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Lifespan Development > Prepjet Video Summary > Flashcards

Prepjet Video Summary Flashcards

1
Q

Dominant Gene traits

A

-will inherit trait whether you inherit the dominant trait from both parents or and one parent

  • curly hair, brown eyes, farsightedness and Huntington’s disease
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2
Q

Recessive Gene traits

A
  • due to the inheritance of a pair of recessive genes
  • must inherent trait from both parents
  • straight hair, Green eyes, color blindness, cystic fibrosis and taysachs disease
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3
Q

Polygenic traits

A
  • most traits
  • determined by multiple genes
  • height, weight, skin color and temperament
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4
Q

Alleles

A
  • alternate forms of a gene that control a particular trait
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5
Q

Homozygous

A
  • alleles for characteristics are the same
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6
Q

Heterozygous

A
  • alleles for a trait are different
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7
Q

Genotype

A
  • characteristics that are determined by information that’s coded on genes
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8
Q

Phenotype

A
  • observable characteristics that are affected by genetic and environmental factors
  • height= can be genetically predisposed to be tall but environmental leads to you being short, due to poor nutrition during childhood
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9
Q

Prater Willi syndrome

A
  • due to deletion on paternal chromosome 15
  • distinct physical features: narrow forehead, small hand/beat, almond shaped eyes, short stature
  • flaccid mussels, overeating/ obesity, hypergonadism, obsessive compulsive behavior, mental delays, underdeveloped sex organs, learning disabilities, and skin picking
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10
Q

Angelman syndrome

A
  • due to deletion on maternal chromosome 15
  • microcephaly, why jaw/pointed chin, severe developmental delays, communication difficulties, stereotypic hand movements, and naturally happy, learning disabilities, hyperactivity, ataxia, and seizures
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11
Q

Down syndrome

A
  • usually due to the presence of an extra number 21. Chromosome

-autosomal

  • intellectual disability
  • physical features: short stocky build, wide face, thick tongue, almond shaped eyes
  • increase risk for heart abnormalities, impaired, vision and hearing and Alzheimer’s
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12
Q

Kleinfelter’s syndrome

A
  • Male
  • presence of two or more x chromosomes and 1y chromosome
  • develop as a normal male identity with incomplete secondary sex characteristics and often sterile
  • disproportedly long legs and arms, taller than normal, language learning and behavioral problems
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13
Q

Turner syndrome

A
  • occurs in females
  • only One x chromosome - missing all her part
  • failure to develop secondary sex characteristics and infertility
  • Short stature, stubby fingers, droopy eyelids, webbed neck, learning disability, vision and hearing impairments, skeletal abnormalities, heart defects, and kidney problems.
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14
Q

Teratogens

A

_ drugs, disease, or environmental hazard psych cause developmental defects in an embryo or fetus

  • effects depend on type of taratogen, amount of exposure, and the time of exposure during prenatal development
  • third to 8th week after conception must risky
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15
Q

Teratogens

A

_ drugs, disease, or environmental hazard psych cause developmental defects in an embryo or fetus

  • effects depend on type of taratogen, amount of exposure, and the time of exposure during prenatal development
  • third to 8th week after conception must risky
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16
Q

Fetal alcohol spectrum disorder

A
  • 4 disorders
  • most severe is fetal alcohol syndrome
  • irreversible
  • low birth rate, facial abnormalities: Small eyes, thin upper lip, short nose, slow physical growth, impaired memory/attn, judgment and other cognitive deficits, hyperactivity, impulsivity and other behavior problems, And physical defects that may involve the heart , kidneys, bones, vision and hearing

Dsm diagnosis equals neural behavioral disorder associated with prenatal alcohol exposure (nd-pae)

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17
Q

Neural behavioral disorder associated with prenatal alcohol exposure

A
  • tsm diagnosis for fetal alcohol syndrome
  • requires more than minimal exposure to alcohol during gestation
  • One or more symptoms of impaired neurocognitive function and one or more symptoms of impaired self-regulation and two or more symptoms of impaired adaptive functioning with the onset of symptoms occurring during childhood
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18
Q

Prenatal exposure to cocaine

A
  • spontaneous abortion during first trimester
  • premature birth, low birth weight
  • physical defects and intestine heart and kidneys
  • irritability, overreactivity to the environmental stimuli, shrill piercing cry, difficult to soothe, attention and memory problems, language delays, learning disabilities and behavior problems
  • not clear of some of the problems are due to having a substance abusing parent or the actual effects of the drug
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19
Q

Bronfenbrenner’s ecological theory

A
  • five environmental systems that influence environment

+ Microsystem
+ Meso system
+ Exo system
+ Macro system
+ Chrono system

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20
Q

Bronfenbrenner’s ecological theory

A
  • five environmental systems that influence environment

+ Microsystem
+ Meso system
+ Exo system
+ Macro system
+ Chrono system

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21
Q

Microsystem

A
  • immediate environment
  • family, friends, school and neighborhood
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22
Q

Meso system

A

+ interactions between the components of the microsystem.

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23
Q

Exo system

A
  • parts of the environment that the child is affected by But not in direct contact with
  • parents workplace, school board, law enforcement agencies, community health services
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24
Q

Macro system

A
  • sociocultural context in which the other systems are embedded and affect the child’s development
  • socioeconomic conditions, cultural values And patterns, religious beliefs and political philosophies
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25
Q

Macro system

A
  • sociocultural context in which the other systems are embedded and affect the child’s development
  • socioeconomic conditions, cultural values And patterns, religious beliefs and political philosophies
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26
Q

Chrono system

A
  • changes and continuities that occur over time
  • Life transitions, historical events, biological changes, physiological changes, changes in families economic system due to a recession, parents divorce
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27
Q

Chrono system

A
  • changes and continuities that occur over time
  • Life transitions, historical events, biological changes, physiological changes, changes in families economic system due to a recession, parents divorce
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28
Q

Brain

A
  • 25% of adults wait at birth
  • areas that control vital functions: respiration, heartbeat, sleep on a Rosa and other vital functions most well developed
  • sensory and motor areas less well. Developed: cerebral cortex But mature rapidly soon after birth

