs (they are more likely to say that it is easy to perform aggressive acts but difficult to inhibit aggressive impulses)

Perry & Busey

181
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Social Cognitive Theory of Aggression

attribution bias

A

Aggression has also been linked to a hostile attribution bias, which is the tendency to misinterpret the positive or ambiguous acts of others as intentionally hostile.

low regret & remorse

Perry & Busey

182
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Social Cognitive Theory of Aggression

beliefs about outcomes

A

beliefs about the outcomes of their behaviors (they expect that aggression will be followed by positive consequences including reduced aversive treatment by others).

Perry & Busey

183
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

heteronomous morality

Piaget

A
  • morality of constraint
  • extends from about age seven through age ten.
  • During this stage, children believe that rules are set by authority figures and are unalterable.
  • When judging whether an act is “right” or “wrong,” they consider whether a rule has been violated and what the consequences of the act are.
184
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Autonomous Morality

Piaget

A
  • Beginning at about age 11,
  • morality of cooperation
  • Children in this stage view rules as being arbitrary and alterable when the people who are governed by them agree to change them.
  • When judging an act, they focus more on the intention of the actor than on the act’s consequences.
185
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

Kohlberg’s cognitive-developmental theory

Summary

A

moral development coincides with changes in logical reasoning and social perspective-taking

186
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

preconventional

Kohlberg’s cognitive-developmental theory

A
  • punishment and obedience - good or bad depends on consequences
  • instrumental hedonism - obtaining rewards

under 10

187
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

conventional

Kohlberg’s cognitive-developmental theory

A
  • good boy/good girl - good actions are liked or approved by others
  • law and order - rules established by legitimate authorities

age 10 or 11

188
Q

Lifespan: Attachment, Emotions, Aggression + Moral Development

postconventional

Kohlberg’s cognitive-developmental theory

A
  • morality of contract, individual rights, and democratically-accepted laws
  • morality of individual principles of conscious

late adolescence or adulthood

189
Q

Lifespan: Family and Peers

diminished capacity to parent

A

Divorced parents often experience emotional distress and changes in functioning

190
Q

Lifespan: Family and Peers

custodial mothers may be

A

uncommunicative, impatient, and less warm and loving toward their children (especially sons)

191
Q

Lifespan: Family and Peers

Divorced parents trends

A
  • they monitor their children’s activities less closely
  • less consistent
  • more authoritarian in terms of punishment
192
Q

Lifespan: Family and Peers

Gottman divorce predictors

A
  • emotionally volatile attack-defend pattern
  • emotionally inexpressive pattern
  • four horsemen
193
Q

Lifespan: Family and Peers

demographic divorce predictors

A
  • marry at a young age
  • lower level of education
  • no religious affiliation
  • mixed-ethnic relationship
  • single-parent home
  • sexual assault history
  • cohabited with partner before marriage
194
Q

Lifespan: Family and Peers

effects of divorce

A

moderated by several factors including the child’s age and gender

  • preschool children exhibit the most problems immediately after the divorce,
  • long-term consequences may be worse for children who were in elementary school at the time of the divorce.
  • The negative consequences of divorce are reduced when the conflict between parents is minimized.
195
Q

Lifespan: Family and Peers

Boys exhibit more problems than girls initially, but there may be a [ ] for girls who do not exhibit negative consequences immediately after the divorce but exhibit problems in adolescence and early adulthood.

A

sleeper effect

196
Q

Lifespan: Family and Peers

children in a custody situation are best off when they live with the [ ] parent

A

same-sex

with frequent, reliable contact with non-custodial parent

197
Q

Lifespan: Family and Peers

it is [ ] rather than divorce, that increases the risk for adverse outcomes

A

parental conflict

198
Q

Lifespan: Family and Peers

Remarriage differences in outcome

A

Although there is evidence that, when compared to children in intact biological families, children in stepfamilies have more adjustment problems, the differences between the two groups of children are generally small.

