Developmental Psychology Flashcards

chronological biological (biological health) psychological/social (difference between mental age and chronological age)

Development is lifelong process Development is multidimensional (psychological, cognitive, behavioral) Development is multidirectional As people gain in one area, they lose in another Development is plastic (growing/changing) Development is contextual Development is co-construction of biology, culture, and individual Development involves changing resource allocations (money, time, energy)

1. Case Study (idiographic) 2. Ethnographic study (nomothetic) 3. Correlational (relationship) 4. Experiment (cause-and-effect) 5. Sequential (cross-sectional + longitudinal) 6. Cross-sectional 7. Longitudinal

1. Normative (biological or environmental events that affect most people in society similarly) 1a. Age-graded (puberty, menopause) 1b. History-graded (war, pandemic) 2. Non-normative (outside the normal human experience, ie trauma)

the degree to which early traits and characteristics persist through life or change

the debate about the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)

The unfolding of natural sequence of physical change and behavior patterns

the study of the effects of heredity and environmental differences on behavior variation

1. Twin Studies 2. Adoption Studies 3. Family Studies

The percentage of pairs of people studied in which if one members of a pair displays the trait, the other does too

Genes turn on and off in patterned ways throughout the lifespan

genotype restricts the phenotype to a small number of possible developmental outcomes An example of a highly canalized behavior is motor development (we will all walk sooner or later) and an example of a not- canalized behavior is intelligence (we will all be smart but not everyone is going to be Einstein and we can't really predict who will be smart and who won't.

our genes set the boundaries within which we can operate, and our environment interacts with the genes to determine where in that range we will fall

situation in which the effects of genes depend on the environment in which they are expressed; how we respond to the environment depends on what genes we gave

1. Genes 2. Shared environmental influences (common experiences that work to make them similar, eg parenting style) 3. Nonshared environmental influences (unique experience not share with other members of the family, eg parental favortism)

24 months Starts at 4-5 months

1. Passive gene environment (parents provide for their children is influenced partly by parent's genotypes) 2. Evocative Gene-Environment (child's genotype evokes certain kind of reactions from other people) 3. Active Gene Environment (children's genotype influence the kinds of environment they seek)

Fundamental markers, including family, cohort, socioeconomic status, culture, history, and gender, that shape how we develop throughout the lifespan.

when Infants instinctively follow the first moving object they see

specific time when a given event or its absence has a specific impact on development Person is extremely sensitive to specific learning

When developing person is especially responsive to certain kinds of experiences When individual can best acquire knowledge

the brain's capacity for modification, as evident in brain reorganization following damage (especially in children) and in experiments on the effects of experience on brain development

Hypothesized that we are a blank slate at birth

Children are born "noble savages" who develop according to their own positive natural tendencies if not corrupted by society (an idealized concept of uncivilized man, who symbolizes the innate goodness of one not exposed to the corrupting influences of civilization)

Model that views human development as a series of predictable responses to stimuli; people are like machines that react to environmental input

Model that views human development as internally initiated by an active organism and as occurring in a sequence of qualitatively different stages People as active, growing organisms that set their own development in motion, initiate events-- and do not just react

Psychosexual theory (Freud) Psychosocial Theory (Erikson) Cognitive Development (Piaget) Moral Development (Kohlberg) Ecological Model (Bronfenbrenner) Sociocultural Theory (Vygostsky) Attachment (Ainsworth and Mahler) Identity Formation (Marcia)

ToD where humans were born with a series of innate, unconscious forces/biologically-based drives (hunger, sex, and aggression-- beyond our control) and early experiences shaped later in functioning People are driven by MOTIVES and EMOTIONAL CONFLICTS that they are largely unaware of and are shaped by EARLIEST EXPERIENCES WITH THE FAMILY Viewed newborns as "seething cauldron" -- an inherently selfish creature driven by instincts

Id: Pleasure Principle (impulsive, irrational, selfish, seeks immediate gratification) Ego: Reality Principle (rational, finds realistic way to gratify instincts) -- emerges during infancy when psychic energy is diverted from the id to energize cognitive processes Superego: Morality Principle (internalized moral standards) -- develops from the ego at 3-6 yrs old, internalize the moral standards/values from parents * Psych problems arise when there is imbalance of psychic energy

A lingering focus of pleasure-seeking energies at an earlier psychosexual stage, in which conflicts were unresolved; arrest in development can show up in adult personality Oral fixation: grow up to be nail-biters or smokers Anal fixation: obsessively clean, rigidly tied to schedules and routines, OR defiantly messy

1. Oral Stage 2. Anal Stage 3. Phallic Stage 4. Latency Stage 5. Genital Stage OAPhaLaGe

Mouth, need for oral gratification thru being fed or breastfeeding Oral fixation in adults: alcoholism, smoking, overeating, Pica, nailbiting, thumbsucking

Anus, toilet training era (18-36 months) pleasure focuses on bowel and bladder control; coping with demands for control Anal-retentive: perfectionist, orderly, tidy Anal-expulsive: lack of self-control, messy, careless

