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Lifespan Flashcards

1
Q

Early Influences on Development -Nature vs Nurture

Nature vs Nurture

A
  • Nature-
    • character & stress the role of heredity
  • Nurture
    • characteristics & role of experience
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2
Q

Early Influences pair inheritance

Sex link Heredity

Polygenic

Phenotype

Genotype

A
  1. single pair inheritance
    • 2 recessive genes or 1Recessive& 1 Dominant
  2. sex link inheritance influence by the gene of one sex (often X chromosomes)
  3. Polygenic inheritance-influenced by multiple genes (height, weight, hair color, intelligence, susceptibility to cancer
  4. Phenotype-observed (hair color, eye color) due to genetic & environment
  5. Genotype-genetic inheritance (height)
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3
Q

Prevalence of Heredity

IQ children, adults & SES

A
  • .50 for children
  • .80 for adults
  • .10 for young children ↓SES
  • .70 young children ↑SES
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4
Q

Role of Environment

Critical Period vs Sensitive Period

A
  • critical-limited time when exposure must happen in order to develop
    • first 8 weeks gestation–vital organs..if they do not develop then they will not develop
    • ducks imprinting first 15 hours critical
  • sensitive period-longer than critical-time is optimal not necessary
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5
Q

Bronfenbrenner’s Ecological theory

A
  • Microsystem -child’s immediate environment (parent, siblings, friends)
  • mesosystem-interactions w/childs microsystem (school, neighborhood watch, parent-teacher
  • Exosystem-affect child immediate environment (extended family, stressed parent from work takes out on kid)
  • Macrosystem-social&cultural environments-cultural practices, political ideologies, religion, values
  • chronosystem-persons lifespan, impacts development and character (chronological-passsage of time)
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6
Q

Heredity and Environmental Influences on Intelligence

A
  • identical twins reared together .85
  • identical twins reared apart .67
  • fraternal twins reared together .58
  • Biological siblings reared together .45
  • Biological siblings apart .24
  • Half siblings together .35
  • Adopted siblings reared together .31
  • Biological parent and child together .39
  • Biological parent and child apart .22
  • Adoptive parent and adopted child .18
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7
Q

Genotype

Passive genotype environment correlation

A
  • PASSive-genes PASSed down
  • inherent gene from parent that predisposed you to certain things and support that
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8
Q

Genotype

A
  • Genetic make up inheritance
  • contains express and unexpressed characteristics
  • heritability estimate 60% of genetics 40% environment
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9
Q

Genotype

Evocative genotype

A
  • EVOcative-EVOke emotion
  • environement
  • genetics bring up a certain type of response from parents and others reinforcing this response
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10
Q

Genotype

Active genotype

A
  • ACTIVEly pick a hobby
  • environment AKA niche-picking
  • will only seek experience that fits their genetic disposition
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11
Q

3 genotype changes over time

A
  • 3 environments
    • Passive & Evocative most important
      • ↓
      • Infancy & Adolescence
    • Active type
      • ↓
      • More important & children ↑independence over time as they find their niche
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12
Q

Reaction Range

A
  • how people respond to certain influences
  • is the response broad or narrow
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13
Q

Reaction Range

Canalization

A
  • genetic makeup can restrict development regardless of the environment (ID mild, mod, severe)
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14
Q

Dynamic Systems Theory

A
  • needs nature and nurture development
  • complex process involves biology, environment, control ourselves & interact with others, how we think or represent the mind
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15
Q

Dynamic Systems

Rhythmic sterotypes

A
  • voluntary complex behaviors
  • milestones develop based on the characteristic of the child, and physical environment, goals and desires
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16
Q

Epigenetics

definition

chemical cap

A
  • changes brought on by modifications of gene (phenotype) rather than changes in genetics by DNA (genotype) altering gene expression
  • chemical cap-DNA adding methly group to DNA molecule which will KEEP OUT certain genes
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17
Q

Epigenetics

Environmental factors

A
  • include changes in diet, pollutants, and child abuse which can be passed on by one or more generations of the individual
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18
Q

Prader-Willi Syndrome

A

chromosome abnormality

deletion paternal chromosome 15

Pathological overeating (hyperphagin)

narrow forehead, abnormal eyes, short stature

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19
Q

Angelman Syndrome

A
  • chromosome deletion
  • deletion of the maternal chromsome 15
  • microcephaly (small head and brain)
  • unnaturally happy
  • ataxia and hand-flapping
  • looks like autism, cerebral palsy and Prader-willi
  • appear happy and smile at everything
  • UBE3a
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20
Q

Cri-du-chat syndrome

A
  • chromosome deletion on chromosome 5
  • high pitched (cat-like cry) ID, DD, Microcephaly
  • ↓ birth weight, weak muscle tone, characteristic facial features (wide set eyes, low set ears, round face)
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21
Q

Klienfelter syndrome

A
  • think ken is male only happens in males
  • ken has eXtra X- chromosome XXY
  • normal development but
    • gynecomastia (breast enlargement)
    • ↓testosterone
    • longer arms and legs, usually taller
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22
Q

Turner syndrome

A
  • all or part of X is missing
  • effect females
  • don’t develop secondary characteristics
  • maybe infertile,short stature, stubby fingers
  • LD, VI and/or HI, heart, kidney and urinary problems
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23
Q

Down syndrome

Mosaic Trisomy 21

Translocation

A
  • autosomal-not sex chromosomal
  • trisomy 21 (extra 21 chromosomes) cell has 47 instead of usual 46-error in cell division
  • hypotonia-short stocky build in addition to other symptoms
  • ↑ risk for Alzheimer’s disease.’
  • Mosaic trisomy 21-only some of body cells have extra 21–error in cell division
  • Translocation trisomy 21-some cells full and some cells partly have trisomy 21 attached to another chromosome usually chromosome 14 error in cell division or inherited
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24
Q