+ By age 2 it’s 80 Percent of its adult weight

Perfrontal cortex continues to develop into late teens or early to mid-20s

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29
Q

Brain

A
  • 25% of adults wait at birth
  • areas that control vital functions: respiration, heartbeat, sleep on a Rosa and other vital functions most well developed
  • sensory and motor areas less well. Developed: cerebral cortex But mature rapidly soon after birth

+ By age 2 it’s 80 Percent of its adult weight

Perfrontal cortex continues to develop into late teens or early to mid-20s

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30
Q

Neurons at birth

A
  • most are present
  • increase in brand size following birth due to growth of new dendrites, synaptogenesis (creation of new synapses)) and myelination of nerve fibers
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31
Q

The brain and aging

A
  • begins gradually shrink due to loss of neurons And accelerates after age 60
  • Brain compensates for the loss by developing new synaptic connections and neurogenesis. (Create a new neurons) In the hippocampus and possibly other areas of the brain
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32
Q

Vision

A
  • least developed since at birth

-newborns have Limited visual acuity and see @ 20 ft. With normal adults See 400 to 600 ft

  • by 7 to 8 months visual acuity is similar to normal adults
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33
Q

Vision at 1 to 2 months

A
  • newborns prefer facial to non-facial images
  • prefer faces of their mothers and other caregivers over faces to strangers by 1 to 2 months
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34
Q

Depth perception development

A
  • sequence of three stages each rely on different depth cues from birth to 9 months of age
  • kinetic
  • binocular
  • pictorial
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35
Q

Depth perception development

A
  • sequence of three stages each rely on different depth cues from birth to 9 months of age
  • kinetic
  • binocular
  • pictorial
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36
Q

Kinetic depth cues

A
  • begins around 3 weeks of age
  • rely on cues based on the movement of objects
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37
Q

Kinetic depth cues

A
  • begins around 3 weeks of age
  • rely on cues based on the movement of objects
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38
Q

Binocular depth cues

A
  • 2 to 3 months of age
  • using both eyes to judge the distance of objects
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39
Q

Pictorial depth cues

A

,- 5 to 6 months

  • linear perspective, relative size of objects, and texture gradient
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40
Q

First senses to show age-related decline

A

– vision and hearing

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41
Q

First senses to show age-related decline

A

– vision and hearing

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42
Q

Vision and aging

A
  • by 40 many have signs of presbyopia( farsightedness), decreased visual acuity and dim light, increase sensitivity to glare, reduced ability to discriminate between colors, and decrease depth perception
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43
Q

Vision after 65

A
  • many have visual impairments and that interfere with Reading, driving, and other aspects of daily life
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44
Q

Vision after 65

A
  • many have visual impairments and that interfere with Reading, driving, and other aspects of daily life
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45
Q

Audition in newborns

A
  • only slightly less sensitive than that of an adult
  • A few days after birth, prefer human voices two other sounds And prefer mom or other caregivers voice to strangers
  • soon after birth exhibit auditory localization( turn heads to follow sound), this ability declines 2 to 4 months then re-emerges and becomes fully developed about 12 months
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46
Q

Audition in newborns

A
  • only slightly less sensitive than that of an adult
  • A few days after birth, prefer human voices two other sounds And prefer mom or other caregivers voice to strangers
  • soon after birth exhibit auditory localization( turn heads to follow sound), this ability declines 2 to 4 months then re-emerges and becomes fully developed about 12 months
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47
Q

Audition and aging

A
  • hearing problems begin around age 40
  • hearing impairments are more common than visual impairments
  • most don’t have significant hearing loss until after 75
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48
Q

Presbycusis

A
  • first sign of hearing impairment

Decrease in the ability to perceive high frequency sounds, makes it difficult to understand human speech especially in noisy environments

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49
Q

Presbycusis

A
  • first sign of hearing impairment

Decrease in the ability to perceive high frequency sounds, makes it difficult to understand human speech especially in noisy environments

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50
Q

Presbycusis

A
  • first sign of hearing impairment

Decrease in the ability to perceive high frequency sounds, makes it difficult to understand human speech especially in noisy environments

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51
Q

Age related hearing loss

A
  • reduction in the size and quality of social network
  • can lead to depression and loneliness
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52
Q

Onset of hearing loss and risk for neurocognitive disease

A
  • evidence that hearing loss in midlife or later is associated with an increased risk for Alzheimer’s or other neurocognitive diseases
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53
Q

Onset of hearing loss and risk for neurocognitive disease

A
  • evidence that hearing loss in midlife or later is associated with an increased risk for Alzheimer’s or other neuralcognitive diseases
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54
Q

Learning theory

A
  • aka behaviorist theory
  • languages learned by like other behaviors through imitation and reinforcement
  • children acquire language by copying the speech of others and being reinforced to do so
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55
Q

Learning theory

A
  • aka behaviorist theory
  • languages learned by like other behaviors through imitation and reinforcement
  • children acquire language by copying the speech of others and being reinforced to do so
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56
Q

Nativist theory

A

-chomsky

  • children have a innate language acquisition device. (LAD) That allows them to understand language and speak in rule govern ways once they have been sufficiently exposed to language
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57
Q

Nativist theory

A

-chomsky

  • children have a innate language acquisition device. (LAD) That allows them to understand language and speak in rule govern ways once they have been sufficiently exposed to language
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58
Q

Evidence for chomsky’s theory

A
  • research showing that all languages have The same basic underlying structure
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59
Q

Criticism for learning theory and nativist theory

A
  • is that neither accounts for all aspects of language acquisition
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60
Q

Criticism for learning theory and nativist theory

A
  • is that neither accounts for all aspects of language acquisition
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61
Q

Social interactionist theory

A
  • combines aspects of learning theory and nativist theory

-many versions, all share The assumption that language depends on both biological and social factors

-bio factor- provide a predisposition/readiness for language acquisition

  • social factors: meaningful social interactions, support, language development
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62
Q

Support for social interactionist theory

A
  • research has identified a variety of ways that parents and other adults facilitate a young child’s language development
  • child directed speech: motheese and parenties And involves speaking slowly in a high-pitched voice using a limited vocabulary and simple repetitive sentences and focusing on present events
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63
Q

Babbling

A
  • 3 to 6 months
  • repetition of consonant- vowel sounds.

