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;
80 Cards in this Set
- Front
- Back
Cohort effect
|
Effects observed in a sample of participants that result from individuals in the sample growing up at the same time.
|
|
Does the cross- sectional design control for cohort- effects?
|
No.
|
|
Childhood fragility
|
Children are little delicate creatures who are easily damaged when in fact they are quite capable to withstand stress.
|
|
Nature via nature
|
tendency of individuals with certain predispositions of genes to create an environment that permit the experiences of those predispositions. E.g. fearful children seek for an environment that protects them as they grow older
|
|
Factors that impact on parenting
|
infertility, assisted conception, prior attachment history, poverty, education
|
|
How to optimize development?
|
Supporting parents, optimizing child care environments, especially for children with special needs, advice regarding procedures in forensic settings, parent education
|
|
What is developmental psychology?
|
The study of human behaviour as a function of age
|
|
In which three domains are we changing and developing?
|
Cognition, Physical, Social
|
|
Cognitive development
|
study of how children learn, memorise, think, reason and remember
|
|
major theories of development
|
psychoanalytic theory (Freud, Erikson), Cognitive developmental theory (Piaget, Kohlberg), Social cognitive theory (Bandura), Ethological theory (Attachment theories of Ainsworth, Bowlby)
|
|
Difference between stage and learning theorists
|
Learning theory describes development as gradual, it also depends on the environmental factors whereas stage theorists see development as univseral.
|
|
Three main differences between the theories of Vygotsky and Piaget?
|
Stage like development vs. continuous development, domain general vs. domain specific, active exploration (discovery learning) vs. social interaction (collaboration)
|
|
Constructivist theory
|
Children build up on their knowledge by observation of the effects of their behaviour
|
|
Piaget's four stages
|
Sensori motor stage, Preoperational stage, Concrete operational stage, Formal operational stage
|
|
Egocentrism
|
An inability to see the world from another perspective.
|
|
Preoperational stage has its name because...
|
...children are not yet able to mentally operate on things.
|
|
Concrete operational stage
|
Children are able to mentally operate only for actual physical events.
|
|
horizontal decalage
|
refers to cases in which children are more advanced in one cognitive domain than in others.
|
|
Zone of proximal development
|
phase of learning during which children can benefit from instruction
|
|
Nature vs. Nurture in speech development
|
Middle Class USA- children start to speak at age of 1.
Remote village of Guatemala: kids do not utter first words until the age of 2 (cultural differences) Innate and inherited characteristics and environmental experiences play a crucial role. |
|
Socio- cultural theory by...
|
Vygotsky
|
|
How can self- concept of babies be tested?
|
Mirror- sticker test
|
|
What is the theory of mind?
|
Children's ability to reason what other people want, feel and think
|
|
What is a classical test for theory of mind?
|
False- belief task, A child understands that someone else believes something they know to be wrong. Children normally succeed in this task at age 4-5. (Exception- children with autism)
|
|
What do children need to understand when it comes to counting?
|
That numbers involve an amount and number words refer to specific quantities (e.g. a bunch, a few, heaps).
|
|
Stranger anxiety
|
Also called 8 month anxiety.
|
|
Attachment
|
The emotional bond we feel with someone that is very close to us.
|
|
Who is one of the most famous psychologist in regards to attachment?
|
Konrad Lorenz
|
|
Imprinting
|
phenomenon observed in which baby birds begin to follow and attach themselves to any large moving object they see in the hours immediately after hatching.
|
|
Do you humans also have sensitive periods for social bonding.
|
It is controversial. It might be applicable to language. Another study of Romanian orphans (president banned all forms of birth control and parents were not able to support them, therefore adopted by Americans and English). Children adopted before 6 months old showed more positive effects than those who were adopted after 6 months old.
|
|
Contact comfort
|
The positive emotions afforded by touch.
|
|
Which and whose experiment is often used in order to measure children's attachment styles?
|
Ainsworth's "strange situation"
|
|
What are the four styles of attachment?
|
Secure attachment, insecure- avoidant att., insecure- anxious att., disorganised att.
|
|
Secure attachment
|
60% of Western culture- mother as a secure base: solid rock to which to turn to in times of trouble, becomes upset when mom leaves but greets with joy on return
|
|
Do attachment styles of the strange situation predict children's later behaviour?
|
Yes
|
|
temperament
|
basic emotional styles, differs between people and is inheritable
|
|
What are the 4 temperament styles derived by the Greek and Romans?
|
optimistic, mellow, choleric, melancholic
|
|
What approach of parenting did Dr. Benjamin Spock (1960s) suggest?
|
A child centred approach
|
|
What are the 4 parenting styles observed from American- Caucasian middle class families by Baumrind (1971, 1991)?