Teratogens

A
  • drugs
  • disease
  • environmental hazard
  • most sensitive time between the 3rd and 8th week of conception
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25
Q

Prenatal exposure to Alcohol

  • FASD
    • FAS
    • pFAS
    • ARND
    • ARBD
A
  • Fetal Alcohol Spectrum Disorder (FASD)
    • Fetal Alcohol syndrome (FAS) most severe-including face & cognitive differences, cns dysfunction and slowed growth
    • Partial fetal alcohol syndrome (pFAS) less severe but same symptoms as FAS, slowed physical growth may not be present
    • Alcohol-related neurodevelopmental disorder (ARND) involves CNS w/o the other sx
    • Alcohol-related births (ARBD) heart, kidney, vision and other physical defects w/o prominent symptoms
      *
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26
Q

Prenatal Exposure to Cocaine

A
  • spontaneus abortion during first tri
  • shrill piercing cry
  • irritability, overly active, shaking baby, difficult2calm
  • ↓birth weight (5.5 or ↓)
  • children have attention, memory & behavior
  • adolescence difficultly w/problem solving & absolute reasoning
  • ↑ risk for delinquency
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27
Q

Lowbirth weight, preterm, small for date infants

A
  • lowbirthweight at birth ↓5.5 pounfd
  • Preterm-born before 37 weeks
    • ↑preterm rate for nonhispanic black mothers
    • ↓preterm rate 4 nonhispanic & Asian mothers
  • Small for date infants at ↑ risk than preterm
    • small gestation age
    • >10% percentage
    • more likely to do this within 12 months of birth
    • ↑likelihood for brain damage & ↑ risk for infections
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28
Q

The Brain

Newborn weight

A
  • 25% adult weight -newborn
  • 80% adult weight by 2 years of age
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29
Q

Brain-synaptogenesis

A
  • most neurons are present at birth and ↑ in size
  • create new synapses, dendrites & myelination (axon covered in fatty substance)
  • act as insulator
  • peaks at 2 to 3 years of age
  • use or lose (if we use they are strengthened if we do not we lost them)
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30
Q

Brain-synaptic pruning

A
  • loss of unused synapses & continues through teens
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31
Q

Brain cerebral cortex

A
  • cerebral cortex least developed at birth, continues to develop through late teens or early/mid 20’s
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32
Q

Brain weight

A
  • ↓at age 30 w/↓ neurons
  • ↑loss of neurons at 60
  • ↓frontal lobes (prefontal cortex) & parietal lobes
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33
Q

Brain-neurogenesis

specifically what is it and where is it happening

A
  • production of new neurons in the hippocampus and other areas of brain
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34
Q

Depth Perception-Kinetic-Vision

A
  • least developed sense
  • 3 to 4 weeks old 20 ft →to normal at 7 to 8 months 400ft-600 ft
  • newborns prefer patterns and faces
  • kinetic (motion) cues
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35
Q

Vision-Binocular

A
  • steroscopic
  • which derives intergrated information from each eye
  • age 3-5 months
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36
Q

Vision- Depth Perception-Pictorial

A
  • Static-monocular
  • 5-6 months
  • perceived only in one eye
  • depth perception size
  • shadows & line perception
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37
Q

Vision-Presbyopia

A
  • age 40
  • hardening of lens
  • difficult to focus on nearby objects
  • ↓sensitivity of light
  • ↓depth perception
  • ↑sensitivity to glare
  • ↓ability to discriminate between colors
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38
Q

Audition

A
  • newborns sensitive to sounds specifically ↑fz frequency sounds
  • 6 months of age it is close to adult
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39
Q

Auditory Sound localization

A
  • turns head toward sounds
  • ↓2 to 4 months then ↑ by 12 months to normal
    *
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40
Q

Presbycusis

A
  • hearing ↓ at 40 years old
  • ↓sensitivity to ↑fz sounds
  • gets worse in the presence of background noise
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41
Q

Age related hearing loss

A

related to risk of Alzheimers

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42
Q

Touch and Pain

A
  • first touch to develop in utero & well developed at birth
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43
Q

Touch and pain newborns

A
  • newborns not given pain med during circumcision respond ↑ at 4 to 6 month vaccinations
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44
Q

Touch and pain-early exposure to pain

A
  • ↑ response full term
  • ↓ response pre term
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45
Q

Sudden Infant Death Syndrome (SIDS)

A
  • unexpected death at night under 1
  • serotonin abnormalities in medulla (regulates breathing and other functions)
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46
Q

SIDS-risk factors

  • increase risk
  • decrease risk
A
  • ↑ SIDS- ↓birth weight, males, use of drugs or alcohol, black or indian, 6 months or ↓ (peak 2 to 4 months), bed sharing, stomach sleeper
  • ↓SIDS-back sleeper, breastfed, avoid overheat baby, no strap pacifier, bare crib sleeper,
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47
Q

Gross Motor Milestones

A
  • 1-3 chin to chest, roll to side
  • 4-6 sits trunk supported, rolls back to front
  • 7-9 sits alone, pull to kneel, pull to stand
  • 10-12 creeps, cruise, takes steps
  • 13-15 stands alone, walks well, walks and carry toy
  • 16-18 walks backwards, throws the ball
  • 19-30 walks downstairs holding the rail, kicks ball overhead, jumps from the bottom step
  • 31-36 walks swinging arms, balance on one foot, pedals tricycle, catches ball
  • 4 years hops on one foot to balance on one foot
  • 5 walks down stairs alternating feet, hops on one foot several times, balances foot more than 8 seconds
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48
Q

Physical Maturation in Adolescence

A
  • growth spurt
    • girls 10 or 11
    • boys 12 or 13
  • peaks 2 years of start then slows down last total of 3 to 4 years
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49
Q

