Psych Final Flashcards
Name three research methods used for studying developmental changes
Longitudinal, cross-sectional, cross-sequential
Longitudinal
Same subjects studied over a long period of time. You follow people’s development throughout a long period of time.
Ex. Researcher is interested in whether or not frequent exposure to violent television in early childhood predicts aggressive behavior in adulthood. They follow a group from preschool to age 25.
Cross-Sectional
Different ages from different groups, shorter time frame.
Example: Research study on girls and boys of age 7 months to 5 years old. Had them pick between different objects. One object was always pink while the others were other colors. The girls as they grew past the age of 2 were 80% more likely to pick pink than boys. With the boys being less likely as they got older. Researchers concluded it was related to acquisition of knowledge about gender.
Cross-sequential
Same and different age groups, over a shorter time, mixing longitudinal and cross-sectional methods.
Example: studying several diverse groups for a mid-length amount of time
What are each of Erikson’s stages
Stage 1: Trust v Mistrust Stage 2: Autonomy v Shame/Doubt Stage 3: Initiative v Guilt Stage 4: Industry v Inferiority Stage 5: Identity v Confusion Stage 6: Intimacy v Isolation Stage 7: Generativity v Stagnation Stage 8: Integrity v Despair
Trust v Mistrust
Virtue-Hope
Infancy
Type of care to the infant
If this is not obtained the infant will mistrust and develop fear and carry this throughout other relationships in their lifetime.
Autonomy v Shame
Virtue-Will
Early Childhood
Supported and increased in their independence
Conflict-not having enough independence leads to low self confidence and becoming overly dependent on others
Initiative v Guilt
Virtue-Purpose
Play Age
Start interacting with other children more
Conflict-Children may develop a sense of guilt. They may feel a nuisance to others, and will therefore remain followers, lacking in self-initiative
Industry v Inferiority
Virtue-Competency
School Age
Develop appraisal for developing certain skills in school
Conflict-If a kid is not encouraged they begin to feel inferior, doubt their own abilities and therefore may or may not reach his or her full potential
Identity v Role Confusion
Virtue-Fidelity
Adolescence
Conflict: Can lead to role confusion. Involves the individual not being sure about themselves and their place in society
Intimacy v Isolation
Virtue-Love
Young Adult
Being committed to a lover and friendships
Conflict: Avoid intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression
Generativity v Stagnation
Virtue-Care
Adulthood
Give back to society through raising our children, being productive at work, giving back to society
Conflict-By failing to reach these objectives, we become stagnant and feel unproductive
Integrity v Despair
Virtue-Wisdom
Maturity
Explore our lives as a retired person.
Conflict-If we feel our lives were unproductive or have guilt about the past, we become dissatisfied with life and develop despair
Piaget’s stages of cognitive development
Sensorimotor, preoperational, concrete operational, formal operational
Sensorimotor
Age: 0-2 years
Develop understanding of the world through trial and error
Acquired skills: object permanence, spatial knowledge, imitation