-na na na na

  • initially include sounds of all languages but by 9 months narrows down to the babies native language
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64
Q

Babbling

A
  • 3 to 6 months
  • repetition of consonant- vowel sounds.

-na na na na

  • initially include sounds of all languages but by 9 months narrows down to the babies native language
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65
Q

Echolalia

A
  • repetition of of adult speech sounds and words without understanding the meaning

9 mos

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66
Q

First words

A
  • 10 to 15 months
  • usually refer to familiar people/pets, movable or manipulative objects or actions
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67
Q

Holophrastic speech

A
  • using the same single word with to communicate different meanings with the meaning depending on the context gesture or intonation to convey an entire idea
  • 12 to 15 months
  • says Kitty and points to cat and means wants to play with Kat
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68
Q

Telegraphic speech

A
  • 18 to 24 months
  • simple two-word sentences, only have essential words usually consist of A noun and a verb/adjective
  • Good kitty
    Get juice
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69
Q

Overextension

A
  • 3 years old
  • applies a word to a wider range of objects than appropriate
  • use cat to refer to all furry four-legged animals
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70
Q

Underextension

A
  • applies word to narrowly
  • 3 years old
  • uses the word cat to only refer to family pet
  • evidence that it’s more common
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71
Q

Overegularization

A
  • 3 to 4 years old
  • apply rules to words that are exceptions
    Ex. Telled, feets
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72
Q

Overegularization

A
  • 3 to 4 years old
  • apply rules to words that are exceptions
    Ex. Telled, feets
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73
Q

Expressive jargon

A
  • 9 months
  • longer strings of sound That may have normal intonation and include two actual words
  • No discernible meaning
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74
Q

Expressive jargon

A
  • 9 months
  • longer strings of sound That may have normal intonation and include two actual words
  • No discernible meaning
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75
Q

Piaget’s constructivist theory

A
  • cognitive development is an active process that depends on biological, maturation and experience
  • child constructs knowledge by interacting with environment
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76
Q

Equilibration

A

Piaget

  • And they drive towards the state of cognitive equilibrium that provides the motivation for cognitive development
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77
Q

Disquilibration

A
  • child experience is a discrepancy between reality and their view or understanding of reality
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78
Q

Restoring equilibrium

A

Piaget

  • restored through adaptation, which consists of two complementary processes assimilation and accommodation
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79
Q

Assimilation

A

Piaget
- child applies existing cognitive schema to new object or situation

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80
Q

Accommodation

A
  • Piaget
  • child modifies existing cognitive schema or creates new schema to fit an object or situation
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81
Q

Piaget stages of cognitive development

A
  • four universal stages that are the same for all kids
  • involve qualitatively different ways of thinking
  • Sensorimotor stage
  • Pre operation stage
  • Concrete operational stage
  • Formal operational stage
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82
Q

Sensorimotor stage

A

-piaget

-involves coordinating sensory input with motor actions

Primary accomplishments:
*Development of Object Permanence
*Representational (symbolic) thought
*Make-believe play
*Deferred imitation

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83
Q

Sensorimotor stage

A

-piaget

-involves coordinating sensory input with motor actions

Primary accomplishments:
*Development of Object Permanence
*Representational (symbolic) thought
*Make-believe play
*Deferred imitation

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84
Q

Development of Object Permanence

A

Piaget
-people and objects exist even when they can’t be seen or heard

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85
Q

Representational (symbolic) though

A

Piaget

-use gestures/words etc to represent objects and experiences

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86
Q

Deferred imitation and make believe play

A

-able to do these bc of representational thought

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87
Q

Deferred imitation

A

Piaget

-can observe behavior and repeat it later

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88
Q

Make believe play

A

Piaget

  • also known pretend or symbolic play
  • acting out day-to-day activities
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89
Q

Pre-Operational stage

A

Piaget

2 to 7 years old

  • symbolic thought increases and allows for kids to think about the past and things that aren’t in the immediate environment
  • also allows for more elaborate forms of make believe play i.e able to use objects to represent another, And take on various roles
  • Pre-Operational thought is limited by transductive reasoning and egocentrism
  • magical thinking and animism
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90
Q

Transductive reasoning

A

Aka pre-causal reasoning

  • leaves pre-operational kids to believe that two events that occur at the same time are causally related
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91
Q

Limitations of pre-operational stage

A

Piaget

Transductive reasoning
Egocentrism

  • can’t conserve
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92
Q

Egocentrism

A

Piaget

  • The inability to understand that others do not experience things in the way that you do
  • manifestations are magical thinking and animism
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93
Q

Magical thinking

A

Piaget

  • The belief that just thinking about something will make it happen
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94
Q

Magical thinking

A

Piaget

  • The belief that just thinking about something will make it happen
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95
Q

Animism

A

Piaget

  • inanimate objects have feelings and lifelike qualities
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96
Q

Conservation

A
  • unable to understand that certain physical characteristics remain the same when objects outward appearance changes
  • due to a lack of centration and irreversibility
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97
Q

Conservation

A
  • unable to understand that certain physical characteristics remain the same when objects outward appearance changes
  • due to a lack of centration and irreversibility
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98
Q

Centration

A

Piaget

  • tendency to focus on one detail of an object or situation
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99
Q

Irreversibility

A

Piaget
- inability to understand that an action or process can be reversed

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100
Q

Concrete operational stage

A

Piaget

7 to 12 years old

  • able to use logical operations for mental activities to think logically about concrete situations I cannot directly perceive
  • can classify objects, work with numbers, and understand causality
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101
Q

Logical operations of concrete operational stage

A
  • Piaget

+ Decenation
+ Reversibility

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102
Q

Decentration

A
  • piaget

able to focus on more than one aspect of an object or event at the same time

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103
Q

Reversibility

A

Piaget

  • ability to understand that objects and processes can be reversed
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104
Q

Formal operational stage

A

Piaget

  • 12 and up

Individuals in this stage can think abstractly which allows them to engage in hypothetical deductive reasoning and propositional thought

  • beginning of stage characterized by renewed in egocentrism
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105
Q

Renewed egocentrism

A
  • inability to separate one’s own abstract thoughts from those of others

Described by Elkind as manifested as the personal fable and imaginary audience

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106
Q

Personal fable

A
  • experiences are unique, can’t be understood by others, and are not subject to the same limitations and risks as others
107
Q

