psychological development Flashcards
developmental psychology
the psychology of growth, change and consistency through the lifespan
nature and nurture issue
how much weight do heredity and environment have on our development
continuity view of development
believes change is gradual
discontinuity view of development
believes that change is abrupt, occurs in stages
blank slate
idea that newborns are born with an empty brain and no abilities
newborn innate abilities
finding nourishment, interacting with others, and avoiding harmful situations
prenatal period
the 9 month developmental period before birth
(p is for same period as pregnancy)
infancy period
1 month to 18/24 months
neonatal period
birth to 1 month
during prenatal period..
- genetic plan determines how organs begin to form
- differentiation occurs which is when stem cells then begin to form into organs
teratogens
substances from the environmental that can damage a developing baby
placenta
- forms as the zygotes outer cells attach to the uterine wall
- transfers nutrients and oxygen from mother to fetus
fetal alcohol syndrome
physical and cognitive abormalities in children caused by a pregnant woman heavy drinking
prenatal stages of development
zygote –> embryo –> fetus
during neonatal period…
babies are capable of responding to stimulation from all of their senses
during infancy period…
it’s a period of rapid development but is still heavily reliant on reflexive behavior
permanent reflexes
swallowing and blinking
moro reflex
the startle reflex
reflexes
a movement pattern triggered by a stimulus
neonatal reflexes
moro reflex
grasping reflex
rooting reflex
sucking reflex
critical period
optimal period when certain events must take place to facilitate proper development
rooting reflex
a touch near mouth will trigger the newborn to move their mouth and head towards the touch
imprinting
a powerful attraction occurs between infants and first moving object or individual they spend time with
contact comfort
an infant’s need for physical closeness and touching
cupboard theory
infants become attached to those who provide the “cupboard” containing the food supply
secure attachment
- confident that attachment figure will meet their needs
- use as a safe base to explore environment
- seek figure in times of distress
harlow’s monkeys
disproved cupboard theory because it showed infants need more than just food, they NEED contact comfort too
insecure avoidant attachment
- do not orientate to attachment figure when investigating environment
- independent of figure physically and emotionally
insecure ambivalent attachment
- clingy and dependent behavior
- fails to develop feelings of security from the attachment figure
authoritative parenting
- parent is warm and attentive to child’s needs/interests
- parent makes reasonable demands for the child’s maturity level
- parent permits child’s to make decisions in accord with developmental readiness
authoritarian parenting
- parent is cold and rejecting
- parent is highly demanding; may yell, command, and criticize
- parent makes most decisions for child and doesn’t take input
permissive parenting
- parent is warm but may spoil the child
- parent makes few or no demands
- parent permits child to make decisions before the child is ready
uninvolved parenting
- parent emotionally detached, withdrawn and inattentive
- parent makes few or no demands
- is lacking in interest of the child
- parent is indifferent to child’s decisions and point of view
the association between certain parenting styles and certain childhood outcomes is just correlational. CORRELATION IS NOT CAUSATION
piaget’s cognitive theory of development
discontinuous model that claims children will undergo a revolutionary change in thought at each stage
piaget’s theory was based on
- schemas
- assimilation and accommodation
- stages of cognitive development
accommodation
process of restructuring or modifying schemas to incorporate new information
assimilation
process that modifies new information to fit with existing schemas or what is already known
Assimilation makes new information fit our existing view of the world. Accommodation changes our views to fit new information.
sensorimotor stage
children mostly give reflexive responses with very little thinking involved
changes during sensorimotor stage
- object permanence –> the knowledge that objects exists independently of one’s own actions/awareness
- mental representation –> ability to make mental images
changes in preoperational stage
- egocentrism –> self centered focus that causes children to see the world only in their own terms
- irreversibility –> an inability to think though a series or steps and then reverse the course
- animistic thinking –> believing inanimate objects have life and mental processes
- centration –> focusing on one aspect of a situation and neglect others
- pretend play
preoperational stage
a stage marked by well developed mental representation and use of language
concrete operational stage
child develops the abilities of irreversibility, conservation and mental operations
changes during concrete operational stage
conservation –> the principle that quantity remains the same despite changes in shape
mental operation –> the ability to solve problems by manipulating images in one’s own mind
formal operational stage
people begin to think about issues like being more accepted by peers
formal operational structural properties
Hypothetical reasoning
Analogical/Abstract reasoning
Reflective abilities
Deductive reasoning
theory of mind
the ability to infer (understand) other’s mental states, and know they may be different than our own.
Erik Erikson Theory of Psychosocial Development
identified 8 stages, with each bringing a new challenge. To move onto the next stage of life, the problem of the previous stage must successfully be coped with.
Trust vs Mistrust
If needs are dependably met, infants develop a sense of basic trust.
Basic trust
child’s expectation that his needs would be met by caregivers and the world is a safe place
Autonomy vs. shame/doubt
toddlers learn to exercise will and do things for themselves or they doubt their abilities
initiative vs guilt
preschoolers learn to initiate tasks and carry out plans or they feel guilty about efforts to plan/learn new skills
Competence vs inferiority
children learn the pleasure of applying themselves to asks or they feel inferior
identity vs role confusion
teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are
intimacy vs isolation
young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated
generativity vs stagnation
the middle-aged discover a sense of contributing to the world, usually though family and work or they may feel a lack of purpose
integrity vs despair
when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure
Kohlberg 6 stages of morality
- avoids punishment
- gain rewards
- gains approval/avoids disapproval
- rules and laws of society
- flexible tool / individual rights determine behavior
- abstract autonomous principle - taking the perspective of every person in the group who’s affect
Kohlberg 3 levels of morality
preconventional morality
conventional morality
post conventional morality
preconventional morality
morality that focuses on self interest. they obey rules to avoid punishment or gain rewards.
conventional morality
morality that focuses on caring for others and on upholding laws and social rules because they’re the laws and rules
postconventional morality
abstract reasoning of formal operational though and these actions are judged as “right” because they flow from people’s rights or from self defined ethical principles
