Eppp Lifespan Development

Front 1

Prenatial Exposure to Nicotine

Back 1

Fetal death and stillbirth
Low birthweight
SIDS
Respiratory disease

Front 2

Prenatial Exposure to Lead

Back 2

Low birthweight and MR

Front 3

Rutter's Indicators of Psychopathology

Back 3

Low SES
Severe marital discord
Overcrowded family
Parental criminality
Maternal psychopathology
Placement of child outside of home

Front 4

Auditory Localization

Back 4

The ability to orient to a sound which is intact shortly after birth, disappears b/t 2-4 months, and then reappears.

Front 5

Early Reflexes

Back 5

Babinski
Rooting - turns head in the direction of touch applied to cheek
Moro (Startle) - Arms & legs out and in after noise
Stepping (Walking) - When held upright w/ feet touching surface

Front 6

Brain Development

Back 6

@ birth - 25%
@ 2 - 80%
@ 16 - 100%
@ 30 - atrophy starts
@ 60 - atrophy accelerates

Front 7

1-3 months

Back 7

Raise chin from ground and turn head; by 3 mo can play w/ hands and fingers

Front 8

4-6 months

Back 8

Rolls from abs to back
Sit on lap and reaches
Sits alone and stands w/ help
Teeth appear

Front 9

7-9 months

Back 9

Increase in coord
Sits alone w/o support
Crawls
Pulls self to stand

Front 10

10-12 months

Back 10

Stands alone and walks w/ help
First steps alone

Front 11

13-15 months

Back 11

Walks alone
Uses cups

Front 12

16-24 months

Back 12

Runs
Spoon
Kicks ball
Toilet

Front 13

25-48 months

Back 13

Jumps
Bike
Completely toliet trained

Front 14

Maturation and Gender

Back 14

For boys, early maturation is positive.

For girls, early/late maturation has negative consequences.

All consequences dissipate in adulthood.

Front 15

Piaget

Back 15

Motivation for cognitive development comes from a drive toward cognitive equilibrium.

Assimilation - learning

Accommodation - modification of existing schemas to incorporate new knowledge.

Front 16

Stages of Cognitive Development

Back 16

Sensorimotor
Preoperational
Concrete Operational
Formal Operational

Front 17

Sensorimotor Stage (birth - 2)

Back 17

Child learns through sensory info
Object permanence
Imitation
Symbolic thought

Front 18

Preoperational Stage (2 - 7)

Back 18

Symbolic function - can solve mental problems, but limited due to MAGICAL THINKING.
Animism
Egocentrism
Irreversibility - actions cannot be reversed?
Centration - Focus on noticeable features
No conservation yet

Front 19

Concrete Operational Stage (7 - 11)

Back 19

Conservation (H2O ex)
Basic reversability
Logical rules
Transitivity - mental sorting into classes
Hierarchical classification
Piaget thought that around age 7 or 8 children begin to intentionally communicate false statements.

Front 20

Formal Operational Stage (11 +)

Back 20

Hypothetical thinking
Propositional thought - evaluate logic w/o real world circumstances
Elkind (1984) Adolescent egocentrism - personal fable (one is unique and invulnerable) and imaginary audience ("on stage")

Front 21

Information Processing & Neo-Piagetian Theories

Back 21

Cognitive development is from both maturational and experience factors which adapt to storing information.

Specific processes such as memory, perception, and inference.

Front 22

Vygotskyian Approach

Back 22

Focused on SOCIAL and CULTURAL factors.

He believed that learning occurs best through social interaction. His approach has influenced a teaching method known as "reciprocal teaching" in which the teacher and students take turns leading a dialogue. This approach encourages students to stretch beyond the role of simply answering questions. Vygotsky's approach is similar to Piaget's, but because of his emphasis on the social context of learning, Vygotsky's theory is classified as social constructivism.

Front 23

Sociocultural Theory

Back 23

Cognitive dev is first interpersonal and then intrapersonal

Front 24

Zone of Proximal Development

Back 24

When a goal is approximately w/in a child's ability. Scaffolding helps (temp aids) w/ modeling, cues, and encouragement.

