Developmental Psych Lecture 2

Front 1

Piaget (and his ideas on development)

Back 1

"little scientists"
children gain information by acting with objects, ideas, and other people

(who thought this?)

Front 2

Assimilation (def)

Back 2

directly process information that fits schema (def)

Front 3

Accommodation (def)

Back 3

Change the schema to fit the new information (def)

Front 4

Equilibration (def)

Back 4

processes that maintain a balance between assimilation and accommodation to produce equilibrium (def)

Front 5

Piaget's Stages of Development

Back 5

1. Sensorimotor Stage
2. Prepoperational State
3. Concrete Operational Stage
4. Formational Operations Stage

Front 6

Sensorimotor Stage (ages and def)

Back 6

0 - 2 years
relates to objects and people through senses and motor skills
no object permanence (def)

Front 7

Preoperational Stage (ages and def)

Back 7

2 -7 years
begins to think in symbols
egocentric (world revolves around them)
can't conserve (def)

Front 8

Concrete Operational Stage (ages and def)

Back 8

7 - 11 years
children begin to use logic (def)

Front 9

Formational Operational Stage (ages and def)

Back 9

11 + years
children are capable of abstract thought and problem solving (def)

Front 10

Vygotsky (and his developmental ideas)

Back 10

children use psychological tools (language, numbering systems, maps) to develop higher levels of thinking

(Who thinks this?)

Front 11

Zone of Proximal Development (def)

Back 11

distance between what the child can do without assistance and what the child can do with interaction with older peers or adults (def)

Front 12

Ethological Theories (def)

Back 12

-causes of adaptive behavior
-talks about attachment
-important for survival
(def)

Front 13

Bowlby & Ainsworth (developmental ideas)

Back 13

-behaviors have evolved to elicit care giving from parents and ensure the survival of the vulnerable offspring
-all children become emotionally attached to their caregiver

(Whose idea?)

Front 14

T of F: Feeding is the basis for attachment

Back 14

FALSE! Contact comfort may have to do with it

***skip for reverse

Front 15

Anxious-resistant or Ambivalent child (def)

Back 15

-The inconsolable
-very upset during separation, mother can't soothe
-due to chaotic or inconsistent care
(def)

Front 16

Anxious-avoidant child (def)

Back 16

-not wary of stranger
-do not cry in separation
-avoid caregiver when s/he returns
-due to dismissal or rejection by caregiver
(def)

Front 17

Disorganized-disoriented child (def)

Back 17

-appears dazed and disoriented
-odd behaviors
-due to fear of abusive or bizarre parents
(def)

Front 18

Unconditioned stimulus (def)

Back 18

natural / automatic response
PUFF OF AIR
(def)

Front 19

Unconditioned response (def)

Back 19

automatic behavior performed in reaction to stimulus
BLINK
(def)

Front 20

Neutral stimulus (def)

Back 20

stimulus that does not elicit a response
BELL
(def)

Front 21

Conditioned stimulus (def)

Back 21

stimulus to which an organism has learned to respond (repeated parings with US)
BELL WITH BURST OF AIR
(def)

Front 22

Conditioned response (def)

Back 22

a learned response
BLINK WITH BELL
(def)

Front 23

Reinforcement (def)

Back 23

behavior increases (def)

Front 24

Punishment (def)

Back 24

behavior decreases (def)

Front 25

Bandura's Theory

Back 25

Social Learning Theory
-individuals learn (and are greatly influenced) by watching others
-modeling
-BOBO doll

(Who?)

Front 26

4 Processes needed for Modeling

Back 26

1. Attention
2. Retention
3. Motor reproductions
4. Reinforcement and Motivation

(what are these?)

Front 27

Attention (in modeling)
(def)

Back 27

child must attend to the information before they can model it
(modeling)

Front 28

Retention (in modeling)
(def)

Back 28

child must remember the person's behavior to display it later (retain and recall)
(modeling)

Front 29

Motor reproductions (in modeling)
(def)

Back 29

the child must have the motor control or abilities to carry about the action
-not necessarily succeeding
(modeling)

Front 30

Reinforcement and motivation (in modeling)
(def)

Back 30

desired outcomes must be present for the child to want to achieve these consequences
(modeling)

Front 31

Bronfenbrenner's Theory

Back 31

Ecological Model of Development
-the interplay between the individual biological and environmental factors
-child acts within the environment to produce change

(whose theory?)

Front 32

Ecological Model Setup

Back 32

-Microsystem (middle)
-Mesosystem (next)
-Exosystem (next)
-Macrosystem (next)
-Chronosystem (outside)

Front 33

Microsystem (def)

Back 33

immediate contexts that individuals actually experience
-family, school, etc
(def)

Front 34

Mesosystem (def)

Back 34

links between microsystems
-ex: relationship between teacher and parents
(def)

Front 35

Exosystem (def)

Back 35

never experience directly but that may still affect development
-ex: parents are cranky because they have to work more hours
(def)

Front 36

Macrosystem (def)

Back 36

cultural context in which others are nested
(eg: social policies, historical changes)
(def)

Front 37

Chronosystem (def)

Back 37

considers the environmental changes that occur over time and have an effect on the child (def)

Front 38

Developmental Niche (def)

Back 38

cultural differences both in CONTENT (what's provided) and PROCESS (how it's provided and by whom support is given)
(def)

Front 39

Efe infants in rainforrests

Back 39

community takes care of children

Front 40

Kwara'ae of Solomon Islands

Back 40

older family (aunts/uncles, siblings) are 2nd parents