Unit 6: Developmental Flashcards
Fetal Alcohol Syndrome
Physical & cognitive abnormalities in children caused by a pregnant woman’s heavy drinking
In severe cases: signs = small, out of proportion head & abnormal face features
Erickson’s ….
stages of psych development
each stage in life has its own psychological issue that must be encountered & resolved
Trust Vs. Mistrust
Autonomy vs shame & doubt
Initiative vs guilt
Competence vs inferiority
Identity vs role confusion
Intimacy vs isolation
Generativity vs Stagnation
Integrity vs despair
Trust Vs. Mistrust
(infancy: birth - 1 yr)
Believed that securely attached children approach life w/ a sense of basic trust (a sense the world is predictable/trustworthy formed during infancy by appropriate experiences w/ responsive caregivers )
If needs met, baby develops sense of basic trust
Feeding
Autonomy vs shame & doubt
(toddlerhood - 1/3 yrs)
Toddler learns to exercise own will & do things for themself
Toilet training
Initiative vs guilt
(preschool 1-3 yrs)
Preschoolers learn to initiate tasks & be independent
Playing, pretending
Competence vs inferiority
(elementary school-puberty)
Child learns pleasure of applying themself to tasks, starting school
Identity vs role confusion
(adolescence teen yrs - 20 yrs)
Teenager works to find sense of self, forms single identity
Puberty - importance of social relationships
Intimacy vs isolation
(20-40 yrs)
Young adults struggle to form close relationships & love
Young adulthood
Generativity vs Stagnation
(40-60yrs)
Adult discovers sense of contributing to world, or feels lack of purpose
Middle adulthood
Integrity vs despair
(60yrs +)
Adults reflect on life, sense of satisfaction/failure
Late adulthood
Kohlbergs…
levels of moral development
Occurs alongside cognitive development, can be accelerated, not everyone experiences each stage
pre-conventional morality
conventional morality
post-conventional morality
Pre-conventional morality
(birth - 9yrs)
Self interest, “selfish morality,”
obey rules for rewards/to avoid punishment
Conventional morality
(early adolescence, 10-14yrs)
“Social norms” stage,
obey laws & rules for social approval/social order
Post-conventional morality
(adolescence - adulthood)
Live moral imperatives
Actions show belief in basic rights & self-defined ETHICS principles
Piaget’s…
stages of cognitive development
idea : intellectual progress reflects an unceasing struggle to make sense of our experiences
Maturing brain builds schemas(concept/mental holds into which we pour our experiences)
Schema: a concept/framework that organizes & interpreted info
Fixed distinct cannot be accelerated, necessity of biological maturation:
-> cognitive development = 4 stages which develop as we get older:
sensorimotor, pre-operational, concrete operational, formal operational,
Sensorimotor stage
(birth - 2 yrs):
experiencing world thru senses & actions (looking, hearing, touching, grasping, object permanence, stranger anxiety)
pre-operational stage
(2 - 6/7 yrs): representing things w/ world & images; using intuitive rather than logical reasoning (pretend play, egocentrism, animism, artificialism)
concrete operational stage
(7-11 yrs):
thinking logically abt concrete events; grasping concrete analogies & performing arithmetic operations
(conservation, mathematical transformations)
formal operational stage
(12 - adulthood)
reasoning abstractly (abstract logic, potential for mature & moral reasoning)
Assimilation
(Piaget)
interpret new experiences in terms of existing schemas
1st we assimilate new experiences (interpret off own understandings (Schemas)
ex: a simple schema for dog, toddler may call everything w/ four legs a dog)
Accomodation
(Piaget)
After we assimilate info we accommodate: altering our current understandings (schemas ) to incorporate new info
Object permanence
(piaget)
the awareness that things continue to exist even when not being perceived
Stranger Anxiety
(Piaget)
The fear of strangers that develops at around 8 months.
this is the age at which infants form schemas for familiar faces & cannot assimilate a new face
Harry Harlow’s study
realized that touch/affection is preferred in development; Studies: Rhesus monkeys, studied attachment of infant monkeys (wire mothers v. cloth mothers)
1 made of soft cloth but provided no food, the other was made of wire but provided nourishment from an attached baby bottle.