Front 25

Bronfenbrenner's Ecological Model

Back 25

Microsystem - immediate env (family and school)
Mesosystem - interaction of micosystem
Exosystem - parents workplace, school board, etc
Macrosystem - culture and economy

Front 26

Nativist Approach to Language

Back 26

Acquistion is due to BIOLOGICAL mechanisms and uses UNIVERSAL PATTERNS. Chomsky's language acquistion device (LAD)

Front 27

Interactionist Approach to Language

Back 27

Combination of BIOLOGICAL and ENVIRONMENT.

SOCIAL INTERACTION

Front 28

Phonemes

Back 28

Smallest units of sound that can be understood.

45 in English

Front 29

Morphemes

Back 29

Smallest units that convey meaning.

Do, go, ed, un

Front 30

Crying

Back 30

Hunger, anger, and pain

Front 31

Babbling

Back 31

Sounds from all languages, but b/t 9 & 14 months, babies narrow their repertoire to native language.

Front 32

Echolalia and Expressive Jargon

Back 32

Imitate language w/o comprehension.

Front 33

Holophrastic Speech

Back 33

Single words that express phrases or sentences.

Go

Front 34

Telegraphic Speech

Back 34

2 or more words together to make a sentence

Me go

Front 35

Vocabulary Growth

Back 35

18 months

Fastest growth @ 30-36 months

@ 36 (3 years) 1000 words

Front 36

Grammatically Correct Sentence

Back 36

2.5-5 years
Sentence complexity

Front 37

Metalinguistic Awareness

Back 37

6-7 years

Words differ from concepts

Front 38

Whorf's Linguistic Relativity Hypothesis

Back 38

Language determines thought and culture have different ways of thinking about the world b/c they have different languages.

Front 39

Piaget's View of Language and Thought

Back 39

Language is dependent of thought

Front 40

Male/Female Speech

Back 40

Males talk for longer periods and are more likely to interupt

Famales are more likely to ask questions and add tag questions.

Front 41

Bilingualism

Back 41

Equal or better than monolngual children on measures of cognitive and language development.

Front 42

Behavioral Inhibition (Kegan)

Back 42

Evidence for both BIOLOGICAL and STABILITY for temperment. Inhibited/uninhibited were similar at 21 months and then 5-7 years.

Front 43

Thomas & Chess Categories

Back 43

Easy - even-tempered, regular sleeping and eating, adapt easily, positive moods.

Slow-to-warm-up - inactive and somewhat negative and take time to adjust.

Difficult - Irritable, w/draw from situations, unpredictable behavior, negative moods.

Front 44

Goodness-Of-Fit Model (Thomas & Chess)

Back 44

Adjustment outcomes are best for children when parents' caregiving behaviors match the child's temperament.

Front 45

Freud's Theory of Psychosexual Development

Back 45

Id's libido centers on different parts of the body during development.

Front 46

Oral (birth - 1)

Back 46

Weaning is the source of conflict.

Fixation results in dependence, passivity, gullibility, and oral behaviors.Anal (1 - 3) Toliet Training is the source of conflict.

Front 47

Anal (1 - 3)

Back 47

Toliet training conflict.

Fixation results in anal retentiveness/explosivenss or OCD.

Front 48

Phallic (3 - 6)

Back 48

Oedipal conflict

Resolution results in identification with same-sex parent.

Fixation results in sexual exploitation of others.

Front 49

Latent (6 - 12)

Back 49

Libidal energy is diffuse and developing social relationships is important.

Front 50

Genital (12+)

Back 50

Success is sexual desire + affection = mature relationship.

Front 51

Erikson's Theory of Psychosocial Development

Back 51

Stresses SOCIAL factors and EGO.

Believed that people are RATIONAL.

Front 52

Trust vs. Mistrust

Back 52

A positive relationship w/ one's primary caretaker during infancy results in a sense of trust and optimism.

Front 53

Autonomy vs. Shame and Doubt

Back 53

Sense of self (autonomy) develops out of positive interactions with parents.

Front 54

Initative vs. Guilt

Back 54

Favorable relationships w/ family results in the ability to set goals w/o infringing on rights of others.

Front 55

Industry vs. Inferiority

Back 55

To avoid feelings of inferiority, the school-age child must master social skills.

Front 56

Identity vs Role Confusion

Back 56

Peers influence adolescents. A sense of personal identity and future goals is key.