Imaginary audience

A
  • belief that you are always the subject of others attention
108
Q

Vygotsky’s social cultural theory

A
  • cognitive development is influenced by socio-cultural environment
  • It begins as between a child and other( interpersonal) and then within the child (intrapersonal)
  • learning is optimal when it occurs within the child’s zone approximal development
109
Q

Vygotsky’s social cultural theory

A
  • cognitive development is influenced by socio-cultural environment
  • It begins as between a child and other( interpersonal) and then within the child (intrapersonal)
  • learning is optimal when it occurs within the child’s zone approximal development
110
Q

Zone of proximal development

A
  • vygotsky
  • The gap between what a child can do alone and what they can do with help from a more competent child or adult
111
Q

Zone of proximal development

A
  • vygotsky
  • The gap between what a child can do alone and what they can do with help from a more competent child or adult
112
Q

Scaffolding

A
  • vygotsky
  • assistance provided to another child within the child’s own of proximal development
  • More effective one relies on prompts, questions, and feedback rather than relying on correct answers and solutions
113
Q

Make Believe play according to vygotsky

A

Provides a zone of proximal development that enables children to try out new social roles and behaviors

114
Q

Memory and adulthood

A
  • effects vary ontype of task, more evident on unfamiliar tests
  • ltm: recent LTM( secondary) memory shows greatest age-related decline, remote ltm less affected
  • Decline is due to ineffective encoding
  • stm: working memory, little to no age-related change on memory span El (primary memory)
  • Decline is due to decreased processing speed
115
Q

Infantile amnesia

A
  • inability for adults to recall events that happened prior to age three or four
  • although children two to three can recall events that happened weeks or months prior
  • believed to be due to incomplete brain development and lack of language to properly store and encode memories
116
Q

Autobiographical memory in 65 and up

A
  • recall the greatest member of events 10 years prior to being tested
117
Q

Autobiographical memory in 65 and up

A
  • recall the greatest member of events 10 years prior to being tested
118
Q

Reminiscence bump

A
  • larger number of memories recalled by older adults for events that occurred between ages of 15 and 25
  • applies more to positive than negative life events

Attributed to identity formation- period of when most events occurred critical for stable self- concept

119
Q

Stereotype threat

A
  • confirm that memory performance of older adults is adversely affected when they accept The stereotype that increase in age is associated with declines in memory
  • concern about fulfilling The stereotype adversely effects performance on tasks related to stereotype
  • The greater the familiarity or acceptance of The stereotype, the worse the performance
120
Q

Temperament

A

– relatively stable traits and behavioral tendencies have a genetic component, are affected by environment, present early in life, relatively stable across situations and form the basis of adult personality

121
Q

Temperament

A

– relatively stable traits and behavioral tendencies have a genetic component, are affected by environment, present early in life, relatively stable across situations and form the basis of adult personality

122
Q

Temperament: Thomas and chess

A
  • most infants can be classified as easy, slow to warm up, or difficult

Easy children tend to have a positive
- consists of nine dimensions:
activity level
Rhythmicity
Distractibility
Approach/ withdrawal
Adaptability
Attention span and persistence
Intensity of reaction
Threshold of responsiveness
Mood quality

123
Q

Easy

A
  • Thomas and Chess
  • positive mood, easy to adapt to new experiences and have regular feeding and sleep schedules
124
Q

Slow to warm up children

A

Thomas and chess

  • inactive, have a mildly negative mood, take time to adapt to new experiences and have a moderately regular in terms of feeding and sleep schedules
125
Q

Slow to warm up children

A

Thomas and chess

  • inactive, have a mildly negative mood, take time to adapt to new experiences and have a moderately regular in terms of feeding and sleep schedules
126
Q

Difficult infants

A

Thomas and chess

+ Very active
Negative mood
- withdraw from new experiences
- irregular feeding and sleep schedules

127
Q

Goodness of fit model

A
  • Thomas and Chess
  • A child’s behavioral And psychological outcomes are determined by The match between a child’s temperament and certain characteristics of the environment
  • especially expectations and behaviors of parents
128
Q

Goodness of fit model

A
  • Thomas and Chess
  • A child’s behavioral And psychological outcomes are determined by The match between a child’s temperament and certain characteristics of the environment
  • especially expectations and behaviors of parents
129
Q

Strong goodness of fit

A

_ Thomas and Chess

That promotes promotes positive adjustment of a child

130
Q

Weak goodness of fit

A

Thomas and Chess

Leads to adjustment problems

131
Q

Freud’s theory of personality development

A
  • during each psychosocial stage, libidinal energy is centered on a different area of the body
  • excessive gratification or frustration of needs can lead to a fixation
132
Q

Freud’s theory of personality development

A
  • during each psychosocial stage, libidinal energy is centered on a different area of the body
  • excessive gratification or frustration of needs can lead to a fixation
133
Q

Erickson psychosocial stages

A
  • personally, development continues throughout the lifespan
  • focuses on social and cultural influences
  • eight stages each involves a different psychosocial conflict and can have either a positive or negative outcome
134
Q

Erickson psychosocial stages

A
  • personally, development continues throughout the lifespan
  • focuses on social and cultural influences
  • eight stages each involves a different psychosocial conflict and can have either a positive or negative outcome
135
Q

Personality development: Birth to one year

A

F: oral
E: trust versus mistrust

136
Q

Birth to one year

A

F: oral
E: trust versus mistrust

137
Q

Personality development: 1 to 3 years

A
  • f: anal

E: autonomy versus shame and doubt

138
Q

Personality development: 1 to 3 years

A
  • f: anal

E: autonomy versus shame and doubt

139
Q

Personality development: 3 to 6 years

A
  • f : phallic
  • E: initiative versus guilt
140
Q

Personality development: 3 to 6 years

A
  • f : phallic
  • E: initiative versus guilt
141
Q

Personality development: 6 to 12 years

A

F: latency

E: industry vs. Inferiority

142
Q

Personality development: 6 to 12 years

A

F: latency

E: industry vs. Inferiority

143
Q

Personality development: adolescence

A

F: genital

E: identity versus role confusion

144
Q

Personality development: young adulthood

A

E: intimacy versus isolation

145
Q

Personality development: young adulthood

A

E: intimacy versus isolation

146
Q

Personality development: middle adulthood

A

E. Generativity versus stagnation

147
Q

Personality development: middle adulthood

A

E. Generativity versus stagnation

148
Q

Personality development: late adulthood

A

E: integrity versus despair

149
Q

Parenting styles

A

Baumrind

  • for parenting styles that represent different combinations of demandingness (control)and responsiveness (acceptance and warmth )