Puberty- boys

A
  • sexual maturation-usually about same time as a growth spurt
  • boys
    • early-more +, ↑self-esteem, social maturity, ↑ popularity & better athletic skills, have sex earlier, ↑the likelihood of alcohol use & antisocial behavior
    • late- more negative, ↓ self-esteem, ↓ popularity, ↓academics, ↑ anxiety&depression
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50
Q

Puberty Girls

A
  • early onset, negative, ↓self-esteem, ↓popularity, ↓academics, ↑eating disorders,↑depression,↑the risk for promiscuity, ↑ risk substance use
  • late onset, + ↑ sociaibility, popularity, & academics.
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51
Q

Infant depth perception

A
  • kinetic
  • binocular-stereoscopic
  • pictorial
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52
Q

Adolescent Substance Use and Abuse

A
  • subtance use decline ages 12-17 (2018)
  • 9% reported drinking alcohol w/n past month
  • 8% illicit drugs
  • 4% tobacco use
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53
Q

Risk factorsAdolescence substance abuse

A
  • stressful life events
  • parental substance abuse
  • weak parent-child relationship
  • affiliation w/peers using substances or deviant
  • mental health ADHD or depression
  • favorable attitude toward usage
  • ↓social skills
  • ↓academics
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54
Q

Protective Factors

A
  • parental disapproval
  • good self-control
  • supportive parenting
  • age-appropriate parental monitoring
  • academic success
  • involvement in Extracurricular activities
  • positive peer influences
  • good self-control
  • religion
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55
Q

Teen substance use on brain development

A
  • limbic system develops before prefrontal cortex
  • limbic is involved in emotions/motavation-nucleus accumbens (part of brain reward system)
  • prefrontal cortex-planning, decisions & impulse control
  • since these develop at different times teens may do things based on emotion/pleasure vs rationalization/thinking taking more impulsive and risk-taking behaviors
  • ↑ likelihood of substance abuse
  • effects of alcohol and substance ↑ 4 teens than for those who started later adolescence/early adulthood greater risk substance disorder
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56
Q

Language Development

Theories of Language Development

3

A
  • learning theory
  • nativist theory
  • social interactionist theory
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57
Q

Language development

Learning theory

A
  • language is the result of
    • interactions
    • imitation
    • reinforcement
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58
Q

Language Development

Nativist Theory

A
  • biologically wired to learn language
  • Chomsky LAD language acquisition device
    • enables children to understand & speak
    • all languages have basic grammar structure and developmentally all kids pass through language stages
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59
Q

Language Development

social interactionist theory

A
  • we learn language by both biological & social factors
  • innately children want to understand and be understood
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60
Q

Child-directed speech

A
  • parentese
  • speaking slowly
  • ↑ pitched voice
  • limit vocab
  • repetition in sentences
  • exaggerated key words and focus on present
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61
Q

Components of language

5 major parts

A
  • phoneme-smallest unit English has 50
  • Morpheme-smallest unit w/meaning (
    • prefix & suffix, free or bound
  • Semantics-meaning of words
  • Syntax-organization of words or phrase
  • Pragmatics-language used in social context to communicate effectively w/others
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62
Q

Crying

A
  • first ways babies communicate
  • low pitched rhythmic-hunger or pain
  • shrill-anger or frustration
  • loud high pitched-loud ↑ pitched followed by silence
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63
Q

Responses to cry

A
  • Mother Child
  • quick&consistent cried ↓in later months
  • ignored during 9 weeks cried ↓ next 9 weeks
  • quick 2 severe ↓ 2 minor learned 2 regulate distress on own
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64
Q

Language Milestones

stages of speech (6)

A
  • Cooing-6-8 weeks repeated vowels
  • Babbling-3-6 months single consonant-vowel
  • baby will say all language sounds until 9 months then narrows down to their language
  • Echolalia​-9 months repeated w/o meaning
  • First Words- 10 to 15 months express meaning
    • 8 to 9 months understand
  • Holophrastic-speech 12-15 single word entire thought
  • Telegraphic speech 18-24 two word (nouns & verb & adjective)
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65
Q

Language Errors 3 types

A
  • 2 to 3 years old
  • Overextension-too broad word
    • doggie (all animals)
  • Underextension-too narrow doggie (only for family pet)
  • Overregulation-mix apples for plural & past tense (foots or telled)
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66
Q

Language Brokering

A
  • children translating for parents
  • (+) strong interpersonal skills, self-confidence, & academic self-efficiency​
  • (-) effects, ↑ anxiety, frustration, ↑embarrassment & also role reversal as a parent becomes de parent or child
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67
Q

Cognitive Development

Piaget Constructivist Theory

A
  • combines biological motivation & experience
  • constructs knowledge from environment
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68
Q

Equilibration

A
  • drive to be balanced between thoughts and environment
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69
Q

Disequilibration-assimilation & accomadation

A
  • drive to restore balance through adaptation
  • assimilation-relates new info w/previous infor
    • dog-cow same both have 4 legs
  • accommodation-child modifies previous knowledge to fit
    • dog-cow different makes diff sounds
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70
Q

Piaget Sensorimotor

A
  • birth to 2
  • Reflexive Circular-1-4 Repeats things he enjoys
  • SecondaryCir4-8 Reproduces actions(shake toy)
  • Coordinate 20 8-12 combine’s20 to get goals
  • Tertiary Circular 12-18 deliberately experiments
  • Intermentization of Schemas 18-24
    • ​develops mental representation
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71
Q

Piaget

Object Permanence

A
  • sensorymotor stage
  • recognize people and objects continue to exist
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72
Q

Piaget

Representational (symbolic thought)

A
  • allows children to use mental images, gestures and words to represent people
73
Q

Piaget

Make-Believe Play

A
  • aka pretend play
  • aka symbolic play
  • acting out everyday activities
74
Q

Piaget

Deferred Imitation

A
  • remembering actions of others and act out later
75
Q

Preoperational Stage

A
  • 2-7 years of age
  • children think about past and future
  • ↑ in make-believe play
  • symbolic
    • functional/play/representation
76
Q