Adolescents who are unsuccessful in resolving this stage experience either "fanaticism" or "repudiation." Fanaticism occurs when the person becomes overzealous in identification to a particular role to the point that he or she is intolerant of others. Repudiation is the other maladaptive tendency in which the adolescent compensates for a lack of identity by fusing with a group that eagerly provides its members with details of an identity: religious cults, military organizations, or hate groups. The adolescent repudiates his or her membership in the world of adults. Successful resolution of the conflict, on the other hand, results in the virtue Erikson called "fidelity" (A). Fidelity refers to loyalty, although not blind loyalty, to society's standards.

Front 57

Intimacy vs. Isolation

Back 57

Finding love and friendship. If bonds are not made, self-absorption and isolation reult.

Front 58

Generativity vs. Stagnation

Back 58

People you live/work with are most important. A generative person considers the well-being of future generations.

Front 59

Ego Integrity vs. Despair

Back 59

Social influence includes all "humankind." Wisdom is formed as well as integrity from realizing one's limitations and mortality.

Front 60

Levinson's "Seasons of a Man's Life"

Back 60

4 Periods:
Infancy - Adolescence
Early Adulthood
Middle Adulthood
Late Adulthood

Front 61

Early Adult Transition

Back 61

Independence and formation of THE DREAM.

Front 62

Age 30 Transition

Back 62

Urgency to develop more fully b/c one notices that previous plans are not adequate followed by "settling down."

Front 63

Mid-Life Transition

Back 63

Deflation of The Dream.

"Time-since-birth" is now "Time-left-to-live"

Front 64

Baumrind's Parenting Styles

Back 64

Responsitivity (warmth) & Demandingness (control):
Authoriarian
Authoritative
Permissive
Rejecting-Neglecting - Antisocial

Front 65

Cultural influences on parenting style

Back 65

Asians do well with authortarian parents

Latino and AA do not benefit from authoritative parenting

Front 66

First Borns

Back 66

More rapid language acquistion, higher grades/IQ, and more ACH oriented and socially responsible.

Front 67

Later-Borns

Back 67

Less cautious, better peer relationships, and more social confidence.

Front 68

Kohlber's Gender-Role Development

Back 68

1. @ 2-3 years old - Identity
2. Stability over time
3. Consistancy over situations

Front 69

Erikson's Adolescent Theory

Back 69

In adolescence a coherent identity is developed or an "identity crisis" occurs.

Front 70

Marcia's 4 Identity Statuses (Patterns)

Back 70

1. Id Diffusion - no decision or exploration
2. Id Foreclosure - Id imposed by others
3. Id Moratorium - active exploration - confusion/rebel
4. Id Achievement - "id ACH"

Front 71

Gilligan's Relational Crisis

Back 71

At 11-12, girls have a crisis to fit cultural stereotypes.

They disconnect from themselves in order to maintain relationships w/ others.

Front 72

Anxiety about death is highest...

Back 72

...in middle-aged people.

Front 73

Kubler-Ross' Stages of Accepting Death

Back 73

1. Denial and isolation
2. Anger
3. Bargaining
4. Depression
5. Acceptance

Front 74

Contact Comfort

Back 74

(Harlow) Pleasant tactile sensation provided by a soft, cuddly parent.

Front 75

Social Referencing

Back 75

6 months; infants demonstrate social preference, which involves looking @ a caregiver to determine how to respond to ambiguous situations (i.e., "visual cliff").

Front 76

Separation Anxiety

Back 76

Begins @ about 6-8 (9 in other study materials) months and peaks in intensity @ 14-18 months and then gradually declines.

Front 77

Stranger Anxiety

Back 77

@ 8-10 months untial about 2 and deminishes.

Front 78

Secure Attachment

Back 78

Mildly upset and actively seek mother @ return.

Front 79

Insecure (Anxious)/Ambivalent Attachment

Back 79

Very disturbed; may resist parent or become angry.

Front 80

Insecure (Anxious)/Avoidant Attachment

Back 80

Little distress; avoids or ignors upon return.

Front 81

Disorganized/Disoriented Attachment

Back 81

Fear of caregivers - usually mistreated.

Front 82

"Late Adoptees"

Back 82

After 3 months of age, higher rates of maladaptive adjustment (social withdrawal, increased stranger anxiety, feeding and sleeping problems).

If adopted by 6 years, transient.

