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66 Cards in this Set
- Front
- Back
- 3rd side (hint)
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WHAT ARE THE 3 STAGES OF PRENATAL DEVELOPMENT?
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GERMINAL, EMBRYONIC, EMBRYO
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WHAT IS THE GERMINAL STAGE?
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PERIOD FROM FERTILIZATION TO IMPLANTATION IN THE WALL OF THE UTERUS
INCLUDES FERTILIZATION: OVUM (EGG CELL) + SPERM= ZYGOTE |
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WHAT IS THE EMBRYONIC STAGE?
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PERIOD FROM IMPLANTATION TO ABOUT THE 8TH WEEK OF PREGNACY.
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WHAT IS THE FETAL STAGE?
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BEGINS AROUND THE 9TH WEEK AND CONTINUES UNTIL BIRTH.
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WHAT IS THE ROOTING REFLEX?
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WHEN THE BABY ORIENTS ITS HEAD TOWARD THE BREAST OR BOTTLE
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WHAT IS THE MORO REFLEX?
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AN INBORN REFLEX
ELICITED BY A SUDDEN NOISE OR LOSS OF SUPPORT |
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WHAT IS THE PALMER GRASP?
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CURLING THE FINGERS AROUND AN OBJECT THAT TOUCHES THE PALM
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WHAT IS THE BABINSKI REFLEX?
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FANNING OUT AND CURLING OF THE TOES.
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DURING THE FIRST 3 MONTHS, REFLEXIVE BEHAVIORS SLOWLY REPLACED WITH _____ _____ _____.
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VOLUNTARY PURPOSIVE MOVEMENTS
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BASIC COLOR VISION BY ABOUT _____ WEEKS.
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8
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ABOUT 20/__ VISION AT BIRTH
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400
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BY _____ TO _____ MONTHS, AN INFANT CAN DISCRIMMINATE AMONG HAPPY, ANGRY, NEUTRAL, FACIAL EXPRESSIONS.
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4 TO 6
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WHAT IS TEMPERAMENT?
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A CHARACTERISTIC STYLE OF BEHAVIOR DISPOSITION
PREDICTS LATER ADJUSTMENT BOTH NATURE AND NURTURE |
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WHAT ARE THE THREE TEMPERAMENT CATEGORIES?
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EASY CHILDREN
DIFFICULT CHILDREN SLOW TO WARM UP CHILDREN (INHIBITED CHILDREN) |
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DESCRIBE EASY CHILDREN
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REACT POSITIVELY TO NEW SITUATIONS
REGULAR SLEEPING AND FEEDING SCHEDULES LATER LIFE: BETTER ADJUSTMENT |
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DESCRIBE DIFFICULT CHILDREN
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REACT NEGATIVELY TO NEW SITUATIONS; IRRITABLE
DIFFICULTY W/ SLEEP AND EATING LATER IN LIFE: MOST BEHAVIOR AND PSYCHOTIC PROBLEMS;HIGHLY SPIRITED AND NOT PUSH OVERS. |
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DESCRIBE SLOW TO WARM UP CHILDREN
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LOW ACTIVITY LEVEL
AVOID NEW THINGS LONG ADJUSTMENT TIME BECOME WITHDRAWN MILDELY DISTRESSED IN UNFAMILIAR SITUATIONS LATER LIFE: MORE CHANCE OF ANXIETY AND DEPRESSION |
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WHAT DID HARLOW AND HARLOW DO?
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SEPERATED BABY MONKEY FROM MOTHER
GAVE 2 ALTERNATIVE SURROGATE ONE PROVIDED MILK OTHER PROVIDED SOFTNESS BABY PREFERRED SOFTNESS OVER FOOD. RESULT: CONTACT COMFORT |
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WHAT IS CONTACT COMFORT?
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CHOICE OF COMFORT OVER FOOD
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ATTATCHMENT
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AN ENDURING EMOTIONAL BOND THAT INFANTS AND CHILDREN FORM W/ THEIR CAREGIVERS
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BONDING
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CAREGIVERS TIE TO THE INFANT IN THE HOURS DEVELOPING AFTER BIRTH
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NATURAL RESPONSE W/OUT NECESSARY NEGATIVE RESULTS
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SEPERATION ANXIETY
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(ANIMALS)
WHAT IS IMPRINTING? |
FORMATION OF A STONG BOND ANIMALS FORM WITH THE FIRST THING THEY SEE AFTER BIRTH
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ATTATCHMENT IS SOMEWHAT EFFECTED BY _____.
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TEMPERAMENT
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ATTATCHMENT DEPENDS MOSTLY ON _____ BEHAVIOR.
