Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
45 Cards in this Set
- Front
- Back
|
Human Development |
How people change over time on many different levels - biological, physical, cognitive, emotional, social - in a way that shows greater complexity, organization and competencies |
|
|
according to contemporary theorists, what is development driven by? |
interaction between nature and nurture |
|
|
developmental contextualism |
the multiple levels of a developing chid, ranging from inner biological, psychological, social relational, and sociocultural - are inextricably intertwined and function as an integrated system. It is the changes in these levels that constitutes human development - nature and nurture cannot be separated, both determine our development |
|
|
Temperament |
a biologically based style of interacting with the world that is fixed at birth - reflects an interaction between a childs predisposition and experiences in life. Believed to be foundation for later personality |
|
|
easy temperament |
regular, adaptable, mildly intense style of behaviour that is positive and responsive |
|
|
difficult temperament |
intense, irregular, withdrawn, negative moods |
|
|
slow to warm up |
needs time to make transitions into activity, withdrawal, respond negatively, will respond positively given time |
|
|
goodness of fit |
how well the childs temperament matches the expectations and values of the parent, environment, and culture |
|
|
behavioural inhibition |
when a child show signs of wariness, discomfort, or distress when confronted with novel, challenging or unfamiliar situations |
|
|
six temperament dimensions (as opposed to general temperament styles) |
smiling and laughter fear distress to limitations soothability duration of orienting behavioural inhibition |
|
|
sources behind temperamental differences |
genetics reproductive histories (cultural experiences of mother during pregnancy) environment culture |
|
|
attachment |
the special bond that develops between infants and primary care takers |
|
|
Bowlby's evolutionary theory of attachment |
infants have a preprogrammed, biological basis for becoming attached to their caregivers without proper attachment, development could be pathological |
|
|
Harry Harlow |
monkeys separated at birth from their mothers wire food monkey, and cloth no food monkey showed that comfort was more important than food for attachment |
|
|
Mary Ainsworth Strange Situation Procedure |
based on bowlbys theory featured a structured sequence of interactions observed infant classified types of attatchment |
|
|
Attachment Styles |
secure avoidant ambivalent |
|
|
secure attachment |
warm and responsive to care giver (ideal) distressed when leaves, easily comforted when comes back |
|
|
avoidant attachment |
shun caregivers, who may be intrusive and overstimulating not distressed when mother leaves, actively avoids mother upon return |
|
|
ambivalent |
uncertain in response to caregivers send mixed signals when mother returns |
|
|
Disorganized/Disoriented attachment |
disorganized behaviour upon seperation and reunion - associated with abuse or trauma |
|
|
adaptive attachment |
relationships that promote the maximum level of safety for the child within a specific cultural context |
|
|
cognitive development |
how thinking skills develop over time |
|
|
Piaget's Theory of Development |
children make progress through 4 stages fron infancy to adolescents. Progression is associated with maturation. Sensorimotor stage Preopertional stage Concrete operations formal operations |
|
|
Sensorimotor (0-2) |
object permanence (understanding objects continue to exist out of sight) develops |
|
|
preoperational (2-6) |
5 characterisitcs: conservation centration irreversibility egocentrism aminism |
|
|
conservation |
an awareness that the physical quantities remain the same even when they change shape or appliance (don't have this in preoperational stage) |
|
|
centration |
a characteristic of preoperational the tendency to focus on a single aspect of a problem |
|
|
egocentrism |
inability to step into anothers shoes and understand the other persons point of view |
|
|
animism |
the belief that inanimate objects are alive |
|
|
concrete operational (7-11) |
master conservation and other tasks |
|
|
formal operations (11-adulthood) |
logical, scientific reasoning |
|
|
Cultural influences on development of conservation |
specific experiences education contact with western culture people who have not attended high school or college in a westernized school system perform poorly on formal operations tasks |
|
|
great divide theory |
theory of cognitive development that suggests that the thought of westerners is superior to that of people who live in "primative" societies |
|
|
three domains of morality |
moral rules conventional rules social rules |
|
|
moral rules |
apply to everyone, can't be changed, based on values such as safety and well being of humans |
|
|
conventional rules |
apply to certain groups, are changeable, based on agreed upon norms by a group of people |
|
|
social rules |
apply to individuals, are changeable, based on t preferences of a specific person |
|
|
Kohlberg theory of moral development: assumptions |
children move to higher stages as age increases each stage forms a structural whole stages are universal |
|
|
Kohlbergs stages of moral development |
preconventional morality conventional morality post conventional morality |
|
|
preconventional morality |
involves compliance with rules ignorer to avoid punishment and gain reward |
|
|
conventional morality |
conformity to rules that are defined by others approval or societies rules |
|
|
postconventional morality |
moral reasoning on the basis of individual principles and conscience |
|
|
Gilligan |
challenged Kohlbergs theory saying that it was biased towards male reasoning "morality of justice" vs. "morality of caring" research indicated few gender differences |
|
|
what two stages of moral reasoning are found cross culturaly |
preconvential and conventional |
|
|
three ethics approach to moral reasoning |
ethics of autonomy - emphasizes individual rights and justice ethic of community - emphasizes interpersonal relationships ethic of divinity - moral reasoning that emphasizes centrality of religious beliefs and spirituality |
