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Lifespan Development > Lifespan Development: Exam #2 > Flashcards

Lifespan Development: Exam #2 Flashcards

1
Q

Temperament

A

Individual differences in behavioral styles, emotions, and characteristic ways of responding; is moderately stable over the lifespan.

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2
Q

Chess and Thomas’s Temperament Classification

A
  • Easy child (40%)
  • Difficult child (10%)
  • Slow-to-warm-up child (15%)
  • Unclassified (35%)
  • Based on 9 dimensions of temperament.
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3
Q

Nine Dimensions of Temperament

A
  1. Rhythmicity
  2. Adaptability
  3. Activity Level
  4. Threshold of responsiveness
  5. Quality of Mood
  6. Distractibility
  7. Attention Span/Persistence
  8. Approach/Withdrawal
  9. Intensity of Reaction
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4
Q

Rothbart and Bates’s Temperament Classification

A

Based on the idea that individuals can engage in a more cognitive, flexible approach to stressful circumstances

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5
Q

Extraversion/Surgency

A
  • Rothbart and Bates
  • Activity level high
  • Impulsive
  • Positive anticipation
  • Sensation seeking
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6
Q

Negative Affectivity

A
  • Fear
  • Frustration
  • Sadness
  • Discomfort
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7
Q

Effortful Control (Self-regulation)

A
  • Attentional focusing

* Shifting, can soothe oneself

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8
Q

Biological Foundations and Experience of Temperament

A
  • Children inherit a physiology that biases them to have a particular type of temperament, but this is modifiable through experience (Kagan).
  • Contemporary view: temperament is a biologically based but evolving aspect of behavior.
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9
Q

Gender, Culture, and Temperament

A
  • Parents may react differently to an infant’s temperament depending on gender.
  • Different cultures value different temperaments.
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10
Q

Goodness of Fit and Parenting

A

• The match between a child’s temperament and the environmental demands the child must cope with.

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11
Q

Attachment

A

A close emotional bond between two people

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12
Q

Freud and Attachment

A

Infants become attached to the person that provides oral satisfaction.

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13
Q

Harlow and Attachment

A

Contact comfort preferred over food.

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14
Q

Erikson and Attachment

A

Trust arises from physical comfort and sensitive care.

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15
Q

Bowlby’s Stages of Attachment: Birth to 2 months

A

Instinctively direct attachment to humans, non-discriminatory.

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16
Q

Bowlby’s Stages of Attachment: 2 to 7 months

A

Focused on one figure, usually primary caregiver.

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17
Q

Bowlby’s Stages of Attachment: 7 to 24 months

A

Specific attachments develop and seek contact with regular caregivers.

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18
Q

Bowlby’s Stages of Attachment: 24+ months

A

Consider other’s emotions and feelings before they take action.

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19
Q

Secure Attachment

A

Caregiver is secure base to explore from, mildly protest when separated, seeks out upon return.

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20
Q

Insecure Avoidant

A

Avoid caregiver; non distressed when she leaves, no interest upon return.

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21
Q

Insecure Resistant

A

Cling to then resist caregiver but very clingy in strange situation room. Cry when she leaves but resist upon return.

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22
Q

Insecure Disorganized

A

Tend to be very fearful around caregiver and strong pattern of avoidance. May appear dazed and confused.

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23
Q

Caregivers of Insecurely Attached Infants

A
  • Rejecting leads to avoidant attachment style.
  • Inconsistent leads to resistant attachment style
  • Neglectful/Abusive leads to disoriented attachment style.
  • Depression in caregiver can lead to any of these if they are not responsive to infant.
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24
Q

Gross Motor Skills

A
  • Age 3: Simple movements
  • Age 4: More adventurous
  • Age 5: Hair-raising risks
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25
Q

Fine Motor Skills

A
  • Age 3: Still clumsy
  • Age 4: Improved fine motor coordination
  • Age 5: Body coordination
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26
Q

Piaget’s Preoperational Stage

A
  • Ages 2 to 7
  • Operations are reversible mental actions (e.g. John is Donna’s brother. Who is John’s sister?)
  • Children represent the world with words, images, and drawings.
  • Children form stable concepts and begin to reason.
  • Children engage in magical beliefs (when they don’t understand something, it “must be magic”).
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27
Q

Piaget’s Preoperational Substages

A
  • The Symbolic Function Substage

* The Intuitive Thought Substage

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28
Q

The Symbolic Function Substage

A
  • Child gains the ability to mentally represent an object that is not present.
  • Egocentrism: cannot distinguish one’s own perspective from someone else’s
  • Animism: the belief that inanimate objects have lifelike qualities and are capable of action
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29
Q

