PSY1010 - Module 2 Flashcards
final exam prep
Developmental Psychology
change is inevitable
change can occur over the lifespan
3 core issues Developmental Psychology
- roles of nature vs nurture
- importance of early experiences (critical periods)
- change continuous or discrete
Nature of change
acquisition or loss
continuous - gradual alteration of behaviour
discontinuous - stages that are qualitatively different (usually ordered in a fixed sequence)
types of Developmental Methodology
- cross-sectional: different groups at same time
- longitudinal: same group at multiple time points
- sequential: different age groups at multiple time points
Physical development - prenatal
- germinal - first 2 weeks (cell division - zygote)
- embryonic - 2 weeks - 2nd month (most significant period for susceptability to teratogens: includes viruses, chemicals, drugs, radiation etc)
- foetal - 9 weeks to after birth
John Piaget - Cognitive Development Theory
cognition - mental activities associated with thinking, knowing, remembering and communicating
children have schemas (organised patterns of thoughts and behaviours) development involves modification of intellectual schemas
Assimilation and Accomodation
Assimilation: taking on new information
Accomodation: adjusting current schema to meet new information
Equilibration: the combo of Assimilation and Accomodation
John Piaget 4 stages of Cognitive Development
- Sensorimotor - 0-2 (object permanence)
- Pre-operational - 2-7 (egocentrism)
- Concrete operational - 7-12 (conservation)
- Formal operational - 12+
didn’t consider the role of culture
Vygotsky’s Sociocultural Theory of Cognitive Development
emphasised the role of social interaction
zone of proximal development
Information Processing approach of Cognitive Development
- processing speed - mental quickness increases with age
- automatisation - ability to perform some tasks automatically
- knowledge base - gained with experience
- cognitive strategies
- meta cognition - thinking about thinking
Ageing
fluid intelligence - uses logic to learn, declines with age
crystallised intelligence - use knowledge, skills and experience accumulated over lifetime, increases with age
Social Development
-change in feeling, thought and behaviour across lifespan critical issues: 1. attachment 2. socialisation 3. changes in moral reasoning
Harry Harlow
contact comfort - crucial element
John Bowlby’s Theory of Attachment
linked Harlow’s findings to children reared in institutions
Mary Ainsworth
Strange Situation
- Securely attached
- Avoidant
- Ambivalent
- Disorganised (adults - unresolved)
Socialisation
the process by which children learn the beliefs, values, skills and behaviour patters of their society
Parents as social agents
- Authoritarian
- Permissive
- Authoritative
- Uninvolved
Socialisation of gender
amongst the most powerful roles into which people are socialised
psychological meaning of being male or female
sex typing: how children acquire personality traits culturally considered appropriate to their sex
Evolving self concept
visual self-recognition 15-24mths of age
Rudd(?) Rouge test
Theory of Mind
an implicit set of ideas about the existence of mental states (such as beliefs and feelings) in oneself and others
develops between 2 and 4
pre-cursor to perspective taking
Kohlberg’s 3 stages in understanding gender
- gender identity - ability to characterise the self and others as male or female
- gender stability - understanding gender remains constant over time
- gener constancy - gender can not be altered by changes in appearance or activities
Erikson’s 8 stages Theory of Psychosocial Development
- Basic trust vs mistrust - 0-18mths
- autonomy vs shame and doubt - 1-2years
- initiative vs guilt - 3-6years
- industry vs inferiority - 7-11years
- identity vs identity confusion - teenage (adolescence)
- intimacy vs isolation - 20s and 30s (young adulthood)
- generativity vs stagnation - 40s to 60’s (midlife)
- integrity vs despair - 60s onwards
Piaget 2 stages of morality
- morality of constraint - before 9-10 conform to societal rules
- morality of cooperation - older children view rules as social interactions for keeping interactions safe, fair and comfortable - can be changed with mutual consent
Kohlberg’s Moral Reasoning
- Preconventional - avoiding punishment obtaining reward
- conventional: meeting moral standards, maintaining law and order
- postconventional: concern on abstract, carefully considered principles
Moral development - cognitive-social theories
focus on moral behaviour rather than reasoning
moral behaviours learned through conditioning and modelling
prosocial behaviour benefits other individuals or groups
Information processing view of moral development
series of sequential judgements
developmental changes can occur at each level of the sequence
cause - moral responsibility - blame = punishment or no punishment
Psychodynamic theories of moral development
children begin moral development as narcissistic
conscious develops between 2-5 - children take on the values of their parents, guilt is the primary motivation
Empathy
consists of cognitive (understanding what the other person is experiencing) and emotional (experiencing similar emotion) components
empathy contributes to pro-social behaviour (altruism, selflessness)
Kohlberg’s 6 stages of moral development
1. Preconventional stage 1 - obedience punishment stage 2 - individualism and exchange 2. Conventional stage 3 - good interpersonal relationships stage 4 - maintaining social order 3. Postconventional stage 5 - social contract and individual rights stage 6 - universal principles
