Unit 3 Flashcards
Developmental psychology consists of both ___________ of development &/or ________ _______ in development though out the lifespan
Chronological order (year to year)
Thematic issues
Thematic issues to development are (3 themes of developmental research)
Stability & change, nature & nurture, continuous & discontinuous stages of development
Stability & change
Stability- traits and behaviors that stay the same throughout life
Change- traits and behaviors that are more fluid/flexible throughout life
Continuity vs discontinuity
(Similar to nature vs nurture)
Continuity- view that development is gradual, continuous process
Discontinuity- view that development occurs in a series of distinct stages
Time horizon
How many times data is collected
Cross-sectional study
(Pros and cons)
One time study/collection of data from group
Pros- cheaper, quicker, easier
Cons- static view point, sensitive to timing
Longitudinal study
(Pros and cons)
Collection of data from same group (multiple times) over time
Pros- less sensitive to timing, can identify patterns, order
Cons- more resources, impractical at times (people get tired of it)
Teratogens
Chemicals & viruses that can be harmful to a baby in the womb
(Maternal illness, genetic mutations, hormonal changes, and environment factors)
Gross motor
Physical (bigger milestones)
Fine motor
Skills (smaller milestones)
Infants poses reflexes like
Rooting reflex; survival skills
(Newborns have preference for faces to make connections)
Habituation
Decrease responsiveness with repeated exposure (threat becomes not as threatening)
Visual cliff
Born with visual depth perception
Konrad Lorenz Theory
Critical and sensitive periods in infancy and childhood have developmental effects, especially in skills like language
Some animals will imprint on the first thing they encounter as a means of survival
Imprinting
New born animals follow what they see and what is always around (mothers); watching and following
What are the main physical and psychological milestones that occur in adolescence?
adolescent growth spurt and puberty
Develops primary and secondary sex characteristics during this time,
such as menarche and spermarche
Adulthood is most of the lifespan and is characterized by a general leveling off
and then a varying decline in…
reproductive ability (i.e., menopause), mobility,
flexibility, reaction time, and visual and auditory sensory acuity
Gender
Culture’s expectation about what it means to be a man or a woman. Defined by your body but mind’s understanding is affected by your biology and experiences.
Gender Biases in workplaces
Perceptions of differences (he’s so/she’s so…) compensation (salary) family care responsibility (mothers vs fathers) social norms, interaction styles, every day behavior, leadership styles
Gender Roles
The social expectations that guides behavior as men or women
Piaget Cognitive Theory of Development
Explains how a child constructs a mental model of the world
Schema
A concept or framework that organizes and interprets information
Assimilation
Intepretting our new experiences in terms of our existing schemas (no change in schema)
Accommodation
Adapting to our current schemas (understanding) and incorporate new info (change in schema)
Object Permanence
The awareness that things continue to exist even when not perceived
Egocéntrism
In Piaget’s theory the preoperational child’s difficulty taking another’s POV
Conservation
Principle (which Piaget believed to be part of concrete operational reasoning) that properties like mass, volume and number remain the same despite changes in the forms of objects
Piaget’s theory of Cognitive Development Charts
Sensorimotor: from birth - 2yrs
Preoperational: 2-7 yrs
Concrete Operational: 7-11
Formal Thinking: 11 and up
Lev Vgotsky
Children are social learners, learn by interacting with and building off of other people in the same boat as them (in their proximal development)
Zone of Proximal Development
Gap between what a learner can do independently and what they can do with help
Crystalized Intelligence
Stored knowledge accumulated over the years and remains relativly stable throughout life
Fluid Intelligence
A person is able to think outside the box to solve problems using their judgement and logic
Phonemes
Small distinctive sound unit in language (that = 3)
Morphemes
Small language units that carry meaning (ing, s, re, dis)
Semantics
Meaning of a word, phrase, sentence, etc
Language development of a child
3 months: cooing and gurgling
6 months: babbling
12 months: first words
18 months: 5-40 words
2 yrs; 2-3 word sentences
3 yrs: short sentences
4 yrs: 5-word sentences
5 yrs: Identifies letters and makes longer sentences
Learning Pyramid
Speech>talking>understanding>play>look and listen>adult/child interaction
Ecological Systems Theory (child)
Microsystems - immediate environment
Mesosystem - connections between environments
Exosystem- indirect environments
Macrosystems- social and cultural values
Chronosystems-changes over time
Authoritarian
Focus on obedience, punishment over discipline
Authoritative
Create relationship and enforce rules
Permissive
Don’t enforce rules, “kids will be kids”
Uninvolved
Provides little guidance, nurturing or attention; Neglectful
Mary Ainsworth
The strange situation (attachment in infants)
Measures security of an infant in 1-2 yrs old
8 stages Baby + mother + researcher
1st: mother and baby (explore environment or cling to mom)
2nd: mother and baby and stranger (baby’s response to stranger)
3rd: baby and stranger (baby’s response to stranger- separation anxiety?)