The Intuitive Thought Substage

A
  • Piaget said that children are unaware of how they know what they know.
  • 4 to 7 years of age.
  • Children use primitive reasoning and want to know the answers to questions.
  • Have difficulty understanding events that cannot be seen and negotiating traffic.
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30
Q

Centration and the Limits of Preoperational Thought

A
  • Centration: Centering attention on one characteristic to the exclusion of all others.
  • Conservation: Altering a substance’s appearance does not change its basic properties.
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31
Q

Vygotsky’s Theory

A
  • Children think and understand primarily through social interaction.
  • Zone of Proximal Development (ZPD): Range of tasks that are too difficult for the child alone but that can be learned with guidance.
  • Scaffolding: Changing the level of support during a teaching session.
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32
Q

Vygotsky’s Theory: Language and Thought

A
  • Private speech: Use of language for self-regulation.
  • Children use speech to communicate socially and to help them solve tasks.
  • Inner speech becomes their thoughts.
  • More private speech = more social competence.
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33
Q

Vygotsky’s Theory: Teaching Strategies

A
  • Vygotsky’s theory can be applied to education:
  • Assess child’s ZPD
  • Use the child’s ZPD in teaching
  • Use more-skilled peers as tutors
  • Place instruction in a meaningful context
34
Q

Piaget’s Concrete Operational Stage

A
  • Ages 7 to 11.
  • Children can perform concrete operations and reason logically, and are able to classify things into different sets.
  • Conservation occurs because children now able to consider several characteristics at once.
35
Q

Autism Spectrum Disorders (ASD)

A
  • Autistic disorder to Asperger syndrome
  • Autistic children typically exhibit difficulty establishing social relationships, communication problems, stereotypical & repetitive patterns of behavior, restricted interests.
  • Asperger children typically exhibit good verbal abilities, but poor ability to read social cues, have obsessive repetitive routines, and be preoccupied with very narrow interests.
36
Q

Self Esteem

A

Global evaluations of the self.

37
Q

Improving Self Esteem

A
  • Identify causes of low self-esteem
  • Provide emotional support and social approval
  • Engage in joint family activities
  • Help child achieve in domains important to the child
  • Provide help when necessary
  • Help child learn coping strategies
  • Household should be harmonious
  • Model self-esteem
38
Q

Self Concept

A
  • Domain-specific evaluations of the self.
  • e.g. athletic, academic, physical, social
  • Self-esteem may be tied to having positive self-concept(s) in domain(s) that matter to the child.
39
Q

Lawrence Kohlberg’s Theory of Moral Development

A
  • Based on Piaget’s cognitive stages.
  • Proposed 3 levels and 6 universal states of moral development.
  • Developed stages based on interviews using moral dilemmas.
40
Q

Kohlberg’s Level 1

A
  • Lowest level
  • Preconventional Reasoning
  • No internalization of moral values
  • Controlled by external rewards and punishments
41
Q

Kohlberg’s Level 1, Stage 1

A
  • Heteronomous morality

* Moral thinking is often tied to punishment

42
Q

Kohlberg’s Level 1, Stage 2

A
  • Individualism, instrumental purpose, and exchange
  • Individuals pursue their own interests but also let others do the same.
  • If I share my cookie with Susie today, tomorrow she’ll share her candy.
43
Q

Kohlberg’s Level 2

A
  • Conventional Reasoning
  • internalization is intermediate
  • Individuals abide by certain standards (internal), but they are the standards of others (external), such as parents or the laws of society.
44
Q

Kohlberg’s Level 2, Stage 3

A
  • Mutual interpersonal expectations, relationships, and interpersonal conformity
  • Individuals value trust, caring, and loyalty to others
  • Children want to be seen by parents, teachers as “nice kid”
45
Q

Kohlberg’s Level 2, Stage 4

A
  • Social systems morality
  • Understanding the social order, law, justice, and duty.
  • Don’t steal stuff from school or we won’t have it for gym class.
46
Q

Kohlberg’s Level 3

A
  • Postconventional Reasoning
  • The highest level
  • Morality is completely internalized and is not based on others’ standards.
  • Personal moral code
47
Q

Kohlberg’s Level 3, Stage 5

A
  • Social contract or utility and individual rights
  • Values, rights, and principles transcend the law
  • e.g. the right to marry another race before laws had been changed
48
Q

Kohlberg’s Level 3, Stage 6

A
  • Highest stage
  • The person has developed a moral standard based on universal human rights
  • When conflict between law and conscience, person believes conscience should be followed (draft avoiders).
49
Q

Influences on Kohlberg’s Stages

A
  • Cognitive development
  • Experiences dealing with moral questions/conflicts
  • Parental modeling and communication about moral issues
  • Peer interaction and perspective taking are crucial
50
Q

