Unit 9 - Developmental Psychology Flashcards
prenatal period
9 months - period from conception to birth during which a fertilized egg grows into a human baby (fastest, most rapid growth)
embryonic period
2 weeks after conception
During this period, cells are firmly implanted on uterine wall and turns into a human embryo
fetal period
begins at 8 weeks after conception and lasts until birth
infancy and toddlerhood
(birth to 2 years of age)
At birth babies cannot hold up their own heads, eat solid food, or sleep through the night. No social relationships. By age 2, babies have learned to walk, talk, eat, and sleep through the night. They also form emotional bonds with their parents.
early childhood
2-6 Children grow taller stronger, conscience, and self control. Thinking and language skills surge, and pretend play emerges during preschool years. They make friends outside of family.
middle childhood
6-11 Friendships become more significant, thinking and reasoning capabilities continue to grow. Increased physical coordination and strength. Self understanding becomes more complex.
adolesensce
(11 or 12 to 18 or 20)
Transitions of puberty transform children’s bodies into adult ones. Social roles change - teenagers define their own goals. Adolescents become capable of idealistic and abstract thought. School - preparation for adulthood
developmental psychology
examines our physical, cognitive, and social development across the lifespan with focus on three major issues:
three major developmental psych issues
- Nature vs. nurture
How our genetic inheritance interacts with our experiences - Continuity and stages
What parts of development are gradual and continuous and what parts are abrupt and sudden - Stability and change
What traits persist through life and how do we change as we age
Universality and Diversity
Those who advocate the universal view see the sequence of development as being the same everywhere to everyone
Diversity - more likely to note connections between development and the contexts or cultures
zygote
the fertilized egg; it enters and 2-week period of rapid cell division and develops into an embryo
embryo
developing human organism from about 2 weeks after fertilization through the second month
fetus
the developing human organism from 9 weeks after conception until birth
teratogens
teratogens (literally, “monster maker”) agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.
fetal alcohol syndrome (FAS)
physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, signs include a small, out-of-proportion head and abnormal facial features.
apgar test
quick physical test given to every newborn at birth (1-5 mins after birth)
Score of 7-10 considered normal
Appearence, Pulse, grimace, activity, respiratory
habituation
decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner
maturation
biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience
cognition
all the mental activities associated with thinking, knowing, remembering, and communicating.
adaptation
involves the joint operation of assimilation and accommodation.
accomodation
adapting our current understandings (schemas) to incorporate new information.
assimilation
interpreting our new experiences in terms of our existing schemas.
schema
a concept or framework that organizes and interprets information.
Jean Piaget
development psychologist (swiss and uses his own children as experiments)
Focused on the natural cognitive processes
Came up with four different stages in their development
Sensorimotor, preoperational, concrete operational, formal operational
sensorimotor stage
in Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.
object permenance
the awareness that things continue to exist even when not perceived.
preoperational stage
in Piaget’s theory, the stage (from about 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations
of concrete logic.
conservation
the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.
egocentrism
in Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.
theory of mind
people’s ideas about their own and others’ mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.
autism spectrum disorder
a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors.
concrete operational stage
in Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think
logically about concrete events.
formal operational stage
in Piaget’s theory, the stage of cognitive development (normally
beginning about age 12) during which people begin to think logically about abstract concepts.
stranger anxiety
the fear of strangers that infants commonly display, beginning by about 8 months of age.
attachment
an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.
critical period
an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development.
imprinting
the process by which certain animals form strong attachments during an early-life critical period.
sociocultural theory
a theory of development proposed by lev vygotsky that emphasizes the interaction of persons with social and cultural aspects of their environments
Key influence was the culture or social group in which a child develops (vygotsky)
Children were solidary or independent learners (piaget)
scaffolding
support provided by elders for the efforts of a child to participate in an activity that would otherwise be out of the child’s reach
In Harry Harlow and Margaret Harlow’s best-known studies, infant monkeys were reared with surrogate mothers.
One surrogate was made of wire, with a bottle attached, through which the infancy monkeys were fed. The other was also made of wire, but covered with soft terry cloth. It did not provide food, but it did provide a cozy place to cuddle. Harlow’s results show that infant monkeys approached the wire surrogate only when hungry. The infant monkeys spent all their time clinging to the cloth surrogate, even though it never provided food. If frightened, the monkeys would retreat and cling to the safety of the cloth mothers.
Mary Ainsworth and The Strange Situation
Mary Ainsworth proposed that differences in the security of attachment are crucial to our understanding of personality, both in infancy and beyond. To assess the security of attachment relationships among 12 month old infants. Ainsworth designed a laboratory study based on the assumption that in an unfamiliar situation, infants who have developed secure attachment relationships with their parents should respond in predictable ways. Ainsworth expected that toddlers would use the attachment figure as a secure base from which to explore, would resist separation from the attachment figure, and would greet the attachment figure with pleasure after brief separation.