Preoperational Stage

Transductive Reasoning

A
  • makes children think unrelated events that happen at the same time are related
77
Q

Preoperational Stage

Egocentrism ****

A
  • can not see things from another’s perspective
78
Q

Preoperational Stage

2 outcomes/limitations of this stage

A
  • Magical Thinking just thinking about something can make it happen
  • Animism-inanimate objects have lifelike qualities
    • the chair looks sad
79
Q

Preoperational Stage

characteristics of preoperational

centration &

irreversibility

A
  • Centration
    • focus on one aspect excludes others
  • Irreversibility
    • can undo something
    • kids think you cannot take playdough out of the package and then put it back in
80
Q

Piaget

Concrete Operational Stage

A
  • Logical thinking
  • 7-12 ages
  • logical operations allows you to think of concrete situations
81
Q

Concrete operational

Conservation

A
  • (volume)
  • shape can change & still be the same
  • pour same amount of liquid into a glass then pour tall or wide
82
Q

Concrete operational

Decentration

A
  • focus on more than one thing at once
83
Q

Concrete operational

Reversibility

A
  • process can be reversed
  • understands things can be reversed
84
Q

Concrete Operational Stage

Conservation of number/seralization (seriation)

A
  • conservation of length, liquid, mass, weight, and volume
85
Q

Concrete Operational Stage

Horizontal Decalage

A
  • gradual development of skill
86
Q

Formal Operations

A
  • 12 years to adult
  • think abstractly/moral thinking
  • metacognition-thinking about thinking
  • this is not always developed
88
Q

Formal Operations

Hypothetical-deductive reasoning

A
  • derive and test alternative hypothesis
    *
89
Q

Formal Operations

Propositional thought

A
  • evaluate logic w/o concrete examples
90
Q

Formal Operations

Renewed Egocentrism

A
  • cant separate own abstract thought from others
91
Q

Formal Operations

  • Elkind
    • Imaginary Audience
    • Personal Fable
A
  • Imaginary audience-teen believes he is always subject of peoples attention
  • Personal Fable-teen believes they are special and cannot be harmed
92
Q

Vygotsky-social cultural theory

A
  • aka-social mediated learning
  • cognition learning/language is inter 1st & intrapersonal 2nd
93
Q

Vygotsky

private speech

proximal development

scaffolding

make-believe play

A
  • private speech-speech child utters aloud till age 7
  • proximal development-gap between independence, things needs from adult assistance/prompts
  • scaffolding-is the help given to child by questions/prompts feedback
  • symbolic play-learn more make believe pretend play
94
Q

Cognition

Childhood amnesia

A
  • 6 months old-recalls 24 hours
  • 20 months old-recalls up to 12 months
  • Most adults doe not recall before age 3 or 4
95
Q

Cognition

Reminiscence Bump

A
  • elderly largest # recalled events w/n last 10 years
    • recent life events and
    • 2nd largest ages 15-25 perhaps identity formation
96
Q

Cognition

Effect of increasing age

memory decline

Primary, Secondary, Tertiary memory

A
  • older adults
    • ↑ the decline of recent long term memory→secondary memory→working short term memory
  • less affected by the elderly
    • Primary memory-storage of short term
    • Tertiary memory-remote long term
97
Q

Cognition

Elderly memory

declarative and nondeclarative memory

A
  • declaritive memory-explicit memory includes episodic & semantic
    • autobiographical, facts, and knowledge
  • Nondeclaritive memory-(very little decline)implicit memory, procedural memory(learned skills & actions memories)created by classical conditioning and priming (exposure to prior stimulus ↑ recognition of stimulus)
98
Q

Cognition

Synchrony Effect

A
  • optimal time for success on visual and verbal memory problem solving and other cognitive tasks
  • specifically, tasks hold back a response
  • peak time morning for older adults
  • late afternoon for younger adults
99
Q

Sex differences in cognition

math ability

A
  • girls ↑ computational skills
  • boys ↑ math reasoning & problem solving
100
Q

Sex differences in cognition

verbal ability

A
  • girls ↑ childhood&adolesence speech & writing
  • boys ↑ measures verbal analogies
101
Q

Sex differences in cognition

visuospatial

A
  • girls none
  • boys-↑visuospatial especially mental rotation
102
Q

Sex differences

aggression

A
  • girls-covert-relational
    • ignoring or teasing targets hostile
  • boys-overt-verbal & physical as early as 2 years old
    • more likely to be antisocial
104
Q

Sex differences

self-esteem

A
  • girls none
  • boys- ↑ global self esteem & ↑ in adolesence & adulthood
105
Q

sex differences

developmental vulnerability

A
  • girls none
  • boys-pre-& perinatal hazards & disease
    • ↑ADD, ↑AU.↑ID, ↑ speech delays
106
Q

Self-Fulfilling prophecy

A
  • parents influence
  • children internalize parent view (boys good n math)
  • girls believe they lack math abiilty
107
Q

Gender difference treatment in parents

A
  • gender difference treatment on a decline
  • mothers and fathers treat children differently
108
Q

Temperament

Thomas & Chess

3 types of temperaments

A
  • 9 dimensions w/3 main groups
  • Easy temperament**​
    • ​Easily adapt to situations, + mood, 40%
  • Slow to warm up temperament
    • ​somewhat (-) reactions to new situations & need time to adjust
    • mildly (-), 15%
  • Difficult temperament
    • ​don’t react well to change, prefer routine
    • cry frequently, ↑energy, ↓irregular feeding
    • 10%
109
Q