|
Permissive, Authoritarian, Authoritative, Uninvolved
|
|
Permissive parenting style (Baumrind)
|
high warmth, low control, parent is more like a peer
|
|
Authoritarian parenting style (Baumrind)
|
low warmth, high control ("I am the boss", may become abusive)
|
|
Authoritative parenting style (Baumrind)
|
high warmth, high control (but democratic control- perspective taking, reasoned, discipline)
|
|
Uninvolved parenting style (Maccoby & Martin, 1993)
|
low warmth, low control, neglects child
|
|
Is Baumrind's study universal?
|
No. There are existing cultural differences between individualist cultures which place a high premium on achievement and independence and collectivist cultures which place a high premium on group harmony
|
|
group socialisation theory
|
peers player a bigger role than parents in children's social development
|
|
self- control
|
the ability to inhibit an impulse to act
|
|
objective responsibility
|
Piaget and morality in concrete operational stage, how much harm they have done
|
|
subjective responsibility
|
Piaget and morality, their intentions to produce harm
|
|
Give an example for Piaget's objective and subjective responsibilities in regards to morality
|
A child that knocks over 20 plates accidentally vs. a child that knocks over 10 plates intentionally
|
|
What are the three stages of morality in Kohlberg's theory?
|
Preconventional, conventional, postconventional
|
|
Preconventional morality
|
Here the focus is marked by punishment and reward- what is right is what we are rewarded for vs. what is wrong is what we are punished for
|
|
conventional morality
|
this stage of Kohlberg's theory is marked by the focus on societal values. What is right is what society approves of, e.g. laws --> many people do not progress from conventional to post- conventional morality
|
|
Post- conventional morality
|
internal moral principles, that goes beyond society. It is focused on human rights and values.
|
|
What is the famous moral dilemma used by Kohlberg?
|
Heinz and the drug
|
|
Why is there a low correlation between moreal behaviour and moral reasoning?
|
Kohlberg's theory is a measure of how people reason about moral situations but it does not mean the behaviour is displayed --> Scratch on car, stealing of coat
|
|
Gender identity
|
individuals sense of being male or female
|
|
Gender role
|
behaviours that are associated with being male and female
|
|
sex segregation
|
boys and girls prefer to spend time with their own gender
|
|
adolescence
|
the transition between childhood and adulthood.
|
|
Puberty
|
is the physical maturation during adolescence
|
|
Why behave teenagers often impulsively or engage in risk taking behaviour?
|
Because their frontal lobes are still developing
|
|
What is identity?
|
Our sense of who we are, beliefs, goals and priorities
|
|
Who developed the model of identity?
|
Erik Erikson
|
|
Does Erikson believe that personal growth end if adolescence?
|
No, he believed that individuals grow throughout the life span
|
|
psychosocial crisis
|
dilemma concerning relationship with others, in each stage an individual is confronted with a psychosocial crisis, which needs to be mastered in order to be able to move on
|
|
What are the 8 stages of Erikson's model?
|
Infancy, toddlerhood, early childhood, middle childhood, adolescence, young adulthood, adulthood, ageing
|
|
Infancy
|
Trust versus mistrust, infants developing general security, they need to be optimistic and able to trust in others in order to move on.
|
|
Toddlerhood
|
autonomy versus shame and doubt, developing a sense of independence- parents should allow children to make their own mistakes and be more independent
|
|
early childhood
|
initiative vs. guilt, developing initiative by exploring and manipulating the environment
|
|
middle childhood
|
industry vs. inferiority, enjoyment and mastery of developmental tasks of childhood, in and out of school
|
|
adolescence
|
identity vs. role confusion, trying to fit into several roles until satisfied
|
|
young adulthood
|
intimacy vs. isolation, development of the ability to maintain an intimate relationship
|
|
adulthood
|
generativity vs. stagnation, satisfaction of personal and familial needs, developing interest in the welfare of others and the world
|
|
ageing
|
ego integrity vs. despair, accepting and recognising age without looking back and regret, sense of satisfaction when thinking about future
|
|
What are major milestones/ transitions when getting older?
|
starting out- leaving parental home, marriage or living alone, parenthood, empty nest, midlife assessment, retirement, widowhood, dying
|
|
Do transitions have to occur?
|
No, transitions do not have to be events, they can be non- events, such as unable to have children, don't get a job
|
|
midlife- crisis
|
emotional distress about the aging process
|
|
functional age
|
a person's ability to function in given roles in society, e.g. readiness to retire
|
|
social age
|
Do people behave according to their age
|
|
Is adulthood as universal as childhood is?
|
No, it is less universal/uniform, it is more dependent on life events and circumstances, individual differences also relate to developmental history
|