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psychology 2000 > lifespan development (9) > Flashcards

lifespan development (9) Flashcards

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1
Q

developmental psychology

A

study of patterns of growth and change occurring throughout life

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2
Q

physical development

A

growth and changes in the body and brain, senses, motor skills, and health and wellness (learn how to use scissors)

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3
Q

cognitive development

A

learning, attention, memory, language, thinking, reasoning, and creativity

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4
Q

psychosocial development

A

emotions, personalty, and social relationships

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5
Q

normal development

A

studies of when children should begin walking, talking, or crawling

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6
Q

issues in developmental psychology

A

1.) stability/change
2.) continuous/ discontinuous
3.) universal/individual
4.) nature/nurture

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7
Q

stability/change

A

do we change or stay the same?
as we grow do our traits persist or do we become different people

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8
Q

continuous development

A

development occurs gradually (physical growth)

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9
Q

discontinuous development

A

development occurs in unique stages (specific ages) and master one skill before mastering another

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10
Q

stage theory

A

stage theories: universal process
also, childcare practices and cultural differences influence the timing of developmental milestones

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11
Q

nature influencing development

A

biology and genetics

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12
Q

nurture influencing development

A

environment and culture

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13
Q

psychosexual theory

A

freud
childhood experiences shape our development
lack of proper nurturance and parenting during a stage could lead to a child becoming stuck or fixated in the stage
pleasure-seeking urges are the basis of each stage

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14
Q

psychosocial theory

A

erik erikson
personality development takes place across the lifespan, not just in childhood
8 stages of psychosocial tasks that must be masted to feel competent

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15
Q

basic trust vs. mistrust

A

birth to 1 year
Can I trust others around me? Can I trust my caregivers to meet my needs?

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16
Q

autonomy vs. shame and doubt

A

1 to 3 years
Can I do things myself? Or am I helpless and have to depend on others?

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17
Q

initiative vs. guilt

A

3 to to 6 years
Am I good or bad?

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18
Q

industry vs. infereiority

A

7 to 11 years/puberty
how can i be good/better?

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19
Q

identity vs. confusion

A

adolescence
who am i?

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20
Q

intimacy vs isolation

A

young adulthood
will i be loved, or will i be alone?

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21
Q

generativity vs stagnation

A

middle adulthood
how can i contribute to the world?

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22
Q

integrity vs. despair

A

later adulthood
did i live a meaningful life?

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23
Q

cognitive theory

A

piaget
cognitive abilites develop through specific stages
children develop schemata to understand the world

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24
Q

assimilation

A

incorporate information into exisitng schemata

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25
Q

accomodation

A

change schema based on new information

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26
Q

Stage 1: Sensorimotor Stage

A

(0-2 years)
children learn about the world through senses and motor behavior
object permanence: an object exists even when not in sight
develop stranger anxiety

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27
Q

stage 2: preoperational stage

A

(2-6 years)
use symbols to represent words, images, ideas
language development
lack logic
egocentric
lack conservation
irreversibility

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28
Q

egocentric

A

inability to see the world through anyone else’s eyes

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29
Q

lack conservation

A

think changing the appearance of an object changes it

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30
Q

irreversibility

A

inability to mentally reverse an action

31
Q

stage 3: concrete operational stage

A

(7-11 years)
can perform logical operations
understand real events
no abstract thought
develop conservation
reversibility

32
Q

develop conservation

A

understand that changing the appearance of an object does not change the size of the object

33
Q

reversibility

A

ability to mentally reverse an action

34
Q

stage 4: formal operational stage

A

(12+ years)
can reason abstractly and hypothetically
renewed egocentrism

35
Q

socioculutral theory

A

Vygotsky
human development is rooted in one’s culture and historical influences
Child’s social world forms basis for the formation of language and thought
Individual’s interactions with their environment influences their development

36
Q

moral development theory

A

Kohlberg
3 levels and 6 stages of moral development
1.) pre-conventional
2.) conventional
3.) post-conventional
the study of how people develop a sense of right and wrong as they grow

37
Q

the heinz dilemma

A

should the man have stolen the drug to save his wife?
more interested in the reasoning than yes or no
people in the highest moral stage argued he should have stolen the drug

38
Q

Carol Gillian

A

disagreed with Kohlberg
men and women reason differently
girls and women focus more on interpersonal relationships

39
Q

newborn reflexes

A

born with reflexes that help us survive

40
Q

rooting reflex

A

turn head towards something that touches their cheek

41
Q

sucking reflex

A

suck on objects placed by their mouth

42
Q

grasping reflex

A

cling to objects placed in their hands

43
Q

moro reflex

A

spreads arms and pulls them back in when they feel like they’re falling

44
Q

fine motor skills

A

focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions (ex. Gripping a pencil, grasping a toy)

45
Q

gross motor skills

A

focus on large muscle groups that control arms and legs and involve larger movements (ex. Balancing, running, or jumping)

