Test 2 Flashcards
Human development
Scientific studying of people as they develop over their lifetimes
Longitudinal design
10-50 years High-quality data Hard to replicate Expensive Attrition (participants might quit)
Cross-sectional design
Study multiple age groups simultaneously
Studies cognitive development
Assumes all generations develop the same
Cohort effect
Related to cross-sectional design. Something happens to one age group that didn’t to the others, like COVID-19 or the Cold War.
Nature (genetics)
Influence of genetic/biological characteristics on personality, physical traits, IQ, etc.
Nurture (genetics)
Influence if environment on personality, physical traits, IQ, etc.
Behavioral genetics
The study of nature vs. nurture
Studied best using identical twins separated at birth
Epigenetics
TBD
Genetics
Study of inherited traits
DNA
Molecule containing genetic material
Gene
Section of DNA with specific arrangement
Located on chromosomes
Dominant/Recessive Genes
TBD
Monozygotic twins
One zygote splits into separate embryos
Identical DNA
Dizygotic twins
Two eggs fertilized, fraternal twins
Siamese twins
Conjoined twins
First 2 weeks of pregnancy
Germinal Period
2-8 weeks of pregnancy
Embryonic Period
8+ weeks of pregnancy
Fetal
“Critical period” of pregnancy
A stage of development critical for development of the heart, lung, brain, etc.
Teratogen
Anything that can harm an unborn child (like drugs)
Zika virus
Mosquito bite virus
If at a certain point, can cause baby to have a health issue where it has a tiny head and cognitive issues
Microcephaly
Result of zika virus in unborn child
Causes tiny head and cognitive issues
Very rare
Infants’ 5 reflexes
Sucking
Grasping/pulling
Rooting
Stepping (wiggling their feet while laying down)
Moro (startle reflex, baby sort of flails around)
Infants’ senses
All but vision are well-developed at birth
Growth and fine motor skills develop quickly throughout infancy and childhood
Infant/child motor milestones
Baby raises its head Baby rolls over Baby can sit if propped up Baby can sit on its own Baby can crawl/walk
Schema (cognitive development)
Mental concepts formed through experiences with objects/people (i.e., child’s concept of “dog” or “soldier”)
Psychologist who studied schemas (cognitive development)
Piaget
What did Piaget study?
He studied development of schemas.
He used longitudinal and cross-sectional studies.
He used his association with a school district to find children to study.
His experiments resulted in the Cognitive Development Stage Theory.
Stage 1 of Cognitive Development Stage Theory
Sensorimotor stage
Infant exclusively uses senses and motor skills to interact with environment
Object permanence
Acquired at end of Stage 1 of CDST
Babies understand objects/people exist even while not in sight
Stage 2 of Cognitive Development Stage Theory
Preoperational stage Preschool Characterized by: Egocentrism Centration Irreversibility
Egocentrism (CDST)
Incapable of seeing the world from other perspectives
Centration (CSDT)
Focus on the same component/object repeatedly (e.g., rewatch their favorite movie 6.9 times)
Irreversibility (CSDT)
Child cannot mentally reverse an action (e.g., you crumple up their drawing and they cry because they don’t know it can be uncrumpled)
Conservation (CSDT)
Related to irreversibility.
Cannot understand changing of appearance without changing its nature
E.g., Have two identical glasses of water, and they say the same amount is in each. Then you pour one of the glasses into a tall, narrower glass, in front of them, and they say the tall glass has more water. They are stupid and can’t mentally reverse the action.
Stage 3 of Cognitive Development Stage Theory
Concrete operations
K12
Capable of logic, but not abstract thought
Stage 4 of Cognitive Development Stage Theory
Formal operations
Adolescence
Capable of abstract thought
Criticisms of Piaget’s Cognitive Development Stage Theory
Object permanence is developed sooner than claimed
Vygotsky’s Contributions/Findings to CDST
Social interactions speed up development
Without social interaction, babies become damaged
Zone of Proximal Development (CSDT)
Studied by Vygotsky
Learning through scaffolding
E.g., First, you have training wheels. Then you remove them and have a helper guide you along. Then you go like normal.