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PARENTAL
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WHAT ARE BAUMRIND'S STYLES OF PARENTING?
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AUTHORITARIAN
PERMISSIVE AUTHORITATIVE |
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DESCRIBE AUTHORITARIAN PARENTS
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RIGID AND OVERCONTROLLING; DEMAND UNQUESTIONED OBEDIANCE
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WHAT HAPPENS TO CHILDREN WITH AUTHORITARIAN PARENTS?
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MOODY
WITHDRAWN FEARFUL AND DISTRUTFUL ADOLESENCE: LACK INITIATIVE AND SELF CONFIDENCE;POOR ACADEMIC ADULT: BECOMES AUTHORITARIAN PARENTS THEMSELVES, FANATICISM |
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DESCRIBE PERMISSIVE PARENTS
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ANYTHING GOES
AFFECTIONATE, BUT VERY LAX IN GUIDANCE NO SETTING LIMITS OR DISCIPLINE |
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DESCRIBE CHILDREN W/ PERMISSIVE PARENTS
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IMPULSIVE
LACK SELF CONROL DON'T REALIZE THEY NEED TO COMFIRM TO OTHER PEOPLES DEMANDS |
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DESCRIBE AUTHORITATIVE PARENTS
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LIMITS ARE SET, BUT NOT OVERCONTROLLING
PARENT IS THE AUTHORITY FIGURE FIRM BUT UNDERSTANDING EXPLAINS REASONS OF DECISIONS |
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DESCRIBE CHILDREN W/ AUTHORITATIVE PARENTS
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HIGH SELF ESTEEM
POPULAR SELF RELIANT INDEPENDENT ASSERTIVE RESPECTFUL OF NEEDS OF OTHERS |
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WHAT ARE EXAMPLES OF CHILD REARING INFLUENCES?
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GENETICS
PEER GROUP PARENTING |
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WHAT IS ERIKSON'S PSYCHOSOCIAL DEVELOPMENT THEORY?
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HOW SOCIAL INTERACTIONS INFLUENCE SELF CONCEPT AND DEVELOPMENT
HOW WE COPE WITH THE CRISIS AND CHALLENGES DOES ESTABLISH OUR PERSONALITIES THE ISSUES ARE STILL RESOLVABLE IN THE FUTURE FROM CHILDHOOD TO LATE ADULTHOOD IN 8 STAGES |
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INFANCY
IF GOOD CARE IS PROVIDED= TRUST UNCARED FOR= MISTRUST |
ERIKSON'S TRUST VS. MISTRUST THEORY
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TODDLER
SUPPORT AND PERMISSION FOR LEARNING AUTONOMY IS DEVELOPED BUILDING A SENCE OF INDEPENDENCE AND CONTROL LACK OF SUPPORT OR CLARITY; OVERPROTECTION OR EXESSIVE DEMANDS=SHAME AND SELF DOUBT |
ERIKSON'S AUTONOMY VS. SHAME AND DOUBT THOERY
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PRESCHOOL
A CHALLENGE TO INITIATE ACTIONS AND CARRY THEM OUT ENCOURAGED TO EXPLORE AND BE INDEPENDENT=INITIATIVE IS DEVELOPED LACK OF ENCOURAGEMENT=GUILT IS DEVELOPED |
ERIKSON'S INITIATIVE VS. GUILT THEORY
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MIDDLE CHILDHOOD
SCHOOL DUTIES AND PEER RELATIONS CHILD BELIEVES SHE IS COMPETENT=INDUSTRY IS LEARNED; BECOMING PRODUCTIVE AND INVOLVED CHILD SEES MORE FAILURES THAN SUCCESS=INFERIORITY DEVELOPS;BECOMING UNMOTIVATED AND WITHDRAWN |
ERIKSON'S INDUSTRY VS. INFERIORITY THEORY
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ADOLESENCE 12-18
SEPERATION FROM FAMILY ESTABLISHING OWN ADULT LIFE CAN ESTABLISH WHO YOU ARE AND WHAT UR DIRECTION IS=IDENTITY LACK OF DIRECTION AND AIMLESSNESS=ROLE DIFUSSION |
ERIKSON'S IDENTITY VS. ROLE DIFFUSION THEORY
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MIDDLE ADULTHOOD
HELPED THE WORLD BECOME A BETTER PLACE=GENERATIVITY SELF ABSORPTION(I AM MY OWN CHILD)=STAGNATION |
ERIKSON'S GENERATIVITY VS. STAGNATION THEORY
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WHO SHOWED HOW TO UNDERSTAND CHILDREN
CONCLUDED THAT CHILDREN ARE NOT PASSIVE RESPONDERS BUT ACTIVE LEARNERS WAS MOST INFLUENCIAL |
JEAN PIAGET
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Schemas
“Children are born with simple schemas comprising of simple reflexes like sucking” Adaptation: Changing in order to effectively deal with environmental demands Assimilation Incorporating new objects or situations into the existing schemas Accommodation Altering an existing schema or creating new ones to deal with new experiences / objects, which don’t fit to the existing one |
Piaget’s Cognitive Development Theory
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Incorporating new objects or situations into the existing schemas
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Assimilation
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Altering an existing schema or creating new ones to deal with new experiences / objects, which don’t fit to the existing one
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Accommodation
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What are Piaget’s Stages of Cognitive Development?
