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Psychology Final > Lifespan Development > Flashcards

Lifespan Development Flashcards

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1
Q

physical development

A

physical growth and well-being and overall health throughout the lifespan.

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2
Q

cognitive development

A

changes in mental processes such as thinking, reasoning, learning, memory, and problem-solving.
example: learning to speak or solve puzzles

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3
Q

psychosocial development

A

emotions, personality, relationship

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4
Q

Normative Approach

A

refers to a method in lifespan development that focuses on general patterns of behavior or development that are typical for most individuals within a specific age range. It provides a “norm” or standard for what is considered usual or expected in terms of physical, cognitive, and psychosocial development

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5
Q

Developmental milestones

A

key behaviors or abilities that most individuals achieve at certain points during their development. (walking, speaking, puberty)

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6
Q

Continuous Development

A

Refers to gradual, ongoing development with small, incremental changes over time.
Example: Increasing vocabulary and language skills throughout childhood.

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7
Q

Discontinuous Development

A

Involves distinct stages or phases of development, with more abrupt changes that are qualitatively different from one another.
Example: The leap from adolescence to adulthood, which involves major changes in social roles, responsibilities, and identity.

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8
Q

Sigmund Freud’s Psychosexual Development

A

explaining what leads us to our point of our adult ability all whilst describing
stages of nurturance and fixations that attribute to our pleasure seeking development
Oral Stage (0-1 year)
Anal Stage (1-3 years)
Phallic Stage (3-6 years)
Latency Stage (6-puberty)
Genital Stage (puberty-adult)

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9
Q

fixations

A

introduced by Sigmund Freud in his theory of psychosexual development. A fixation occurs when an individual becomes “stuck” at a particular stage of development due to unresolved conflicts or unmet needs. These fixations can manifest in adulthood as specific behaviors, personality traits, or preferences linked to the unresolved stage.

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10
Q

Erik Erikson

A

believed that development was influenced by social factors rather than sexual, and it involves overcoming challenges at different life stages.

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11
Q

Trust vs. Mistrust (0-1 year)

A

Trust (or mistrust) that basic needs, such as nourishment and affection, will be met

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12
Q

Autonomy vs. Shame/Doubt (1-3 years)

A

Develop a sense of independence in many tasks.

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13
Q

Initiative vs. Guilt (3-6 years)

A

Take initiative on some activities - may develop guilt when unsuccessful or boundaries overstepped.

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14
Q

Industry vs. Inferiority (7-11 years)

A

Develop self-confidence in abilities when competent or sense of inferiority when not.

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15
Q

Identity vs. Confusion (12-18 years)

A

Experiment with and develop identity and roles

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16
Q

Intimacy vs. Isolation (19-29 years)

A

Establish intimacy and relationships with others.

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17
Q

Generativity vs. Stagnation (30-64 years)

A

Contribute to society and be part of a family.

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18
Q

Integrity vs. Despair (65+ years)

A

in old age, individuals reflect on their life. Success leads to a sense of integrity and fulfillment, while failure results in despair and regret.

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19
Q

Assimilation (Jean Piaget’s Cognitive Development Theory)

A

Incorporating new information into existing schemata without changing them.
Example: A child sees a zebra for the first time and calls it a “horse.” They are fitting the zebra into their existing schema for horses.

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20
Q

Accommodation (Jean Piaget’s Cognitive Development Theory)

A

Modifying existing schemata to incorporate new information.
Example: After learning that a zebra has stripes and is not a horse, the child adjusts their schema to differentiate between horses and zebras.

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21
Q

Stages of Cognitive Development

A

Piaget proposed that cognitive abilities develop in four sequential stages: sensorimotor, preoperational, concrete operational, and formal operational ultimately ending with a cognitively
capable adult.

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22
Q

Sensorimotor Stage (0–2 years)

A

Infants learn through sensory experiences and motor activities.
Example: A baby learns that shaking a rattle produces sound, understanding cause and effect.

23
Q

Preoperational Stage (2–7 years)

A

Children begin using symbols (like words and images) to represent objects but lack logical reasoning
A child uses a broom as a “horse” and pretends to ride it around the house, demonstrating their ability to use a symbol (the broom) to represent something else (a horse)

24
Q

Concrete Operational Stage (7–11 years)

A

children develop the ability to think logically about concrete (physical) objects and events.

25
Q

Formal Operational Stage (12+ years)

A

Abstract reasoning and hypothetical thinking emerge.
Example: A teenager can think about moral dilemmas, like imagining what would happen in a world without laws.

