Lifespan Flashcards
Relational Developmental Systems Model- Lerner
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.
Freud’s Psychosexual Stages
Oral stage, anal stage, phallic stage, latency, and genital stage
Oral
Birth to 1 year. Sexual interests: Sucking, swallowing, biting. Lasting concerns with dependence and independence; pleasure from eating, drinking and other oral activities
Anal
(1 to 3 years) Sexual interests: Expelling feces, retaining feces. Effects: Orderliness or sloppiness, stinginess or wastefulness, stubbornness. Wetting the bed.
Phallic Stage
(3 to 5 years) Sexual interests: Touching penis or clitoris; oedipus complex. Effects: Difficulty feeling closeness. Males: fear of castration. Females: Penis envy
Latent Period
(5 or 6 to puberty) Sexual interests: Sexual interests are suppressed
Genital Stage
(Puberty onward) Sexual interest: Sexual contact with other people
Piaget- Cognitive Development
children know/look at things differently than adults. Children develop in a series of stages.
Piaget Cognitive Development Stages
sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage
Sensorimotor Stage
Piaget Stages (0-2) Use of senses and movement to explore the world. Object permanence
Object Permanence
the awareness that things continue to exist even when not perceived
Preoperational thought
Piaget Stages (2-7) Preschooler’s symbolic but illogical thinking. Red eye = someone is a vampire. Generalize most things. Increase in representational activity.
Concrete Operational thought
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.
Formal operational stage
Piaget Stages (11+) Abstract, systematic reasoning. Able to imagine something they have never experienced. Understand other people better
Erikson’s Psychosocial Stages
8 stages of development.
- Trust vs. Mistrust
- Autonomy vs. Shame and doubt
- Initiative vs. Guilt
- Industry vs. Inferiority
- Identity vs. Confusion
- Intimacy vs. Isolation
- Generativity vs. Stagnation
- Ego integrity vs. Despair
Trust vs. Mistrust
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.
Autonomy vs. Shame and doubt
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.
Initiative vs Guilt
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.
Industry vs. Inferiority
(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.
Identity vs. role confusion
12-20 “Who am I?” Must establish basic identities or they remain confused about the role they should play as adults.
Intimacy vs Isolation
20-40 Task is to form strong friendships and a sense of love and companionship
Generativity vs. Stagnation
(40-65) Either become helpful to others or become self-centered and stagnant
Ego integrity vs despair
65+ Old age. Look back on life as it being either a good experience or a major disappointment
Classical Conditioning
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)
Unconditioned stimulus
A cue that has some biological significance and in the absence of prior training naturally evokes a response.
-Food evokes a natural response
Unconditioned Response
Response
The naturally occurring response to an unconditioned stimulus (does not depend on learning)
-Salivation
Conditioned Response
The trained response to a conditioned stimulus in anticipation of the unconditioned stimulus that it predicts.
Conditioned Stimulus
A cue that is paired with an unconditioned stimulus and comes to elicit a conditioned response
-the bell
Operant Conditioning
A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher
Reinforcement
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
Punishment
Reduces probability of behavior occurring again. Presenting unpleasant stimulus
Positive Punishment add something to decrease behavior
Negative Punishment take away to decrease behavior
Teratogens
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.
Harm done by teratogens is affected by:
Harm done by teratogens is affected by:
dose, heredity, age, other negative influences
Delayed health effects may show up decades later
Prenatal sensitivity to teratogens
Not sensitive during dividing Zygote and implantation.
3-8 weeks major structural abnormalities like facial disfiguration
9-38 weeks psychological defects and minor abnormalities
Prenatal Maternal Stress
- Fetal heart rate variability and fetal movement are positively correlated with maternal stress.
- Stress is needed to promote neural development.
- Helps baby withstand oxygen deprivation, prepare baby to breathe, and arouses alertness.
- It is not proven that stress negatively impacts infant and child development
Bronfenbrenner Ecological Systems Theory
Children develop within multiple levels of the environment (microsystem, mesosystem, exosystem, macrosystem)
Microsystem Brofenbrenner
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.
Mesosystem Brofenbrenner
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.
Exosystem Brofenbrenner
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.
Macrosystem Brofenbrenner
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.
Prenatal Neurodevelopmental
- Blastocyst: Collection of 32 or more cells (Day 5)
- 3 layered structure: Ectoderm turns into the skin and nervous system
- Neural Tube: Forebrain and midbrain develop from top and spinal cord from bottom
Attachment Bowlby
Children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive
4 Stages of attachment Bowlby
- Pre-attachment (0-2 months)
- Attachment-in-the-making (2-6 months)
- Clear-cut attachment (6 months - 3 years)
- Goal-corrected partnership (4 yrs onwards)
Pre-attachment (0-2 months)
(0-2 M) Infants do not discriminate one person from another. No fear of strangers
Attachment-in the making (2-6 month)
(2-6 months) Infant prefers a particular person. Recognizes their parents but does not protest when separated
Clear-cut attachment Bowlby (6m-3years)
(6M-3 years) Separation Anxiety: Cry when separated from caregiver. Can be attached to several persons
Goal-Corrected partnership (4years onwards)
(4 years onwards) Understand caregivers schedule. Separation protests decline
Attachment Ainsworth Types
Secure, insecure-ambivalent, insecure-avoidant, disorganized
Ainsworth Secure Attachment
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
Ainsworth Insecure avoidant
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
Ainsworth Insecure-ambivalent
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
Ainsworth insecure disorganized
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
Temperament
The beginning phases of personality. Temperament is what causes arousal, expression and components of personality that contribute to developmental outcomes
Language Development - Skinner
Language Development - Skinner
Behaviorist. Learned through operant conditioning (reinforcement) and imitation
Zone of proximal development
Tasks children cannot do alone but can learn with help of more skilled partners (Vygotsky’s) Also known as Scaffolding
Dr. Hamilton and TAs
Vygotsky Sociocultural Theory
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.
Neurodevelopmental- Myelination
Speeds neural connection. Begins at birth, rapidly increases to 2 years old, and continues to increase through the next 30 years. creates efficiency.
Early Attachment Theory Harlow
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
Measuring Attachment Ainsworth
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
Parenting Styles Baurind
Authoritative, Authoritarian, Permissive, Uninvolved
Authoritative Baurind
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
Authoritarian Baurind
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,
Permissive Baurind
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
Uninvolved Baurind
Low expectations, low support. Outcome: poor emotional regulation, when it occurs early it disrupts all areas of development, School achievement difficulties, antisocial behavior.
Kohlberg’s Moral Developmental Stages
states that we progress through three levels of moral thinking that build on our cognitive development.
Preconventional, conventional, post conventional
Kohlberg Preconventional Level 1
Morality externally controlled
Stage 1: Punishment and obedience orientation
Stage 2: Concrete, individualistic orientation
Kohlberg Conventional Level 2
Conformity to social rules to maintain social systems
Stage 3: Social-Relational perspective
Stage 4: Member of society perspective
Kohlberg Post Conventional Level 3
Beyond unquestioning support, morality as abstract and applies to all situations
Stage 5: Prior rights and social contract
Stage 6: Universal ethical principles
Kubler-Ross Stages of Grief
- Denial
- Anger
- Bargaining
- Depression
- Acceptance
Marcia’s Identity Development
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.
What are Marcia’s identity stages?
Identity diffusion, identity foreclosure, identity moratorium, and identity achievement
Marcia’s Identity diffusion
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
Identity Foreclosure
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.
Identity Moratorium
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.
Identity Achievement
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.
