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Lifespan Development > Midterm > Flashcards

Midterm Flashcards

1
Q

Psychoanalytic theories

A

Development primarily unconscious
Behavior is a surface characteristic
Symbolic workings of the mind need to be analyzed to understand behavior
Early experiences with parents are vital

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2
Q

Freud’s Psychosexual Stages

A

Oral stage (birth to 1.5)

Anal stage (1.5-3)

Phallic stage (3-6)

Latency stage (6-puberty)

Genital stage (puberty onward)

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3
Q

Freud oral stage

A

Birth to 1.5

Infant pleasure centers in the mouth

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4
Q

Freud anal stage

A

1.5-3

Pleasure centers on the anus

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5
Q

Freud’s phallic stage

A

3-6

Child’s pleasure focused on genitals

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6
Q

Freud latency stage

A

6-puberty

Child repressed sexual interest and develops social and intellectual skills

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7
Q

Freud genital stage

A

Puberty and up

A time of sexual reawakening, source of sexual pleasure becomes someone outside of family

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8
Q

Ericsson’s psychosocial theory

A

Believed that we develop phsychosocially not psycho sexually

Had eight stages of human development, each consisting of a developmental task that confronts individuals with a crisis that must be resolved

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9
Q

Erickson stage one:

trust vs mistrust

A

Infancy (1st year)

Trust set in infancy sets the stage for a lifelong experience of the world as a good place

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10
Q

Erickson stage two:

Autonomy vs shame and doubt

A

Infancy to toddler (1-3)

After gaining trust in caregivers, start to realize behavior is their own

Start to assert autonomy and independence

Realize their will

If they are punished or restrained too harshly this won’t develop and they will instead have shame and doubt

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11
Q

Erickson stage 3:

Initiative vs guilt

A

Preschool years (3-5)

Widening social world requires active, purposeful, and responsible behavior

If made to feel too anxious guilt can arise

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12
Q

Erickson 4th stage of development:

Industry vs inferiority

A

Elementary school years (6-puberty)

Energy needs to be directed toward mastering knowledge and intellectual skills

Child may feel inferior if they are unsuccessful, feeling incompetent and unproductive

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13
Q

Erickson’s 5th stage of development:

Identity vs identity confusion

A

Adolescent (10-20)

When we figure out who we are, where we’re going in life

If they explore roles healthily and arrive at a positive path then they achieve positive identify

If not, identity confusion begins

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14
Q

Erickson 6th stage of development:

Intimacy vs. isolation

A

Early adulthood (20’s-30’s)

Developmental task of forming intimate relationships

Forming healthy friendships and intimate relationships with each other leads to intimacy

If not there will be isolation

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15
Q

Eriksons 7th stage of development:

Generativity vs stagnation

A

Middle adulthood (40-50s)

A concern for helping the younger generation to develop and lead usefully lives

The feeling of having done nothing to help the younger generation is stagnation

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16
Q

Eriksons 8th stage of development:

Integrity vs despair

A

Late adulthood (60s and up)

Reflects on the past

Postivd life review leads to integrity
If not, gloom and despair

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17
Q

Cognitive theories

A

Emphasize conscious thoughts

Piaget, vygotsky, and the information processing theory

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18
Q

Piaget’s cognitive development theory’s

A

A sociocultural cognitive theory emphasizing how culture and social interaction guide cognitive development

4 stages:

Sensorimotor
Preoperational stage
Concrete operational stage
Formal operational stage

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19
Q

Information processing theory

A

Emphasizes that individuals manipulate information monitor it and then strategize.

