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PSY 433: Developmental Psychology > UNIT 1 > Flashcards

UNIT 1 Flashcards

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1
Q

What is the Life Span Perspective?

A

Development refers to the pattern of movement or change that begins at conception and continues through the human life span.

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2
Q

Two approaches of Development

A

Life-Span Approach, Traditional Approach

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3
Q

Life-Span Appproach

A

Developmental change is throughout childhood to adulthood. No plateau.

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4
Q

Traditional Approach

A

Development focuses on certain highlights. Every moment there are changes…
Incline - Childhood
Plateau - Adulthood
Decline - Old Age

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5
Q

8 Characteristics of the Lifespan Approach

A
  1. Lifelong
  2. Multidirectional
  3. Multidimensional
  4. Multidisciplinary
  5. Plastic
  6. Contextual
  7. Growth, Maintenance, and Regulation of Loss
  8. Co-Construction of Biology, Culture, and the Individual
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6
Q

Lifelong

A

Development is lifelong and never stops.
No domination of one age period over another.

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7
Q

Multidirectional

A

Growth/Development may be linear, decline, incline, be in stages, unpredictable, etc.

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8
Q

Multidimensional

A

A person can develop biologically, socio-emotionally, and cognitively.
Development of these aspect may not be simultaneous or at the same speed.

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9
Q

Plastic

A

Plasticity in Psychology: the capability/ability to change; to be shaped, molded or altered.

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10
Q

Multidisciplinary

A

Different expertise have different ways of viewing things.
Merging and integration of multiple disciplines is important.

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11
Q

Contextual

A

All development occurs within a context.

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12
Q

Norm

A

The standard/The natural agreed expectation

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13
Q

Three Subcomponents of the Contextual Characteristic

A

Normative Age-Graded Influence
Historic Age-Graded Influence
Non-Normative Life Events

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14
Q

Normative Age-Graded Influence

A

Events that are expected that people may experience in correlation to the norm of their age.

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15
Q

Historic Age-Graded Influence

A

Historical Events that impacts and influences people’s lives and mindsets.

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16
Q

Non-Normative Life Events

A

Unpredictable traumatic experiences that have heavy impacts on people’s life.
A wakeup call.

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17
Q

Growth, Maintenance, and Regulation of Loss

A

How a person manages and faces the changes and challenges of growing, and your mindset towards it.

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18
Q

Co-Construction of Biology, Culture, and the Individual

A

How we adapt to our environment.

The pandemic (biology) taught us a lot about ourselves (individual) and to be mindful of our hygiene [to wear masks] (culture).

The brain shapes the culture and the culture shapes the brain

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19
Q

Contemporary Concerns about Development

A

Health and Wellbeing
parenting and Education
Sociocultural Context and Diversity

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20
Q

Health and Wellbeing

A

Mental health concerns are real.
Work-life balance is essential for one’s well-being.

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21
Q

Parenting and Education

A

Positive Parenting

Relationship should not be a dictatorship.

There are different types of parents, different types of individual situation.

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22
Q

Sociocultural Contexts and Diversity

A

Gender Issues, Mixed Race Issues.

There are a lot of factors considered when talking about full development.

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23
Q

Nature of Development

A

The patterns that we need to look into in order to develop

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24
Q

The three processes of Nature of Development

A

Biological, Socio-emotional, Cognitive

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25
Q

Biological Processes

A

DNA, Genetics, Bodily Organ Condition etc.

Physical aspects, nature, and one’s capabilities.

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26
Q

Socio-Emotional Processes

A

Behavior of people; how were you brought up?

How does a child interact with different people?

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27
Q

Cognitive Processes

A

How you think and process your thoughts.

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28
Q

Periods of Development

A

Prenatal period
Infancy
Early Childhood
Middle and Late Childhood
Adolescence
Early Adulthood
Middle Adulthood
Late Adulthood

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29
Q

Prenatal Period

A

Conception to birth (9 months)

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30
Q

Infancy

A

Birth to 1-2 years

Development of infant and their heavy dependence on their parents.