Genitals, incestuous desire for parent of other sex and must defend against it Oedipus Complex: loves his mother, fears that father will castrate him-- resolves conflict thru identification with father (CASTRATION ANXIETY) Electra Complex: loves father, seeing mother as rival (PENIS ENVY)

Psychosexual stage in which sexual impulses are submerged into the unconscious; urges sublimated into sports and hobbies

Genitals, physical sexual urgers reawaken repressed needs

The ego's protective methods of reducing anxiety by unconsciously distorting reality; unconscious coping device

Extension of Freud' theory; emphasis on how ALL experiences throughout lifespan can contribute to personality development Each stage is marked by conflict between syntonic (+) & dystonic (-) element Successful resolution of each crisis puts the person in a particularly good position to address the next crisis, a process that occurs iteratively across the life span TAG in recess Trust vs mistrust Autonomy vs shame Guilt vs Initiative Inferiority vs Industry Role confusion vs Identity Isolation vs Intimacy Stagnation vs Generativity Despair vs Integrity

Major psychosocial challenge that is particularly important at that time and will remain an issue to some degree throughout the rest of life

Age: 0-1 (infancy) Erikson's first stage during the first year of life, infants learn to trust when they are cared for in a consistent warm manner Virtue: HOPE Core Pathology: Withdrawal Parallel Freud: Oral Sensory Mode

Age: 2-3 (Early Childhood) Erikson's second stage in which a toddler learns to exercise will and to do things independently; failure to do so causes shame and doubt Virtue: WILL Core pathology: Compulsion Parallel Freud: Anal-Urethral-Muscular (considers urination and defecation, children also learning to walk)

Age: 3-5 (Play age) Erikson's third stage in which the early child finds independence in planning, playing and other activities Virtue: PURPOSE Core Pathology: Inhibition Parallel Freud: Genital-locomotor (originally phallic stage but Erikson wanted to consider both sexes) (locomotor included since children are learning to play)

Age: 6-12 (school age) Erikson's stage between 6 and 11 years, when the child learns to be productive (school age) Virtue: COMPETENCE Core Pathology: Inertia Parallel Freud: Latency

Age: 12-18 (adolescence) Erikson's fifth stage. The major task is to build a consistent identity, a unified sense of self. Failure of teens to achieve a sense of identity results in role confusion and uncertainty about the future. Virtue: FIDELITY Core pathology: Role Repudiation

Age: 19-30 (young adult) Erikson's stage in which individuals form deeply personal relationships, marry, begin families Virtue: LOVE/Exclusivity Core pathology: Exclusivity Parallel Freud: Genitality

Erikson's stage of social development in which middle-aged people begin to devote themselves more to fulfilling one's potential and doing public service Virtue: CARE

Erikson's final stage in which those near the end of life look back and evaluate their lives Virtue: WISDOM

Viewed intelligence as a process that helps an organism adapt to its environment; children are not born with innate ideas of reality but are born with ability to adapt to environment Constructivism- children actively construct new understanding of the world based on their experiences

Tendency to create categories

Ways of organizing information about the world that govern the way the child thinks and behaves in a particular situation

Fitting new ideas or concepts into existing ideas or concepts. It suggests that a child may change or alter what he perceives in the outside world in order to fit his internal world.

Adapting our current understandings (schemas) to incorporate new information

Children want what they understand of the world to match what they observe around them A mechanism of using assimilation and accommodation

First stage (0-2 years old). Focus: Sensations and perceptions. Emphasis on the senses: touch, vision, motor (sucking and grasping) Events: Use of Reflexes (birth-1 month), Primary Circular Reaction (1-4 months), Secondary Circular Reaction (4-8 months), Coordination of Secondary Schemes (8-12 months), Tertiary Circular Reactions (12-18 months), Mental Combinations Achieve: Object Permanence

0-1 month Exercise inborn reflexes and gain some control over them (sucking whenever they want to)

Primitive: related to instinctive needs for survival and protection Postural: reaction to changes in position or balance Locomotor: resemble voluntary movements that do not appear until months after reflexes disappear

Reflex of sucking anything that touches the lips

Reflex of turning the head when the cheek is touched Disappear after 4 months

Reflex where fingers automatically grip anything that touches the palm of the hand

Reflex in which a newborn fans out the toes when the sole of the foot is stroked from heel to toe

both of baby's palms are stroked at once, mouth opens, eyes close, neck flexes, head tilts forward

Infant reflex when sudden noise or loss of support to the head & neck will cause infants to spread out their arms and legs then quickly contract the limbs inward Disappear after 2 months

Reflex when lying on the back with one head to one side, infants will extend the arm and leg on the side while flexing the limbs on the opposite side (fencer pose) Disappear after 5-7 months

Reflex where legs move in stepping like motion when feet touch a smooth surface Disappear after 2 months

1-4 months Sensorimotor stage where they repeat pleasurable behavior that first occur by chance Beginning to coordinate sensory information and grasp objects