infant monkeys went to the wire mother only for food but preferred to spend their time w/ the soft, comforting cloth mother when they were not eating
Mary Ainsworth’s strange situation
Procedure for studying child-caregiver attachment; a child is place in an unfamiliar environ while their caregiver leaves & then returns & the child’s reactions are observed
60% infants show secure attachment: demonstrated by infants who comfortably explore environ in caregiver’s presence, show only temporary distress when the caregiver leaves & finds comfort in their return
Other infants show insecure attachment: demonstrated by infants who display either a clinging, anxious attachment or avoidant attachment that resists closeness
Sensitive responsive mothers (noticed what babies were doing & responded appropriately = secure attachment )
Insensitive unresponsive mothers (attended to babies when they felt like it but ignored them at other times = insecure attachment)
Motor development (in months)
Sitting (6months)
Crawling (6-8 months)
Start walking (12 months)
Walking independently (15 months)
Authoritarian parenting
Impose rules & demand obedience
Children w/ less social skills & self esteem, & a brain that overreacts when they make mistakes
Permissive parenting
Set few limits, make few demands, use little punishment
Children who are more aggressive & immature
Negligent parenting
Careless inattentive & do not seek close relationship w/ their children
Children w/ poor academic & social outcomes
Authoritative parenting
Set rules but allow open discussion & exceptions
Children w/ high self-esteem, self-reliance, self-regulation, social competence
Rooting
baby moved toward stimulus ,
when corner of babys mouth is stroked /touched they will turn head towards & open their mouth toward stroking (lasts abt 4 months)
Suckling
breastfeeding: ability to eat is important for survival,
when roof of babys mouth is touched they suck
Grasping
grabbing tightly w/ hands: practicing movement & neural networks(lasts till 5-6 months) (toes last til 9-12 months)
Startle (moro)
in response to loud noise/sudden movement, baby throws back head, extends limbs & cries (lasts till 2 months)
Plantar (babinski)
baby responds to heel rub by curving toes out - preparation for walking
Cross-sectional study
Research that compares ppl of diff ages a the same point in time
Longitudinal study
Research that follows & retests the same ppl over time
Verbal intelligence scores hold steady with age, while nonverbal intelligence scores decline
Adulthood
Menopause: the time of natural stop of menstruation also refers to bio changes a woman experiences as her ability to reproduce declines
Alzheimer’s disease: a neurocognitive disorder marked by neural plaques often w/ onset after 80 yrs & entailing a progressive decline in memory & cognitive abilities
Social clock
Culturally preferred timing of social events(marriage, kids, retirement)
Menopause
the time of natural stop of menstruation also refers to bio changes a woman experiences as her ability to reproduce declines
Alzheimer’s disease
a neurocognitive disorder marked by neural plaques often w/ onset after 80 yrs & entailing a progressive decline in memory & cognitive abilities
Social clock
Culturally preferred timing of social events(marriage, kids, retirement)
Lev Vygotsky
social development theory asserts that a child’s cognitive development & learning ability can be guided & mediated by their social interaction (parents & teachers provide temporary scaffold for children to step to higher learning
effective mentoring = children are developmentally ready to learn a new skill
lang is important in social mentoring -> building blocks of thinking + internalizing cult lang & relying on inner speech
scaffolding, culture-specific tools, private speech, Zone of Proximal Development
Zone of Proximal Development
zone between what a child can & can’t do (what a child can do w/ help)
children learn best when their social environ presents them w/ something in their sweet spot (not too easy/too difficult)
Scaffolding
a framework that offers children temporary support as they develop higher levels of thinking
Giligans model of moral development
Gilligan’s has the same 3 levels of morality that kohlberg has, but she claims that each level is changed by a sense of SELF rather than changes in cognitive abilities.
Albert Bandura
social learning theory
emphasizes observing, modelling, and imitating the behaviors, attitudes, & emotional reactions of others.
considers how both environ & cognitive factors interact to influence human learning & behavior
observational learning
Diana Baumrind
Pillar Theory emphasizes a child’s behavior is associated w/ parenting styles (4) as they grow & interact w/ new people
Konrad Lorenz
researcher who focused on critical attachment periods in baby birds, a concept he called IMPRINTING
Sigmund Freud
Psychosexual Development theory (5 stages)
personality development in childhood takes place during 5 psychosexual stages -> oral, anal, phallic, latency, genital
each stage represents the fixation of libido (roughly translated as sexual drives or instincts) on a different area of the body
stressed that the first five years of life are crucial to the formation of adult personality. ID must be controlled in order to satisfy social demands; this sets up a conflict between frustrated wishes & social norms.
EGo & SUPEREGO develop in order to exercise this control and direct the need for gratification into socially acceptable channels. Gratification centers in different areas of the body at different stages of growth, making the conflict at each stage psychosexual.
Carol Gilligan
believed that Köhlberg’s work was developed by only observing boys and overlooked potential differences between the habitual moral judgments of boys AND girls;
adaption of kohlbergs theory of moral development (feminist perspective)
girls focus more on relationships than laws and principles
How did Vygotsky & Piaget differ?
Piaget = interact w/ physical environ (children need to build a mental model of the surrounding world)
Vygotsky = importance of social interaction w/ peers to develop complex thinking
Germinal Stage
Before this… cells began to differentiate into specializations (structure & function)
(after 10 days - 2 weeks of development)
zygote (fertilized egg) attaches to mothers uterine wall
zygotes inner cells become the embryo (developing human organism abt 2 weeks after fertilization) outer cells become placenta (life link transfers nutrients & oxygen to embryo
Habituation
decreasing responsiveness w/ repeated stimulation
as infants gain familiarity w/ repeated exposure to a stimulus, their interest wanes & they look away sooner
crystalized intelligence
accumulated knowledge as you get older (more skills)
fluid intelligence
can u reason abstractly, solving logic puzzles, decreases w/ age
Theory Of Mind
ppls ideas about their own & others mental states-about their feelings, perceptions, thoughts & the behaviors these might predict
conservation
principle (piaget concrete operational)
properties ex: mass, volume & number remain the same despite changes in forms of objects
egocentrism
(piaget preoperational) childs difficulty taking another persons view
temperament
a persons characteristic emotional reactivity & intensity
what is the difference between erikson & piaget?
Erikson focuses on the self & social orientation
Piaget focuses on the child’s abilities & senses