Authoritative
Authoritarian
Pessimissive
Uninvolved

150
Q

Authoritative

A
  • High and demandingness and responsiveness
  • parents: warm and nurturing but set high standards for their children and expect them to comply with rules but seek input when making rules
  • prefer using reasoning and rewarding children for meeting expectations rather than punishment
151
Q

Authoritative

A
  • High and demandingness and responsiveness
  • parents: warm and nurturing but set high standards for their children and expect them to comply with rules but seek input when making rules
  • prefer using reasoning and rewarding children for meeting expectations rather than punishment
152
Q

Authoritative parents, children

A
  • Have the best outcomes
  • Self-Confident, independent, friendly, cooperative, and achievement oriented
153
Q

Authoritative parents, children

A
  • Have the best outcomes
  • Self-Confident, independent, friendly, cooperative, and achievement oriented
154
Q

Authoritarian parents

A
  • High in demandingness and low and responsiveness
  • expect complete obedience and resort to harsh discipline when children disobey

_ insensitive to children’s feelings and provide little nurturing or affection

155
Q

Authoritarian parents

A
  • High in demandingness and low and responsiveness
  • expect complete obedience and resort to harsh discipline when children disobey

_ insensitive to children’s feelings and provide little nurturing or affection

156
Q

Children of authoritarian parents

A
  • timid, insecure, dependent, and have low achievement orientation
157
Q

Children of authoritarian parents

A
  • timid, insecure, dependent, and have low achievement orientation
158
Q

Permissive parents

A
  • low and demandingness in high-end responsiveness
  • warm and nurturing but rarely assert authority

– Make few demands of their children and accepting of their children’s behaviors. Even undesirable ones

159
Q

Permissive parents

A
  • low and demandingness in high-end responsiveness
  • warm and nurturing but rarely assert authority

– Make few demands of their children and accepting of their children’s behaviors. Even undesirable ones

160
Q

Children of permissive parents

A
  • Self-Centered, have poor impulse control, don’t comply with rules, and are relatively low in achievement orientation
161
Q

Uninvolved parents

A
  • low and demandingness and responsiveness
  • neglect or overtly reject their children
  • uninvolved in children’s lives and more concerned about their own needs than the needs of their children
162
Q

Uninvolved parents

A
  • low and demandingness and responsiveness
  • neglect or overtly reject their children
  • uninvolved in children’s lives and more concerned about their own needs than the needs of their children
163
Q

Children of uninvolved parents

A
  • low self-esteem And self-control, Moody, non-compliant, demanding, low in achievement orientation and prone antisocial behavior
  • worst outcomes
164
Q

Cognitive development theory

A

Kohlberg

  • gender identity development is related to cognitive development
  • involves three stages:
  • Gender identity
  • Gender stability
  • Gender constancy
165
Q

Cognitive development model

A

Kohlberg

  • gender identity is related to cognitive development

Involves three stages:
* Gender identity
* Gender stability
* Gender constancy

166
Q

Cognitive development model

A

Kohlberg

  • gender identity is related to cognitive development

Involves three stages:
* Gender identity
* Gender stability
* Gender constancy

167
Q

Gender identity

A

Kohlberg

  • 2 to 3 years old
  • recognize themselves and others as either male or female
168
Q

Gender stability

A

Kohlberg

4

  • realize gender identity is consistent over time
169
Q

Gender stability

A

Kohlberg

4

  • realize gender identity is consistent over time
170
Q

Gender constancy

A

Kohlberg

  • 6 - 7 years old
  • understand that gender is stable not only under time but across situations and doesn’t change just because a change of appearance or behavior
171
Q

Gender constancy

A

Kohlberg

  • 6 - 7 years old
  • understand that gender is stable not only under time but across situations and doesn’t change just because a change of appearance or behavior
172
Q

Gender schema theory

A

Bem

Children develop schemas of Male and female traits and behaviors that organize how they think about themselves or others

  • develop around 3 to 4 result of social learning and cognitive development
173
Q

Social learning theory of gender development

A

Bandura
Mischel

  • several theories but all focus on The role of social factors and the development of gender identity
  • gender identity develop as a result of observational learning from same-sex adults and other children and differential reinforcement
  • receive praise and other reinforcement only when engaged in gender appropriate behaviors
174
Q

Identity diffusion

A

Marcia.

+ No crisis

_ No commitment to identity
“I’m not really interested in deciding what career is best for me’’

175
Q

Identity foreclosure

A

Marcia

  • No crisis oractivky exploration
  • Strong commitment to identity as a result of accepting the values and goals of others

” My parents really want me to go to medical school so that’s what I’m going to do”

176
Q

Identity foreclosure

A

Marcia

  • No crisis oractivky exploration
  • Strong commitment to identity as a result of accepting the values and goals of others

” My parents really want me to go to medical school so that’s what I’m going to do”

177
Q

Identity moratorium

A

Marcia

  • Have experienced identity crisis or actively explored Identity alternatives
  • Have not yet committed to an identity

” I have spent a lot of time considering different jobs, but I still don’t know what job is best for me”

178
Q

Identity achievement

A

Marcia

  • Have experienced a crisis or actively explored identity alternatives
  • Have a strong commitment to an identity

” It took me long to make a decision, but I’ve decided to be a psychologist”

179
Q

Attachment

A
  • positive emotional bond that develops between an infant and primary caregiver
180
Q

Attachment

A
  • positive emotional bond that develops between an infant and primary caregiver
181
Q

Contact comfort

A

Harlow and Zimmerman

  • pleasurable sensation provided by the soft cuddly soft mother
  • More important contributor to the development of attachment then providing food
  • Even when food was provided by wire mother infant Rheus’s monkeys became attached to the cloth mother, spent more time clinging to her, and went to her when scared
182
Q