Front 83

Adult Attachment Interview (AAI)

Back 83

Parents own early attachment influences their children's attachement patterns.

Front 84

Autonomous on AAI

Back 84

Give coherent descriptions of their childhood relationships = secure attachment

Front 85

Dismissing on AAI

Back 85

Give a positive yet contradicted description of their relationships = avoidant attacahment

Front 86

Preoccupied on AAI

Back 86

Angry or confused when describing relationships = resistent/ambilalent.

Front 87

Sibling Relationships

Back 87

1-3 - Prosocial play
Middle-childhood - closeness/conflict
Adolescence - move away
Adulthood - variable

Front 88

Friendship (Damon)

Back 88

4-7 - Playmates
8-10 - trust and assistance
11+ - intimacy and loyalty

Front 89

Buffering Hypothesis

Back 89

Subjective perception of social support is more critical than acutal support (less loneliness and CAD).

Front 90

Rejected and Neglected Children

Back 90

Outcomes are worse for those who are actively rejected by peers: Rejected are more lonely and less likely to improve when changing social groups.

Front 91

Peer Pressure

Back 91

Usually stronger for prosocial behaviors.

@ 14-15 issues may arise.

Drinking, smoking, and sex in later adolescence.

Front 92

Family Factors of Aggression

Back 92

(Patterson)

1. Coercive interactions
2. Poor parential monitoring

Front 93

Coercive Family Interaction Model

Back 93

Children learn agg from parents who rarely reinforce prosocial behaviors, use harsh discipline, and reward agg.

Front 94

Social-Cognitive Factors

Back 94

(Perry, Perry, & Rasmussen)

Agg children:
1. Self-efficacy (easy to be agg and cannot stop it)
2. Outcomes will be positive

Front 95

Reducing Aggression

Back 95

Teach empathy, model prosocial behaviors, and reinforce those behaviors.

Front 96

Juvenile Offenders

Back 96

Age at first offense predicts reoffense.

Front 97

Piaget's Moral Dev

Back 97

Birth-6 - Premoral - no rules
7-10 - Heteronomous morality (absolute rules)
@ 11 - Autonomous morality (intention)

Front 98

Kohlberg's Moral Theory

Back 98

"Heinz dilemma" - stealing drugs to save a life?

Preconventional - Good/bad depends on consequences. Instrumental Hedonism (meeting needs).

Conventional - Good boy/girl; Law and Order

Postconventional - Democratic thinking (laws can be changed).

Front 99

Gilligan's Theory (Female Focus)

Back 99

Orientation of Ind Survival
Selfishness to Responsibility
Goodness as Self-Sacrifice
Goodness to Truth
Morality of Nonviolence

Front 100

Divorce

Back 100

Preschoolers have an more acute neg reaction, but older children (6-8) have painful memories in adulthood.

Front 101

Gender Diff in Divorce and "Sleeper Effect"

Back 101

Girls who do not initially show neg effects, show issues in adolescence.

Hightened risk for teen pregnancy, choosing an unstable husband, and getting divorced.

Front 102

Gender and Custody

Back 102

Children w/ same-sex parent do better (inconsistent), but always do better w/ an involved noncustodial parent.

Front 103

Conflict b/t Parents

Back 103

Intact conflictual parents are more detrimental to a child than single or stepparent families.

Front 104

Stepparenting

Back 104

During the first few years, increased involvement by stepfather is bad.

Friend and then "father" is best.

Front 105

Maternal Employment and Good Daycare

Back 105

Generally positive results

Front 106

Rosenthal's Self-Fullfilling Prophecy Effect

Back 106

Higher IQ's in children who were "bloomers" were presumably treated better.

Front 107

Teacher Feedback

Back 107

Boys get correction, criticism, praise and help than girls.

Boys are criticizied for sloppiness and inattention

Girls are criticized for inadequate intellectual performance.

Front 108

Compensatory Preschool Programs (Head Start)

Back 108

Economically challenged children benefit by higher ACH scores, better attitudes, less likely to be retained, drop out, or need special ed.

Front 109

Montessori Method

Back 109

Sense discrimination - learning with senses.

Front 110

TV

Back 110

Increases agg and tolerance for agg and reinforces traditional sex-role stereotypes.

Sesame Street inproves vocab.