Unit 9 - Development Flashcards
longitudinal design
one group of people is followed and assessed at different times as the group ages
cross-sectional design
several different age-groups are studied at one time
cross-sequential design
different participants of various ages are compared at several points in time
cohort effect
particular impact on development that occurs when a group of people share a common time period or life experience
stages of pregnancy
germinal
embryonic
fetal
teratogen
any substance that causes a birth defect (drug, chemical, virus, etc.)
5 infant reflexes
grasping startle rooting stepping sucking
6 motor milestones
raising head and chest (2-4 months) rolling over (2-5 months) sitting up with support (4-6 months) sitting up without support (6-7 months) crawling (7-8 months) walking (8-18 months)
accomodation
altering/adjusting old schemas to fit new information
assimilation
trying to understand something with the schema one already had
object permanence
knowledge that object exists even when not in sight
animism
belief that everything is alive
egocentrism
inability to see the world through anyone else’s eyes but theirs
centration
focusing only on one feature of some object instead of taking all features into consideration
conservation
ability to understand that altering the appearance of something doesn’t have to change its amount
irreversibility
unable to “mentally reverse” actions
concrete concepts
objects, written rules, real things…
abstract concepts
no physical reality
Piaget’s cognitive development stages
sensorimotor
preoperational
concrete operational
formal operational
sensorimotor stage
0-2 years
senses
achieving object permanence
preoperational stage
2-7 years
symbolic thinking (language, no operations/reversible logic)
egocentrism, animism
concrete operational stage
7-11 years
thinking logically, obsessed with rules
conservation
formal operations stage
11+ years hypothetical thinking (moral reasoning) adolescent egocentrism (personal fable & imaginary audience)
scaffolding
helping by asking leading questions and providing examples of concepts
zone of proximal development (ZPD)
difference between what a child can do alone versus what a child can do with the help of a teacher
stages of language development
cooing babbling one-word speech telegraphic speech whole sentences
temperament
behavioral and emotional characteristics that are fairly well established at birth
easy temperament
regular schedules of waking/sleeping/eating; adaptable to change; happy
difficult temperament
irregular schedules; unhappy with change; crabby; loud/active
slow to warm up temperament
slow to adapt to change; quiet; less grumpy; pretty regular schedules
attachment
emotional bond that forms between infant and primary caregiver
Mary Ainsworth’s “Strange Situation”
securely attached:
- explores, returns to mom periodically, calm w stranger and mom, sad when mom gone, easily soothed when mom returns
avoidant:
- no interest/concern for mother or stranger, didn’t “touch base”
anxious/ambivalent:
- clingy, not exploring, upset by stranger, didn’t want mom to leave, mixed reaction to mom returning
imprinting
how infant animals attach themselves to/follow the first animal/person they see immediately after birth
contact comfort
monkeys attached to something soft to the touch
3 aspects of attachment
familiarity: - mere-exposure effect - imprinting body contact: - Harlow experiment responsiveness: - Ainsworth's "Strange Situation"
Kohlberg’s levels of morality
preconventional (reinforcement/punishment)
conventional (society’s rules)
postconventional (abstract ideas, ethical/moral principles)
Erikson’s psychosocial stages of development
trust vs mistrust autonomy vs shame/doubt initiative vs guilt industry vs inferiority identity vs role confusion intimacy vs isolation generativity vs stagnation integrity vs despair
3 parenting styles
permissive - lets kid call the shots; neglectful
authoritarian - strict; constantly laying down the law
authoritative - democracy; not overbearing
Elisabeth Kubler-Ross’ stages of death and dying
denial anger bargaining depression acceptance
theories of physical and psychological aging
cellular-clock theory
wear-and-tear theory
free-radical theory
activity theory
cellular-clock theory
cells are limited in number of times they can reproduce to repair damage; when telomeres (on ends of chromosomes) are too short the cells can’t reproduce and damage accumulates, resulting in effects of aging
wear-and-tear theory
outside influences (stress, physical exertion, bodily damage) cause body’s organs and cell tissues to wear out with repeated use and abuse; damaged tissues accumulate and produce the effects of aging
free-radical theory
biological explanation for damage done to cells over time; free radicals are oxygen molecules that have unstable electron that bounces around cell, stealing electrons from other molecules and increasing damage to structures inside cell; as people age more free radicals do more damage, producing effects of aging
activity theory
elderly person adjusts more positively to aging when remaining active in some way (volunteering, hobbies, friendships, social activities)
