Psychology 111- chapter 5 Flashcards
universal vs ecological
universal- all humans develop in the same way (regardless of environment)
ecological- need to consider environment because environment changes how people develop
teratogens
different types of exposure while in the womb that can be dangerous and change development (smoking, alcohol), maternal sickness can have an impact on the embryo
critical vs sensitive periods
critical- a developmental time period where some behavior/trait had to develop (if it didn’t, that person was never going to have that behavior/trait)
sensitive- a developmental period when it is easier for someone to learn a behavior/trait
Post Hoc Thinking
a roadblock to scientific thinking-> once you know the outcome, you think that everything that happened before the outcome led to the outcome
Stage Theories
in order to go to the next stage, you have to complete the current one
habituation
where a baby loses interest unless a new stimulus comes along
prenatal sense development (sound, smell and taste, vision)
sound- babies can hear at birth and in uterus
smell and taste- can be developed in utero, happens through exposure in amniotic fluid (baby will react differently to smalls/tastes from in utero)
Vision- basically nonexistent when born
authoritarianism
impose rules, expect them to be followed, there are consequences if they’re not followed
permissive
don’t ask for a lot, don’t care much or react strongly if rules are broken, not many rules-> want to be more like friends with their children
negligent
font care about interacting with child, there are rules, but they aren’t around enough/interact enough to have consequences for those rules
authoritative
have rules and expect them to be followed, supportive structure (dialogue about why the rule exists and why it was broken)-> best outcomes for children
attachment
the close emotional bond between an infant and their caregiver
strange situation
put infant in strange situation-> caregiver leaves infant with stranger, caregiver comes back, key is what infant does when caregiver leaves and returns
secure attachment
when caregiver leaves, child may be distressed of may not be, what matters is when caregiver returns the infant goes to them for comfort and acknowledges their return (60%of infants)
avoidant
when caregiver leaves, infant doesn’t care and doesn’t acknowledge they left, when they return, they still do not care and don’t acknowledge return (20%)
ambivalent/anxious
when caregiver leaves, the child is upset and distressed, when caregiver returns, it continues to be distressed and won’t allow caregiver to soother or comfort (15%)
disorganized
no clear pattern of responding (5%)
Vision
- easier for babies to see close up, can’t see a lot of color, as child ages, the further away and more color they can see, about 3 tears old when they have same level of vision as an adult
Piaget’s Moral Development
- 3 shifts
1. realism (rules are intended to be followed no matter what) to relativism (may be instances where a rule may need to be broken)
2. prescription (rule is to be followed based on the constraints of the rule) to principle (understand the underlying point of the rule)
3. outcomes (child decides how wrong something is based on how bad the outcome is) to intentions (the child is going to look into why the bad thing happened)
Kohlberg’s theory of moral development
- preconventional- determine what is right based on what is awarded and what is punished
- conventional- internalize external rules in order to determine what is right and wrong (use the rules that are set for you to make your own decisions about right and wrong)
- post-conventional- come up with your own code of ethics to decide what is right and wrong
assimilate vs accommodate
assimilate- when you have a new experience you force it into your own mental understanding
accommodate- change mental understanding as we encounter new experiences
sensorimotor and object permanence
all of our focus is based on understanding of sensations and movement (birth-2yrs)
- object permanence/ a child understands that just because they don’t see an object, the object still exists (sensorimotor phase is missing this)
preoperational phase and conservation
- 2-6/7
- where you start to be able to respond to concrete things more symbolically; object permanence is developing
- conservation: understand that changing the shape of an object does not change the quantity of the object (don’t see this in preoperational stage)
concrete operational
start being able to mentally manipulate that object without touching it when the object is in front of them
