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78 Cards in this Set
- Front
- Back
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Psychoanalyst |
Believes that criminal behavior is caused by early experience and attempts to unlock unconscious mind to find early childhood experiences that had a powerful influence on how we function |
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Biological processes |
Produce changes in the individual's physical nature |
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Cognitive processes |
Refer to changes in the individual's through intelligence and language |
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Socio-emotional processes |
Involving changes in the individual's relationship with other people, changes in emotions and changes in personality |
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The prenatal period ( conception to birth) |
Involves tremendous growth, from single celled organism to one complete with brain and behavioral capabilities, all in 9 months |
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Infancy (birth~18~24 months) |
Extreme dependence upon adults |
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Early childhood (2-5 years) |
The preschool years where children become self sufficient and spend a lot of time with friends |
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Middle and late childhood(6-11 years) |
The elementary years where fundamental skills of math and reading are learned, the child is exposed to a larger world of culture and achievement becomes a major theme |
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Adolescence (10~12~18~21 years) |
Transition from children to early adulthood where rapid physical changes, development sexual characteristics, pursuit of independence and identity is a major theme |
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Early adulthood (20s-30s) |
Established personal economic independence, careers, finding a mate, learning to live with other and possibly children |
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Middle adulthood (40-60) |
Expanding personal and social involvement and responsibility, assisting in producing competent, mature next generation and maintaining a satisfying career |
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Late adulthood (60s and 70s~ death) |
Longest span where group is classified into subgroups called "young old" and "oldest old" ( baltes and Smith) |
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Young old |
Potential for physical and mental fitness, have a lot of cognitive capacity and develop strategies to cope with aging |
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Oldest old |
Show considerable loss in cognitive function increase in chronic stress and more physically frail |
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The sensorimotor stage (4 stages) |
Birth- 2 years Infants construct an understanding of the why coordinating experiences (seeing and hearing) |
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The pre operational stage (4 stages) |
2-7 years Children begin to respect the world with images and drawings (reflect increased symbolic thought) |
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The concrete operational stage (4 stages) |
7-11 years The child can now reason logically about concrete events and classify objects into different sets |
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The formal operational stage (4 stages) |
11~ adulthood More abstract, logical and idealistic thinking, such as what an ideal parent is |
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Precoventional (moral development stages 1-2) |
Stage 1~ obedience and punishment Stage~ individualism, instrumentalism and exchange |
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Conventional (moral development stages 3-4) |
Stage 3~ "good boy/girl) Stage 4~ law and order |
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Post conventional( moral development stages 5-6) |
Stage 5~ social contract Stage 6~ principled conscience |
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Pre conventional |
First stage Found at the elementary school level Second stage A view that right behavior means acting in one's own best interests |
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Conventional |
Third stage Characterized by an attitude seeks to do what will gain the approval of others Fourth stage Is one oriented by the law and responding to the obligations of duty |
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Post conventional |
Not reached by the majority of adults Fifth stage An understanding of social mutuality and a genuine interest in the welfare of others Sixth stage Respect for the universal principle and the demands of the individual conscience |
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Culture and child rearing |
Child rearing practices often reflect a culture's values |
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Pavlov's classical conditioning |
It's curiosity in salivating dogs led him to discover the principle of classical conditioning |
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Skinner's operant conditioning |
Argued that a second type of conditioning accounts for development of behavior Behavioral changes are brought on by rewards and punishment, not by thoughts and feelings |
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Moral development (lecture 2) |
Involves the development of thoughts, behaviour and feelings regarding standards or right of wrong |
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Moral reasoning |
After extensive interviews of children aged 4-12, Jean Piaget concluded that children think about morality in 2 distinct ways |
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Heteronomous morality |
Justice and rules are conceived as unchangeable properties of the world, removed from the control of people |
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Autonomous morality |
Child becomes aware that rules and laws are created by people and one should consider intentions as well as consequences |
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Heteronomous thinkers |
Believe in imminent justice, if the rule is broken, punishment must be served |
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Autonomous thinking |
Thinking comes from interactions with peers that are at the same seniority |
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Moral behavior |
The process of reinforcement, punishment and imitation can explain the development of moral behavior |
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Conscience |
An internal regulation of standards of right and wrong that involves an integration of all 3 components of moral development( thought, feeling, behavior) |
