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81 Cards in this Set
- Front
- Back
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Empirical Evidence |
Information obtained through systematic observations and experiences |
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Developmental Scientists |
Experts who study development - regardless of their disciplinary training |
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Prenatal Period |
Development from conception to birth |
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Infancy |
Development from birth to 2 years |
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Early Childhood |
Development from 2 to 6 years |
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Middle Childhood |
Development from 6 to 11 years |
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Adolescence |
Development from 11 to 20 years |
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Young Adulthood |
Development from 20 to 40 years |
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Middle Adulthood |
Development from 40 to 65 years |
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Later Adulthood |
Development from 65+ |
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Physical Development |
Changes in shape, size, outward appearance and inner physical capabilities (locomotion, perception and sensation); changes in the structure and functioning of the brain |
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Cognitive Development |
By Piaget; Changes in intellectual abilities (memory, thinking, reasoning, language, problem solving and decision-making) ***Just in children*** |
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Socio-Emotional Development |
Changes in feeling and motivation, temperament/personality and relationships with others |
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Development |
Relatively enduring growth and change that makes an individual better adapted to the environment |
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Developmental Trajectory |
Pathway of developmental change that connects the past, present and future |
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Psychoanalytic Theory |
By Sigmund Freud; focuses on the inner self and how emotions determine the way we interpret our experiences and thus how we act |
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Psycho-Social Development |
By Erik Erikson; Development is successfully solving each crisis we are presented with at the different stages in our lives; we develop over the entire lifespan and build upon previous stages. Adolescence is the most important stage. |
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8 Psycho-Social Virtues |
1. Hope 2. Will 3. Purpose 4. Competence 5. Fidelity 6. Love 7. Care 8. Wisdom |
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Classical Conditioning |
By Watson; Process of associative learning by which a subject comes to respond in a desired manner to a previously neutral stimulus that's been repeatedly presented along with an unconditioned stimulus that produces the desired response |
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Operant Conditioning |
By Skinner; Process of learning where the likelihood of a specific behavior is increased or decreased as a result of reward or punishment that follows |
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Behavioral Therapy |
Attempt to change behavior through the deliberate use of rewards/punishments |
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Social Learning Theory |
Emphasizes the ways in which individuals learn by observing others and through the application of social rewards and punishments |
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Observational Learning |
Way of learning by observing others |
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Cognitive-Developmental Theory |
Emphasizes qualitative changes in the ways individuals think as they mature |
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Sensorimotor Stage (Piaget) |
Birth to 2 years; infants learn by relating sensation to motor action |
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Pre-Operational Stage (Piaget) |
2 to 7 years; children acquire a mental storehouse of images and symbols, especially spoken and written words |
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Concrete Operational Stage (Piaget) |
7 to 11 years; children make giant strides in their ability to organize ideas and think logically - logical reasoning is limited to real objects and actual experiences/events |
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Formal Operational Stage (Piaget) |
11 years; children develop the ability to apply logical reasoning to abstract phenomena |
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Assimilation |
Child's attempt to fit new information into their existing way of thinking |
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Accommodation |
Child's adaptation of an existing way of thinking in response to new information |
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Ecological Perspective |
Emphasizes proximal and distant contexts in which development occurs |
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Socio-Cultural Perspective |
Stresses the ways in which development involves adaptation to specific cultural demands |
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Behavioral Genetics |
Study of inherited behavior |
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Evolutionary Perspective |
Emphasizes the evolved basis of human behavior |
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Dynamic Systems Theory |
Views the many facets of development as part of a single, dynamic, constantly changing system |
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Replication |
Repetition of a study using the same methods |
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Cohort Effect |
Influence of the fact that people of different ages grew up in different eras and had different experiences |
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Cross-Sectional Study |
Comparing individuals of different ages at the same time |
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Principles of Development |
1. Nature v. Nurture 2. Throughout life-span 3. Multi layered context 4. Dynamic, reciprocal process 5. Cumulative |
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Theory |
Interrelated, coherent set of ideas that helps to explain and to make predictions |
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Psycho-Sexual Stages |
1. Anal (feces) 2. Oral (mouth) 3. Phallic (masturbation) 4. Latency (no sexual activity) 5. Genital (P/V sexual intercourse) |
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Freud's Iceberg Theory |
Id - (youngest) Immediate gratification Ego - (middle) How can I get what I want? Superego - (matured) Should I be doing this? Instincts : Reality : Morality |