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Sensorimotor
Preoperational Concrete Operational Formal Operational |
there are four
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What happens during Piaget's stages of cognitive development
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Assimilation and accommodation happens
Change in how children view and interact with the world |
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Birth to 2 yrs
Great cognitive growth, utilizing senses and movement Object Permanence: The object exists only if it can be seen Completion of Object permanence: forming a mental representation of the object |
Piaget's
Sensorimotor Stage of Cognitive development |
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2 to 7 yrs
Growth in ‘mental’ or ‘symbolic’ representations Language Make-believe / pretend play (imagination) Egocentrism: Animistic Thinking Inanimate objects are attributed emotions and thoughts Cannot take another person’s point of view |
Piaget's Preoperational Stage of Cognitive development
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1.Lack ability to perform basic logical operations
2.Conservation Tasks Irreversibility: Inability to reverse the direction of a sequence of events to their starting point Centration:Inability to reverse the direction of a sequence of events to their Tendency to focus on only one aspect of a situation at a time |
Piaget's Preoperational Stage of Cognitive Development
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Tendency to focus on only one aspect of a situation at a time
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Centration
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Inability to reverse the direction of a sequence of events to their starting point
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Irreversibility
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7-11 yrs
Conservation is developed Reversibility and decentered thinking Less egocentric Can perform logical operations A > B; B > C; A ? C |
Piaget's Concrete Operational Stage of Cognitive Development
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11 to lifetime:
Full cognitive maturity Not everybody achieves Abstract and hypothetical thinking Think logically about abstract ideas Generate hypotheses Think deductively Deduction: The inference of particular instances by reference to a general law or principle |
Piaget's Formal Operations Stage of Cognitive Development
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The inference of particular instances by reference to a general law or principle
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Deduction
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Criticisms to Piaget
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Continuous instead of abrupt stages
Timing of some abilities are underestimated Object permanence can start earlier Egocentrism may disappear earlier Most important: Cultural effects determine the time of the changes |
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Cognitive Development through social interactions:
Social Interactions and Culture are the basis for Higher mental processes: eg. Problem solving, rational thought Through internalization of social activities values, language and other mental skills develop. |
Vygotsky’s Sociocultural Theory of Cognitive Development
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Zone of Proximal (Potential) Development
i.e.: Stretching the learner Appropriate guidance by adults: Dialogue is essential Help only when necessary Not too much assistance No too easy task Gradual difficulty Comprehension is the goal Self-control Internalization |
Vygotsky’s Sociocultural Theory of Cognitive Development
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What are the 3 stages of moral development?
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PRECONVENTIONAL
CONVENTIONAL POSTCONVENTIONAL |
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Judgments are based on the perceived consequences of behavior
Obedience and punishment orientation Good Behavior: Avoids punishment Instrumental purpose orientation Good Behavior: Serves the person’s needs or interests |
Kohlberg’s Preconventional Level
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Judgments are based on
conventional rules of right or wrong Good boy–good girl orientation Good behavior: brings honor and appreciation Authority or law-and-order orientation Good behavior: obeys the rules |
Kohlberg’s Conventional Level
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Mostly reached by late adolescence
Apply own moral standards or principles Not blindly follow rules or others Social contract orientation Laws are set as socially agreed on, not infallible. Universal ethical principles Self-chosen, abstract ethical principles as a compass guiding judgments |
Kohlberg’s Postconventional Level
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Belief that the person is the center of everyone’s attention
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Egocentrism ISSUES
Imaginary Audience |
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Nobody can understand me !
Bad things can’t happen to me ! |
Egocentrism ISSUES
Personal Fable |
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Sharp decline in mental abilities
Not a normal result of aging |
Dementia
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Disease
Progressive death of brain cells Causes not known |
Alzheimer’s
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Emotional stages on the face of dying:
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Denial
Anger Bargaining Depression Final acceptance |
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