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Psych 1000 > Module 4 - Developmental Psychology > Flashcards

Module 4 - Developmental Psychology Flashcards

1
Q

Maturation

A

Biologically-driven growth and development, enabling a sequence of predictable cognitive and behavioural changes (nature that sets the sequence)

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2
Q

Maturation in infancy

A
  1. Brain development - major life events impact pre and post birth (750,000+ synaptic connections per min)
  2. Motor development - maturation
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3
Q

Cognition

A

mental activities that help us function
- figuring out how the world works
- storing and retrieving knowledge
- understanding and using language

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4
Q

Piaget’s approach to studying development

A

We don’t start out thinking like adults, there are stages

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5
Q

Schema

A

Holds our experiences and organizes them according to similarities and differences

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6
Q

Assimilation

A

New experiences are absorbed into an existing schema

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7
Q

Accommodation

A

New experiences lead to the modification of a schema or to create a new schema (brings children to enter a new way of looking at the world)

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8
Q

Piaget’s Approach to Explaining Development

A
  1. Combination of nature and nurture
  2. Development is not one continuous progression of changes but steps
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9
Q

Sensorimotor Stage

A
  • Birth to nearly 2 years old
  • experiencing the world through senses and actions
    object permanence and stranger anxiety
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10
Q

Preoperational Stage

A
  • About 2 to 6-7 years old
  • Representing things with words and images rather than logical reasoning
  • Pretend play
  • Egocentrism
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11
Q

Theory of Mind

A

How kids develop out of the egocentric phase and how they gain an ability to understand that others have their own thoughts and perspective

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12
Q

Concrete operational

A
  • About 7 to 11
  • Thinking logically about concrete events, analogies and performing arithmetical operations
  • Conservation (abstract thinking)
  • Mathematical transformations
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13
Q

Formal Operational

A
  • 12 and up
  • abstract reasoning and hypothetical thinking
  • abstract logic (understanding the - why?)
  • potential for mature moral reasoning (difference between right and wrong)
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14
Q

The reassessment of Jean Piaget’s cognitive development theory

A
  1. Development is a continuous process
  2. Children show mental abilities at an earlier age than he suggested
  3. Formal logic is a more minor part of cognition
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15
Q

Socialization

A
  • children lean norms and values that regulate social environment
  • ability to interact with others
  • development of relationships
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16
Q

Attachment

A
  • emotional tie to a person
  • desire for physical closeness to a caregiver
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17
Q

Strange Situations Test

A
  1. Mother and chile are alone in an unfamiliar room
  2. Stranger enters the room
  3. Separation: mother leaves the room
  4. Reunion: after a moment the mother returns
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18
Q

Secure Attachment

A
  • Most children
  • Distress at separation
  • Seek contact at reunion
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19
Q

Insecure attachment - anxious style

A
  • Clinging to mother, less exploration
  • distress at separation
  • remain upset at reunion
20
Q

Insecure attachement - avoidant style

A

Seems indifferent to mother

21
Q

Disorganized

A
  • Caregivers are a source of both fear and confort
  • Children exhibit inconsistency
22
Q

How to create a secure attachment

A

Sensitive, responsive and a calm parenting style

23
Q

Temperment

A

Person’s characteristic style and intensity of emotional reactivity

24
Q

Authoritarian - Parenting Style

A

Parents impose rules and expect obedience

25
Q

Permissive

A

Parents submit to kid’ desires, not enforcing limits or standards for child behaviour

26
Q

What happens when a child is deprived of attachement or is abused?

A
  • Resiliency
  • Difficulty forming secure attachment
  • Increased risk for anxiety and depression
  • Lowered intelligence
  • increased aggression
27
Q

Puberty

A
  • time of sexual maturation
  • increased sex hormones
  • changes in mood and behaviour
  • ex. Height changes
28
Q

3 Neurological Developments During Adolescence

A
  1. Brain stops adding new synapses
  2. Coating the often-used connections in myelin
  3. Crucial time to acquire knowledge efficiently
29
Q

3 Cognitive Development changes during adolescence

A
  1. Focus on representation
  2. Plan how to pursue goals
  3. Change in perspective (reality compared to ideals and how choices can lead to consequence)
30
Q

Perry’s theory of Intellectual and Ethical Development

A
  • Focus on absolute answers
  • Appreciation for complex and incomplete answers to complex problems, but not internalized
  • Appreciation for complex and often incomplete answers to complex problems
31
Q

4 things that maturation, experience and education lead to

A
  1. often multiple answers exists to any given problem
  2. Tolerate intellectual uncertainty
  3. Assess validity of relative answers using critical thinking
  4. Accept multiple realistic answers even if they are contradicting
32
Q

Enhances cognitive abilities allow for…

A
  • moral reasoning
  • thinking about meaning, and purposes in deeper terms
33
Q

Preconventional Morality - Kohlberg’s levels of moral reasoning

A
  • up to age 9
  • punishment after disasters
  • risk and reward
34
Q

Conventional Morality - Kohlberg’s levels of moral reasoning

A
  • Early adolescence
  • focus on societal values
  • societal consequences
35
Q

Postconventional Morality - Kohlberg’s levels of moral reasoning

A
  • Late adolescence and adulthood
  • internal morality principles
  • selfishnesses
36
Q

Critics of Kohlberg’s Model

A
  1. Cultural Bias
  2. Low Correlational with moral behaviour
  3. Casual Direction (moral evaluation rather than emotional response or vise versa)
37
Q

Infancy Stage - Erikson’s Model

A
  • up to one year
  • trust vs. Mistrust
  • needs are dependably met, basic trust
38
Q

Toddlerhood - Erikson’s Model

A
  • 1 to 3 years
  • Autonomy vs Shame and doubt
  • Toddlers learn to use their will and do things for themselves OR doubt their abilities
39
Q

Preschool - Erikson’s Model

A
  • 3 to 6 years
  • Initiative vs. Guilt
  • Initiate tasks and carry out plans OR feel guilty about wanting to be independent
  • positive feedback will create motivation
40
Q

Elementary School - Erikson’s Model

A
  • 6 years to puberty
  • Competency vs. Inferiority
  • Pleasure of applying themselves to competently accomplishing tasks OR they feel inferior
41
Q

Adolescence - Erikson’s Model

A
  • Puberty into 20s
  • Identity vs. Role Confusion
  • Teenagers work at refining a sense of self by testing roles and integrating them to form a single identity OR they become confused about who they are
42
Q

Young Adulthood

A
  • 20s to early 40s
  • Intimacy vs. Isolation
  • Young adults learn to form close relationships and gain the capacity for intimate love OR socially isolated
43
Q

Middle Adulthood -Erikson’s Model

A
  • 40s to 60s
  • Generatively vs stagnation
  • Discover a sense of contributing to the world usually through family and work OR feel a lack of purpose/meaning in their life
44
Q

Late Adulthood - Erikson’s Model

A
  • late 60s and up
  • Integrity vs Dispair
  • Sense of satisfaction from having successfully gone through the previous stages OR experiences feelings of dispair and failure
45
Q

Physical changes and decline in abilities

A
  • biological age
  • functional age
  • psychological age
  • social age
46
Q

Abnormal Cognitive Changes

A
  • Disorders ex. Alzheimer’s
  • miss-prescription of medication
  • proper prescription of medication and cognitive/behavioural interventions could be helpful
47
Q

Abnormal Social Changes

A
  • Isolation and Lonliness
  • Lack of stimulation declines abilities
  • Volunteering can be a solution

Psych 1000 (5 decks)

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