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44 Cards in this Set
- Front
- Back
Intro to Development
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pattern of continuity and change that occurs throughout life (involves both grown and decline)
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cross-sectional study
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people of different ages are assessed at the same time
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Cohort Effect
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when differences stem not from age development, but from the different historical and/or social time periods the groups lived in; potential problem with cross-sectional study
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Narcissism
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tendency to be self-centered, lack empathy, and have a high sense of entitlement
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Longitudinal Study
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the same people are assessed multiple times over a (typically long) period of time
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Teratogens
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chemicals & viruses that can cause birth defects (caffeine, tobacco, alcohol, HIV)
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Infancy & Childhood
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O to 10 years; gaze, suck, turn head
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Infantile Amnesia
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we typically do not recall memories before around age 3
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Reflexes
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1. drop a baby in water = wave legs & arms around, close mouth, constrict throat
2. a baby will grip something that is placed in their hands 3. child's cry |
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Cognitive Development
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Plaget (supported education): schemas, assimilation, accomodation
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Schemas
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mental concepts or frameworks that organize and interpret info
Ex. birds |
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Assimilation
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interpret new experiences in terms of existing schemas
Ex. seeing an animal w/ beak & wings & feathers = Bird |
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Accommodation
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adapt our current understanding (schema) to incorporate new info
Ex. penguin- has wings & beak= not the same "bird" |
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Birth to nearly 2 years
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1. Sensorimotor
2. Object Permanence |
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Sensorimotor
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experiencing the world through senses and actions (Birth to nearly 2 years) Ex. Peek-A-Boo
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Object Permanence
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Awareness that objects continue to exist when not perceived (Birth to nearly 2 years)
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2 to 6 or 7 years
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1. Pre-operational
2. Egocentrism |
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Pre-operational
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representing things with words and images (2-6/7 years)
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Egocentrism
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difficulty taking another's point of view (2-6/7 years)
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Theory of Mind
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our ideas about our own and others' mental states
Ex. False Belief Test: candles or crayons? (2-6/7 years) |
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7 to 11 years
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1. Concrete operational
2. Conservation |
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Concrete Operational
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thinking logically about concrete events (7-11 years)
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Conservation
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quality remains the same despite changes in shape
Ex. milk in glass- not yet grasped conservation (7-11 years) |
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Temperament
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"baby personality"
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Attachment
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an emotional tie with another person
Ex. child & mother, imprinting |
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Origins of Attachment
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1. Body Conflict
2. Familiarity |
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Stranger Anxiety
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fear of strangers that infants commonly display
Ex. babies & Santa Claus |
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Types of Attachment
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1. Secure & Trusting
2. Insecure & Anxious 3. Avoidant |
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Parenting Styles
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1. Authoritarian
2. Permissive 3. Authoritative |
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Authoritarian
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imposes rules and expects obedience with little verbal exchange (low self-esteem & less social skills for children)
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Permissive
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places few limits on the child and gives in to their desires (children: aggressive, immature, low respect for others)
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Authoritative
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encourages the child to be independent yet places limits on behavior (children: socially competent, self-reliant, responsible)
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Adolescence
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period of transition from childhood to adult
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Brain Development: Frontal Lobe
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maturation lags behind other parts of the brain
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"The Heinz Dilemma"
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wife w/ cancer needing an expensive drug, husband breaks in and steals the drug, good or bad idea? Why?
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Moral Reasoning
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thinking that occurs as we consider right from wrong (Kholberg's Moral Ladder)
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Kholberg's Moral Ladder
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1. Pre-conventional
2. Conventional 3. Post- Conventional |
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Pre-Conventional
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focus on self-interest, obey rules to avoid punishment & gain reward
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Conventional
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focus on society's expectations; obey rules because they are rules
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Post-Conventional
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focus on people's rights; define and follow own ethical principles
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The Trolley Problem
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the role of emotion in moral reasoning
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Identity
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our sense of self that unifies our various roles
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Identity Deficit
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lacking an "adequate" identity that results in difficulty in making decisions
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Identity Conflict
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incompatibility between two or more aspects of identity
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