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PSYC*1000 Exam#2 > Lifespan Development - Chapter 10 > Flashcards

Lifespan Development - Chapter 10 Flashcards

1
Q

Developmental Psychology

A

Developmental psychology is the study of human physical, cognitive, social, and behavioral characteristics across the lifespan

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2
Q

Principles of Growth & Development

A

Continuous sequential process from conception to death

During the first year, growth is very rapid

Growth levels off during the preschool and elementary-school years

Growth is rapid in early adolescence

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3
Q

Physical Growth Trends

A

Proximodistal trend

Cephalocaudal trend

Epiphyses

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4
Q

Research Design in Developmental Psychology

A

Cross-sectional design

Longitudinal design

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5
Q

Nature Nurture Influences

A

Both are important in shaping development It’s not an “either-or” issue any longer Gene-environment interaction

Impact of genes on behaviour depends on the environment where behaviour develops

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6
Q

Gene-Environment Interaction

A

The impact of genes on behaviour depends on the environment in which the behaviour develops

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7
Q

Nature via Nurture

A

Genetic predispositions can drive us to select and create particular environments, leading to the mistaken appearance of a pure effect of nature

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8
Q

Gene Expression

A

Some genes “turn on” only in response to specific environmental events

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9
Q

Historical/cultural and societal contexts

A

Transmission of patterns of beliefs, values, customs and skills to younger generations - reflective of historic and cultural contexts

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10
Q

Domains of Development

A

Physical domain - considered to involve:

Physical changes - height, weight, strength, etc.

Neurological development

Gross motor skills
Fine motor skills

Sensory development

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11
Q

Cognitive domain – considered to involve:

A

Intellectual - thinking, acquiring new knowledge, attention, memory, reasoning, and problem-solving skills

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12
Q

Language domain - often considered to be within the Cognitive domain

A

Expressive language (speaking)

Receptive language (understanding what others are saying)

Verbal and non-verbal

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13
Q

Social-Emotional domain - considered to involve:

A

Sense of belonging

Interactions with others (navigate social interactions - for example, cooperation)

Forming relationships - family, friends, community

Being able to use and understand social skills and social cues

Experience, express, and manage own emotions

Understand the emotions of others

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14
Q

Prenatal Development (stages)

A

Period of Zygote (Weeks 0-2)

Conception (sperm fertilizes ovum).

Zygote attaches to uterine wall.

Embryonic Stage (Weeks 3 - 8)

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15
Q

Prenatal Brain Development

A

Between day 18 and approximately 180 days (6 months), neurons grow at an incredible rate

Up to 250,000 neurons per minute at times

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16
Q

Factors Affecting Prenatal Development

A

Alcohol consumption, smoking, drugs, and chicken pox durning pregnancy

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17
Q

Preemies (preterm infants)

A

Preterm infants are born earlier than 36 weeks.

Children born at 25 weeks have a little better than 50% chance of surviving.

However, because fetal development happens quickly, children born at 30 weeks have a 95% chance of survival.

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18
Q

Supports for New Parents of Preemie

A

Kangaroo Care

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19
Q

Infants Brain Development

A

Myelination begins prenatally and accelerates through infancy and childhood, and then continues gradually for several decades

20
Q

Synaptic Development (2 key processes)

A

Synaptogenesis - the forming of new synaptic connections.

Synaptic pruning the loss of weak nerve cell connections

21
Q

Infants - Sensory Development

A

Human infants are born almost completely helpless and require extended care as they develop their senses, strength, and coordination.

Newborns will imitate the facial expressions of others.

22
Q

Infants Motor Development

A

Infants are born with a large set of automatic motor behaviors (reflexes)

Sucking and rooting reflexes are essential for feeding

23
Q

Cognition

A

Activity of knowing and the mental processes used to acquire knowledge and solve problems

24
Q

Cognitive Development

A

Changes that occur in mental skills and abilities over the course of life

25
Q

Piaget’s Theory of Cognitive Development

A

Stage-like theory, domain-general

Children construct their knowledge

Cognitive structures or concepts used to identify and interpret objects, events, information in environments, an organized ways of making sense of experience

26
Q

Example of Cognitive Schema

A

Assimilating a new rattle - playing with the new rattle in the same way the child played with other rattles