26
Q

Lawrence Kohlberg’s Moral Development Theory

A

Kohlberg built on Piaget’s ideas to propose stages of moral reasoning, focusing on how individuals justify their actions. Kohlberg identified three levels, each with two stages

27
Q

Preconventional Level (Childhood)

A

Stage 1: Obedience and Punishment
Definition: Actions are judged based on avoiding punishment.
Example: A child doesn’t steal candy because they don’t want to be punished.

Stage 2: Self-Interest
Definition: Decisions are based on personal gain.
Example: A child shares a toy to get praise or a reward

28
Q

Conventional Level (Adolescence/Adults)

A

Stage 3: Interpersonal Relationships
Definition: Behavior is guided by social approval and relationships.
Example: A teenager helps a friend with homework to maintain their friendship.

Stage 4: Law and Order
Definition: Emphasis is placed on obeying laws and maintaining social order.
Example: An adult follows traffic rules because it ensures safety for everyone

29
Q

Postconventional Level (Some Adults)

A

Stage 5: Social Contract
Definition: Laws are seen as flexible based on the greater good.
Example: A person protests an unfair law because it violates human rights.

Stage 6: Universal Ethical Principles
Definition: Moral reasoning is based on universal principles, like justice and equality.
Example: Someone risks their life to save others, guided by a principle of selflessness.

30
Q

Prenatal Development Stage

A

Germinal Stage: The first two weeks post-conception, where the zygote forms and begins dividing.
Embryonic Stage: Weeks 3–8, where organs begin forming.
Fetal Stage: Week 9 to birth, when the fetus grows and develops more complex structures.

31
Q

Critical Period

A

A timeframe during which specific organs or systems develop, and external factors (like teratogens) can have a lasting impact.

Example: Alcohol consumption during pregnancy may lead to Fetal Alcohol Syndrome (FAS).

32
Q

Teratogens

A

are substances or environmental factors that can cause harm to a developing fetus during pregnancy, potentially leading to birth defects, developmental disorders, or other health problems.

33
Q

Newborn Reflexes

A

Reflexes are automatic responses that help babies survive

34
Q

Rooting reflex

A

baby turns its head towards something that touches its cheek

35
Q

Sucking reflex

A

suck on objects placed by the mouth

36
Q

Grasping reflex

A

cling to objects placed in hands

37
Q

Moro reflex

A

baby spreads arms and pulls them back in when they are startled/feel like they
are falling

38
Q

Blooming period

A

neural pathways form thousands of new connections during infancy and
toddlerhood

39
Q

Pruning period

A

neural connections are reduced during childhood and adolescence to allow the
brain to function more efficiently

40
Q

Motor skills

A

ability to move our bodies and manipulate objects

41
Q

Fine motor skills

A

focus on the muscles in our fingers, toes, and eyes, and enable coordination of
small actions (e.g., gripping a pencil)

42
Q

Gross motor skills

A

focus on large muscle groups that control arms and legs and involve larger
movements (e.g., balancing, running)

43
Q

6-9 months

A

can shake their head “no”.

44
Q

9-12 months

A

respond to verbal requests (e.g., wave bye-bye)

45
Q

8 months

A

understand object permanence

46
Q

Toddlers

A

understand someone will come back when they leave the room, will look in appropriate places when asked to find objects.

47
Q

3-5 years

A

learn to count, name colors, know their name and age, can make small decisions,
understand basic time concepts and sequencing, enjoy pretend play (can think symbolically), become more curious (always asking ”why?”), develop theory of mind

48
Q

6-11 years

A

Thinking becomes more logical and organized, understand past, present, and future, can
plan and work towards goals, understand cause-and-effect relationships, basic math skills.

49
Q

secure base

A

A secure base is the reliable presence of a caregiver (typically a parent or guardian)

50
Q

Self-Concept (Self-Awareness)

A

: A person’s perception and awareness self-worth. Children with a positive self-concept tend to be more confident, more independent, do better in school and are more willing to try new activities

51
Q

Parenting Style Authoritarian

A

Strict, emphasizing rules and obedience. Often leads to children who are anxious or less confident.

52
Q

Parenting Style Uninvolved

A

Minimal interaction or neglect. Can result in poor social and emotional outcomes.

53
Q

Stages of Grief

A
  • Anger
  • Bargaining
  • Depression
  • Acceptance

Psychology Final (5 decks)

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