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SFE Study Guide > Lifespan > Flashcards

Lifespan Flashcards

1
Q

Relational Developmental Systems Model- Lerner

A

The system impacts the individual but the individual also impacts the system. Ex. Children impact parents and vise versa. Brains change and grow. The brain is plastic.

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2
Q

Freud’s Psychosexual Stages

A

Oral stage, anal stage, phallic stage, latency, and genital stage

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3
Q

Oral

A

Birth to 1 year. Sexual interests: Sucking, swallowing, biting. Lasting concerns with dependence and independence; pleasure from eating, drinking and other oral activities

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4
Q

Anal

A

(1 to 3 years) Sexual interests: Expelling feces, retaining feces. Effects: Orderliness or sloppiness, stinginess or wastefulness, stubbornness. Wetting the bed.

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5
Q

Phallic Stage

A

(3 to 5 years) Sexual interests: Touching penis or clitoris; oedipus complex. Effects: Difficulty feeling closeness. Males: fear of castration. Females: Penis envy

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6
Q

Latent Period

A

(5 or 6 to puberty) Sexual interests: Sexual interests are suppressed

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7
Q

Genital Stage

A

(Puberty onward) Sexual interest: Sexual contact with other people

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8
Q

Piaget- Cognitive Development

A

children know/look at things differently than adults. Children develop in a series of stages.

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9
Q

Piaget Cognitive Development Stages

A

sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

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10
Q

Sensorimotor Stage

A

Piaget Stages (0-2) Use of senses and movement to explore the world. Object permanence

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11
Q

Object Permanence

A

the awareness that things continue to exist even when not perceived

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12
Q

Preoperational thought

A

Piaget Stages (2-7) Preschooler’s symbolic but illogical thinking. Red eye = someone is a vampire. Generalize most things. Increase in representational activity.

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13
Q

Concrete Operational thought

A

Piaget Stages (7-11) More organized logical reasoning. Can understand that the amount of cereal in a bowl is not less if it is wider.

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14
Q

Formal operational stage

A

Piaget Stages (11+) Abstract, systematic reasoning. Able to imagine something they have never experienced. Understand other people better

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15
Q

Erikson’s Psychosocial Stages

A

8 stages of development.

  1. Trust vs. Mistrust
  2. Autonomy vs. Shame and doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Confusion
  6. Intimacy vs. Isolation
  7. Generativity vs. Stagnation
  8. Ego integrity vs. Despair
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16
Q

Trust vs. Mistrust

A

Erikson (Birth to 1 year) Infants must learn to trust others to care for their basic needs. If caregivers are rejecting or inconsistent, the infant may view the world as a dangerous place filled with untrustworthy or unreliable people. The primary caregiver is the key social agent.

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17
Q

Autonomy vs. Shame and doubt

A

Erikson (1-3 years) Children must learn to be autonomous- to feed and dress themselves, to look after their own hygiene, and so on. Failure to achieve this independence may force the child to doubt his or her own abilities and feel shameful. Parents are the key social agents.

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18
Q

Initiative vs Guilt

A

Erikson (3 to 6 years) Children attempt to act grown up and will try to accept responsibilities that are beyond their capacity to handle. They sometimes undertake goals or activities that conflict with those of parents and other family members, and these conflicts may make them feel guilty. Successful resolution of this crisis requires a balance: The child must retain a sense of initiative and yet learn not to impinge on the rights, privileges, or goals of others. The family is key social agent.

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19
Q

Industry vs. Inferiority

A

(6-12) Children must master important social and academic skills. This is a period when the child compares him- or herself with peers. If sufficiently industrious, children acquire the social and academic skills to feel self-assured. Failure to acquire these important attributes leads to feelings of inferiority. Significant social agents are teachers and peers.

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20
Q

Identity vs. role confusion

A

12-20 “Who am I?” Must establish basic identities or they remain confused about the role they should play as adults.

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21
Q

Intimacy vs Isolation

A

20-40 Task is to form strong friendships and a sense of love and companionship

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22
Q

Generativity vs. Stagnation

A

(40-65) Either become helpful to others or become self-centered and stagnant

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23
Q

Ego integrity vs despair

A

65+ Old age. Look back on life as it being either a good experience or a major disappointment

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24
Q

Classical Conditioning

A

a type of learning in which the organism learns to respond with a conditioned response (CR) to a previously neutral stimulus the (CS) that has been repeatedly presented along with unconditioned stimulus (US)

Unconditioned stimulus (breast milk) –> Unconditioned response (sucking)

Neutral stimulus (forehead stroking)

Conditioned Stimulus (forehead stroking) –> Conditioned response (sucking)

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25
Q

Unconditioned stimulus

A

A cue that has some biological significance and in the absence of prior training naturally evokes a response.
-Food evokes a natural response

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26
Q

Unconditioned Response

A

Response
The naturally occurring response to an unconditioned stimulus (does not depend on learning)
-Salivation

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27
Q

Conditioned Response

A

The trained response to a conditioned stimulus in anticipation of the unconditioned stimulus that it predicts.