46
Q

blooming period

A

neural pathways form thousands of new connections during infancy and toddlerhood

47
Q

pruning period

A

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

48
Q

cognitive development milestones

A

6-9 months: can shake their heads “no”
9-12 months: respond to verbal requests (ex. wave-bye), develop permanence
1-2 years (i.e, toddlers): understand someone will come back when they leave the room, will look in appropriate places when asked to find objects
3-5 years: learn to count, name colors, know their name and age, can make small decisions, understand basic time concepts, enjoy pretend play, become more curious, develop theory of mind (understand that i am my own person)
6-11 years: logical and organized thinking, understand past, present, and future, can plan and work towards goals, understand cause-and-effect relationships, basic math skills

49
Q

cognitive development (language)

A

Cooing (2-3 months)
Babbling (6 months)
One-Word Speech (1 year) “Milk”- “I want milk”
Meaningful Combinations (1.5 years) “Me up”
Whole Sentences (5+ years)

50
Q

psychosocial development

A

occurs as children form relationships, interact with others, and understand and manage their feelings

51
Q

attachment

A

a long standing connection or bond with others

52
Q

secure base

A

parental presence that gives the child a sense of safety as they explore their surroundings

53
Q

strange situation

A

Mary Ainsworth
Caregiver and infant are placed in a room together, with toys
Stranger enters the room and caregiver leaves
Caregiver returns to the room

3 types of style attachment developed + a fourth later
1.) secure
2.) avoidant
3.) resistant/ambivalent
4.) disorganized

54
Q

secure attachment

A

child uses the parent as a secure base from which to explore

55
Q

avoidant attachment

A

Unresponsive to parent, does not use the parent as a secure base, and does not care if parent leaves

56
Q

resistant/ambivalent attachment

A

Show clingy behavior, but then reject caregivers attempts to interact with them
Become extremely disturbed or angry with parent, difficult to comfort upon return

57
Q

disorganized

A

Show odd, inconsistent behavior around caregiver
Common when child has been abused

58
Q

authoritative parenting style

A

Has reasonable demands and consistent limits
Expresses warmth and affection
Listens to the child’s point of view
Sets rules and explain them, but flexible and willing to make exceptions
(most encouraged)
impact: children have high self-esteem and social skills

59
Q

authoritarian parenting style

A

Rule-oriented
Strict
Controlling
Cold
Impact: children are unhappy, anxious, and withdrawn

60
Q

permissive parenting style

A

Make few demands
Establish few rules or limits
Play the role of a friend rather than parent
Nurturing and loving
Rarley use punishment
Impact: children lack self-discipline, tend to have lower grades, engage in risky or disruptive behaviors, but also higher self-esteem, strong social skills, and low levels of depression

61
Q

uninvolved parenting style

A

Indifferent
Neglectful
Make few demands
Nonresponsive to child’s needs
Impact: children are emotionally withdrawn, fearful, anxious, have lower grades, and are at a greater risk of substance abuse

62
Q

adolescence

A

begins at puberty, ends at emerging adulthood
no longer a child, but a self-supporting adult
peers become more influential
Predictable physical, cognitive, and psychosocial milestones

63
Q

puberty

A

physical changes in the body allow for sexual reproduction

64
Q

brain development continues

A

Frontal lobe: responsible for judgment, impulse control, and planning
May explain why adolescents engage in increased risk-taking behaviors and emotional outbursts (frontal lobe still developing!)

65
Q

cognitive developement

A

Consider, form, and debate ideas and opinions (e.g., politics, religion, justice)
Cognitive empathy (theory of mind) – the ability to take the perspective of others and feel concern for others

66
Q

Psychosocial Development During Adolescence

A

Experiment with and develop identity and roles
Adolescents refine their sense of self as they relate to others (Who am I? Who do I want to be?)
May adopt the values and roles that parents expect for them
May develop identities that are in opposition to their parents but align with a peer group
Peer relationships become a central focus in adolescents’ lives

67
Q

emerging adulthood

A

newly defined period
18- mid-20’s
identity exploration is focused on work and love

68
Q

Early Adulthood (20s-40s):

A

Physical abilities are at their peak

69
Q

Middle Adulthood (40s-60s):

A

Gradual declines: skin loses elasticity (wrinkles form), visual acuity decreases, women experience menopause, men and women both tend to gain weight, hair begins to thin and turn gray

70
Q

late adulthood (60+)

A

Skin continues to lose elasticity, reaction time slows further, muscle strength diminishes, and smell, taste, hearing, vision decline, memory loss

71
Q

successful aging

A

active lifestyle
close relationships
independence
accepting aging

72
Q

death and dying

A

Culture and individual backgrounds influence how we view death

73
Q

5 stages of grief

A

Denial
Anger
Bargaining
Depression
Acceptance

psychology 2000 (11 decks)

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