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62 Cards in this Set
- Front
- Back
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Early life development |
Physical, cognitive, and socio-emotional ages 0-18 |
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Baumrids Child rearing styles (expanded by Maccoby & Martin) |
3 features -acceptance and involvement - autonomy-granting 4 styles |
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Authoritative
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High acceptance and Involvement Moderate control moderate Autonomy granting |
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Authoritarian |
Low acceptance and involvement high control low autonomy granting |
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Permissive |
moderate acceptance and involvement low control high autonomy granting |
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Uninvolved/ Neglecting |
low acceptance and involvement low control moderate autonomy granting |
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Biological moments after birth |
Maternal oxytocin release Paternal hormone release increase prolactin (associated with breastfeeding) decrease androgens |
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Depression |
80% of mothers experience baby blues 20% experience postpartum depression 4% of men experience depression |
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Positive Adjustments to parenthood |
parent specific factors- education context- social support couple- mutual support, affection, intimacy, communication |
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Developmental Psychopathology |
normal and abnormal development are interrelated- mutually informative Dynamic system - development across the lifespan -causal processes -multifaceted |
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Domains of Development |
Physical- puberty, growing, Neuro changes, decision making Socio-emotional- social acceptance, empathy, guilty, dating Cognitive- skill set, knowledge |
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Theory |
-set of interrelated ideas, statements, principals, and laws -goal is to describe a phenomenon -norms, precursors and co variation ( something happening at the same time as what your studying), individual differences -Explain -Predict -Influence |
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Continuous development |
learning theorists fluid through out lifespan |
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Discontinuous development |
developmental theorists important milestones to be reached at each stage emergent novelty: new way of thinking marks new stage of development |
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Critical periods |
gosling and imprinting: when goslings become attached to and follow their mother -defined window of time if you miss experience during that window of time it will not happen -usually in non human animals |
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Sensitive period |
time when a particular experience can be best incorporated into the maturational process -when talking about humans second language |
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Resilience |
ability to adapt effectively to negative characteristics of the environment -temperamental characteristics -warm parenting - social support - strong community - higher IQ -more optimistic |
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Psychodynamic theories |
stage like development
conflicts b/t biological drives and social expectations but trying to balance between environment and BIO |
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Psychosexual theory |
Freud first few years of life parents will need to manage sexual drives and aggressive behavior Id- innate impulses first to emerge ego- rational develops early infancy, redirect id impulses to more appropriate superego- our conscious helps guide our behavior, set standards and goals |
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Psychosexual development |
5 stages first 2 most critical parents must provide appropriate gratification |
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Psychosocial Theory |
Erik Erikson ego gains skills at each level 8 stages LIFE SPAN conflicts must be resolved for optimum development ex. basic trust versus mistrust |
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Learning Theories |
Development result of learned associations -continuous development |
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Classical conditioning |
Pavlov/ watson pairing of one stimulus w/ another ex breast feeding and song, dogs food and bell NS-UCS NS=CS CS- CR |
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Operant or instrumental conditioning |
B.F. Skinner |
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Positive reinforcement |
by adding something the desired behavior increases ex. giving candy |
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Negative reinforcement |
by taking something away the desired behavior increases ex. less chores if you behave |
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Positive punishment |
by adding something the desired behavior decreases ex. spanking, more chores |
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Negative punishment |
by take something away the desired behavior decreases ex. taking away phone, video game |
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Piaget's Cognitive Development Theory |
development is a result of active exploration and adaption to the environment stage like 4 stages stopped at puberty emphasized active child development = physical maturation and experience w/ the environment and social experience and equilibrium * interaction between BIO and environment both critical |
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Piaget Schemas |
organize past experinces in framwork for understanding future |
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Micro system |
most contact with
most influence on you |
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Mesosystem |
interactions of players within your microsystem not including you |
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exosystem |
indirectly impacts you ex. parents work |
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Macrosystem |
large cultured contex, laws, culture norm, values |
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Chronosystem |
impact of time, all layers changing over time, as you get older you have opportunities to change systems and influence it *it can be culture time/ personal change, growth |
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Systematic observation |
Naturalistic- being creepy structured- set up situation |
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self report |
interviews, questionnaires, test cons people lie, bias, forget |
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Clinical/ case study |
comprehensive examination of individual |
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Research Method: Experimental |
only way we can make a causal inference -random assignment, control, variables |
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correlational |
most research relation among existing groups easier to run |
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Cross section |
across ages at ONE TIME point snap shot |
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Longitudinal |
event precedes something else repeated assessment of the same individuals over long period of time con: cohort effect/ generational effect the environment can change have influence on group of people |
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Genetic- Environment Correlation |
our genes can influence the environment passive evocative active |
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passive correlation |
parents pass genetic material AND shape our environment we our passive |
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evocative |
genes evoke response from the environment ex. cute baby that smiles and talks will evoke more attention form other as opposed to a silent less playful baby |
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active/ niche picking |
we seek out activities and our shaping our own environment ex. athletic teenager tries out for football |
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epigentic |
environment influence our genetic expression above the genome switch genes on and off |
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APGAR |
scale 0-10
1 min scored 5 min scored again overall sense of baby general health score of 7 or more is healthy baby score of 4-6 require some sort of intervention score of 3 or less critical condition |
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Appearance |
is baby getting oxygen limbs blue? face blue? |
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Pulse |
heart rate
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Grimance |
reflexes, sneezing, coughing, grimacing trying to push out body fluids from birth |
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Activity |
muscle tone, how much movement |
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Respiration |
how strong is baby breathing |
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Newborn reflexes |
eye blink- rooting - finger on cheek (3 weeks) stepping- (2months) sucking- (4 months) palmar grasp- (3-4 months) tonic neck-aka fencing poise one are straight the other comes up above head (4 months) moro- fall back hands out (6 months) babinksi- toes fan out and curl in 8-12 months) |
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SIDS |
peaks at 2-4 months leading cause of infant mortality in industrial countries reduce risk by 50% if sleep on back |
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Infant state of arousal: regular sleep |
deep stage 4 sleep 8-9 hours daily in non REM sleep |
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Irregular sleep |
REM/active 8-9 hours in REM noises/ faces |
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Drowsiness |
in between asleep and awake transition |
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Quiet Alertness |
CHILL 2-3 hours daily |
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waking activity & crying |
1-4 hours at minimum daily |
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Was to soothe baby |
Newborns can not self soothe until 4-6 months 5's : Side/stomach position swaddle swing shushing- rhythmic sound sucking- pacifier |
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Breastfeeding |
liquid gold, free, 3 days after birth colostrum, contains antibodies for immune system, Decreased likelihood of ear infection, diabetes, asthma, SIDS, leukemia, gastroenteritis recommended to breastfeed 12 months |