Memories and thinking are central

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20
Q

Piaget stage 1:

Sensorimotor stage

A

Birth- 2 years old

Infants construct an understanding of the world by coordinating sensory experience of seeing and hearing with physical motoric actions

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21
Q

Piaget’s second stage:

Preoperational stage

A

From 2-7
Children go past just connecting sensory info with physical action and reprehensible the world with words, images and drawings

Preschool still lack ability for operations (internalized mental actions that allow kids to do mentally what they could only do physically)

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22
Q

Piaget stage 3:

Concrete operational stage

A

From 7-11

Can perform operations that involve objects and can reason logically when applied to specific examples

Algervra for instance is too abstract

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23
Q

Piaget stage 4:

Formal operational stage

A

11-15

Move beyond concrete experiences and begin t think in abstract and more logical terms

As part of thinking more abstractly they can think of ideal circumstances

Can think of possibilities of the future

More systematic and can form and test hypothesis

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24
Q

Vygotzkys sociocultural cognitive theory

A

Zone of proximal development

Scaffolding

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25
Q

Vygotzkys zone of proximal development

A

Range of tasks that are too difficult for the child to master alone but can be learned with guidance and assistance from adults or more skilled children

The lower limit is the level of skill reached by the child working independently

The upper limit is the level of additional responsibility can accept with assistance of an able instructor

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26
Q

Vygotzkys scaffolding

A

Linked closely to zP

Means changing the level of support, over the course of a teaching session a more skilled person adjusts their level of support and guidance to fit the child’s current performance

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27
Q

Skinner’s operant conditioning

A

Bf skinner

Through operant conditioning the consequences of a behavior produce changes in the probability of the behavior occurrence

A behavior followed by a rewarding stimulus is more likely to reoccur, punish stimulus less likely

Rewards and punishments shape development

Behavior is key

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28
Q

Bronfenbrenners ecological theory

A

Focuses on 5 environmental systems that impact development:

Microsystems
Mesosystem
Exosystem
Macrosystem
Chronisystem
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29
Q

Bronfenbrenners Microsystem

A

The setting in which the individual lives

Family, peers, school, and neighborhood

The most direct interactions with social agents happen here

Help construct settings

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30
Q

Bronfenbrenners mesosystem

A

Relations between Microsystems or connection between contexts

Ex: relation of family experiences to school experiences, bad experience with parents will make it hard for children to have good relationships with teachers

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31
Q

Bronfenbrenners exosystem

A

Links between a social setting in which the individual does not have an active role and the individuals immediate context

Ex: a child’s experience at home affected by mothers experience at work, she gets a promotion that has more travel and the child is alone more

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32
Q

Bronfenbrenners macrosystem

A

Involves the culture in which individuals live

Culture refers to behavioral patterns, beliefs, and all other products of a group of people that are passed on from generation to generation

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33
Q

Bronfenbrenners chronisystems

A

The patterning of environmental events and transitions over the life course as well as sociohistorical circumstances

Ex: divorce

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34
Q

Lorenz Ethology and Imprinting

A

Ethology: stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods. The presence or a sense of certain experiences has a long lasting incfluence

Imprinting: the rapid, innate learning that involves attachment to the first moving object seen, the critical period is where imprinting must happen or it will not happen at all

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35
Q

Bowlby’s attachment theory

A

Attachment to a caregiver over the first year of life has important consequences throughout the life span

If attachment is positive and secure they person will develop positively , others is negatively

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36
Q

Kohlberg stages of moral development

A

Underpinned by Piaget’s assertment that younger children have heteronomous morality and over 10 have autonomous morality

3 levels of moral thinking, each with 2 stages

Preconventional Level
Conventional Level
Postconventional Level

37
Q

Kohlbergs Level 1

Preconventional Level

A

Lowest level of moral reasoning

Stage 1: Heteronomous morality, moral thinking is tied to punishment often. Ex: children obey because adults tell them to obey

Stage 2: Individualism, instrumental purpose, and exchange is the second stage , at this stage children pursue their interests but allow others to do the same. What is right involves an equal exchange, be nice so others are nice to you in return

38
Q

Kohlberg’s Level 2: Conventional Reasoning

A
  1. The second level of K’s theory of moral development, at this stage individuals value trust, caring, and loyalty to others on the basis of moral judgement. Children and adolescents often develope the moral standards of parents at this stage and want to be thought of as the ‘good boy or good girl’ by family
  2. Social systems morality, the fourth stage, at this stage moral judgements are made on the basis of the understanding of law, social order, justice, and duty. ex: see that laws need to be followed for society operate correctly
39
Q

