Psych 100 - Development - Final Exam Flashcards
Oral Sensory - 12-18 months
Trust vs mistrust.
Child develops a feeling of trust with their caregivers.
Muscular-anal - 18 months-3 years
Autonomy vs. shame/doubt.
The child learns what they can and cannot control and develops a sense of free will.
Locomotor - 3-6 years
Initiative vs guilt
The child learns to become independent by exploring, manipulating, and taking action.
Keyword - Locomotor = exploring
Development Model
Latency - 6-12 years
Industry vs inferiority
The child learns to do things well or correctly according to standards set by others, particularly in school.
Adolescence - 12-18 years
Identity vs role confusion
The adolescent develops a well-defined and positive sense of self in relationship to others.
Young adulthood - 19-40 years
Intimacy vs isolation
The person develops the ability to give and receive love, and to make long-term commitments.
Middle adulthood - 40-65 years
Generativity vs stagnation
The person develops an interest in guiding the development of the next generation, often by becoming a parent.
Late adulthood - 65 to death
Ego integrity vs despair
The person develops acceptance of their life as it was lived.
Secure attachment style
Child explores freely while the mother is present and engages with the stranger.
Child upset when mother departs and refuses to engage with stranger, displaying stranger anxiety, but child is happy with mother returns.
Around 60% of children display secure attachment across cultures.
Ambivalent attachment style - aka insecure-resistant
Child stays close to mother rather than exploring the toys when the stranger is present.
When mother leaves, child is extremely distressed, and ambivalent when she returns.
Child may rush to mother, but then fail to cling to her when she picks up the child.
Ambivalent = child is ambivalent about what to do when mother returns.
Disorganized attachment style
Child seems to have no consistent way of coping with the stress of the situation.
Child may cry during the separation but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor.
Keyword - no consistent pattern
Power assertion
When parents try to correct children’s misbehaviour through the use of punishment, threats, and their superior power.
Child obeys to avoid punishment.
Induction - used in authoritative parenting
Involves the correction of the child’s misbehaviour by showing them how and why they were wrong, explaining the effects of their behaviour on others, and showing understanding for the child’s emotions.
Involves activation of child’s empathy. Helps children develop better self-regulation, and sense of morality.
Authoritative parents are supportive and show interest in their kids’ activities, but are not overbearing and allow them to make constructive mistakes.
Family stress model
Describes how financial difficulties are associated with parents’ depressed moods, which in turn lead to marital problems and poor parenting, which in turn, contributes to poorer child adjustment
Social comparison (children)
Children begin to make comparisons with other children at the age of 5 or 6.
Eg. child might describe themselves as being faster than one child, and slower than another.
Competence and autonomy
The recognition of one’s own abilities relative to other children.
Effortful control
Motivated self-regulation.
Some children are temperamentally more capable of this than others.
Biologically based.
Keyword - Lance
Habituation and Dishabituation
Refers to the decreased responsiveness toward a stimulus after it has been presented numerous times in succession.
Dishabituation occurs when a second object is introduced and the infant spends more time looking at that item because they recognize a difference between the first stimulus and the second.
We know that babies have “learned” something about the first stimulus in order to “know” that the second stimulus is different.
Assimilation - in relation to schemas
When children use assimilation, they have already developed schemas to understand new information.
Eg. Grouping zebras into the mammal category with horses.
Accommodation
Learning new information and thus changing the schema.
Eg. Identifying that zebras and horses are not in the same schema, and learning that there are different types of four-legged animals.