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28
Q

Conditioned Stimulus

A

A cue that is paired with an unconditioned stimulus and comes to elicit a conditioned response
-the bell

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29
Q

Operant Conditioning

A

A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

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30
Q

Reinforcement

A

Increases probability of behavior occurring again. Presenting desirable stimulus and removing unpleasant stimulus.

Positive Reinforcement add something to increase behavior
Negative reinforcement take away something to increase behavior

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31
Q

Punishment

A

Reduces probability of behavior occurring again. Presenting unpleasant stimulus

Positive Punishment add something to decrease behavior
Negative Punishment take away to decrease behavior

32
Q

Teratogens

A

Any agent that can disturb the development of an embryo or fetus. Teratogens may cause a birth defect in the child. Or a teratogen may halt the pregnancy outright. The classes of teratogens include radiation, maternal infections, chemicals, and drugs.

33
Q

Harm done by teratogens is affected by:

A

Harm done by teratogens is affected by:
dose, heredity, age, other negative influences
Delayed health effects may show up decades later

34
Q

Prenatal sensitivity to teratogens

A

Not sensitive during dividing Zygote and implantation.
3-8 weeks major structural abnormalities like facial disfiguration

9-38 weeks psychological defects and minor abnormalities

35
Q

Prenatal Maternal Stress

A
  1. Fetal heart rate variability and fetal movement are positively correlated with maternal stress.
  2. Stress is needed to promote neural development.
  3. Helps baby withstand oxygen deprivation, prepare baby to breathe, and arouses alertness.
  4. It is not proven that stress negatively impacts infant and child development
36
Q

Bronfenbrenner Ecological Systems Theory

A

Children develop within multiple levels of the environment (microsystem, mesosystem, exosystem, macrosystem)

37
Q

Microsystem Brofenbrenner

A

Immediate Environment.
The prefix “micro” comes from the Greek for “small,” and is the first and most immediate layer of the nested systems. It encompasses an individual’s human relationships, interpersonal interactions and immediate surroundings. An example of this system would be the relationship between an individual and his or her parents, siblings, or school environment.

38
Q

Mesosystem Brofenbrenner

A

The second layer from the individual, surrounding the microsystem and encompassing the different interactions between the characters of the microsystem. For example, the relationship between the individual’s family and their school teachers or administrators. In order for an interaction to be considered part of the mesosystem, it has to be a direct interaction between two aspects of the microsystem that influences the development of the individual.

39
Q

Exosystem Brofenbrenner

A

The exosystem is the third layer, and contains elements of the microsystem which do not affect the individual directly, but may do so indirectly. For example, if a parent were to lose their job or have their hours cut back, this would affect their child in an indirect way such as financial strain or increased parental stress.

40
Q

Macrosystem Brofenbrenner

A

The prefix “macro” comes from the Greek for “large,” and is used because this system was thought to be all-encompassing. The fourth and outermost layer of the bioecological model, it encompasses cultural and societal beliefs and programming that influence an individual’s development. Examples of this would include gender norms or religious influence.

41
Q

Prenatal Neurodevelopmental

A
  1. Blastocyst: Collection of 32 or more cells (Day 5)
  2. 3 layered structure: Ectoderm turns into the skin and nervous system
  3. Neural Tube: Forebrain and midbrain develop from top and spinal cord from bottom
42
Q

Attachment Bowlby

A

Children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive

43
Q

4 Stages of attachment Bowlby

A
  1. Pre-attachment (0-2 months)
  2. Attachment-in-the-making (2-6 months)
  3. Clear-cut attachment (6 months - 3 years)
  4. Goal-corrected partnership (4 yrs onwards)
44
Q

Pre-attachment (0-2 months)

A

(0-2 M) Infants do not discriminate one person from another. No fear of strangers

45
Q

Attachment-in the making (2-6 month)

A

(2-6 months) Infant prefers a particular person. Recognizes their parents but does not protest when separated

46
Q

Clear-cut attachment Bowlby (6m-3years)

A

(6M-3 years) Separation Anxiety: Cry when separated from caregiver. Can be attached to several persons

47
Q

Goal-Corrected partnership (4years onwards)

A

(4 years onwards) Understand caregivers schedule. Separation protests decline

48
Q

Attachment Ainsworth Types

A

Secure, insecure-ambivalent, insecure-avoidant, disorganized

49
Q

Ainsworth Secure Attachment

A

Low anxiety and low emotional avoidance. Distressed when caregiver leaves, happy when caregiver returns, seeks comfort when scared or sad. Best outcomes

Caregivers: Low avoidance, low anxiety. React quickly and positively to child’s needs

50
Q

Ainsworth Insecure avoidant

A

Low anxiety and high avoidance. Little emotional sharing in play few signs of emotion when the caregiver leaves or returns. showing low affect when offered affection, treats stragers similarly to caregivers. the child may express lack attachment and low self-esteem by acting out

Caregivers: unresponsive and dismissive

51
Q

Ainsworth Insecure-ambivalent

A

Low avoidance and high anxiety. Does not use the caregiver as secure base, for exploration protesting before the caregivers leaves. upset about the caregiver leaving and slow to warm on return. expressed concern about the caregivers location seeking contact but resisting angrily when its achieved. not easily calmed by stranger, the child always feel anxious because caregivers availability is never consistent.