Kohlberg Level 3:

Postconventional Reasoning

A

The third and highest level, morality is more internal

  1. Social Contract or utility and individual rights, at this stage individuals reason that values, rights, and principals undergird or transcend the law. A person evaluates actual laws and social systems I not eras of the degree to which they preserve and protect fundamental human rights and values
  2. Universal ethical principals, at this stage the person has developed a moral standard based on universal human rights. When faced with a conflict between law and conscience, the person will follow conscience though the decision may involve personal risk
40
Q

Gilligan’s care perspective for moral development

A
  • views people in terms of their connectedness with others and interpersonal communication
  • thought that there was some gender bias with Kohlberg as he is a male and worked with males
41
Q

Baumrinds Parenting Styles

A

Authoritarian

Authoriatative

Neglectful

Indulgent

42
Q

Authoritarian Parenting

A

Restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort

MY WAY OR ELSE

Firm and controlling with little room for exchange

Children are often unhappy, fearful, and anxious

Weak communicators

43
Q

Authoritative Parenting

A

Encourages children to be independent but still places limits and controls on their actions

BEST TYPE

Extensive verbal give and take

Positive developmental outcomes

44
Q

Neglectful parenting

A

Parents uninvolved in child’s life

Think that parents lives are more important than they are

Social incompetent kids

Poor self control and don’t handle independence well, low self esteem

45
Q

Indulgent Parenting

A

Parents highly involved with their children but place few demands and controls on them

LET KIDS DO WHAT THEY WANT

Kids don’t learn to control their behavior and always think they can get what they want

Kids don’t learn to respect others, tend to be egocentric, non compliant, not good socially

46
Q

Gross motor skills

A

Involves large muscle movements including moving one’s arms and walking

Posture control

Lift head,
Chest up use arms for support
Roll over
Support some weight with legs
Sit without support
Stand without support
Pull self to stand
Use furniture to wlk with support
Stand alone easily
Walk alone easily
47
Q

Gross motor skills: development of posture

A

Posture control is key to gross motor skill development
Ex: track moving objects, must be able to control movement of head to stabilize your gaze

Dynamic process that is linked with sensory info in skin, joints, and muscles

Inner ear regulates balance and equilibrium

Newborns cannot control posture but develop over time, within a few weeks they can lift their head

Can sit supported by 2 months and independently by 6 or 7

Can stand by 10-12 months

48
Q

Gross Motor Skills: Learning to Walk

A

Locomotion and postural control are closely linked, especially walking upright

To walk upright need to learn to coordinate leg movements

Need to be able to stablelize and balance

Strength, balance and practice are key

Up through 16 months big development

49
Q

Fine Motor Skills

A

Finely tuned movements such as grasping a toy, using a spoon

Infants have very little control over fine motor skills, but have the components needed

During the first 2 years infants refine how they reach and grasp

Move from large clumsy movements to moving wrists, rotating hands, and coordinating their hands and fingers

50
Q

Palmer grasp

A

Fine motor skill where infant grips with full hand

51
Q

Pincer Grip

A

End of first year fine motor skill

Grasp small objects with their thumb and forefinger

Gripping small objects is possible

52
Q

Perceptual Motor Coupling

A

Necessary for the infant to coordinate grasping, varies with age

Which system they use depends on age

4 month olds use touch

8 month olds use vision

53
Q

Corpus callosum

A

Where fibers connect the brains left and right hemispheres, thickens during adolescence and improves ability to process info

54
Q

Limbic system

A

A lower subcortical system in the brain that is the seat of emotions and experience the rewards

Completely developed in early adolescence

55
Q

Prefrontal cortex

A

The “judgement” region reigns in intense emotions but doesn’t finish developing undiluted at least emerging adulthood