Ethological theory

A

Bowlby

  • infants and caregivers have biologically program attachment behaviors That encourages the development of attachment
  • crying, smiling, cooing, and clinging

Caregivers are programmed to respond to by staying close which helps ensure the infant safety and survival

183
Q

Internal working models

A

Bowlby’s ethological theory

  • cognitive representations of self and others That affect future relationships
  • A result of Early attachment experiences
  • positive internal working models
  • negative internal working models

-

184
Q

Positive internal working models

A

Bowlby

A result of receiving sensitive responsive care

  • feel their lovable and other people are dependable
185
Q

Negative internal working models

A

Bowlby

  • A result of insensitive, neglectful or abusive care
  • May feel they are unworthy or unlovable and may not trust other people
186
Q

Strange situation

A

+ ainsworth

  • studied attachment in one to 2-year-olds
  • series of episodes where babies spent time with with and we’re separated from the mother and then reunited
  • found that there are four attachment. Patterns:
  • Secure
  • Insecure/resistant
  • Insecure/avoidant
  • Disorganized/disoriented
187
Q

Strange situation

A

+ ainsworth

  • studied attachment in one to 2-year-olds
  • series of episodes where babies spent time with with and we’re separated from the mother and then reunited
  • found that there are four attachment. Patterns:
  • Secure
  • Insecure/resistant
  • Insecure/avoidant
  • Disorganized/disoriented
188
Q

Secure

A
  • ainsworth
  • uses mom as a secure base when exploring the environment
  • mildly distressed when mom leaves
  • when Mom returns six contact with her
  • prefers mom to strangers
189
Q

Secure

A
  • ainsworth
  • uses mom as a secure base when exploring the environment
  • mildly distressed when mom leaves
  • when Mom returns six contact with her
  • prefers mom to strangers
190
Q

Moms with babies with secure attachment

A
  • sensitive and responsive
191
Q

Moms with babies with secure attachment

A
  • sensitive and responsive
192
Q

Insecure/ resistant (ambivalent)

A

Ainsworth

  • anxious and clings to Mom, doesn’t explore
  • very distressed when Mom leaves
  • angry and resistant to attempts to contact when Mom returns
  • fearful of stranger even when Mom is present
193
Q

Moms of babies with insecure/ resistant attachment

A
  • inconsistent in caregiving at times indifferent And at times enthusiastic
194
Q

Moms of babies with insecure/ resistant attachment

A
  • inconsistent in caregiving at times indifferent And at times enthusiastic
195
Q

Insecure/avoidant

A

Ainsworth

  • uninterested in exploring the environment
  • show little distress when Mom leaves
  • avoids mom when she returns
  • reacts to strangers and mom in similar ways
196
Q

Moms with babies who have insecure/ avoidant attachment

A
  • are rejecting/ unresponsive or intrusive/overstimulating?
197
Q

Disorganized/ disoriented attachment (insecure/ disorganized)

A
  • ainsworth
  • doesn’t explore environment
  • seems afraid of mom
  • May or may not be distressed when mom leaves
  • seems confused when Mom returns and may approach or avoid
  • backs to Mom and stranger in the same ways
198
Q

Moms of disorganized/ disoriented attached babies

A
  • abusive and neglectful, indicator of abuse
199
Q

Attachment at 12 months

A
  • fairly good indicator of child’s quality of relationships with peers in elementary school, friendships in high school, and romantic relationships in early adulthood
200
Q

Attachment at 12 months

A
  • fairly good indicator of child’s quality of relationships with peers in elementary school, friendships in high school, and romantic relationships in early adulthood
201
Q

Adult attachment interview

A
  • reveals that early attachment is a predictor of the attachment of their children
202
Q

Adult attachment interview

A
  • reveals that early attachment is a predictor of the attachment of their children
203
Q

Attachment in 4-year-olds

A
  • Have a preference form mom or primary caregiver
204
Q

Attachment in 4-year-olds

A
  • Have a preference for mom or primary caregiver
205
Q

Indicators of attachment

A
  • social referencing
  • separation anxiety
  • stranger anxiety
206
Q

Indicators of attachment

A
  • social referencing
  • separation anxiety
  • stranger anxiety
207
Q

Social referencing

A
  • 6 to 8 months
  • use emotional expressions of caregivers to guide reactions to uncertain or unfamiliar situations
208
Q

Social referencing

A
  • 6 to 8 months
  • use emotional expressions of caregivers to guide reactions to uncertain or unfamiliar situations
209
Q

Visual cliff

A
  • used to study social referencing
  • Mom stood on deep side of a cliff baby placed on shallow side
  • when Mom looks happy baby crossed
  • when Mom looked angry or scared baby didn’t
210
Q

Visual cliff

A
  • used to study social referencing
  • Mom stood on deep side of a cliff baby placed on shallow side
  • when Mom looks happy baby crossed
  • when Mom looked angry or scared baby didn’t
211
Q

Separation anxiety

A
  • 6 to 8 months
  • become very upset when separated from primary caregiver
  • peaks at 18 months and gradually declines in preschool age
212
Q

Separation anxiety

A
  • 6 to 8 months
  • become very upset when separated from primary caregiver
  • peaks at 18 months and gradually declines in preschool age
213
Q

Stranger anxiety

A
  • 8 to 10 months
  • Strong negative reaction to unfamiliar adults
  • peaks at 18 to 24 months then declines
  • well that’s hot. Outside intensity depends on child’s temperament, past experiences with strangers, and if a primary caregiver is present when the stranger arrives
214
Q

Stranger anxiety

A
  • 8 to 10 months
  • Strong negative reaction to unfamiliar adults
  • peaks at 18 to 24 months then declines
  • well that’s hot. Outside intensity depends on child’s temperament, past experiences with strangers, and if a primary caregiver is present when the stranger arrives
215
Q

Stranger anxiety

A
  • 8 to 10 months
  • Strong negative reaction to unfamiliar adults
  • peaks at 18 to 24 months then declines
  • well that’s hot. Outside intensity depends on child’s temperament, past experiences with strangers, and if a primary caregiver is present when the stranger arrives
216
Q

Development of emotions

A
  • primary and secondary emotions develop first 3 years
  • predictable order
217
Q

