Human Development Pt 3

Front 1

ACTIVITY LEVEL

Back 1

Males higher, Starting At Birth

Front 2

VERBAL ABILITY

Back 2

Females higher Starting in infancy

Front 3

VISO-SPATIAL ABILITY

Back 3

Males greater Starting in infancy

Front 4

AGRESSION, VERBAL & PHYSICAL

Back 4

Males more (Starting at age 2)

Front 5

SELF-REGULATION, COMPLIANCE, EMPATHY, PRO-SOCIAL BEHAVIOR

Back 5

Females more (Starting at age 2)

Front 6

Developmental vulnerability and resilience

Back 6

Males have GREATER: $Infant mortality $Prenatal & perinatal- stress & disease $Learning disabilities #autism #speech defects #attention deficit hyperactivity #mental retardation

Front 7

Developmental vulnerability for Psychological Disorder

Back 7

Males: Externalizing !Acting out, defiance !Delinquency Females: Internalizing !Anxiety, fear !Self-esteem (esp. early adolescenc

Front 8

1.Gender awareness

Back 8

Awareness that one is male or female (age 2-3)

Hint 8

gender identity

Front 9

2. Gender Stability & Constancy

Back 9

Sex is a stable characteristic #Age 5-7

Hint 9

gender identity

Front 10

3. Acquire gender-roles

Back 10

Internalize the....a)motives b)values c)patterns of behavior that culture considers appropriate for members of that sex

Hint 10

gender identity

Front 11

developmental task of middle childhood

Back 11

INDUSTRY vs. INFERIORITY

Hint 11

Competence Intelligence Achievement in school

Front 12

intelligence definitions

Back 12

①“G” or general intelligence ②Crystallized vs. Fluid Intelligence Crystallized:ability to use knowledge acquired in school & through experience Culture specific Fluid: ability to use one’s mind actively to solve novel problems Less culture specific

③Many distinct mental abilities Multiple Intelligences Sternberg’s Triarchic Theory of Intelligence

Front 13

Sternberg’s Triarchic Theory

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1.Analytical intelligence (aka Componential) 2.Creative intelligence (aka Experiential) 3.Practical intelligence (aka Contextual

Front 14

Gardner’s Eight Frames of Mind

Back 14

1.Verbal 2.Mathematical 3.Spatial4.Bodily-Kinesthetic5.Musical6.Interpersonal7.Intrapersonal 8.Naturalist 9.(Existential)

Front 15

what does IQ predict

Back 15

CORRELATED WITH: Grades Job Success Ethnicity Socio-economic status NOT CORRELATED WITH: Creativity Happiness

Front 16

achievement motivation

Back 16

desire to be effective in interaction, desire to understand, know, and learn, eager to try, attempt, persevere, accomplish

Front 17

effectance motivation

Back 17

the degree of approval or disapproval attached to the result of the child's mastery attempts which relates directly to one's sense of competence.

Front 18

mastery v helplessness

Back 18

MASTERY Orientation Constructive engagement Thrive on challenges Persistent, optimistic More actual learning LEARNED HELPLESSNESS Give up, become upset and anxious Avoid challenges Less actual learning

Front 19

PERFORMANCE GOALS

Back 19

GOAL: Demonstrate ability Mistakes mean I’m dumb More effort means less ability

Front 20

LEARNING GOALS

Back 20

GOAL: Actually learn something Mistakes mean opportunity to learn More effort improves capacity

Front 21

developmental task of adolescence

Back 21

identity v role confusion

Front 22

puberty

Back 22

1. Primary sex characteristics $Glands, ovaries, testes 2. Secondary sex characteristics $Facial/pubic hair, breasts, genitalia 3. Bodily changes $Height & weight: rapid acceleration $Composition: muscle & fat $Endurance: circulatory & respiratory systems

Hint 22

3 types of physical changes

Front 23

early v late puberty: BOYS

Back 23

Early: feel better about themselves %More likely to engage in problem behaviors

Front 24

early v late puberty: GIRLS

Back 24

Early: more emotional problems %Early: more popular %More likely to engage in problem behaviors

Front 25

adolescent Brain Development

Back 25

amygdala - Hot –emotions %Develops first Prefrontal cortex - Cool – regulation %Develops later - Corpus callosum - connectivity

Hint 25

asynchrony in regulation and emotion is responsible for many patterns of adolescent behavior

Front 26

ADOLESCENCE: FORMAL OPERATIONS

Back 26

Abstract operations = mental actions on ideas. Can think logically & systematically about abstract & hypothetical objects, events, & situations #Formal operation gives us 5 new cognitive abilities!

Front 27

5 new cognitive abilities

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1. Possibilities

2. Abstract concepts

3. multiple abstract dimensions

4. meta-cognition

5. relativism

Hint 27

Limitations: adolescent egocentrism, invulnerability,

Front 28

middle adulthood perception of time

Back 28

shift to year-left-to-live

Front 29

middle adulthood intelligence

Back 29

1. Cross-sectional finds steady declines from age 20

2. Longitudinal finds steady increases until age 70

3. Sequential has complex findings &Crystallized intelligence: Stable or improves &Fluid intelligence: Declines more rapidly &Perceptual speed declines

Front 30

creativity

Back 30

Divergent thinking,Generate innovative solutions that work,Original and functional

Front 31

creative process

Back 31

1. Preparation: Find a problem #Independent thinking 2. Incubation: Study, learn #Receptive, open to new ideas 3. Illumination: Insights, “vision”#Intuitive unconscious processes 4. Revision: Try out and revise #Follow ideas wherever they lead

Front 32

age trends in creativity

Back 32

*Increases from 20s to 30s - Peaks for different domains at different ages - E.g., mathematics- early - E.g., humanities- late *Declines in old age

Front 33

Psychometric Theory: The “Big Five”

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①Opennessto new experience vs. preference for sameness ② Conscientiousness vs. undisciplined③ Extroversion vs. introversion④ Agreeableness vs. suspiciousness⑤ Neuroticism vs. emotional stability

Front 34

developmental task of late adulthood

Back 34

integrity v. despair

Front 35

age norms of late adulthood

Back 35

assigned different: social status, privileges, roles, responsibilities

unwritten rules about: appearance, vocabulary, behavior, attitudes, activities

Front 36

biological declines

Back 36

1. aging brain & central nervous system

2. aging body

3. sensory activity

4. cardiovascular & respiratory systems

5. immune system

Front 37

activity theory

Back 37

just need to be more active. use it or lose it

Hint 37

critique: but body really does age

Front 38

continuity theory

Back 38

maintain familiar personal system. reduce activities; focus on what's important

Front 39

psychological declines

Back 39

memory: NOT knowledge base or meta-memory, how to do stuff, classically conditioned associations (implicit) MAYBE sensory changes, processing speed, working memory, things you purposely try to remember (explicit)

Hint 39

Less declines: implicit memory, procedural memory, semantic

More declines: explicit, episodic, nonsense words