199
Q

Lifespan: Family and Peers

Remarriage age effect

A
  • Problems are often most severe when remarriage occurs when children are in early adolescence, and this is particularly true for girls residing with a biological mother and stepfather.
  • In terms of parenting style, the typical stepfather tends to be distant and disengaged from his stepchild.
200
Q

Lifespan: Family and Peers

maternal employment

class discrepancy

A
  • associated with greater personal satisfaction for the working mother (especially when she wants to work)
  • fewer sex-role stereotypes in children, greater independence
  • For lower-SES boys, maternal employment is associated with better performance on measures of cognitive development
  • but for upper-SES boys, it may result in lower scores on IQ and achievement tests.
201
Q

Lifespan: Family and Peers

daycare may benefit:

A
  • cognitive and social development
  • may be negative for maternal attachment
202
Q

Lifespan: Family and Peers

gay and lesbians are

A

equal if not better as parents

definitely true! wow! science!!

203
Q

Lifespan: Family and Peers

CSA

gender, severity

A
  • some studies have found no consistent gender differences
  • the outcomes are worse for females than for males
  • effects of sexual abuse tend to be less severe when the abuse was committed by a stranger than by a family member or other familiar person
204
Q

Lifespan: Family and Peers

sibling rivalry

classified by combination of:

A

Most interactions between young siblings involve prosocial, play-oriented behaviors.

However, middle-childhood is usually marked by a paradoxical combination of closeness/conflict and cooperation/competition.

205
Q

Lifespan: Family and Peers

sibling rivalry worst amongst

A

same-gender siblings who are 1-1/2 to 3 years apart in age and whose parents provide inconsistent discipline

206
Q

Lifespan: Family and Peers

unoccupied, onlooker, solitary, parallel, associative, cooperative

A

types of play, first three “non-social” last three “social”

Parten

207
Q

Lifespan: Family and Peers

“playmates” age

Damon

A

4-7y/o

208
Q

Lifespan: Family and Peers

trust and assistance child friendships

Damon

A

8-10y/o

209
Q

Lifespan: Family and Peers

intimacy and loyalty in friendship

Damon

A

“friends do not deceive, reject, or abandon you”

11y/o

210
Q

Lifespan: Family and Peers

rejected-aggressive
rejected-withdrawn

Berk

A
  • hostile, hyperactive, impulsive, poor perspective taking
  • high social anxiety, negative expectations about how others will treat them, victims of bullies
211
Q

Lifespan: Family and Peers

socioemotional selectivity theory

old people prefer [ ] partners

A

social goals have two primary functions - the

  • acquisition of knowledge
  • regulation of emotion

According to this theory, older adults perceive time as limited and, consequently, tend to prefer emotionally close partners.

212
Q

Lifespan: Family and Peers

empty nest syndrome

A

adults do not usually experience distress and a sense of loss when all of their children come of age and leave home.

Instead, the studies suggest that they usually experience an increase in marital satisfaction and other positive changes.

213
Q

Lifespan: School and Television

self-fulfilling prophecy

Rosenthal and Jacobson

A

Research by found that teachers’ expectations about students can have a “self-fulfilling prophecy effect” on their academic performance, motivation, and self-esteem of students.

214
Q

Lifespan: School and Television

teacher feedback

gendered

A

Boys generally receive more correction, criticism, praise and help than girls do.

Moreover, the nature of the feedback is gender-related; e.g., boys are more often criticized for sloppiness and inattention, girls for inadequate intellectual performance.

Sadker

215
Q

Lifespan: School and Television

Compensatory Preschool

A

Research evaluating the effects of Head Start and other compensatory preschool programs has found that, while initial IQ test score gains produced by these programs are usually not maintained, children who attend these programs tend to have better attitudes toward school and are less likely to be retained in a grade, be placed in special education classes, and drop out of high school and more likely to attend college than their peers who do not attend such programs.

216
Q

Lifespan: School and Television

Montessori

A

The Montessori Method is an approach to education that emphasizes child-centered, experiential learning and sense discrimination (i.e., learning through seeing, hearing, smelling, and touching).

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