Temperament

Thomas & Chess

Goodness of Fit

A
  • behavior of child has to match social environment with temperament
110
Q

Temperament

Rothbart

constitutional

reactivity

surgency

negative affectivity

self-regulation

A
  • reativity & self-regulation
  • constitutional-biological (hereditary, maturation & experience)
  • reactivity-response by latency, duration, intensity, affective, and mother both + & - stimuli
  • surgency/extraversion-↑activity level, pleasure ↓shyness
  • Negative Affectivity-mood instability, sad irritable
  • Self Regulation-facilitate, maintain, & inhibit reactivity effort control, inhibit a dominant response→subdominant response
111
Q

Kagan

Behavioral Inhibition BI

A
  • response to strangers (-) & withdrawn
  • ↑ salivary cortisol & muscle tension→↑amygdala
  • ↑continuity found w/individuals w/extreme inhibition
  • *stable BI→↑risk of anxiety disorder in childhood and adulthood especially social anxiety
112
Q

Personality

Freud Psych Sexual Stages Definition

A
  • birth to end of adolescence Libido (sexual energy)
  • excessive gratification or frustration in a stage can cause a child to get stuck in that stage
  • successful outcomes are known as Virtues
113
Q

Personality

Erickson Psych Sexual Stage Definition

A
  • social and cultural influences on personality & views
  • 8 stages
114
Q

Freud vs Erickson Stage

A

age Freud Erickson

birth-1yr oral trust vs mistrust/hope

1-3yrs anal autonomy vs shame & doubt/will

3-6 phallic initiative vs guilt/purpose

6-12 latency industry vs inferiority/competence

adolescence genital identity vs role confusion/fidelity

young adulthood intimacy vs isolation/love

middle adulthood generativity vs stagnation/care

late adulthood integrity vs despair/wisdom

115
Q

Parenting style

Baumrind 2 parenting dimensions

demanding & responsiveness

A
  • demandingness-aka control
  • responsiveness aka acceptance and warmth
116
Q

Parenting styles 4 types of styles

Authoritative

Authoritarian

Permissive

Uninvolved

A
  • Authoritative
    • ↑demanding & ↑ responsive
    • best outcome parents include child decisions
  • Authoritarian
    • ↑ demanding & ↓ responsiveness
    • parent control, respect authority, harsh punish
    • ↓nurturance & affection & discourage autonomy
  • Permissive Parent
    • ↓ demanding & ↑ responsiveness
    • very accepting of child behaviors
    • encourages child to express feelings & aggression
    • children are self-centered, immature & rebellious
    • children ↓ impulse control, ↓social skills↑ academics
  • Uninvolved
    • rejecting & neglecting
    • ↓ low demands & ↓ responsiveness
    • worst outcomes
    • children ↓self esteem, self control, moody, noncompliant, ↓social skills,↓academics
117
Q

Personality Changes in Adulthood

Big 5 changes during

adulthood

sex differences

A
  • Big 5
    • Neuroticism ↓
    • Extraversion & Openess2 experience →remains stable or ↓slightly
    • ↑Agreeableness & ↑Conscientiousness
  • Sex Differences
    • Women
      • ↑neuroticism, agreeableness, openness 2 feelings
    • Men
      • ↑assertiveness & openness to ideas
118
Q

Self-Awareness & Identity Development

Self-awareness

A
  • Self-awareness-apparent at birth
    • mirror self-recognition aka facial mark test
    • 18 months child is self-aware when he touches own nose w/mark vs touching mirror (passes test)
119
Q

Self-Awareness & Identity Development

Self-awareness–element Self Understanding

A
  • part of self awareness
  • Early childhood
    • ages 2-6
    • gender & age 1st characteristic
    • Concrete observable 2nd characteristic
  • Middle Childhood
    • age 7-11
    • self-descriptions are general personality traits & social comparison
  • Adolescents
    • age 12-18
    • abstract qualities include belief & values & psychological qualities
    • characteristics are not always consolidated
120
Q

Gender Identity Theories

Kohlberg’s-cognitive development theory

A
  • influenced by Piaget gender development depends on cognitive development
  • 3 stages of Identity
    • Gender Labeling/Identity ages 2-3
      • identify self as male/female
    • Gender Stability ages 4
      • gender id consistent boys become men
    • Gender Constancy age 6 years and older
      • gender does not change. it is stable over time and across settings
121
Q

Gender Identity theory

Social Learning Theory

A
  • development of gender identity & gender performance comes before gender-related beliefs
122
Q

Gender Identity Theory

Bussey and Banduras Social Cognitive theory

A
  • gender development comes from watching people of the same gender where only children receive praise when they perform gender specific behavior
123
Q

Gender Identity

Bem’s 1981

Gender schematic/aschematic

A
  • cognitive development & social learning where children develop gender theories into schemas when they perceive, code and interpreter information about themselves and others
  • Gender Schematic
    • people use gender norms to guide behavior
  • Gender aschematic
    • gender behavior was not reinforce
124
Q

Gender Identity

Egan & Perry Multidimensional Model

A
  • Membership knowledge-
    • knowledge of gender
  • Gender typicality
    • how person sees his gender similarities compared to other of the same gender
  • Gender contentedness-
    • satisfaction with his gender
  • Felt pressure
    • ​degree of pressure felt to conform to gen norm
  • Intergroup Bias
    • ​belief his group is superior to other group
125
Q

Gender Identity

Psychological Androgyny

Bem Sex Role Inventory (BSRI)

A
  • self report measure of gender identity
  • 4 scales
    • Feminine ↑feminine/↓masculine
    • Masculine ↑ masculine/↓feminine
    • Androgynus↑ Feminine/↓ Masculine←best type
    • Undifferentiated ↓ Feminine/↓ Masculine
126
Q

Gender Identity

Androgynous benefits

A
  • people are better than gender type in responding
  • ↑ adapt better in behaviors
  • ↑ self esteem
  • ↑ more like by peers

although conflicting evidence may argue masculine traits rather than androgynous

127
Q

Gender Identity

Adolescent Identity Development

A
  • MARCIA
  • Identity diffusion
    • no identity crisis, no commitment, not checking options, not making goals
  • Identity Foreclosure
    • no experience to identity crisis but strong commitment, accept what parents what them to become
  • Identity Moratorium
    • still exploring MORE options before commitment
  • Identity Achievement
    • experience crisis
    • explore options
    • made strong commitment
128
Q