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31
Q

Early Childhood

A

2 - 6 years old (play years)

Devours all knowledge and interaction

Preschool years

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32
Q

Middle and Late Childhood

A

6-11 years

Development of basic skills

Elementary years

33
Q

Adolescence

A

10/12-18/21 years

Puberty; transition period

34
Q

Early adulhood

A

20s-30s

Making life-changing decisions

35
Q

Middle Adulhood

A

40s-60s

Where life “begins” and health declines

36
Q

Late Adulthood

A

60s/70s to death

37
Q

Four Ages of Development

A

First Age
Second Age
Third Age
Fourth Age

38
Q

First Age

A

Childhood and Adolescence

39
Q

Second Age

A

Prime Adulthood (20s-50s)

40
Q

Third Age

A

Approx. 60-79 years

41
Q

Fourth Age

A

Approx. 80 year and older

42
Q

Three Developmental Patterns of Aging

A

Normal Aging
Pathological Aging
Successful Aging

43
Q

Normal Aging

A

Your development of growth follows the curve of the norm.

44
Q

Pathological Aging

A

You don’t take care/maintain yourself as much as you’re supposed to.
Prone to illnesses and sicknesses.

45
Q

Successful Aging

A

You have a positive outlook in life.
You take care of/ maintain of yourself.
You live longer, happier, life.

46
Q

Conceptions of Age

A

Chronological Age
Biological Age
Psychological Age
Social Age

47
Q

Chronological Age

A

Your age since your birth.

48
Q

Biological Age

A

Focuses on the age of your vital organs.

Related to genes

49
Q

Psychological Age

A

Adaptive capacity compared to those of the same chronological age.

How you take care of yourself (positively or negatively) in response with the stressors around you.

Coping mechanisms.

50
Q

Social Age

A

Your connectedness to others and how you adapt to your environment.

51
Q

Developmental Issues

A

Nature vs Nurture
Stability vs Change
Continuous vs Discontinuous

52
Q

Nature vs Nurture

A

Nature: Depends on DNA, Genes, and Hereditary factors

Nurture: Depends on your environment and experiences.

53
Q

Stability vs Change

A

Stability: Traits from childhood is permanent throughout adulthood.

Change: Traits from childhood may change throughout adulthood.

54
Q

Continuous vs Discontinuous

A

Continuous: No stages or pauses. Gradual changes throughout the lifespan.

Discontinuous: There are abrupt or distinct changes throughout the lifespan.

55
Q

Theories of Development

A

Psychoanalytic Theories
Cognitive Theories
Behavioral and Social Cagnitive Theories
Ecological Theories
Ethological Theories

56
Q

Psychosexual Stages

A

Sigmund Freud (1856-1836)

Oral - Birth to 1.5 year
Anal - 1.5 to 3 years
Phallic.- 3 to 6 years
latency - 6 years to puberty
Genital - puberty onward

57
Q

Psychosocial Stages

A

Erik Erikson (1902-1994)

Trust vs Mistrust (1 year)
Autonomy vs Shame and Doubt (1-3 years)
Initiative vs Guilt (3-5 years)
Industry vs Inferiority (6 years to puberty)
Identity vs Identity Confusion (10-20 years)
Intimacy vs Isolation (20-30 years)
Generativity vs Stagnation (40-50 years)
Integrity vs Despair (60 years onwards)

58
Q

TRUST VS MISTRUST

A

Child needs physical and psychological care.
Child must have attachment to someone trustworthy (primary caregivers)

Virtues: Hope and Optimism vs Fear, Suspicion, and Lack of Self-Confidence

59
Q

AUTONOMY vs DOUBT and SHAME

A

Child encounters rules.

supportive parents: helps build child’s autonomy and strengthen their will
overprotective parents: child may loose their self-control and develop shame and doubt.

VIRTUES: Will vs Fear and Suspicion

60
Q

INITIATIVE vs GUILT

A

Play years.

Play is important for the child to explore the world and develop a sense of purpose and direction. If not, then they may be passive about the world if they are sheltered.