Stages of language development
Cooing (blowing bubbles)
Babbling
One-word speech (holophrases)
Telegraphic speech (speaking in a sentence)
Receptive-productive lag
Understand a language before one can produce it
Attachment (developmental research)
Emotional bond between infant and primary caregiver
Researcher who studied attachment (development research)
Mary Ainsworth
Secure attachment
Primary caregiver leaves
Infant is easily soothed and open to meeting new stranger
Insecure attachment
Bad
Opposite of secure attachment
Avoid attachment
Infant is unattached and apathetic of parent’s presence
Correlated with aloof parenting
Anxious/ambivalent attachment
Mixed feelings
Upset at primary caregiver’s departure
Angry at their return
Disorganized-disoriented attachment
TBD
Temperament (human development)
Behavioral characteristics at birth
Easy: adaptable, regular, happy
Difficult: exact opposite
Discerning babies (human development, temperament)
Need time to adjust to change and to new people
Stage 1 of ESPD
Trust versus mistrust
Infant (0-2)
Attachment figure is important
If inconsistent care, causes trust issues and Stage 2 failure
Stage 2 of ESPD
Autonomy vs. shame and doubt Toddler Toddlers want to walk on their own Strive for physical independence Otherwise, doubt and shame
Stage 3 of ESPD
Initiative versus guilt
Preschool
Strives for emotional/psychological independence
Feel guilt if can’t stop temper tantrums/emotional control
Stage 4 of ESPD
Industry versus inferiority Industry is faith in one's self-efficacy Strives for competence and self-esteem Comparing to other kids Trying to find what one is "good at"
Piaget’s final stage
Almost an adult Can think abstractly Egocentric thought returns Personal fables - no one else can understand their struggles Imaginary audience - ???
Stage 5 of ESPD
Mid-adolescence
Search for “identity”
Parent-teen conflict
Failing causes “role confusion”
Stage 6 of ESPD
Intimacy vs Isolation Young adult Strives for emotional and psychological closeness to another person Still maintains sense of self Those who fail Stage 5 do badly here
Stage 7 of ESPD
Generativity vs Stagnation
Mid-adult
Seeks to guide children to next generation
Example of stagnation: Woman who has good career, backs it up to become better parent, then she feels unfulfilled because there is nothing else to offer
Stage 8 of ESPD
Integrity vs Despair
Geezer
Seeks sense of wholeness to release regret (???)
Determines whether or not one regrets stuff
Criticisms of Kohlberg’s Morality Development
Criticized because of too many white males
Level 1 of Kohlberg
Preconventional morality
Children
Behavior governed solely by consequences of reward/punishment
Level 2 of Kohlberg
Conventional morality
Young adult+
Behavior governed by society’s norms
- E.g., cars squeezing into a line of cars is normal, so people do it because it is moral to them
- E.g., you would not do the same thing to grocery stores, not normal so not moral
Level 3 of Kohlberg
Postconventional morality
Behavior governed by individual morals
E.g., civil disobedience during 1960s
Dr Kavorkian
Example of Level 3 Kohlberg
Believed in morality of assisted suicide - was imprisoned for it, but eventually made it legal
Authoritarian parenting style
Ozai
Projection of parent’s issues
Creates avoidant attachment
Permissive parenting style
Few demands
Subtypes:
Neglectful
Indulgent
Neglectful parenting style
Subtype of permissive
Uninvolved
(e.g., single-parent “household” where the “parent” works all day)
Indulgent parenting style
Subtype of permissive
Raises the “spoiled” ones
Authoritative
Firm limits + warmth, respect
Iroh
Adolescents need “why” and respect
Parenting style and age
Parenting style changes with age.
Younger parents are ???
Cellular clock theory
Cells can’t reproduce forever
Talomeres correspond to cell healthiness
Geezers have bad ones
Wear-and-tear theory
Tissues wear out
Body can’t self-repair forever
Free radical theory
Free radicals are molecules with unstable electrons
Cause aging and cancer
Activity theory (theories of age)
Better to remain active
Physical, cognitive, and social activity stop death and bad health
Stages of Death and Dying/Grief
Denial Anger Bargaining Depression Acceptance
