Modules 11, 12 and 13 Flashcards
How our genetic inheritance interacts with experiences to influence our development
Nature and nurture
what parts of development are gradual and which are continuous
continuity and stages
Which traits persist through life and how do we change as we age?
Stability and change
Lawrence Kohlberg
Moral Development
Erik Erikson
Psychosocial development
Jean Piaget
Cognitive Development
examines physical, cognitive, and social development across the lifespan
Developmental Psychology
Research that compares people of different ages at same point in time
Cross-sectional Study
Research that follows and retests the same people over time
Longitudinal Study
Zygote
Fertilized egg
Embryo
Developing human organism; 2 weeks after fertilization through second month
Fetus
Developing human organism; 9 weeks after conception to birth
Teratogens
Chemicals and viruses that can cause harm to embryo or fetus
Physical and cognitive abnormalities in children caused by pregnant woman’s heavy drinking
Fetal Alcohol Syndrome
Decreasing responsiveness with repeated stimuli
Habituation
Experiencing world through senses: looking, hearing, touching, mouthing, grasping (birth to nearly 2 years)
Sensorimotor Stage (Piaget)
Representing things with words and images, using intuition rather than logic (2 to 6 or 7 years)
Preoperational Stage (Piaget)
Thinking logically about concrete events, performing arithmetical operations (7 to 11 years)
Concrete Operational Stage (Piaget)
Reasoning abstractly (age 12 through adulthood)
Formal Operational Stage (Piaget)
Authoritarian parenting
“Too hard”
Permissive parenting
“Too soft”
Neglectful parenting
“Ignorant”
Authoritative parenting
“Just right”
Biological growth processes that enable changes in behavior
Maturation
Optimal period in life when exposure to certain thing produces normal development
Critical period
All mental activities associated with thinking, knowing, remembering, and communicating
Cognition
A mental mold we build to hold our experiences
Schema
Interpreting new experiences in terms of our existing schemas
Assimilation
Adapting our current schemas to incorporate new information
Accommodation
Awareness that things continue to exist even when not perceived
Object permanence
Quantity remains the same despite changes in shape
Conservation
Difficulty taking another’s point of view
Egocentrism
Framework that offers children temporary support as they develop higher levels of thinking
Scaffold
People’s ideas about their own and others’ mental states (understanding another’s pov)
Theory of mind
Fear of strangers infants display
Stranger anxiety
Emotional tie with others
Attachment
Formation of strong attachments in early life
Imprinting
Person’s emotional reactivity and intensity
Temperament
Sense that the world is predictable and trustworthy (Erik Erickson)
Basic Trust
Obey rules to avoid punishment or gain concrete rewards (before age 9)
Preconventional morality
uphold laws and rules to gain social approval or maintain social order (early adolescence)
Conventional morality
Actions reflect belief in basic rights and self-defined ethical principles (adolescence and beyond)
Postconventional morality
Transitional period from childhood to adulthood
Adolescence
Period of sexual maturation, when person becomes capable of reproducing
Puberty
Our sense of self is our..
Identity
Ability to form emotionally close relationships
Intimacy
age 18 to mid 20s, no longer adolescent but haven’t achieved full independence
Emerging adulthood
mild distress when mother leaves, seeking contact when she returns
secure attachment
not exploring and loudly upset when mother leaves, remaining upset when she returns
Insecure attachment (anxious style)
Seeming indifferent to mothers departure and return
Insecure attachment (avoidant style)
Feeling that the world is predictable and trustworthy
Basic trust
Raising children to be self-reliant, and developing a personal identity
Individualist cultures
Parents maintain parenting control but might pay others to care for their children
Western cultures
raising children to be interdependent and developing a family self
Collectivist cultures
(Asia and Africa)
The idea that development is a lifelong process
Lifespan perspective
Transition period from childhood to adulthood
Adolescence
If needs are met, infants develop a sense of basic trust (infancy)
Trust vs mistrust
Toddlers learn to exercise will and do things for themselves, or they doubt their abilities (toddlerhood)
Autonomy vs shame and doubt
Preschoolers can initiate task and carry out plans, or they feel guilty about their efforts to be independent (preschool)
Initiative vs guilt
Children learn the pleasure of applying themselves to tasks or they feel inferior
(elementary school)
Competence vs inferiority
Teenagers work to refine sense of self by testing roles and integrating them to form a single identity, or they become confused about who they are (adolescence)
Identity vs role confusion
Young adults form close relationships and gain the capacity for intimate love, or they feel socially isolated (young adulthood)
Intimacy vs isolation
Middle-aged people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose
(middle adulthood)
Generativity vs stagnation
Reflecting on their lives, older adults may feel a sense of satisfaction or failure (late adulthood)
Integrity vs despair
