Results in *deafness, cataract, mental deficiency or heart disease* in the baby. Newborns (Neonates) and Their Reflexes Sight Due to Environment: German Measles (Rubella) Object Permanence

Due to Environment: German Measles (Rubella)

*Syphilis, malaria, small pox, chicken pox and mumps* are ______________ caused by agents *small enough to pass through placenta*, can result in *deformities or defects*. Freud's Psychosexual Stages: Oral Stage Grasping Reflex Due to Environment: Infectious Disease Lev Vygotsky's Sociocultural Theory

Due to Environment: Infectious Disease

________________ as well as *anoxia (lack of oxygen) and infectious disease* affect development of the fetus (premature births). Due to Environment: Alcohol and Smoking Psychosexual Stages of Sigmund Freud Due to Environment: Maternal Malnutrition Moral Development of Lawrence Kohlberg

Due to Environment: Maternal Malnutrition

Increase *fetal heartbeat*. Social Development Old Age Psychosexual Stages of Sigmund Freud Due to Environment: Alcohol and Smoking

Due to Environment: Alcohol and Smoking

Intro to Psychology 4: Human Development

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Psychology - Developmental Psychology

jake12testoswi Created by 10 mon ago

Cards in this deck(71)

*Quantitative* changes

*Qualitative* changes

*Transmission* of physical and psychological *characteristics* from parents to their children *through genes*.

All *external conditions* that affect development.

The time from *conception to birth*. It is a time of *tremendous growth* - from a single cell to an organism complete with *brain and behavioral capabilities*, produced in approximately *9-month period*.

The *process of development* starts at *conception*. • Human beings starts as a *single celled organism*, the *zygote (fertilized ovum)* divides into many more cells which by the end of the second week it will be formed as the embryo. • The *second stage*, the new organism quickly *develops a heart, nervous system, stomach, esophagus and ovaries or testes*. • By the *end of the second month*, this inch long embryo had developed *eyes, ears, nose, jaws, mouth and lips*. Its tiny arms have *elbow, hands and stubby fingers*; the legs have *knees, ankles and toes*. • The remaining *7 month period* until birth is called the *stage of the fetus*.

Results in *deafness, cataract, mental deficiency or heart disease* in the baby.

*Syphilis, malaria, small pox, chicken pox and mumps* are ______________ caused by agents *small enough to pass through placenta*, can result in *deformities or defects*.

________________ as well as *anoxia (lack of oxygen) and infectious disease* affect development of the fetus (premature births).

Increase *fetal heartbeat*.

Effects of __________________ may affect the *mentality of the child*.

__________________ of the mother can *influence an unborn child*.

______________ such as *methadone* easily *crosses the placenta barrier* and may *impede the fetus normal development* (premature or small).

Effects of __________________ taken by the mother may result in *deformities in the child* as in the case of *thalidomide* *(stunted limbs and deformed bodies)*.

• *Grasping* Reflex • *Rooting* Reflex • *Sucking* Reflex • *Moro* Reflex

If an object is placed in the *infant's palm, she'll grasp it automatically* (all reflexes are *automatic responses*; i.e., they come from *nature, not nurture*).

Lightly *touch the infant's cheek and he'll turn toward the object* and attempt to nurse; helps infant find bottle or breast.

*Touch an object or nipple to the infant's mouth* and she'll make *rhythmic sucking movements*.

If a *baby's position is abruptly changed* or if he is *startled by a loud noise*, he will make a *hugging motion*.

Is the *development stage* extending from *birth to 18 - 24 months*. It is a *time of extreme dependence upon adults*. Many psychological activities are just beginning.

Is the development period extending from the *end of infancy to about 5 - 6 years*; this period is sometimes called the *"preschool years."* *First grade typically marks the end* of early childhood.

Is the period extending from *about 6 - 11 years of age*, approximately corresponding to the *elementary school years*.