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Repression (Defense Mechanism) |
Aggressive thoughts about parents who have mistreated you |
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Denial (Defense Mechanism) |
Denying that texting and driving can kill you, but you still do it anyways |
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Sublimation (Defense Mechanism) |
Going for a run when you're angry |
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Repression (Defense Mechanism) |
Subconsciously holding negative memories and experiences in your subconscious where you don't have to think about them |
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Projection |
Blaming someone/thing else for your negative thoughts/feelings/experiences |
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Displacement |
Shifting your anger from one object/person to another |
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Social Learning Theory |
By Bandura; Behavior that is learned from the environment and observational learning |
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Longitudinal Studies |
Assessing one age group over an extended period of time |
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Cross-Sectional Designs |
Assessing different age groups at just one point in time |
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Longitudinal-Sequential Designs |
Several (children) age groups studied over a multi-layered period of time |
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Correlation |
Shows the relationship between variables; NOT cause and effect |
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3 Kinds of Observational Research |
1. Naturalistic: everyday situations/people watching/no interaction 2. Participant: research will interact (a bit) with participants 3. Structured: laboratory or experiment |
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Evaluating Quantitative v. Qualitative Data |
Quantitative: Reliability, Validity and Generalize-ability Qualitative: Transfer-ability, Credibility and Dependability |
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Quantitative v. Qualitative Data |
Quantitative: Standardized Tests, Systematic Observation and Self-Report Surveys Qualitative: Interview Studies, Narrative Studies and Ethnographics |
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Steps of the Scientific Method |
1. Question 2. Hypothesis 3. Conduct Study 4. Analyze Data 5. Make Findings Public |
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Behaviorism |
By Skinner; Belief that psychology should be scientific and supported by empirical data |
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Discovery Learning |
Idea that children do their best through exploration and hands-on experiences |
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Readiness |
When certain concepts in life should be introduced and taught |
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Psycho-Social Stages |
1. Trust v. Mistrust 2. Autonomy v. Shame/Doubt 3. Initiative v. Guilt 4. Industry v. Inferiority 5. Identity v. Role Confusion 6. Intimacy v. Isolation 7. Generativity v. Stagnation 8. Integrity v. Despair |
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3 Components of Cognitive Development |
1. Equilibration: Force that drives development (which happens in leaps and bounds) 2. Assimilation: Using existing schema to deal with new situation(s) 3. Accommodation: Existing schema must be changed to fit new situation(s) |
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Schemas |
Building blocks of knowledge |
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Research Ethics |
1. Non-Harmful Procedure 2. Informed Consent 3. Confidentiality 4. Debriefing 5. Implications 6. Misconduct |
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Reinforcement Schedules in Operant Conditioning (By Skinner) |
1. Continuous Reinforcement 2. Fixed Ratio Reinforcement 3. Fixed Interval Reinforcement 4. Variable Ratio Reinforcement 5. Variable Interval Reinforcement |
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Ecological Model |
Micro (inner circle): family Meso (second circle): social-cultural environment Exo (third circle): human-built environment Macro (outer circle): society By Bronfrenbrenner |
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Heritability |
Degree to which different traits are influenced by genetic factors |
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Infertility |
1. Failure to conceive after 12 months of attempting without birth control methods 2. 2 million couples experience this annually 3. Often treatable 4. 3 factors: health of couple, lifestyle and age |
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A Healthy Pregnancy... |
1. Begins before conception 2. Fetus is vulnerable in the first trimester (woman may not know she is pregnant) |
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Well-being in First Trimester (Factors) |
1. Age 2. Diet and Nutrition 3. Stress 4. Teratogens (environmental and other) 5. Diseases 6. Medications |
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Waiting/Estimating a Due Date |
1. Best guess is 40 weeks and 5 days since last missed period 2. Due month 3. Maturity of the baby's lungs may release a hormone that induces labor |
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Oxytocin |
The "love" hormone |
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Births can take place in many locations and methods... |
Locations: home, hospital, birth center Methods: C-section, medicated, unmediated, surgical, assisted |
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Apgar Test |
1. Taken every 1 and 5 minutes 2. Measures appearance, pulse, grimace, activity and respiration (1-10 score) |
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What is the average cost (in total) of raising a child? |
$245,340 |
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We can measure... |
Physical development |
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When do we as humans grow the fastest? |
During the first year of our lives |
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Fine motor skills... Gross motor skills... Which one is more applicable to babies? |
Gripping Rolling, walking, crawling, throwing things Gross Motor Skills |
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What is important for a baby's "growth energy"? |
Touch, feeling safe and nurtured, using a sing-song voice |
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Cognitive Development in Infancy |
1. understands "no" and "get your shoes" 2. remembers past events (i.e. "the stove is hot") 3. understands that certain things go together |
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Object Permanence |
Knowing that an object still exists even though it is hidden - infants have not developed object permanence |
