U6: Development Flashcards
developmental psychology
changes (physical, cognitive, social, emotional) across lifespan
germinal stage
conception to 2 weeks
sygot
dna is assembled
embryonic stage
2 weeks to 8 weeks
embryo
organ development and cells differentiate into differnt functions
fetal stage
9 weeks to birth
fetus
organs continue to grow and funtion mroe efficiently
can kick and make a fist
critical period
sensitive time period when certain developmental milestone need to occur
critical period in prenatal development
embryonic stage
placenta
provides nutrients to teh body
teratogens
harmful substances that can cause birth defects
cephalocaudal trend
development that occurs from head to toe
proximodistal trend
development that occurs from center to outward
maturation
genetically predetermined sequence of development (nature viewpoint)
reflexes
involuntary movements
rooting
reflex where baby turns face towards cheek being touched
moro
reflex where baby sprawls out when they feel like they are falling
babinski
reflex where baby fans out feet when tickled
vision in newborn
worst sense; prefer larger objects, objects with contrast, prefer human faces
hearing in newborn
prefer high pitched, exaggerated, expressive human voices
taste in newborn
prefer sweet tasting things
longititudal design
oe group of participants studied over a long period of time
cross sectional design
different age groups tested at one time
cohort effects
occurs when differences among groups (cohorts) are due to life experiences, historical events, etc
generational gaps
cross sequential design
start with differnt age groups and then follow each group over a period of time in intermitent time checks
temperment
way of expressing needs and emotions
easy temperment
not overly fussy
predictable
adjusts to situations well
difficult temperament
more fussy and irrtable
not predictable
hard time adjusting to new situations
slow tow arm temperment
start off wary then adjust well when comfortable
inhibited vs unhibited temperment
inhibited - gaurded she timdid
unhibited - lets gaud down easily, open to new experiences
attachmnet
emotional bond between a child and their caregiver
harlow
did a test with monkeys and surrogate mothers of mesh and terry cloth
harlows theory of attechment
there is a biological need for contact and comfort
seperation anxiety
feelings of distress that young chuildren may experience when cargiver leaves
mary ainsworth’s strange situation
feelings of distress that young children may experience when caregiver leaves
also dealed with types of attachment
secure attachment
can trust easily; is attuned to emotions; can communicate when upset; coopertive behavior
anxious ambivalent (resistant) attchment
very clingy to parent and gets very inconsluble when parent leaves
anxious avoident attachment
minmal interaction with parents and does not care when they leave
anxious disorganized attachment
inconsistent attachment
Erikson
stages of development
trust vs mistrust
0 -1
is the world predictable and suprotive; reliable care
event: attachment
autonomy vs shame and doubt
2-3
am i self sufficient or must i rely on others; independence
event: toilet training
initiatve vs guilt
3-6
am i good or bad. will i feel guilty for trying new things; control over enviorment
event - exploration
industry vs inferiority
7-12
am i successful or am i worthless; how can i function in comarison to others
event - school
identity vs role confusion
12-18
who am i; what is my place in society; identity
event - developing sense of self and social belonging
intimacy vs isolation
20-30
am i able to become close iwth other and maintain my sense of self
event - relationships
generativity vs stagnation
30-35
m i able to give love and attention beyond myslef; have i nutured teh next generation
event - work and parent hood
schemas
mental represtations of objects events, etc
created through experience
assimilation
fitting in
adding information to an existing schema
s we exxactly have in the past
accommondation
if new info doesn’t fit, we have to modify an existing schema or make a new schema
sensormimotor stage
birth to two years
mental activity is confined to sensory ad mptor functions
lacks object permenence
object permenance
the ability to recognize that objects continue to exist even when they are no longer visible
lacks in sensorimotor satge
preoperational stage
2-7 yrs
play pretend, imaginative, represent things with wordsa nd images, use intuition instead of reasoning, lots of questions
displays animism, egocentrism, centration, and irreversibility
lacks theory of mind, and conservation
animism
believing inanimate objects are real and have feelings
displayed in preoperational stage
egocentrism
when a child believes that others see the world as they do
they cannot put themselves in someone elses shoes