The developmental period of *transition from childhood to early adulthood*, entered at approximately *10 - 12 years of age* and *ending at 18 to 22 years of age*.

Is the developmental period beginning in the *late teens or early twenties* and *lasting through thirties*. • Time of establishing *personal and economic dependence* • *Career* development • Selecting a *mate* (walang forever!) • Learning to *live with someone in an intimate way* • Starting a *family*

Is the developmental period beginning at approximately *35 to 45 of age* and extending to the *sixties*.

Is the developmental period beginning in the *sixties or seventies and lasting until death*. • *Decreasing strength* • *Decreasing Health* • *Life review* • *Retirement* • Adjustment to *new social roles*

It refers to the development of *child bones, muscles and ability to move around* and manipulate his/her environment.

• *Cephalo-caudal* • *Proximodistal*

*Downwards: Head to toe* Describe the *head to foot direction of motor development*. *Children* tend to gain control over the *upper portions of the body* before the lower part. they can reach and grasp before they can they can walk.

*Outwards: Arms and legs, then hands and feet* Describes the *center-outward direction of motor development*. *Children* can *control their torso* before their extremities. They can *sit before they can stand*.

*Newborns generally see things in black and white* and only see things clearly around *8-12 inches away*.

Develops in the *womb, allowing your baby to familiarize itself with your voice*.

Is very *developed at birth to assist in the process of baby bonding* with parents.

Babies have a *strong sense of smell from birth*. Within a *week* they are able to *identify different people by their scent*.

Babies have a *strong preference for sweet over bitter or sour*.

Refers to *how people develop social and emotional skills across the lifespan*, with particular *attention to childhood and adolescence*. *Healthy social development allows us to form positive relationships* with family, friends, teachers, and other people in our lives.

____________ are our *set of expectations about appropriate activities for males and females*. Research has shown that even *pre-schoolers believe that males and females have different characteristics*. They also believe it is *inappropriate to act like a member of the other gender*.

Theories explain ____________________. The *social learning theory proposes that children learn gender roles* because they are *rewarded for appropriate behavior* and *punished for inappropriate gender role behavior*. Children also *watch and imitate the behavior of others*.

*Cognitive theory of Kohlberg* argued that *children learn about gender the same way*.

Gender *Identity* Gender *stability* Gender *Consistency*

*Recognizing* that you are a *boy or a girl*.

*Child* accepts the idea that *males remain male and females remain female*.

Recognizing that *superficial changes in appearance or in activities will not change a person's gender*.

Claims that *preschool children acquired gender identity*, that is, they *identify themselves as male or female*.

*Psychoanalysis* proposes that children *establish their gender role identify* as a result of identification with *their same-sex parent during the phallic stage*.

Is the *construction of thought processes*, including *remembering, problem solving, add decision-making*, from childhood through *adolescence to adulthood*.

a *Swiss researcher and writer* developed a *theory of *cognitive development*. He proposed the *four (4) cognitive development, SENSORIMOTOR STAGE, PRE-OPERATIONAL, CONCRETE OPERATIONAL STAGE, and FORMAL OPERATIONAL*.

From *birth to 18 months of age*. *Children think* as a result of *coordination of sensory input and motor responses*. *Intelligence is non-verbal or non-symbolic*. Infants *lack object permanence*.

Is the understanding that *objects continue to exist even when they cannot be observed* (seen, heard, touched, smelled or sensed in any way). (Sensorimotor Stage)

*Two to seven years of age*. Where *thinkers can now symbolize or mentally represent their world*. A period dominated by a *rapid development of language*. *Intelligence* demonstrated through the *use of symbols, language, memory, and imagination* are developed.

A *child's ability to identify two identical objects as the same* no matter the order, placement, or location.

*Seven to twelve years of age*. *Mathematical operations* developed. They have *difficulty dealing with hypothetical problems* because thinking can only be *applied to concrete objects or events*.

