Lifespan Developmental Psychology Flashcards
1
Q
Typical patterns of change.
A
Normative development
2
Q
Developmental Psychology is ….
A
The study of how children and adults change over time. Includes biological, social, emotion and cognitive processes.
3
Q
Individual variations in patterns of change.
A
Idiographic development
4
Q
Fertilization occurs in the ..
A
Fallopian tube
5
Q
Fertilization
A
When a sperm United w an egg or ovum and travels to the uterus.
6
Q
Zygote
A
The fertilized ovum
7
Q
Three stages of gestation or prenatal development.
A
Germinal stage
Embryonic stage
Fetal stage
8
Q
Germinal stage
A
Lasts 2 weeks
Zygote moves down Fallopian tube and grows into 64 cells through cell division and implants itself into the wall of the uterus
9
Q
Embryonic stage
A
Lasts from two weeks to end of 2nd month.
Organ formation.
10
Q
Fetal stage
A
3rd month to birth
Quantitative growth and movement - quickening
11
Q
Neonate
A
Newborn
12
Q
Hormone that determines sex of baby
A
Testosterone - presence of H-Y antigen causes testis to form while absence causes ovaries to form. Occurs at 6 weeks
13
Q
Neonate behavior is reflexive. 5 best known reflexes are:
A
Sucking Head turning Moro Babinski Palmar
14
Q
Sucking reflex
A
Elicited by placing object in baby’s mouth
15
Q
Head turning reflex
A
Elicited by striking baby’s cheek
16
Q
Moro reflex
A
Throwing out of arms and legs elicited by loud or frightening noises
17
Q
Babinski reflex
A
Fanning of toes elicited by touching bottom of foot
18
Q
Palmar reflex
A
Hand grasping elicited by placing object in hand.
19
Q
Time period of adolescence
A
13-19 years
Begins with puberty
20
Q
Hormones that cause the visible secondary sex characteristics and growth spurt during adolescence.
A
The adrenal and pituitary glands secrete:
Androgen for boys
Estrogen for girls
21
Q
The central debate in psychology
A
Nature vs Nurture
Genetics or environment determine behavior and personality
22
Q
Monozygotic twins
A
Identical - have same genetic makeup.
Used to examine influence of genetics. Those separated at birth and raised in different homes may be used to study environment influence
23
Q
Dizygotic twins
A
Fraternal twins - share about half their genetic makeup just like all siblings.
24
Q
Jean Piaget
A
Known for his work in child development - stages of cognitive development.
25
Piaget's theory of cognitive development
Our experiences are what allow us to develop cognitively. Maturation allows us to expand our experiences. Our thinking about the world becomes more sophisticated as we assimilate and accommodate, thus adapting our schemas.
26
Assimilation
Fitting new information into existing ideas
27
Accommodation
Modifying schema to incorporate new information
28
Piaget's 4 stages of cognitive development
Sensorimotor
Pre operational
Concrete operational
Formal operational
29
Sensorimotor
0-2
Reflexive behavior cued by sensation.
Circular reactions- repeat behavior to manipulate environment.
Object permanence- knowing object exists even in its absence.
Acquiring use of representations- visualizing or putting words to objects.
30
Pre operational
2-7
Egocentric understanding
Rapidly acquiring words and symbols.
Unable to perform mental operations - causality or quantity.
31
Concrete operational
7-12
Understand concrete relationships- simple math and quantity.
Conservation- change in shape doesn't change volume.
32
Formal operations
12+
| Understand abstract relationships- logic, ratios and values.
33
Piaget's thoughts on moral development
4-7 imitates rule following behavior and does not question acceptance of rules.
7-11 understands rules and follows them.
12+ applies abstract thinking to rules; changes rules if all parties agree.
34
The driving force behind development according to Freud.
Sexual or sensual gratification.
35
Freud's theory of personality development
Individual driven by biological needs - sensual gratification - and the manner in which these needs are met determine personality.
36
Fixation
Inability to move onto next stage in Freuds theory of psychosexual development. Caused by parental over or under indulgence at a particular stage.
37
Regression
Return to earlier psychosexual stage bc of life stressor.
38
Freuds 5 stages of personality development
```
Oral
Anal
Phallic
Latency
Genital
(You eat, you poop, you copy, you play, you have sex)
```
39
Oral stage
0-18 months
Receive pleasure orally
Bite, suck, eat
40
Anal stage
18months-3years
| Receives pleasure from control/release of feces
41
Phallic stage
3-6
Pleasure from self stimulation of genitals.
Oedipus complex- resolved by identifying w same sex parent - birth of super ego -
42
Latency stage
6-puberty
Repressed sexuality
Identify w same sex friends
Focused on school and growing up
43
Genital stage
Puberty+
Hormones reawaken sexual instincts.
Love object is non familial.