Caregiver: Responds inconsistently

52
Q

Ainsworth insecure disorganized

A

Lack of attachment can be expressed by disorganized emotional behavior such as approaching the caregiver with the back turn.
Worst Outcomes

Caregiver: Neglectful or Abusive

53
Q

Temperament

A

The beginning phases of personality. Temperament is what causes arousal, expression and components of personality that contribute to developmental outcomes

54
Q

Language Development - Skinner

A

Language Development - Skinner

Behaviorist. Learned through operant conditioning (reinforcement) and imitation

55
Q

Zone of proximal development

A

Tasks children cannot do alone but can learn with help of more skilled partners (Vygotsky’s) Also known as Scaffolding

Dr. Hamilton and TAs

56
Q

Vygotsky Sociocultural Theory

A

believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s mental structure of human learning describes learning as a social process and the origination of human intelligence in society or culture.

57
Q

Neurodevelopmental- Myelination

A

Speeds neural connection. Begins at birth, rapidly increases to 2 years old, and continues to increase through the next 30 years. creates efficiency.

58
Q

Early Attachment Theory Harlow

A

Rhesus monkeys
Mother love as emotional rather than purely physiological for healthy psychological development
capacity for attachment associated with critical periods in early life
impact of early maternal deprivation could be reversed in monkeys only if <90 days, human equivalent estimate <6 months

59
Q

Measuring Attachment Ainsworth

A

Types of attachment
-Secure (65%)
Associated with sensitive/responsive parenting
-Insecure-resistant or ambivalent (15%)
-Insecure-avoidant (20%)
Main et al also identified a “disoriented” and/or “disorganized” type
Validated in the US and abroad

secure attachment was the most common type of attachment in all cultures
lowest % of secure attachments - China
highest % of secure attachments - Great Britain

60
Q

Parenting Styles Baurind

A

Authoritative, Authoritarian, Permissive, Uninvolved

61
Q

Authoritative Baurind

A

High support and high expectations. Most successful.
Outcomes: upbeat mood, self-control, task persistent, cooperativeness, high self-esteem, social and moral maturity, favorable school performance

62
Q

Authoritarian Baurind

A

High expectations low support.
Outcome: Anxiety, unhappiness, low self-esteem, low self-reliance, react with hostility, resort to force when they don’t get their way, poorer school performance, boys- high rates of anger, girls- dependence, lack of interest in exploring, overwhelmed by challenging tasks,

63
Q

Permissive Baurind

A

Low expectations high support. I want to be your friend not your parent. Always supporting them. Outcomes: impulsivity, disobedience, rebelliousness, demanding and dependent adults, less persistence, poorer school achievement, antisocial behavior, boys-dependent, nonachieving behavior

64
Q

Uninvolved Baurind

A

Low expectations, low support. Outcome: poor emotional regulation, when it occurs early it disrupts all areas of development, School achievement difficulties, antisocial behavior.

65
Q

Kohlberg’s Moral Developmental Stages

A

states that we progress through three levels of moral thinking that build on our cognitive development.

Preconventional, conventional, post conventional

66
Q

Kohlberg Preconventional Level 1

A

Morality externally controlled
Stage 1: Punishment and obedience orientation
Stage 2: Concrete, individualistic orientation

67
Q

Kohlberg Conventional Level 2

A

Conformity to social rules to maintain social systems
Stage 3: Social-Relational perspective
Stage 4: Member of society perspective

68
Q

Kohlberg Post Conventional Level 3

A

Beyond unquestioning support, morality as abstract and applies to all situations
Stage 5: Prior rights and social contract
Stage 6: Universal ethical principles

69
Q

Kubler-Ross Stages of Grief

A
  1. Denial
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance
70
Q

Marcia’s Identity Development

A

Marcia’s theory of identity achievement argues that two distinct parts form an adolescent’s identity: crisis (i. e. a time when one’s values and choices are being reevaluated) and commitment. He defined a crisis as a time of upheaval where old values or choices are being reexamined. The end outcome of a crisis leads to a commitment made to a certain role or value.

71
Q

What are Marcia’s identity stages?

A

Identity diffusion, identity foreclosure, identity moratorium, and identity achievement

72
Q

Marcia’s Identity diffusion

A

the status in which the adolescent does no have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

73
Q

Identity Foreclosure

A

the status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced an identity crisis. They tend to conform to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction) As such, these individuals have not explored a range of options.

74
Q

Identity Moratorium

A

the status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet.

75
Q

Identity Achievement

A

he status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen.

SFE Study Guide (6 decks)

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