4th: mother and baby and stranger (baby’s response to mom’s return?)
5th: mom and baby
6th: baby alone
7th: baby and stranger; mom and baby
Secure Attachment
Distress when separated with mom, avoidant of strangers unless mom is there, happy to see mom when she returns (70% of infants)
Ambivalent Attachment
Intense distress when separated from mom, significant fear of stranger, approach mother but reject contact upon her return (15% of infants)
Avoidant Attachment
No interest when separated from mom, play happily with stranger, ignore mom after separation (15% of infants)
Disorganized attachment
Inconsistent attachment behaviors (4% of infants)
Caregiver Sensitivity Hypothesis
Difference in infant attachment styles are dependent on the mother’s behavior during critical period of development
Harry Harlow
Cloth and Wire Monkey Experiment- found that children prefer the “cloth mother,” or are more attatched to a caregiver that provides warmth and love than one that just provides basic needs “wire mother”
Parallel Play
2 or more kids playing side by side without interacting. May observe other kids and mimic their actions. Common with kids who haven’t developed body awareness and social interaction skills
Children interact with peers via play
Fun fact
Adolescents gradually rely on peer relationships as they age
Fun fact
Social Clock
Culture plays a role in determining when adulthood begins and when major life events occur
Ericksen’s Social Development Stages (Basic Conflict)
Each stage in life is marked by a specific conflict
Adverse Childhood Experiences (ACES)
Aces have effects on relationships people form throughout life
Ivan Pavlov
Russian physiologist who discovered Classical Conditioning
Classical Conditioning
A type of unconscious or automatic learning
Unconditioned Stimulus
Stimulus (or trigger) that leads to an automatic response
Ex. If a cold breeze makes you shiver, the breeze is an unconditioned stimulus; produces and involuntary response (the shivering)
Unconditioned Response
Automatic response or a response that occurs without thought when an unconditioned stimulus is present
Ex. If you smell your favorite food and your mouth starts watering, the watering is an unconditioned response
Neutral Stimulus
Stimulus that doesn’t initially trigger a response on its own.
Ex. If you hear the sound of a fan but don’t feel the breeze, it wouldn’t be necessarily trigger a response, making it a neutral stimulus
Conditioned Stimulus
Stimulus that was once neutral (didn’t trigger a response) but now leads to a response
Ex. If you previously didn’t pay attention to dogs, but then got bit by one, and now you feel fear every time you see a dog, the dog becomes a conditioned response
Conditioned Response
Learned response or a response that is created where no response existed before
Ex. Being bitten by a dog, the fear you experience after the bite is the conditioned response
John Watson
“Little Albert” Experiement was a classical conditioning experiment.
Watson paired the white rat with a loud bang repeatedly to create an association between the two unrelated stimuli (loud band and white rat), and little Albert (the baby) began fearing the white rat without the loud bang
Acquisition
Initial stage of learning, when a response is first established and gradually strengthened
The result of a conditioned stimulus being connected to an unconditioned stimulus
Extinction
Conditioned response decreases or disappears
Spontaneous Recovery
Learned response can suddenly reemerge, even after a period of extinction
Generalization
Tendency for a conditioned stimulus to evoke (return to the mind) similar responses after the response has been conditioned
Discrimination
Ability to differentiate b/n a conditioned stimulus and other stimuli that have not been paired with an unconditioned stimulus
Pavlov taught the dogs that they needed to respond to a specific bell tone to receive food
Classical conditioning Key Principles
Acquisition, Extinction, Spontaneous Recovery, Generalization, and Discrimination
Higher Order Learning
In classical conditioning, and also known as second-order conditioning, is a procedure in which the conditioned stimulus (CS) of one experiment acts as the unconditioned stimulus (UCS) of another
Ex.