Intentions to explore are not malicious, just pure curiosity

VIRTUES: Purpose vs Carefree

61
Q

INDUSTRY vs INFERIORITY

A

Thirsty for knowledge.
Mastery skills are being honed.
Development of skills through small tasks like chores is important.
Being sheltered ma leave the child inadequate.

VIRTUES: Inadequacy vs Mastery

62
Q

IDENTITY vs IDENTITY CRISIS

A

Discovering one’s identity and uniqueness.
What kind of person do I want to be?
Marcia’s identity Statuses

VIRTUES: Fidelity by making commitment to own values, organizations, and peope.

63
Q

Marcia’s Identity Statuses

A

IDENTITY ACHIEVEMENT: Committed and has explored
IDENTITY MORATORIUM: Not committed and has explored
IDENTITY FORECLOSURE: Committed but has not explored
IDENTITY DIFFUSION: Not committed and has not explored

64
Q

INTIMACY vs ISOLATION

A

Making relationships with others; significant others and friends.

VIRTUES: mutual Devotion and Commitment vs Withdrawal and Fear of Commitments.

65
Q

GENERATIVITY vs STAGNATION

A

How can I contribute to the world?
Generativity: Learn how to mentor the young.
Stagnation: Self-Centeredness (mabigat na midlife crisis)

VIRTURES: Care vs Insensitivity

66
Q

INTEGRITY vs DESPAIR

A

What kind of life have you lived?
Individual has wisdom and inhibitions.

VIRTUES: Wisdom

67
Q

Cognitive Development

A

Jean Piaget (1896-1934)

The way we think is how to organize and to adapt to situations that are challenging.

Sensorimotor (Birth-2 years): Object Permanence
Preoperational (2-7 years): Egocentrism
Concrete Operational (7-11 years): Conservation
Formal Operational (11 years onward): Manipulation of Ideas

68
Q

Epigenetic Principle

A

Erik Erikson

We develop through the predetermined unfolding of our personalities in 8 stages.

The performance of each stage is determined by the success or lack of success of the previous stages.

69
Q

Sociocultural Cognitive Development (Sociohistoric / sociocultural theory)

A

Lev Vygotsky (1896-1934)

Children acquire culture, belief, and strategies through collaborative dialogue with more knowledgable members of society.

70
Q

Assisted Learning

A

Providing strategic hep during initial stages and then gradually promote independence.

71
Q

Zone of proximal development

A

Tasks that are too difficult for children to master alone, but can be learned through guidance of a teacher.

Upper Limit: idependent on others when learning.
Lower Limit: independent in learning.

72
Q

Vygotsky’s Concepts

A

Scaffolding - help from teacher
Private Talk - talking w/ self
Co-Constructed Process - study group
Cultural Symbols - visual aid and tools

73
Q

Information Processing Theory

A

Robert Siegler (1949-present)

  • The human mind operated like a computer.
  • It has logical rules and limitations.
  • It is how you interpret, process, and store what you experience.

Perception: How you interpret society
Working Memory: What you want to store in your mind
Long Term: What you want to store for life

74
Q

Operant conditioning

A

Burrhus Fredrick Skinner (1904-1990)

Consequences of a behavior produce changes in the probability of the behavior’s occurrence.

If there’s a reward, the likelihood of the behavior increases. And vice versa.

75
Q

Social Cognitive Theory

A

Albert Bandura (1925-present)

People learn through observing.

76
Q

(Bio)Ecological Theory

A

Urie Bronfenbrenner (1917-2005)

A person develops through five environmental systems:

Microsytem
Mesosystem
Exosystem
Macrosystem
Chronosystem

77
Q

Ethological Theory of Attachment

A

John Bowlby (1907-1990)

Importance of human attachment and trust to the primary caregiver during the first year of life.

78
Q

Ethological Theory

A

Konrad Lorenz (1903-1989)

Reflexive Behavior of newborn babies as innate abilities that promote survival.
Strongly influenced by biology.
Characterized by critical sensitive periods; strong attachments form during critical periods.

PSY 433: Developmental Psychology (1 decks)

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