*12 years onwards* *Thinkers can handle hypothetical problems*. Scientific reasoning is possible. The *formal thinker* is capable of *understanding and appreciating symbolic abstractions of algebra* and *literary criticism* as well as metaphor in literature. *Formal operations* involve the development of *logical and systematic thinking*. *Intelligence* is demonstrated through the *logical manipulation of symbols related to abstract concepts*.

*Children's cognitive development* is heavily *influenced by social and cultural factors*. A *child's thinking* develops through *dialogues with more capable persons*.

*Range of tasks a child cannot master alone* even though they are close to having the *necessary mental skills*. They *need guidance from a more capable partner* in order to complete the task.

*Adjusting instruction* so it is *responsive to a beginner's behavior* and so it supports the *beginner's efforts to understand a problem* or *gain a mental skill*.

• Proposed a *theory of human development* which was made up of *five psychosexual stages*. • He believed that there are *certain erogenous zones (pleasure areas)* in the body to which the person's activity is *directed at a certain age*. • *Major conflicts arise at each stage* and *fixation* occurs when the person is *unable to successfully resolve* these conflicts. Specially, *fixation is seen to be a tendency to psychologically stay at a particular stage* of development even as *one chronologically gets older*.

• *Oral* Stage • *Phallic* Stage • *Anal* Stage • *Latent* Stage • *Genital* Stage

Birth to *1 year erogenous zone: mouth* • ______________ *fixation or under gratification* might result in a *passive, gullible, immature, manipulative and dependent personality*. • ____________ receptive: *Chewing gum* and the *ends of pencils*, smoking, eating, kissing, oral sexual practices.

*1 to 3 year Erogenous Zone: Bowel and Bladder Control* • _________ retentive: *Obsessively organized, or excessively neat*. • _________ expulsive: *Reckless, careless, defiant, disorganized, coprophiliac*.

*3 to 6 year Erogenous Zone: Genitals* • Weaning • Oedipus complex (for the boys) • Genitalia Electra complex (for the girls) • Castration Anxiety • Penis Envy

*6 to Puberty: Libido inactive* Erogenous Zone: *Dormant sexual feelings* Conflict: *Latent*

*Puberty to Death: Maturing Sexual Interests* Erogenous Zone: *Sexual interests* Conflicts: *Frigidity, impotence, mature unsatisfactory relationships*

During the five psychosexual stages, which are the oral, anal, phallic, latent, and genital stages, the *erogenous zone* associated with each stage *serves as a source of pleasure*. If these psychosexual stages are *completed successfully*, a *healthy personality is the result*.

He emphasizes the *role of culture and society and the conflict* that can take place within the *ego itself*. *(Ego may develop successful if crisis is resolve)*.

Is a *theory that focuses on how children develop morality and moral reasoning*. *Kohlberg's theory* suggests that *moral development occurs in a series of six stages*. It was based on an *individual's response to moral questions* called *moral dilemmas*. The theory also suggests that *moral logic is primarily focused on seeking and maintaining justice*.

*No personal code of morality*. But was shaped by the *standards of adults*. Stage 1: *Punishment* Stage 2: *Reward*

*Internalize the moral standards of valued adults role models*. The *reasoning* is based from the *norm of the group to W/c the person belong*. Stage 3: *Good girl/boy Orientation* Stage 4: *Authority Orientation*

*Individual judgment* is based on *self chosen principles and moral reasoning*. Stage 5: *Social Contract Orientation* Stage 6: *Morality of Individual Principles Orientation*

7 Virtues • *Empathy* - *identifying the feelings* of others • *Conscience* - knowing the *right & decent way to act* • *Self-Control* - regulating your *thoughts & actions* so that you • • stop any pressure from w/out. • *Respect* - showing *values to others* • *Kindness* - concern about the *welfare and feelings of others* • *Tolerance* - respecting the *dignity & of all persons*, even those beliefs and behaviors we disagree. • *Fairness* - choosing to be *open-minded and to act in just and fair way*. *Critical Values* we need to *do what is right*.

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