4-8 months Sensorimotor stage where infant repeats action that brings interesting results Learns about causality

Sensorimotor stage where infant coordinates previously learned schemes and use previously learned behaviors to attain their goals Can anticipate events

12-18 months Sensorimotor stage where infant can purposefully vary their actions to see results, actively explore the world, trial and error in solving problems

18 months onwards Sensorimotor stage where infant can think about events and anticipate consequences without always resorting to action Can use symbols such as gestures and words, can pretend Transition to pre-operational stage

[sensorimotor stage] The ability to mentally represent objects and actions in memory thru symbols (Words, numbers, mental pictures)

[sensorimotor stage] Imitation where infant uses body parts that babies can see develops first This is followed by Invisible Imitation (involves parts of body that babies cannot see)

The ability to remember and copy the behavior of models who are not present after the passage of time Babies below 18 months CANNOT DO THIS

The awareness that things continue to exist even when not perceived Infants under 8 months do not have object permanence

2nd stage of Piaget's theory of cognitive development -Ages 2-7 years -Children learn to use language, representing the world through words -Children think literally and egocentrically here--> unable to take on perspective of others - Divided into Symbolic Function and Intuitive Thought

Being able to think about something in the absence of sensory or motor cues - can use symbols, mental reps (words, numbers, images) Deferred imitation: children can finally imitate action at some point after observing it Pretend Play: fantasy/drama/imaginary play; use object to represent something else

4-7 years old Begin to use primitive reasoning and want to know the answers to all sorts of questions (children cannot yet reason logically without causality) Transduction: mentally linking 2 events that are close in time, whether or not there is logically a causal relationship

the preoperational child believes that all inanimate objects are alive.

The tendency to focus on just one feature of a problem, neglecting other important aspects. Irreversibility: failure to understand that an action can go in two or more directions

in Piaget's theory, the preoperational child's difficulty taking another's point of view

The fact two things are equal remain so if their appearance is altered, as long as nothing is added or taken away

in Piaget's theory, the awareness of the broad range of human mental states and the understanding that others have their own

7-12 year old. Mastering the use of logic in concrete ways (concrete = tangible; that which can be seen, touched, or experienced directly). Children can think logically because they take multiple aspects of situations into account Achieve conservation, inductive & deductive reasoning, categorization (seriation, transitivity, class inclusion)

Principle of Identity: the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects Principle of Reversibility: can picture what would happen if the steps were done in reverse Decenter: ability to look at more than one aspect of objects

12-adulthood. Children develop the ability to think logically in the abstract-- HIGHEST LEVEL OF COGNITIVE DEVELOPMENT. (move away from concrete thought) Capable of Hypothetical-Deductive Reasoning and achieving post-conventional moral reasoning.

David Elkind's term from the tendency of young teenagers to feel that everyone is watching their every action; a component of adolescent egocentrism

David Elkind's term for the tendency of young teenagers to believe that their lives are special and heroic; they are not subject to the rules that govern the rest of the world. "you don't get it" a component of adolescent egocentrism

Parallels cognitive development in that the child cannot achieve higher levels of moral reasoning until achieving higher levels of cognitive reasoning; can have cognitive without moral, but cannot have moral without cognitive Criticism: male-biased, western-focused, questionable methodology (asking 6-17 year olds about married life), focus on moral reasoning and not behavior

Stage 1: Obedience and Punishment Orientation - Avoiding punishment as it equates to doing something wrong ("What will happen to me if I do this?") Stage 2: Individualism and Exchange - Conform to rules out of self-interest and considers what others can do for them ("You scratch my back, I scratch yours")

Stage 3: Good Interpersonal Relationship - Child is good to gain approval from others Stage 4: Maintaining Social Order - Obeying rules to uphold the law and avoid guilt

Stage 5: Social Contract and Individual Rights - Understanding that rules exist for the betterment of everyone, the law can be bent Stage 6: Universal Principles - Develop own set of moral guidelines which may or may not fit the law ("human law has supreme inherent value"

Child is not seen as just an outcome of development; the child is an active shaper of development

Cognitive development is shaped by the sociocultural context in which it occurs and grows out of children's interactions with the member of the culture

Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher

The support for learning and problem solving that encourages independence and growth

Early interactions between infants and their primary caregivers shape the child's emotional and social development.

Attachment style where infants are able to explore, are upset when their caregiver leaves, and happy when their caregiver returns; Strange Situation experiment Parenting style: sensitive and responsive

Attachment style where infant is unaffected by caregiver leaving or returning Parenting style: Inconsistent, often unresponsive

Attachment style where child is generally anxious even before the caregiver leaves Cling to parent then push them away when comforted Parenting style: rejecting-unresponsive or intrusive-overly stimulating

Attachment style where infant is confused and afraid Parenting style: frightened and frightening

Allowing children to do as they wish, these parents have no clear directions or boundaries. This style of parenting may help a child to be able to manage things for themselves, but the child may struggle to have a sense of belonging and/or limits.

Developmental Psychology

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