Development of emotions

A
  • primary and secondary emotions develop first 3 years
  • predictable order
218
Q

Primary emotions

A
  • appearant soon after birth

First to emergw
- content- smile
- interest- staring
- distress- grimacing

  • 6 months evolved to Joy, excitement, surprise, anger, disgust, fear, and sadness
219
Q

Primary emotions

A
  • appearant soon after birth

First to emergw
- content- smile
- interest- staring
- distress- grimacing

  • 6 months evolved to Joy, excitement, surprise, anger, disgust, fear, and sadness
220
Q

Secondary (self-conscious) emotions

A
  • 1 and 1/2-year-old
  • develop after a sense of self-awareness

By 2 years old: embarrassment, envy, and empathy,

  • second set of secondary (self-evaluative closed) emotions emerge after able to apply rules and standards to own behavior
  • 2 and 1/2 to 3 years old, fried, shame, and guilt
221
Q

Secondary (self-conscious) emotions

A
  • 1 and 1/2-year-old
  • develop after a sense of self-awareness

By 2 years old: embarrassment, envy, and empathy,

  • second set of secondary (self-evaluative closed) emotions emerge after able to apply rules and standards to own behavior
  • 2 and 1/2 to 3 years old, fried, shame, and guilt
222
Q

Coercive family model

A
  • Patterson, Reed, Dishion
  • families of aggressive children are characterized by escalating coercive interactions and ineffective parenting techniques
  • parents engage in poor parental self-monitoring , harsh and consistent discipline, and limited uses of positive reinforcement for good behaviors
  • All kids display non-compliance and low intensity aggressive behaviors. Parents learn to stop these behaviors with physical threats and physical punishment. Then kids learned more aggressive behaviors and that they can stop threats and punishment by whining, temper tantrums, or ignoring
  • develop parent management training which teaches to use effective parenting skills like reinforcing positive behavior and using other non-harsh punishments to reduce negative behaviors
223
Q

Coercive family model

A
  • Patterson, Reed, Dishion
  • families of aggressive children are characterized by escalating coercive interactions and ineffective parenting techniques
  • parents engage in poor parental self-monitoring , harsh and consistent discipline, and limited uses of positive reinforcement for good behaviors
  • All kids display non-compliance and low intensity aggressive behaviors. Parents learn to stop these behaviors with physical threats and physical punishment. Then kids learned more aggressive behaviors and that they can stop threats and punishment by whining, temper tantrums, or ignoring
  • develop parent management training which teaches to use effective parenting skills like reinforcing positive behavior and using other non-harsh punishments to reduce negative behaviors
224
Q

Social information processing model

A
  • Crick & Dodge
  • aggressive behavior is due to deficiencies and biases
  • six steps of response to provocation
  1. Focus on behavior that suggests hostile intention and ignore all other
    aspects
  2. Assume provoker has hostile intention (Hostile attribution bias)
  3. View retaliation as an appropriate goal
  4. Identify few alternative ways to respond
  5. Choose aggressive response behavior because believe it will have positive outcomes
  6. Respond with aggressive behavior
225
Q

Interventions of social information processing model

A
  • aimed to alter cognitive processes that contribute to aggressive behaviors
  • focus on relevant social cues
  • modify hostel attribution biases
  • identify non-aggressive responses to provocation
  • increase beliefs about positive outcomes for acting aggressively
226
Q

Piaget’s theory of moral development

A
  • had kids respond to stories of rural violations
  • Three stages

+ Premoral stage
+ Heteronymous stage
- autonomous stage

227
Q

Premoral stage

A

Piaget

  • less than 5 years old
  • very limited understanding of rules
228
Q

Premoral stage

A

Piaget

  • less than 5 years old
  • very limited understanding of rules
229
Q

Heteronomous stage

A

Piaget

  • 5 to 10 years old
  • consider rules to be determined by authorities and unchangeable
  • Believe rules should be punished,favor harshly
  • base judgments of others behaviors on consequences. Not intention

” A child who broke 10 dishes by accident is naughtier than a child who broke one dish on purpose”

230
Q

Heteronomous stage

A

Piaget

  • 5 to 10 years old
  • consider rules to be determined by authorities and unchangeable
  • Believe rules should be punished,favor harshly
  • base judgments of others behaviors on consequences. Not intention

” A child who broke 10 dishes by accident is naughtier than a child who broke one dish on purpose”

231
Q

Autonomous stage

A
  • Piaget
  • recognize rules are determined by agreement and can be changed by mutual agreement
  • favorite model forms of punishment, Believe punishment should fit the nature of the violation
  • when judging behavior of others focus on intention rather than outcome

” Breaking one plate on purpose is naughtier than child who breaking 10 accidentally”

232
Q

Autonomous stage

A
  • Piaget
  • recognize rules are determined by agreement and can be changed by mutual agreement
  • favorite model forms of punishment, Believe punishment should fit the nature of the violation
  • when judging behavior of others focus on intention rather than outcome

” Breaking one plate on purpose is naughtier than child who breaking 10 accidentally”

233
Q

Kohlberg’s theory of moral development

A
  • presented subjects with judge a series of moral dilemmas and explain reasons for judgments

Heinz dilemma

  • moral development depends on changes in cognitive abilities and social taking
  • Preconvention level: punishment and obedience stage, instrumental hedonism stage
  • Conventional level: good boy/good girlstage and law and order stage
  • Post conventional level: morality of contact, individual rights, and democratically accepted law stage & morality of individual principles of conscious stage
234
Q

Preconventional level

A

Kohlberg

  • punishment and obedience stage
  • instrumental hedonism stage
235
Q

Preconventional level

A

Kohlberg

  • punishment and obedience stage
  • instrumental hedonism stage
236
Q

Punishment and obedience stage

A
  • kohlburg
  • acceptability of behavior depends on if you’re punished
237
Q

Punishment and obedience stage

A
  • kohlburg
  • acceptability of behavior depends on if you’re punished
238
Q

Instrumental hedonism stage

A
  • kholberg
  • acceptability of a behavior depends on whether or not it leads to outcomes that satisfy needs
239
Q

Instrumental hedonism stage

A
  • kholberg
  • acceptability of a behavior depends on whether or not it leads to outcomes that satisfy needs
240
Q