Social Emotional Development

Harlow & Zimmerman

A
  • contact comfort
    • important for infants attachment
    • wire-mesh mother vs cloth mother
    • they need the contact and comfort
129
Q

Attachment

Bowlby’s Ethological Theory

A
  • infants & mothers are biologically made to have an attachment
  • it is made through sucking, crying, smiling, cooing and anything necessary for survival
130
Q

Attachment

Bowlby 4 stages of attachment

A
  • Preattachment
  • attachment in the making
  • clear cut attachment
  • formation of reciprocal relationships
131
Q

Bowlby

Internal Working Models

A
  • self
  • others
  • self-relationships with others in the future
132
Q

Signs of Attachment

Ainsworth

signs of attachment

A
  • 6 months of age
  • Social referencing 6-8 months
    • looks at parents to see how to respond
  • Separation anxiety 6-8 months ↑14-18 months then↓
  • Stranger Anxiety 8-10 months & ↓ by age 2
133
Q

Ainsworth Patterns of Attachment

Strange Situation def

& 4 types of attachment

A
  • stranger situation babies are separated then reunited several times
  • Secure attachment
    • ​moderate distress seeks mom when she returns, prefers parent to stranger
    • moms are sensitive & responsive
  • Insecure/resistant-Ambivalent-
    • ​close to mom, upset when she leaves, dismiss when she returns, fearful of stranger
    • moms are inconsistent in care
  • I**nsecure/Avoidant
    • ​indifferent, does not care whether she stays or goes, no distress
    • mothers are rejecting, intrusive or overstimulating, dismissive, unresponsive
  • Insecure Disorganized
    • ​fearful of mother, baby appears confused/dazed (usually maltnurition)
    • mother is abusesive or neglectful, responds in frightening way
134
Q

Consequences of Attachment

Adult Attachment Interview (AA)

3 types of Adults

A
  • early attachment experience from parents & attachment patterns of children
  • Autonomus-childhood relationships →secure child
  • Preoccupied-angry, confused or passive, preoccupation childhood→resistant child
  • Dismissing- provide + descriptions w/o memories→avoidant child
135
Q

Impact of SES & Culture

A
  • ↓ SES children are more likely insecurely attached caregivers
  • secure attachment can occur despite poverty
  • secure attachment most common in western culture & non western community
    • due to more the quality of caregiving vs culture
  • Insecure/avoidant-USA & Germany
  • Insecure/resistant-Japan & Israel & collectivist cultures
136
Q

Early Separation from Primary Caregivers

Distress

A
  • babies 7 months & ↓ separated w/very little distress
  • babies ↑ 7 months ↑stranger anxiety & when returning home clung to mother & cried when separated from them
137
Q

Critical Period of Separation

A
  • after 7 months it is considered a traumatic experience for the baby
  • it does not get better until after the middle of the first year of life.
138
Q

Early emotions

Primary

Secondary

A
  • Primary Emotion
    • birth to 18 months
    • contentment, interest, distress turns 6m joy, surprise, sadness, disgust, anger & fear
  • Secondary Emotion
    • ​self consciousness development of self-awareness
    • 18-24mexhibits envy, empathy&embarrassment
    • 30-36m all above + shame, guilt & pride
139
Q

Emotions in Adulthood

Age related change

+ & - change in emotions

A
    • emotions↓ over time from age 20-60
  • +emotions remain stable
    • emotions may ↑after 60 years of age
140
Q

Age related changes in emotional memory

+ & -

SST social selectivity theory

A
  • Positivity effect
    • ​+ effect older adults remember more + than younger adults
    • age 70 & older - emotions remained stable + emotions increased
  • SST Social Selectivity Theory
    • focus on real of positive information than (-)
141
Q

Effects of Shame & Guilt

A
  • recognition of one’s attributes & behaviors
  • usually, with someone, we are close to
  • Motivation for Δ ↑ for shame
  • shame causes distance self from event
  • guilt →apologize→repair
142
Q

Aggression

hostile

instrumental

A
  • hostile aggression harm or injury to victim
  • Instrumental aggression achieve another goal such a toy, object, humiliate someone to gain status
143
Q

Causes of Aggression

Coercive family interaction model

A
  • parent threaten/physical punishment stop behavior
  • children learn behaviors from parents including ignoring or tantrums
  • aggressive parent child interaction
    • interactions escalate over time
144
Q

Coercieve Disipline

A

↑stress, difficult temperament and personality characteristics

145
Q

Causes of Aggression

Oregon Model (PMTO)

A
  • coercieve family cycle
  • provide family w/therapy & teach to deal w/stress & parenting skills
146
Q

Crick and Dodges

Social information processing model

6 steps

A
  • Encoding cues-children focus on provoking behavior, ignore the not
  • Interpretation of Cues-aggressive children feel provoked intent is hostile
  • Clarification of goals-aggressive children want to retaliate
  • Response search-aggressive children have little response other than aggression
  • Response decision- aggressive children response be cautionary, believe it will work
  • Behavioral enactment-aggressive children act aggressively
    *
147
Q

Causes of aggression

Videogames and aggression

A
  • violent videogames contribute to violent behavior especially adolescents and young adults
  • ↑exposure violent video game→↑aggressive behavior, aggressive conditions, aggressive affect
  • ↓prosocial behavior, empathy & sensitivity
  • the relationships are even ↑ w/people w/know risk
148
Q

Intervention for Aggression

A
  • Parent training- most effective
    • equally effective for poor & non poor families right after treatment when childs problems are most severe
    • poor families benefit less when problems were mild
    • (1) year follow up families poor did worse than non poor
149
Q