44
Kohlberg stages of moral development
Pre conventional/ pre moral
Conventional/conformity
Post conventional/self accepted principles
45
Pre conventional/premoral
1. Avoid punishment
2. Gain rewards
If I steal, I'll get I trouble.
46
Conventional/conformity
3. Gain approval
4. Follow law and authority
Stealing is against law.
47
Post conventional/self accepted principles
5. Attentive to rights and social welfare. Beyond black and white.
6. Decisions based on abstract ethical principles.
It's unjust that $ is an obstacle to life. It is ethical that I save my wife.
48
Heinz dilemma
Woman dying and needs mess. Husband can't afford mess. Should he steal mess or let wife die. Kohlberg used this dilemma to assess child's moral understanding.
49
Carol Gilligan
Viewed Kohlbergs moral development theory as biased toward males and asserted that men dominated by rules and women by compassion.
50
Eriksons psychosocial stages of development
Addresses entire lifespan and each stage has psychosocial conflict which must be resolved.
```
Trust vs mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion
Intimacy vs isolation
Productivity vs stagnation
Ego integrity vs despair
```
51
Trust vs mistrust
0-18mo
| Trust developed if needs consistently met
52
Autonomy vs shame/doubt
1-3
| Independence develops if encouraged/allowed to exercise will and do for self. If not, doubt abilities.
53
Initiative vs guilt
3-6
Purpose
Learn to initiate tasks and carry out plans or feel guilty about efforts to be independent.
54
Competency vs inferiority
6- puberty
| Competency - learn pleasure of applying self to tasks or feel inferior
55
Identity vs role confusion
Puberty-20s
| Sense of self - test roles and integrate them to form identity or confused about who you are.
56
Intimacy vs isolation
20s-40s
| Love- struggle to form close relationships and gain capacity for intimate love or feel socially isolated.
57
Generate it's vs stagnation
40s-60s
| Productivity and caring- contribute to world or lack purpose.
58
Integrity vs despair
60s+
| Wisdom and integrity- reflection on life and feel sense of satisfaction or failure.
59
Attachment
Emotional tie w another - shown in children by seeking closeness to caregiver and showing distress when separated.
60
Harlows study
Monkeys raised w 2 artificial mothers - one bare w feeding tube and the other wrapped in terry cloth. Monkeys preferred contact w comfortable cloth mother even while feeding from nourishing mother. Resolved argument that attachment based on receiving nourishment.
61
Konrad Lorenz
Imprinting - attachment formed during critical period - optimal period for developing certain behaviors. Exposure builds fondness- familiarity is safe.
62
John Bowlby
Infant attach for positive reasons - desire closeness and negative reasons - avoid fear.
Emphasized mother infant attachment at sensitive period to prevent character and stability problems.
63
Mary Ainsworth and stranger situation.
Attachment studied by observing mother and infant (8mo-2yr) in lab. Stranger enters room and mother leaving room and then returning.
Secure
Avoidant
Ambivalent
64
Stranger anxiety
Infants crying when stranger enters room.
65
Separation anxiety
Infants crying when mother left the room.
66
Securely attached
Infants ran and clung to mom when she returned to room. More readily explore environment than insecurely attached.
67
Avoidant
Infants ignored or avoided mothers when they returned to room.
68
Ambivalent
Infants squirmed or kicked if mothers tried to comfort them.
69
Diana Baumrind
Correlation all studies overhung relationship between parenting style and personality development.
70
3 parenting styles - Baumrind
Authoritarian
Permissive
Authoritarian
71
Authoritarian parents/children
Parents demanding, unaffectionate, strict, impose rules, expect obedience.
Child- withdrawn and unhappy. Poor social skills and low self esteem
72
Permissive parents/child
Parents- affectionate and not strict. Submit to child's desires. Little punishment.
Child- happy but lack self control; dependent; aggressive; immature.
73
Authoritative parent/child
Parent- affectionate, firm but fair, help kids understand rules and accept norms of society so they can function well. Both demanding and responsive.
Child- self reliant, self confident, assertive, friendly, happy, high functioning.
74
John Watson
Behaviorist if approach viewing children as being passively molded by environment and behavior emerges through imitation of parents.
75
Interaction
Interacting w infants through attention and affection fosters physical, emotional and intellectual development. Neglected children in orphanages higher incidences of mental retardation and mortality and poorer physical development.
76
Arnold Gessell
Nature provides blueprint for development through maturation and nurture or the environment fills in details.
77
Sex typed behavior
Behavior that seems stereotypical for gender. Low before puberty, then high, then lower again later in life.
78
Hermaphrodite/ intersex
Born w female and male genitals. Female fetus exposed to high levels of testosterone.
79
Play
Used to study development.
Symbolic play
Parallel play
80
Symbolic play
1-2 years
| Pretend roles, imagination, using objects to represent other things.
81
Parallel play
2-3 years
| 2 kids playing similarly side by side yet not playing with each other.
