Reading...
Play button
Play button
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;
73 Cards in this Set
- Front
- Back
|
Life-span perspective
|
Views development as lifelong, multidirectional, multidimensional, multidisciplinary, and contextual. Involves growth, maintenance, and regulation of loss.
|
|
|
Life-spane perspective
|
Views development as lifelong, multidirectional, multidimensional, multidisciplinary, and contextual. Involves growth, maintenance, and regulation of loss.
|
|
|
Normative age-graded influences
|
Describes influences that are similar for individuals in a particular age group.
|
|
|
Normative history-graded influences
|
Describes influences common to individuals of a particular generation because of historical circumstances.
|
|
|
Non-normative life events
|
Unusual events that have a major impact on an individual's life.
|
|
|
Culture
|
Behavior patterns, beliefs, and all other products of a group - passed from generation to generation.
|
|
|
Cross-cultural study
|
Comparisons of one culture with another.
|
|
|
Stability-change issue
|
Involves the degree to which early traits and characteristics persist through life or change.
|
|
|
Continuity-discontinuity issue
|
Whether development involves gradual, cumulative change, or distinct changes.
|
|
|
Psychoanalytic theories
|
Development as primarily unconscious and heavily influenced by emotion. (Freud)
|
|
|
Erikson's Theory
|
Includes 8 stages of human development. Each stage consists of a unique developmental task with a crisis to be resolved
|
|
|
Piaget's Theory
|
Children actively construct their understanding of the world - through 4 stages. Continues throughout life, each stage is qualitative.
|
|
|
Equilibrium
|
Piaget says we move to one stage through equilibrium. Faced with a situation of disequilibrium and need to overcome a stage. Active in all stages.
|
|
|
Scheme
|
Representation of knowledge and information. Being in the world!
|
|
|
Assimilation
|
Take new information and apply it to existing schemes.
|
|
|
Accommodation
|
Take new information and adjust schemes to fit.
|
|
|
Vygotsky's theory
|
Culture and social interaction guide cognitive development.
|
|
|
Information-processing theory
|
Individuals manipulate information, monitor it, and strategize about it. Memory and thinking.
|
|
|
Social Cognitive theory
|
Emphasize behavior, environment, and cognition as key factors in development.
|
|
|
Ethology
|
Behavior is strongly influenced by biology, tied to evolution, critical/sensitive periods.
|
|
|
Brofenbrenner's ecological theory
|
Development reflects the influence of five environmental systems. (Micro, Meso, Exo, Macro, Chrono)
|
|
|
Cross-sectional approach
|
Research individuals of different ages compared at one time.
|
|
|
Longitudinal approach
|
The same people are studied over a period of time.
|
|
|
Cohort effects
|
Effects due to person's time of birth, era, or generation. (the 60's) not actual age.
|
|
|
Evolutionary psychology
|
Emphasizes the importance of adaptation, "survival of the fittest". Evolutionary factors effect first half of life, but not second.
|
|
|
Behavior genetics
|
Heredity and environment influence on individual differences.
|
|
|
Passive genotype-enviroment
|
Correlations that exist when the natural parents provide rearing environment.
|
|
|
Evocative genotype-enviroment
|
Correlations that exist when the child's genotype elicits certain types of physical and social environments.
|
|
|
Active (niche picking)
|
Correlations that exist when children seek out environments they find compatible.
|
|
|
Shared environmental experiences
|
Siblings common experiences. (Parents, socioeconomic status)
|
|
|
Nonshared environmental experiences
|
Child's unique experiences, both within and outside the family.
|
|
|
Epigenetic View
|
Development is the result of an ongoing, bidirectional interchange between heredity and environment.
|
|
|
Germinal period
|
prenatal development, attachment of the zygote to uterine wall
|
|
|
Blastocyst
|
Inner layer of cells that develops during the germinal period, embryo.
|
|
|
Tropoblast
|
Outer layer provides nutrition for embryo.
|
|
|
Embryonic Period
|
Organogenesis - organ formation takes place.
|
|
|
Fetal period
|
Everything gets bigger, 2-7 months.
|
|
|
Teratogen
|
Anything that can harm fetus during development. Dose, susceptibility, time of exposure, and critical period (embryonic).
|
|
|
Stages of Birth
|
1. Cervix stretches. 2. Babies head begins to emerge. 3. Placenta and umbilical cord.
|
|
|
Postpartum
|
Lasts 2 weeks. Impairs function
|
|
|
Lateralization
|
Specialization of function in one hemisphere of brain.
|
|
|
Marasmus
|
Wasting of body tissues, caused by protein deficiency.
|
|
|
Kwashiorkor
|
Protein deficiency, child swells with water. 1-3 age.
|
|
|
Dynamic systems theory
|
Babies learn more as they go. Desire, goal oriented. Assemble motor skills for acting. Dynamic=learning. Holistic.
|
|
|
Root Reflex
|
Cheek stroke, baby turns head, search for food.
|
|
|
Moro Reflex
|
Flail arms and legs, then brings back in.
|
|
|
Gross motor skills
|
Motor skills that involve large muscle activities - walking.
|
|
|
Heidegger
|
Being in the world, everything affects everything else. Holistic.
|
|
|
Ecological View
|
Our direct perceptions of the world, increase adaptation.
|
|
|
Affordances
|
Opportunities to interact with world - bang pots, cook with them.
|
|
|
Intermodal perception
|
relate information from two or more senses.
|
|
|
Sensorimotor stage
|
Infants construct an understanding of the world by coordinating sensory with motor actions. 6 substages.
|
|
|
Primary circular stage
|
Accidents happen, repetitive action.
|
|
|
Secondary circular stage
|
Object oriented.
|
|
|
Coordination of 2nd circular stage
|
Coordinate schemes to act with intention. A not B error.
|
|
|
tertiary circular stage
|
interact with objects, objects can do many things
|
|
|
Internalization stage
|
ability to use primitive symbols.
|
|
|
Object permanence
|
Objects continue to exist when when they cannot be seen, heard, or touched.
|
|
|
Implicit memory
|
automatically performed
|
|
|
Explicit memory
|
consciously obtained
|
|
|
Primary emotions
|
Emotions present in people and animals, emerge in early life. Joy, anger, sadness, fear.
|
|
|
Basic Cry
|
Rhythmic pattern, usually consisting of a cry, brief silence, whistle, brief rest.
|
|
|
Anger cry
|
More excess air forces through vocal cords.
|
|
|
Pain cry
|
Long initial loud cry without moaning, breath holding.
|
|
|
Goodness of fit
|
Match between a child's temperament and the environmental demands wit which the child must cope.
|
|
|
Attached babies
|
Use caregiver as a base from which to explore.
|
|
|
Avoidant babies
|
Insecurity, avoid caregiver. (unavailable and reject)
|
|
|
Resistant babies
|
Cling to caregiver, resist closeness, kick and push away. (Inconsistent and unaffectionate)
|
|
|
Disorganized babies
|
Disorganized and disoriented. (Neglect and abuse)
|
|
|
Reciprocal Socialization
|
Bidirectional - baby wakes you both up.
|
|
|
Scaffolding
|
Turn-taking with parents. (peek a boo)
|
|
|
Harlow's Monkeys
|
Preferred cloth mother, to wire. Eriksons theory, comfort key to establishing basic trust.
|
|
|
Autonomy vs. Shame and Doubt
|
Toddlers develop autonomy, but with that comes shame and doubt.
|