Strange Situation
a lab procedure designed by Mary Ainsworth to assess security of attachment in about 12 to 18 months olds;
secure attachment
a relationship characterized by infants’ sense of security that the attachment figure (usually the parent) will protet and provide for them.
avoidant attachment
a type of insecure attachment relationship characterized by belief that the parent will not protect or provide for the child or infant and that the parent does not generally serve as a safe haven suring stressful circumstances.
ambivalent attachment
a type of insecure attachment relationship characterized by uncertainty about whether the parent will protect or provide for the infant child, and about whether the attachment figure can be trusted to serve as a haven of safety under stressful circumstances.
disorganized attachment
An insecure attachment relationship characterized by a disordered pattern of behavior that may include odd or bizarre actions, and that is not clearly organized around an attachment figure. This is the most disordered attachment classification.
temperament
a person’s characteristic emotional reactivity and intensity.
easy temperament
according to Thomas and Chess, easy infants are generally happy, establish routines easily, and adapt quickly to change.
difficult temperament
according to Thomas and Chess, difficult infants show intense negative reactions, have difficulty adjusting to family routines, and resist change.
slow to warm up temperament
according to Thomas and Chess, these infants are relatively inactive, negative in mood, and adjust slowly to change.
basic trust
according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infant by appropriate experiences with responsive caregivers.
basic mistrust
in Erikson’s theory, the infant’s belief that people cannot always be trusted to provide for his or her needs and that world is not necessarily a safe place.
self-concept
all our thoughts and feelings about ourselves, in answer to the question, “Who am I?” - the attributes that people believe characterize themselves.
authoritarian parenting
parents who impose rules and expect obedience: “Don’t interrupt.”Keep your room clean.” “Don’t stay out late or you’ll be grounded.” “Why? Because I said so.”
Combines high standards with strict punishments with low levels of communication, nurturance, and warmth.
permissive parenting
parents who submit to their child’s desire. They make few demands and use little punishment.
Combines little control or guidance of children with high levels of communication, nurturance, and warmth. A permissive parent dotes on their children and lavish them with praise. Even when their children are not behaving as they wish, permissive parents are likely to be supportive and encouraging.
authoritative parenting
parents who are both demanding and responsive. They exert control by setting rules and enforcing them, but they also explain the reasons for rules. And, especially with older children, they encourage open discussion when making the rules and allow exceptions.
This style of parenting is one in which parents are warm and appreciative with their children, by they also provide guidance and control. These parents are very much in communication with their children, offering clear expectations, explaining rules, encouraging and praising children when their behavior conforms to the desired patterns.
gender
the socially constructed roles and characteristics by which a culture defines male and female.
aggression
any physical or verbal behavior intended to hurt or destroy.
gender role
a set of expected behaviors for males or for females.
role
a set of expectations (norms) about a social position, defining how those in the position ought to Behave.
gender identity
our sense of being male or female.
social learning theory
the theory that we learn social behavior by observing and imitating and by being rewarded or punished.
gender typing
the acquisition of a traditional masculine or feminine role.
transgender
an umbrella term describing people whose gender identity or expression differs from that associated with their birth sex.
adolescence
adolescence the transition period from childhood to adulthood, extending from puberty to independence.
formal operational thought
in piaget’s theory, the new period of cognitive development is called this
Lawrence Kohlberg
studied moral development by interviewing children about their responses to moral dilemmas
Found that the type of reasoning followed a predictable age related pattern
preconventional level of moral reasoning
10-12 children at this level make moral judgements as individuals, without considering their membership in communities or other groups
conventional level of moral reasoning
12-14 individuals at this level make moral judgements mainly by attempting to live up to their obligation as members of communities or other groups
postconventional level of moral reasoning
14-16 individuals at this level evaluate moral questions on the basis of self chosen high values, even though they recognize their obligations as members of communities and other groups
Erik Erickson’s stages of psychosocial development Part 1
Infancy to 1 year
Trust vs. mistrust (if needs are met - trust)
Toddlerhood
Autonomy vs, shame and doubt (do things for themselves or doubt abilities)
Preschool
Initiative vs. guilt (carry out plans or feel bad about efforts of independence)
Elementary school
Competence vs. inferiority (apply themselves to tasks, or feel inferior)
identity
our sense of self;
according to Erikson, the
adolescent’s task is to solidify
a sense of self by testing and
integrating various roles.
social identity
our sense of self;
according to Erikson, the
adolescent’s task is to solidify
a sense of self by testing and
integrating various roles.
Erik Erickson’s stages of psychosocial development Part 2
Adolescence
Identity vs. role inclusion (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.)
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.)
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.)
Late adulthood
Integrity vs. despair (Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure.)
intimacy
in Erikson’s theory,
the ability to form close,
loving relationships; a primary
developmental task in late
adolescence and early adulthood.
emerging adulthood
the period of life 18 to 25
Bridging the gap between adolescent dependence and full independence and responsible adulthood
x and y chromosomes
x - females have 2
y - only found in males
puberty
period of sexual maturation when someone becomes capable of reproducing
primary sex characteristics
the bodily structures that makes reproduction possible
secondary sex characteristics
non reproductive traits such as hips breasts, voice quality, and body hair
menarche
first menstrual period
aids
acquired immune deficiency syndrome - life-threatening, STD infection caused by HIV
sexual orientation
enduring sexual attraction toward members of eithor one’s own sex or the other sex, or both sexes
menopause
natural cessation of menstruation, ability to reproduce declines
cross-sectional study
people of different ages are compared with one another
longitudinal study
research in which ppl are restudied overtime
social clock
culturally preferred timing of social events such as marriage parenthood and retirement