Culture of Honor

acceptance

south

A
  • more prevalent in the south
  • willingness respond 2 threat w/violence&aggression
  • ↑acceptance violence warmer climate & ↓SES
  • the tradition of slavery→based on herding
    • predisposes violent stand
    • cultivates extreme violence2percieved threat
    • ↑rate of homicide from arguments w/threat to honor
  • southern men react to insult with
    • ↑levels of anger
    • ↑cortisol & testosterone
    • more likely to endorse violence
150
Q

Social Relationships in Childhood

Play

nonsocial vs social

A
  • Developed by Parten
  • Nonsocial play
    • unoccupied wonders,
    • solidtary-plays alone
    • onlooker-watching, and talks but doesn’t participate
  • Social Play
    • parallel play-alongside
    • associative play-interacts with goals
    • cooperative play-interacts with achieved goals
151
Q

Friendships in Childhood and Adolescence

Selman (1980)

Level 0, 1,2,3,4

A
  • Level 0/Momentary Playmates (MyWay) 3-6 years
    • friends are from school or neighborhood
  • Level 1/One-way Assistance-(ForMe) 5-9 years
    • friend extend beyond just school or home there people who are nice
  • Level 2/Two-way Fair Weather Cooperation (rules)
    • 7-12 years
    • fairness & reciprocity
    • I be nice & you be nice or no friends
  • Level 3/Intimate, Mutually Shared-Caring& Sharing
    • Share secrets & genuinely care, feels betrayed if friend has other friends
  • Level 4/Mature Friendships “Friends through thick & thin”
    • 12 years and older
    • value emotional closeness w/friends, accepts differences & does not feel threatened by friend
152
Q

Social relationships

Peer Status unpopular w/friends

rejected/aggressive/withdrawn

neglected

A
  • rejected-aggressive children
    • hyper, conflict w/peeps, trouble regulating emotions, misinterpret intent for hostility
  • Rejected-withdrawn children
    • submissive & passive
    • ↑social anxiety
    • (-) expectation of others
  • Neglected-↓rates of interaction
    • no disruptive behaviors
    • strong adaptive skills
153
Q

Peer Status

Rejected vs Neglected

A
  • Rejected kids-
    • ↑loneliness
    • ↓self-esteem
    • ↑peer rejection even with school change
  • Neglected kids
    • experience ↑ in peer status w/school or social group change
154
Q

Social Relationships in Adulthood

Cartenson’s Socioemotional selectivity theory

2 types of friendships

A
  • friendship perception based on the amount of time left in life
  • Future oriented-time unlimited
    • knowledge-seeking friendships
  • Present Oriented-time limited
    • emotional closeness friendship, more selective
      • feelings are more important in friendship
155
Q

Social Relationships in Adulthood

Emotion Regulation

A
  • Unhappily married couples ↓ likely to engage in (-) startup
  • ↓ likely to respond to partners expressions of anger, disgust or (-) emotions
  • *they have learned how to limit (-) emotions
156
Q

School and Family Influence

Predictors of Divorce

Emotionally Volatile vs Emotional Inexpressive

A
  • Emotional Volatile-attack defend patter
    • ​argue then makeup repeatedly early divorce
    • conflicts criticism, contempt defensiveness and stonewalling
  • Emotional Inexpression-avoidant
    • ​avoidance of conflict & later divorce
    • avoid self-disclosure & expressing emotions
157
Q

Predictors of Divorce

Sociodemographic Factors & Individual Characteristics

A
  • ​↓ risk at ↑ of marriage
  • ↑ risks ↓SES
  • ↑ risks if couple had child before marriage
  • ↑ risk for psychopathology & ↑levels of neuroticism, (most consistent) anxiety, depression, self-doubt
158
Q

Consequences of Divorce (parent& child)

Effects on Parents

A
  • diminished capacity to parent-up to 2 years after divorce- ↓ sensitivity to children & preoccupations of problems of divorce
  • custodial mothers show ↓ affection to sons ↓ consistent, ↑ authoritarian in discipline
  • noncustodial partners more indulgent & permissive
159
Q

Consequences of Divorce

Effects on children

children, preschool, boys and girls & sleeper effect

A
  • children who are well-adjusted ↓ problems
  • Preschool most negative outcomes but shortrun
  • Older children long term is worse, ↑ painful memories
  • boys ↑ (-) short & long term effect
  • girls (-) effects more immediate however not obvious
    • sleeper effect-noncompliant, ↓ self-esteem, emotional problems as adolescence, marry young, worry about betrayal or abandonment
160
Q

Consequences of Divorce

Marital Effect

A
  • ↑conflict interact families ↓ adjusted children
  • frequency of fitness child saw noncustodial parent less impact than
    • child support, father/child relationship
    • fathers authoritative parenting style
161
Q

Consequences of Divorce

Stepfamilies

biologial family

simple stepfamily

blended stepfamily

A
  • children w/biologicial parent & stepparent have worse outcomes than being w/both parents
  • simple stepfamiles (1step/1biological) improves over time & is better then blended stepfamilies (children from both families previous marriages) and children from intact conflicted families
    *
162
Q

Consequences of divorce

(-) outcomes bio and step parent

boys vs girls

young children

tens

girls vs boys

A
  • (-) outcomes when both parent & stepparent have authoritative parenting style and the step parent is supportive of bio parents decisions.
  • boys benefit ↑ than girls of having a stepmom/dad
  • young children ↓ age 9 adjust better to a stepparent
  • younger children have less adjustment issues
  • age 10-14 have the most problems may be due to age of finding out the identity
  • girls harder time & greater risk outcomes than boys
163
Q

Premarital Cohabitation and Divorce

rate cohabitating before marriage

rate cohabitating after marriage

Kuperberg rate of divorce & cohabitating

A
  • initial studies said living together ↑ rates of divorce
  • now (2000’s) living together 1st-year↓ divorce rate→ then divorce rate ↑ after subsequent years
  • 2014 Kuperberg indicates rates of divorce ↑ at the age of living together
  • early age of living together ↑ likelihood of divorce
164
Q