Conventional level

A

Kohlberg
- Good boy/ good girl stage

  • law& order stage
241
Q

Conventional level

A

Kohlberg
- Good boy/ good girl stage

  • law& order stage
242
Q

Good boy/goodgirl stage

A

Kohlberg

  • acceptability of behavior depends on if it pleases others
243
Q

Good boy/goodgirl stage

A

Kohlberg

  • acceptability of behavior depends on if it pleases others
244
Q

Law& order stage

A
  • kohlberg
  • acceptability of behavior depends on whether or not it violates law and social rules established by a legitimate authority
245
Q

Law& order stage

A
  • kohlberg
  • acceptability of behavior depends on whether or not it violates law and social rules established by a legitimate authority
246
Q

Post conventional level

A

Kohlberg

  • morality of contract, individual rights, and democratically accepted law stage
  • morality of individual principles of conscience stage
247
Q

Post conventional level

A

Kohlberg

  • morality of contract, individual rights, and democratically accepted law stage
  • morality of individual principles of conscience stage
248
Q

Morality of contract, individual rights, and dramatically accepted law stage

A

Kohlberg

  • acceptability depends on if consistent with democratically chosen laws
249
Q

Morality of contract, individual rights, and dramatically accepted law stage

A

Kohlberg

  • acceptability depends on if consistent with democratically chosen laws
250
Q

Morality of individual principles of conscious stage

A

Kohlberg
- acceptance depends on if consistent with universally ethical principles like Justice or equality

251
Q

Morality of individual principles of conscious stage

A

Kohlberg
- acceptance depends on if consistent with universally ethical principles like Justice or equality

252
Q

Effects of divorce on parents

A
  • experience a diminished capacity to parent for up to two years after divorce
  • reduce sensitivity to unless awareness to their children and preoccupation with own problems
  • custodial mothers may show less affection to their kids especially sons and be less consistent and more. Authoritarian in discipline
  • Non-Custodial fathers May become more indulgent and permissive
253
Q

Effects of divorce on parents

A
  • experience a diminished capacity to parent for up to two years after divorce
  • reduce sensitivity to unless awareness to their children and preoccupation with own problems
  • custodial mothers may show less affection to their kids especially sons and be less consistent and more. Authoritarian in discipline
  • Non-Custodial fathers May become more indulgent and permissive
254
Q

Consequences of divorce on children

A
  • depend on child’s age, gender, degree of open conflict between the parents
  • worse for children who are in preschool at time of divorce, More negative immediate outcomes, 10 years after divorce have less memories of the divorce
  • Long-Term consequences may be worse for children who were in elementary school when parents divorce, 10 years after have painful memories and concerns of our ability to have successful marriage
255
Q

Gender and the impact of divorce on children

A
  • boys exhibit more problems initially, More negative, short and long-term effects
  • girls also experience negative effects immediately after divorce but more likely to experience less obvious and internalizing bxs.
  • sleeper effect in girls and not exhibit negative consequences until adolescents in early adulthood, Non-Compliant and low self-esteem and fear of abandonment and betrayal and romantic relationships
256
Q

Impact of open conflict

A
  • parental conflict negatively impacts kids whether parents are divorced or together
  • children from highly conflictual intact. Families are more poorly adjusted than low conflict divorced families

continuing open conflict between parents following a divorce is a strong predictor of maladjustment in children

-

257
Q

Impact of open conflict

A
  • parental conflict negatively impacts kids whether parents are divorced or together
  • children from highly conflictual intact. Families are more poorly adjusted than low conflict divorced families

continuing open conflict between parents following a divorce is a strong predictor of maladjustment in children

-

258
Q

Step families

A
  • kids living with step parents tend to have worse outcomes in terms of health, social relationships, and academic achievement than those living with both biological parents But these differences tend to be small
  • adjustment to step parent is affected by age, gender, and parenting styles of custodial and step parent
  • children who are very young tend to accept the step parent most easily, those and adolescents have the most problems bc dealing with normal ado probs
  • girls tend to have more trouble than boys adjusting to step parent, having a stepfather may be beneficial for younger boys
  • negative outcomes are reduced when a custodial parent has an authoritative parenting style and the step parent doesn’t attempt to resume full parental authority at the beginning of the relationship and supports custodial parents decisions
259
Q

Step families

A
  • kids living with step parents tend to have worse outcomes in terms of health, social relationships, and academic achievement than those living with both biological parents But these differences tend to be small
  • adjustment to step parent is affected by age, gender, and parenting styles of custodial and step parent
  • children who are very young tend to accept the step parent most easily, those and adolescents have the most problems bc dealing with normal ado probs
  • girls tend to have more trouble than boys adjusting to step parent, having a stepfather may be beneficial for younger boys
  • negative outcomes are reduced when a custodial parent has an authoritative parenting style and the step parent doesn’t attempt to resume full parental authority at the beginning of the relationship and supports custodial parents decisions
260
Q

Teacher expectations

A

Rosenthal and Jacobson

  • teachers expectations about students abilities have a self-fulfilling prophecy effect on students achievements
  • children identified as bloomers had unusual increase in IQ scores
  • The teachers treated the The academic bloomers differently than other students
261
Q

Teacher expectations

A

Rosenthal and Jacobson

  • teachers expectations about students abilities have a self-fulfilling prophecy effect on students achievements
  • children identified as bloomers had unusual increase in IQ scores
  • The teachers treated the The academic bloomers differently than other students
262
Q

Teacher interactions

A
  • from elementary through graduate school, male and female teachers interact with students and ways that reflect gender stereotypes
  • call on mail students more often then female students, give male students more attn & feedback that encourages learning, boys receive more criticism and praise in girls,

boys. More likely to be criticized for inattention and lack of effort & praise for abilities and task performance

  • girls more likely to be criticize for lack of ability and praised for effort and cooperation
263
Q

Teacher interactions

A
  • from elementary through graduate school, male and female teachers interact with students and ways that reflect gender stereotypes
  • call on mail students more often then female students, give male students more attn & feedback that encourages learning, boys receive more criticism and praise in girls,

boys. More likely to be criticized for inattention and lack of effort & praise for abilities and task performance

  • girls more likely to be criticize for lack of ability and praised for effort and cooperation

Lifespan Development (1 decks)

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