displayed in preoperational stage
theory of mind
the ability to understand their own and other’s mental states are that they may differ
feeling, perceptions, and thoughts and they are the behaviors these might predict
lacking in preoperational stage
conservation
the awarness that physical quantoties remmain the same despit changes in shape and appearence
lacking in preoperational stage
centration
tendency to focus on just one feature of a problem, neglecting other important aspects
displayed in preoperational stage
irreversibility
the inability t envision reversing an action
displayed in preoperational stage
concrete opertaional
7-11 yrs
developed conservation
lack of egocentrism and animism
can use simple logic like addition or subtraction
CANNOT use higher level though or abstract reasoning
formal operational stage
11+ yrs
can use higher level thought
can think abstractly
can use reason to hypothesize
vygotsky’s sociocultural theory of cognitive development
social interaction/cultrue/language development influence cognitive development
children benefit from mentors who scoffold
zone of proximal development
made by vygotsky
range of tasks that are too difficult for a person to learn along but can be accomplished with guidance from someone with experience in the task
vygotsky
made sociocultural theory of cognitive development
made zone of proximal development
kohlberg’s moral development theory
preconventional stage - gaining rewards / avoiding punishments
conventional stage - following rules / laws; gaining other’s approval
postconventional stage - equality, justuce, ethical principles, human rights
frq has to have morla dilema)
kohlberg
moral development theory
gilligan
adpated kohlbergs theory to include gender differences in moral development and reasoning
authoritarian parenting style
parents - strict, unsympathetic, not open for discussion
children - somewhat unfriendly, withdrawn, distrustful, possibly aggressive
permissive parenting style
parents - lacks discipline/ boundaries, gives complete freedom, more like a freinds
children - dependent, somehwta immature, lacks self regulation
authoritative parenting style
parents - uses reasoing, encourages sialougue w/ children, increases childs responsibility over times
children - more friendly, coorperative, wee adjusted
empathy vs sympathy
empathy - ability to relate to what someone else is going through
sympathy - just feeling bbad fro someone
self regulation
ability to control own emotions or behaviors
socialization
learning appropiate behaviors/norms in society
not gender relationship
sex vs gender
sex - gnetics/ biology
gender - society defines gender
gender schemas
appropiate behaviors, emotions, attitudes, occupations, etc for gender
gender roles
particular part of eh schema that relates specifically to culturally defined appropiate behaviors each gender
gender stereotypes
particular part of teh schema that relates specifically to the culturally influenced beliefs about each gender
puberty
primary vs secondary sex characteristics
biological and physical chages that occur during adolescnce in prepertaion for reproduction
primary sex characteristics - mecessary for reproduction
secondary sex characteristics - changes taht are not necessary for reproduction
synaptic pruning
getting rid of inefficient and unnessacary synaptic connection
synaptic pruning
getting rid of inefficient / unnecessary synaptic connection
prefrontal cortex and risk taking
still developing prefrontal cortex and increased ris taking
continues to develop until about 25 yrs
prefrontal in in charge of higher order thinking, decsion making, planning)
marcia
four identity statuses
marcias 4 identity statuses
achievmet - successful achievment of a sense of identity
foreclousure - unquestioning adoptation of parental or societal norms
moratorium - active struggling for a sense of identity
diffusion - absence of struggle for identity with no obvious concern about it
social identity theoru
to what extent do the groups one belongs to influence one’s identity
of all sociocultural groups you belong to, which most influences your identity
early adulthood
20-40 yrs
physical and cognitive growth continues
social focus - intimace vs isolation (erikson)
establishing self and career
middle adulthood
40-65 yrs
social focus - gnerativity vs stagnation (erikson)
cognitive is still good overall
sight physical deterioation
decline in eyesight, hearing, soreness)
late adulthood
social focus: intergrity and despair
cognition: slower rocessing, fluid intelligence starts to decline
physical: continued deterion of body and blood flow to brain
dementia
significant changes in cognitive processing
longevity
females tend to live longer
terminal drop
sharp decline in cognitive abilities
usually just before death