1. Can opener (CS), opens the food (UCS), the cat salivates (UC Response).
2. Squeaky Cabinet (second-order stimulus), owner grabs can opener from cabinet (CS), then cat salivates (CR)
3. Squeaky Cabinet (SOS), then cat Salivates (CR)
Operant Conditioning
Type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment
Edward Thorndike
Law of Effect- rewarded behavior is likely to happen again
B.F. Skinner
developing the theory of Operant Conditioning- method of learning that uses rewards and punishment to modify behavior
Made the OC chamber for mouse
Reinforcer
Any event that strengthens the behavior it follows (positive or negative)
Positive Reinforcement
Strengthens a response by presenting a stimulus after a response
Negative Reingorcement
Strengthens a response by reducing or removing an aversive stimulus
Shaping
A procedure in OC in which reinforcers guide behavior closer and closer towards a goal
Primary Reinforcer
A natural reinforcing stimulus
Conditioned (2nd) Reinforcer
Stimulus that gains it reinforcing power through its association w/ a primary reinforcer
Ex. Money helps reinforce behaviors because it can be used to acquire primary reinforcers such as food, clothing, and shelter
Continuous Reinforcement
Reinforcing the desired response every time it occurs (quick acquisition and quick extinction)
Ex. a reward given to an animal every time they display a desired behavior
Partial Reinforcement
Reinforcing a response only part of the time (slower acquisition but greater resistance to extinction)
Ex. Gambling
tempted to persist in their behavior in hopes that they will eventually be rewarded
Fixed-ratio Schedules
Schedule that reinforces a response only after a specified number of responses
Ex. you give Cookie Monster a cookie every 5 times he sings “C is for cookie”
Variable-ratio Schedule
A schedule of reinforcement that reinforces a response after an unpredictable number of responses
Ex. you give Homer a donut at random times when he says “Doh!”
Fixed-interval Schedule
Schedule of reinforcement that reinforces a response only after a specified time has elapsed
Ex. you give Bart a Butterfinger every ten minutes after he moons someone
Variable-interval Schedule
Schedule of reinforcement that reinforces a response that unpredictable time intervals
Ex. Pop Quizzes
Social Learning Theory
Proposes that learning can occur by observation and does not have to involve personal experience with a consequence (vicarious conditioning).
Ex. Learning can occur by copying the behavior of ro-models (Monkey see = monkey do)
Bandura Bobo Doll Experiment
Bandura carried out a study in which researchers physically and verbally abused a clown-faced inflatable toy in front of preschool-age children, which led the children to later mimic the behaviour of the adults by attacking the doll in the same fashion
Insight Learning
Discovered by Wolfgang Kohler
Occurs when the solution to a problem occurs without any association, consequence, or model
Latent Learning
Occurs when info is learned w/out reinforcement but isn’t immediatly obvious. LL is often demonstrated by cognitive maps
Piagents Theory of Cognitive Development: Sensorimotor
Knows object is still there even if out of sight and knows they can control the object
Piagents Theory of Cognitive Development: Preoperational
Begins to use language
Egocentric thinking and hard for them to see other povs
Classifies objects by single feature (color)
Piagents Theory of Cognitive Development: Concrete Operational
Logical thinking
Recognizes numbers, weight, and mass
Classifies objects by many features
Piagents Theory of Cognitive Development: Formal Operational
Advanced logical thinking about complex topics
Worries about hypothetical situations and the future
Creates hypothesis and tests them
Extinction in classical conditioning
When a response to a conditioned stimulus diminishes or disappears due to the absence of the unconditioned stimulus
Albert Bandura’s observational learning theory
children imitate each other bc they watch others actions and copy them
Erik’s Psychosocial Stages:
Infancy (0-1)
trust vs mistrust
Erik’s Psychosocial Stages:
Early Childhood (1-3)
Autonomy (self governed) vs shame/doubt
Erik’s Psychosocial Stages:
Play Age (3-6)
Initiative vs guilt
Erik’s Psychosocial Stages:
School Age (7-11)
Industry vs. inferiority
Erik’s Psychosocial Stages:
Adolescents (12-18)
Identity vs. confusion
Erik’s Psychosocial Stages:
Early Adulthood (19-29)
Intimacy vs. Isolation
Erik’s Psychosocial Stages:
Middle Age (30-64)
Generativity vs. stationed
(Be part of a society and family)
Erik’s Psychosocial Stages:
Old Age (65- over)
Integrity vs. Dispare
(Assess and make sense of life and meaning of contributions