Gender Stereotypes

A

Broad categories that reflect general impressions and beliefs about males and females

51
Q

Gender Role Classification

A
  • Individuals can have both masculine and feminine traits
  • Androgyny – presence of positive masculine and feminine traits in the same person
  • Androgynous individuals are more flexible, competent, and mentally healthy
52
Q

Gender in Context

A
  • Traits people display may vary with the situation (e.g. males and females choose different situations to be helpful in)
  • Culture determines gender appropriateness
53
Q

Baumrind’s Parenting Styles

A
  • Authoritative
  • Authoritarian
  • Indulgent
  • Neglectful
54
Q

Authoritative Parenting

A
  • Accepting
  • Responsive
  • Demanding
  • Controlling
  • May be most effective type for variety of reasons
  • Children are: independent, socially competent, confident, achievement-oriented, friendly, cooperative, cope well with stress, cheerful. All this leads to popularity with peers and other adults.
55
Q

Authoritarian Parenting

A
  • Rejecting
  • Unresponsive
  • Demanding
  • Controlling
56
Q

Indulgent Parenting

A
  • Accepting
  • Responsive
  • Undemanding
  • Uncontrolling
57
Q

Neglectful Parenting

A
  • Rejecting
  • Unresponsive
  • Undemanding
  • Uncontrolling
58
Q

Gender and the Care Perspective

A
  • Carol Gilligan argues that Kohlberg’s theory of moral development does not adequately reflect relationships and concern for others.
  • justice perspective vs. care perspective
59
Q

Justice Perspective

A

A moral perspective that focuses on the rights of the individual; individuals independently make moral decisions.

60
Q

Care Perspective

A

The moral perspective of Carol Gilligan, which views people in terms of their connected ness with others and emphasizes interpersonal communication, relationships with others, and concern for others.

61
Q

Play

A
  • A pleasurable activity that is engaged in for its own sake.
  • Facilitates language development as children talk/work out rules while playing
62
Q

Freud/Erikson and Play

A
  • Helps child master anxieties and conflicts

* Play therapy

63
Q

Piaget and Play

A

• Play advances cognitive development; a way to practice competencies and skills

64
Q

Vygotsky and Play

A

• An excellent setting for cognitive development, especially imaginary play which leads to creativity

65
Q

Berlyne and Play

A

• Satisfies our exploratory drive; we like to experience new things

66
Q

Sensorimotor Play

A

Exercises infant’s sensorimotor schemes.

67
Q

Practice Play

A

The repetition of behavior when new skills are being learned or mastered

68
Q

Pretense/Symbolic Play

A
  • Child transforms the physical environment into a symbol (e.g. ironing board became the grocery conveyor belt).
  • Pretend play is an important aspect of young children’s development because children learn social roles, cooperation.
69
Q

Social play

A
  • Involves interaction with peers

* Teaches turn-taking, new skills

70
Q

Constructive Play

A

Children engage in the self-regulated creation of a product or a solution (e.g. building stuff, art projects, etc.).

71
Q

Games

A

Activities that are engaged in for pleasure and have rules.

72
Q

Peer Statuses

A
  • Popular Children
  • Average Children
  • Neglected Children
  • Rejected Children
  • Controversial Children
73
Q

Popular Children

A

Well liked

74
Q

Average Children

A

Majority of children fit into this category. Not popular, but not rejected, either.

75
Q

Neglected Children

A

Almost invisible to others. Tend to be very shy.

76
Q

Rejected Children

A

Nobody wants to play with them.

77
Q

Controversial Children

A

The child virtually swings from being popular to rejected depending on who is being asked. Might bully/punch others and say they were just playing, etc.

78
Q

Friends

A

Important because kids with friends are less likely to suffer from psychological problems, achieve more academically, higher self-esteem.

79
Q

Six Functions of Friendship

A
  1. Companionship: Someone to do things with.
  2. Stimulation: Entertainment.
  3. Physical support: Loaning lunch money, letting them stay over if they need to.
  4. Ego support: Make them feel good about themselves.
  5. Social comparison: Can be good or bad. What one friend has that you don’t have and vice versa.
  6. Affection and Intimacy: Kicks in during adolescence, e.g. girls saying I love you to one another.
80
Q

Initiative vs. Guilt (Erikson)

A
  • Preschool age.
  • Children have figured out that they are independent and begin to make their own choices.
  • Choices parents disapprove of (or kid thinks they’ll disapprove of) lead to guilt and may impede independence.
81
Q

Industry vs. Inferiority (Erikson)

A
  • Industry: children become interested in how things work.

* Inferiority: parents who see their children’s efforts as mischief may encourage inferiority.

Lifespan Development (8 decks)

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