Unit 9 - Developmental Psych Flashcards
order of prenatal development
zygote, embryo, fetus
teratogens
things can affect the
development of the fetus after conception
types of teratogens
Nutrition
Medications
Pathogens
Radiation
Lack of folic acid linked to – CNS defects and low birth weight
Protein malnutrition linked to more defects, fewer brain cells and learning disabilities
Nutrition
Thalidomide – a mild sedative – linked to defect of small limbs and fingers and toes
Accutane (yes for acne)- linked to malformations in the brain, face and heart
Medication
HIV – can be transmitted to baby before birth, during birth or breastfeeding
Syphilis - 40% of women infected will transmit to fetus - fetus may die or be born with defects
Pathogens
X-rays and other radiations – increase infants chances of birth defects and leukemia
Radiation
Infant abilities
Blurry vision
Hearing is poor – after few days can notice difference between tones
Rooting reflex - automatic sucking motions when you touch corner of mouth
Sucking reflex - automatic sucking motions when you touch roof of mouth
Cognitive development
Jean Piaget
Sensorimotor stage = an infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought. The infant constructs an understanding of the world by coordinating sensory experiences with physical actions
age range = birth to 2 years
Jean Piaget
Preoperational stage = the child begins to represent the world with words and images, these words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action
age range = 2 to 7 years
Jean Piaget
Concrete operational stage = the child can now reason logically about concrete events and classify objects into different sets
age range = 7 to 11 years
Jean Piaget
formal operational stage = the adolescent reasons in more abstract and logical ways. Thought is more idealistic
age range = 11 to 15 years
Jean Piaget
Thought that a child’s mind grows through interaction with the physical environment
Jean Piaget
Disagreed with Piaget regarding how a child’s mind grows and develops
Lev Vygotsky
child’s mind grows through interaction with the social environment, interactions, LANGUAGE is key
Lev Vygotsky
zone of proximal development: the line between what
a child can do and what they can’t do; ie what they can
do with help
Lev Vygotsky
Harry Harlow’s monkeys
Comfort contact
Monkeys preferred a soft comforting monkey rather than a wired metal one even though it provided food
Mary Ainsworth
Secure attachment
Infants comfortably explored their surroundings when their caregiver was present, but showed distress when the caregiver left
Authoritarian parenting
high control and little warmth. Lay down the law w/no explain and expectations of obedience
Authoritative parenting
high control and high warm – lay down the law but explain reasons
Permissive parenting
high warmth and low control. Accept behaviors with few demands and little punishment
Uninvolved/Neglectful parenting
no warmth or control. May meet basic needs but physically and emotionally avoid child
the socially constructed roles that define us as male/female
Gender
the social expectations that guide men’s and women’s behaviors
Gender roles
a person’s sense of being male
or female
Gender identity
people’s who gender identity or expression differs from that associated with their birth sex
Transgender
Moral development
Lawrence Kohlberg
interested in how people justify their actions when put in moral dilemmas
Lawrence Kohlberg
Was Heinz Justified in Stealing the Drug in Order to Save his Wife’s Life?
Lawrence Kohlberg
Trolley Situation
Lawrence Kohlberg
Level 1
Preconventional Morality
Before age 9
Obey to either avoid punishment or gain rewards
Lawrence Kohlberg
Level 1
Punishment and Obedience
Child assumes that the rules given to them by adults must be obeyed unquestioningly
Child tends to view things in terms of ‘right’ and ‘wrong’ only
Response to Heinz; “It is bad to steal, so he was wrong to steal the drug.”
At this stage bad behavior = punishment
Lawrence Kohlberg
Level 2
Conventional morality
Early adolescent
Gains approval/avoids disapproval
Care for others and maintain social order—follow laws because they are laws
Lawrence Kohlberg
Level 2
Maintaining the Social Order
Emphasis now on obeying laws, respecting authority and performing one’s duties so that social order is maintained
Step back from the ‘right’ thing for the individual and focus on the ‘right’ thing for society as whole
Response to Heinz: “His motives were good, but you cannot condone theft. What would happen if we all started breaking laws when we felt we had a good reason?”
Lawrence Kohlberg
Level 3
Postconventional Morality
Agreed upon rights and basic ethical principles
Adolescence and beyond
Lawrence Kohlberg
Level 3
Social Contract and Individual Rights
People begin to ask, “What makes for a good society?”
They consider the rights and values society ought to uphold:
Social Contract: Freely working for the benefit of all
Response to Heinz: “From a moral standpoint Heinz was wrong. It is also important to know that the druggist was also wrong, he was not looking out for the good of society as a whole.” or “Everyone agrees that people have the right to live.”
Lawrence Kohlberg
Level 3
Universal Principles
This stage is often considered a theoretical stage
At this stage, people follow their internal conscience despite what law or social contract demands
Though stealing is wrong the laws allowing the druggist to over charge are unfair
Response to Heinz: “Saving a life takes precedence over everything else, including the law.”
Lawrence Kohlberg
Psychosocial development
Erik Erikson
infancy
trust vs mistrust
if needs are dependably met, infants develop a sense of basic trust
Erik Erikson
toddlerhood
autonomy vs shame and doubt
toddlers learn to exercise their will and do things for themselves, or the doubt their abilities
Erik Erikson
preschool
initiative vs guilt
preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent
Erik Erikson
elementary school
competence vs inferiority
children learn the pleasure of applying themselves to tasks, or they feel inferior
Erik Erikson
adolescence
identity vs role confusion
teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are
Erik Erikson
young adulthood
intimacy vs isolation
young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated
Erik Erikson
Middle adulthood
generativity vs stagnation
in middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose
Erik Erikson
late adulthood
integrity vs despair
reflecting on his or her life, an older adult may feel a sense of satisfaction or failure
Erik Erikson
aging and adulthood
decline in…
Ability to reproduce
Strength and stamina
Sensory abilities
Immune system weakens
Brain ages, processing information slower
Life
Early symptoms of alzheimers
Language problems, such as trouble finding the name of familiar objects
Misplacing items
Getting lost on familiar routes
Personality changes and loss of social skills
Losing interest in things previously enjoyed, flat mood
Difficulty performing tasks that take some thought, but used to come easily, such as balancing a checkbook, playing complex games (such as bridge), and learning new information or routines
Severe alzheimer’s
Can no longer:
Understand language
Recognize family members
Perform basic activities of daily living, such as eating, dressing, and bathing
Stages of grief
Elisabeth Kubler-Ross
denial (shock/numb), anger, bargaining (trying to make deals, thinking in terms of “what ifs” and “only ifs”), depression, acceptance