56
Q

Brain development

A

At birth newborn brains are 25%
By second birthday 75%
DO NOT MATURE UNIFORMALLY

57
Q

Forebrain

A

Portion farthest from the spinal cord, includes cerebral cortex

58
Q

Two halves of brain

A

Hemisphere

59
Q

4 main areas in the brain hemisphere

A

Lobes

60
Q

Frontal Lobes

A

Voluntary movement
Thinking
Personality
Intentionality

61
Q

Occipital Lobes

A

Focus on vision

62
Q

Temporal Lobes

A

Have an active role in hearing, language processing, and memory

63
Q

Parietal Lobe

A

Registering spatial location, attention, and motor control

64
Q

Brain Lateralization

A

Specialization of function in one hemisphere of the cerebral cortex or the other

65
Q

Neuron

A

A nerve cell that handles information processing

66
Q

Myelin sheath

A

Layer of fat cells that encase many axons

Sheath insulates axons and help electrical signals travel faster down the axon

67
Q

Myeliniation

A

Proves energy to neurons in communication

Begins prenatally and continues after birth

Connectivity increases and creates new neural pathways

New dendridic pathways lead to spreading of neural pathways

Pace differs based on age, visually occurs rapidly after birth and is complete in first 6 month, auditory is not complete until 4 or 5 years

68
Q

Neurotransmitters

A

Chemicals which are sent to synapses that are small gaps between neurons fibers

69
Q

Pruning

A

Connections that are used survive and strengthen

Pruning occurs when they are unused, neural pathways are replaced or disappear

70
Q

Neuroconstructivist view of brain development

A

Biological processes and environmental conditions (rich or poor), influence brain development.
The brain has plasticity and is context dependent
Development of the brain and cognitive development are linked

71
Q

Chess and Thomas Temperament classification

A

Easy child
Difficult child
Slow to warm up child

72
Q

Easy child

A

Generally in a good mood

Quickly establishes regular routines

Adapts easily to new experiences

73
Q

Difficult child

A

Reacts negatively

Cries a lot

Engages in irregular daily routine

Slow to accept change

74
Q

Slow to warm up child

A

Low activity level

Somewhat negative

Low intensity of mood

75
Q

Kagans behavioral inhibition classification

A

Shy, subdued timid child

Socially, extroverted, bold child

76
Q

Rothbart and Bates Classification

A

Extraversion/surgency
Negative affectivity
Effortful control

77
Q

Grief

A

Emotional numbness, despair, disbelief, sadness and loneliness accompanying the loss of someone we love

78
Q

Prolonged grief disorder

A

Feelings of despair that good unresolved over an extended period of time

Complicated grief

79
Q

Disenfranchised grief

A

A persons grief over a deceased person that is a socially ambiguous loss that cannot be openly mourned or supported

80
Q

Dual process model of coping with bereavement

A
  1. Loss oriented stressors, focusing on the deceased individual and can include grief worth
  2. Restoration oriented stressors, secondary stresses that are indirectly affected like changing identity from wife to widow
81
Q

Brain death

A

Neurological definition of death, all brain activity has ceased but the body can be kept alive

82
Q

Kastenbaum’s death system

A

People: death is inevitable

Places or contexts: hospitals funeral homes, etc

Times: Memorial Day, day of the dead, times where we honor those who have died

Objects: many objects in a culture are associated with death, caskets, black clothing

Symbols: skull and crossbones, religious ceremonies

83
Q

Palliative care

A

Reducing pain and shuddering and helping individuals die with dignity

84
Q

Hospice

A

Program committed to making the end of life as free from pain anxiety and depression as possible

85
Q

Infants and death

A

No concept of death

86
Q

Preschoolers and death

A

Little concept of death

87
Q

Elementary school kids and death

A

A more realistic orientation towards death

88
Q

Adolescents and death

A

More abstract, philosophical view of death than children

Rather than feeling invincible, many fear early death

Lifespan Development (1 decks)

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