Accommodating a new rattle – may initially play with the rattle in the same way as with previous rattles, but if the rattle makes a different noise the child will adapt his/her play with the rattle to make the new noise

27
Q

Piaget’s Four Stages of Cognitive Development

A

Sensorimotor (0-2)

Preoperational (2-7)

Concrete Operation (7-11)

Formal Operational (11 - adulthood)

28
Q

Object Permanence

A

Understanding that objects continue to exist when they are not in sensory or motor contact with the object, as revealed by retrieval of hidden objects

May be present within first few months

29
Q

Power of Peek-a-boo

A

Significant with cognitive support

Through play, infants can play out the comings and goings of people that he/she has come to recognize and depend upon.

An infant can also gain understanding that he can hide from an adult, although he still thinks that if he can’t see the adult, the adult can’t see him (he will put his hands over his eyes to hide).

30
Q

Preoperational State - Egocentrism

A

Focus only on their own viewpoint or perspective

Unable to think about others’ symbolic viewpoints from one’s own as in three mountains problem - if they see cows when looking at the model, they feel the child opposite also sees cows.

31
Q

Preoperational State - Conservation

A

Children at the preoperational stage cannot yet conserve - they think certain physical characteristics of objects remain the same, even when their outward appearance changes

32
Q

Vygotsky’s Sociocultural Theory of Development

A

Cognitive development is inseparable from social and cultural contexts

Cognitive development occurs the support of more knowledgeable others in a child’s world - MKOs

33
Q

Scaffolding

A

As the child develops the skill, the scaffolding gets less until the child can do the skill independently

34
Q

Social and emotional development

A

a lifelong process (from birth to death) that in significantly important to helping people across the lifespan learn to understand, express, and manage their emotions, and to form and maintain healthy relationships with others.

35
Q

Social Cognition

A

Thinking people have and demonstrate about the thoughts, feelings, motives, and behaviours of themselves and other people

36
Q

Self awareness/self concept

A

One’s perceptions of one’s unique attributes or traits - a combination of physical and psychological attributes

37
Q

Development of the self

A

Begins at birth

Significant development during toddlers’ development

Rouge test
-Most 12-month olds touch the mark on the mirror
-Most 15-month olds touch the mark on their face; indicating they recognize the infant in the mirror as themselves.

38
Q

Social and Emotional Development - Infants

A

“social single” - 4 weeks

Stranger anxiety (begins 8-9 months)

Experience diverse emotions

Development of the self-awareness (ability to recognize ones individuality)

39
Q

Social and Emotional Development - Attachment

A

Attachment describes a close reciprocal emotional relationship between two people; people we feel closest to across the lifespan.

Not a trait or skill

This sense of security also extends to relationships across the life span. With development, this security shifts in emphasis of need.

40
Q

Attachment Styles

A

Attachment Styles were not created by Bowly in his original conceptualization of attachment

They were created by Mary Ainsworth
-Type A → Secure
-Type B → Insecure avoidant
-Type C → Insecure anxious ambivalent

Solomon and Geotge conceptualized the 4th style of parenting
- Type D → Disorganised

41
Q

IMPORTANT

Assessing Attachment Security - The problem

A

that the strange situation has inherent problems. Research indicates the strange situation is not an appropriate measure of attachment and not culturally relevant.

42
Q

Social and Emotional Development - Childhood

A

Generally preschool and school age children are much better able to regulate their emotions and understand the emotions of others.

Differences in children’s social and emotional development can be influenced by culture, trust in relationships, and biological factors (temperament).

43
Q

Adolescence

A

Transition between childhood and adulthood
Spans 12 – 25 years of age

44
Q

Adolescence - Emotional Development

A

Capacity to regulate emotions is still developing

more effective regulation of emotions

45
Q

Adolescence - Social Development

A

Adolescence identity crisis

Curiosity, questioning, and exploration

Peer groups

Romantic relationships

46
Q

Adolescence - Moral Development

A

Begins in childhood - children belgian to learn right and wrong by observing which behaviors are punished or rewarded

the increase in cognitive development, and abstract reasoning

PSYC*1000 Exam#2 (3 decks)

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