Unit 7: Developmental Psychology PT2 Flashcards
Schema
A concept or category about the world
Assimilation
The tendency to interpret new experiences in terms of existing schemas
Accommodation
Changes in schemas to incorporate information from experiences
Sensorimotor stage (Sense + Movement)
first
Birth - 2 years
Experiencing the world through senses and actions.
From Birth - 2 years old experience object permanence & stranger anxiety - Babies learn to move each limb of their body
Object Permanence
the awareness that things continue to exist even when not perceived
Preoperational stage
second
2 - 6/7 years old
熟练掌握心理符号和假装游戏
Egocentrism
the inability to solve problems using another’s point of view
EX: Why does the sun shine?
To keep me warm.
Why is there snow?
For me to play in.
Why is grass green?
Because it’s my favorite color.
Animism
belief that nature is alive, nature has feelings
Collective monologue
two children talking to each other about completely different things
Artificialism
natural phenomena are created by people
Someone piled up dirt to make that mountain
conservation
the idea that properties such as mass, volume, and number remain the same despite changes in appearance
Not mastered by pre operational
Reversibility
understanding that actions, processes, or operations can be reversed
returning an object or situation to its original state
Math
5 + 2 = 7
7 - 2 = 5
Theory of mind
ability to attribute mental states to ourselves and others
Used to predict and interpret the behavior of others
paying attention to people and copying them
他人与自己不同的想法、感受和观点的能力。这种能力通常在4-5 岁左右的儿童中发展。
Concrete Operational Stage
third
(7-12 YEARS)
Mastery of (increasing) logical thought
Algebra
Classification and categorization: Colors and Shapes
Correction of cognitive errors from the preoperational stage
Conservation makes sense
Limitation to reason abstractly or hypothetically
Formal Operational
fourth
Adolescence 12 years +
developed abstract thought (symbols and logic)
Vygotsky
children learn through social interaction
Zone of Proximal Development (ZPD)
area of knowledge just beyond a child’s abilities
children learn best when they encounter info at this level
can interact with a more skilled person
Scaffolding
给予学习者的支持，帮助他们完成超出他们当前能力的任务
activities to help you through ZPD
Support is tapered off when no longer necessary
Dementia
decline in cognitive function affecting memory, thinking, and daily activities (typically in older adults)
Phonemes
Smallest units of sound in language
Ex: /b/, /a/, /t/ in “bat”
Morphemes
Smallest units of meaning in language
Ex: “un-“ + “happy” = “unhappy”
Semantics
Meaning of words and phrases
Ex: Multiple meanings of “bank” (riverbank vs. financial)
Grammar
rules governing the structure of language
Syntax
rules for word order and sentence structure
Ex: “The dog chased the cat” vs. “The cat chased the dog”
Overgeneralization of Rules
Applying a language rule too broadly
Past tense of “Go” - “Goed”
Ecological Systems Theory
how different layers of the environment influence a person’s development.
Not just individual factors
Rooted in layers of environmental and social factors
Interaction and interconnected layer
Evolve over time
Microsystem
第一
Immediate environment; direct interactions
Family, friends, school, neighbors
Mesosystem
第二
Relationships & interactions between parts of microsystem
Parents interact with teachers, Friends influence ONE’s attitude toward school
Exosystem
第三
External environments, indirect influence
Parent’s workplace, community resources, local laws
Macrosystem
第四
Larger cultural and societal context
Cultural norms, societal values, economic conditions, laws
Chronosystem
第五
Role of time and life transitions in development
Moving to a new city, starting high school, societal changes
Attachment
deep and enduring emotional bond between two people in which each seeks closeness and feels more secure when in the presence of the attachment figure
Secure Attachment
Confident, trusting relationships feels safe exploring new area but feels discomfort when caregiver leaves it is easily comforted when returned
Disorganized attachment
Contradictory behaviors example: approaches caregiver but looks away while approaching
Anxious attachment
Overly clingy when the caregiver leaves and it is difficult to calm down when they return
Avoidant Attachment
Does not care when the caregiver leaves, shows only little emotional expression
Insecurely attached
The child may or may not become anxious or distressed when the mother leaves the room and may either ignore her or be ambivalent about physical contact when she returns.
Temperament
Individual’s biological predispositions to react emotionally and behaviorally to their environment
Separation Anxiety
Heightened fear or distress when away from a caregiver
Cultural Variations: More common in societies with strong familial bonds
Securely attached → mild anxiety; insecurely attached → intense or avoidant behaviors
Parallel Play
Playing side-by-side but not interacting.
Pretend Play
Imaginative play fostering creativity and social skills.
Adolescent Egocentrism
heightened self-focus; belief in personal uniqueness
Personal Fable
Feeling uniquely special or invincible
Shapes identity, decision-making, and emotional regulation
Imaginary Audience
Belief everyone is watching them
Social Clock
culturally appropriate timing for life events like marriage, parenthood, and retirement
ACEs (Adverse Childhood Experiences)
Potentially traumatic events that occur during childhood Abuse Neglect Household Dysfunction
Trust vs. Mistrust
第一
Infancy (0–1 year)
Trust in others; secure attachment
Fear, suspicion, and mistrust
Autonomy vs. Shame and Doubt
第二
Toddlerhood (1–3 years)
Confidence and independence
Doubt in abilities; reliance on others
Initiative vs. Guilt
第三
Preschool (3–6 years)
Initiative; leadership skills
Guilt over initiative; fear of trying
Industry vs. Inferiority
第四
School Age (6–12 years)
Sense of competence and achievement
Feelings of inferiority or failure
Identity vs. Role Confusion
第五
Adolescence (12–18 years)
Strong sense of identity and values
Confusion about self and future
Intimacy vs. Isolation
第六
Young Adulthood (18–40 years)
Deep, meaningful relationships
Loneliness and isolation
Generativity vs. Stagnation
第七
Middle Adulthood (40–65 years)
Productivity; care for others
Stagnation; lack of purpose
Integrity vs. Despair
第八
Late Adulthood (65+ years)
Acceptance of life; wisdom
Regret; despair over missed opportunities