Transitions to Parenthood and Relationship Quality

relationship quality

adaptive parents marital relationship

family and friends

parenting responsibilities

A
  • parenthood is ↓in relationship quality ↓ in conflict
  • adoptive parents had better outcomes
    • ↓marital stress, ↑stable patter of relationship quality
  • family & friends to support, help relationship quality
  • parenting responsibilities also plays a part in relationship.
165
Q

Adopted vs Biological Children

school issues

behavior issues

mental health

outcomes

A
  • adopted children more school problems
  • adopted more likely school to contact parent, retention and suspension
  • adopted-school will call behavior issues, physical & emotional problems ADHD, SLD & AU
  • it is believed these poorer outcomes may be due to several prenatal risk factors or malnutrition, neglect or abuse
166
Q

Helicopter Parents

parent behaviors

stress impact on child

stress impact on college student

A
  • too involved in every part of child’s life
  • child cannot deal, cope, group or mature alone
  • make decisions for child or intervene to prevent failure
  • ↑benevolent (well-meaning) than an authoritarian parent but has a similar style of parenting
  • ↑stress & anxiety, ↑feeling of entitlement, ↓autonomy, ↓emotional&self regulation↓ motivation & achievement
  • college students ↑depression, ↑substance use, ↓competence in friendships & romantic relations
    *
167
Q

Gay and Lesbian Parents

A
  • do not differ from heterosexual children
  • parenting skills are similar or better than hetero
168
Q

Custodial GrandParents

positive consequences

negative consequences

A
  • Postive consequence
    • grandparents have closer relationship, ↑sense of purpose, opportunity to nurture relationships, & second chance on life
  • Negative consequence
    • ↑stress, depression anxiety, insomnia, and chronic health problems than traditional role grandparents
    • grandparents will neglect their own well being psychological and physical health, financial difficulties , social isolation and conflicts with bio parents and others
169
Q

Empty Nest

A
  • Initial studies say it was emotional crisis now it is more positive than negative outcomes
  • women ↑ satisfaction w/relationships w/partner & quality time w/partner
170
Q

Intimate Partner Violence (IPV)

A
  • physical violence
  • sexual violence
  • stalking
  • & psychological aggression
171
Q

Intimate Partner Violence

Walker’s Cycle of Violence

3 phases

A
  • Phase I
    • Tension building phase
      • tension between couple, abuser ↑ hostility & very critical
      • victim trys to anticipate abusers wants& meds to please or calm them
  • Phase II
    • Acute Battering phase
      • verbal abuse or physical attacks
      • victim may no longer be able to control partners hostility or may unintentionally provoke
  • Phase III
    • Loving Contrition Phase
      • honeymoon phase
      • abuser expresses remorse
      • abuser is loving & kind tries to concern victim it will not happen again
172
Q

Johnson’s Typology

4 types of IPV determined by 2 factors

what are the 2 factors

A
  • perpetrators motivation for violence
  • whether violence is more frequent in a heterosexual relationship by male or female
  • or perpetuated similar frequency with males & females
173
Q

Johnson Typology

4 types of IPV

A
  • 1) Intimate terrorism
    • ​mostly hetersex couples by male use of violence to control victim
    • *most often take form of Walkers Cycle of Violence
  • 2) Violent Resistance
    • most often heterosexual couples female as response violent behavior of partner
    • motivation of female is not to be controlled
    • may retaliate or defend self
  • 3) Mutual Violent Control
    • ​both people try to gain control of relationship
    • least common
  • 4) Situational Couple Violence
    • can be male or female
    • one sided or both sided
    • mild to severe
    • situationally provoked argument escalates to verbal or physical aggression
    • desire to control situation not relationship
    • most common
174
Q

Child Maltreatment

A
  • Neglect most common
    • followed by physical abuse, sexual abuse, psychological abuse
  • ↑risk with parents who experienced maltreatment
  • ↓SES, dependent &/or aggressive parental personality & parental experience of intimate partner violence (IPV)
  • children at higher roles when living with stepparent or single parent homes
175
Q

Child Maltreatment

Consequences

Child Sexual Abuse

betrayal trauma theory

Short term

Long term

A
  • Child Sexual Abuse (CSA)
    • victim gender, relationship with perpetrator & nature of abuse
  • Betrayal trauma theory
    • sexual abuse by a known person/family member worse mental health outcome than less familiar or by a stranger
  • Short term
    • females -depression & internalizing behaviors
    • males -conduct problems, aggression, & other externalizing behaviors
  • Long term
    • both genders experience mental health issues for life
    • mental issues is worse if sex abuse is by families vs stronger or less familiar
    • duration, the severity of abuse, outcomes, if it involves force or penetration also can play part
176
Q

Daycare

A
  • ↑ behavior problems
  • ↑cognitive & learning skills & some skills
  • attachment security remains relatively consistent
  • quality of parental bond is more important than if child attends daycare
177
Q

Cultural Socialization

parents practice teaching

positive outcomes

A
  • parents practice to teach child about
    • heritage,
    • cultural customs tradition
    • instill ethnic pride
  • these things include children aware of how to hands prejudice & discrimination
  • the positive outcome includes development of positive self-esteem, self-concept, & ethical racial identity
  • ↑academic achievement, & motivation
  • ↓externalizing & internalizing behavior problems
178
Q

Cultural Socialization

Teacher Expectations

self-fulfilling prophecy

Teacher interaction with students

A
  • teacher expectations
    • can be a self-fulfilling prophecy
      • teachers may treat children they are told are bloomers differently than others
    • Teachers Interactions w/students
      • Elementary→Graduate school
        • teachers call on male students ↑
        • they give males ↑praise, feedback and encourage them to learn

EPPP (10 decks)

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