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Kochanksa and Aksan(young children) |
Young children are aware of right and wrong and also have empathy, guilt, aware of punishment |
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Parenting and young children's moral development |
A decrease in a parent's use of power assertion in disciplining children was linked to an increase in the child's self regulation. With young children, diversion, is key |
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Morality (Elliot Turiel) |
Structured by concepts of harm, welfare and fairness |
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Convention (Elliot Turiel) |
Socially agree upon rules Important to the functioning of all social groups |
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Elliot Turiel(Morality and convention) |
How people co-ordinate these 2 factors depends on what seems more important to them, the moral or conventional aspects |
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Observation |
Scientific observation requires a certain set of skills( observations must be systematic and structured) |
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Negative aspects of a laboratory |
Participants know they're being watched and act differently |
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Naturalistic observation |
Provides insights that may not be achieved in a laboratory (observing behavior in real world settings Ex- science centre experiment |
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Correlational research |
Goes beyond describing phenomena, it provides info that will help predict how people will behave |
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Time span of research ( cross sectional approach) |
A research strategy in which individuals of different ages are compared at one time |
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Longitudinal approach |
The same individuals are studied over a period of time, usually several years or more |
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Sequential approach ( combination of cross sectional and longitudinal) |
Life span development Expensive |
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The little Albert experiment |
John B Watson Loud noise was paired with animals, infants then became afraid of rat |
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Bandura's social cognitive theory |
Conducted experiments with children Showed films of people hitting or petting doll and children's behavior resembled what they had viewed in film( either hit the doll like adults or petted the doll, like adults did) |
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Physical development and health |
Infants growth in the first 2 years of life is extensive. Their bodies experience rapid growth. Two important elements that help this growth are sleep and health |
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The brain |
Infants grow from a single cell to a brain that contains 100 billion neurons. Extensive brain development occurs through infancy |
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Neuron |
A nerve cell that handles information processing |
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Dendrites |
Short fibres that extend from the cell body and receive from other neurons |
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Frontal lobes |
Voluntary movement, thinking, personality and purpose |
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Occipital lobe |
Vision |
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Temporal lobe |
Hearing, language, memory |
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Parietal lobe |
Spatial location, attention, motor control |
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Early experience and the brain |
Children who grow up in a non stimulated environment show depressed brain activity |
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3 conditions that pose a threat to many |
Low birth weight infants Preterm infants Thoss whose birth weight is below normal compared with length of pregnancy |
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Low birth weight infants |
Weigh less than 51/2 pounds at birth Very low birth weight under 31/2 pounds at birth Extremely low birth weight weigh under 2 pounds at birth |
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Preterm infants |
Born 3 weeks or more before full term |
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Those whose birth is below normal compared with length of pregnancy |
Small for dates infants that had a 400% chance of death |
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Dynamic systems theory |
Infants assemble motor skills for perceiving and acting |
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Reflexes |
Built in reactions to stimuli |
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Gross motor skills |
Involve large muscle activities such as moving one's arms and legs |
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Postural control |
Process that is linked with sensory information which tells us we are in space |
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Fine motor skills |
Involve more finely tuned movements such as finger dexterity |
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Sensation |
Occurs when a stimulus reaches sensory receptors |
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Perception |
Is the interpretation of what is sensed |
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Visual perception |
At birth a newborn's vision is 20/240 By 6 months 20/40 And by 9 months 20/20 |
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Touch |
Newborns respond to touch and also feel pain |
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Smell |
Can differentiate different odours |
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Friends |
Companionship Stimulation Physical support Ego support Social comparison Intimacy and affection |
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Sigmund Freud (1856-1939) |
Major contributions include exploration of unconscious, dreams analysis, defense mechanisms and the 5 psychosexual stages of development |
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Strange situation |
An experiment of infant attachment that requires the to move through a series of introduction, separations and reunions with the caregiver and an adult stranger Securely attached Insecure avoidant Insecure resistant Insecure disorganized |
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Authoritarian |
Characterized by parents obsessed with order, control and obedience Perfection is the goal and less is disappointment |
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Permissive |
Characterized by a lack of structure, consistency and safe boundaries |
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Authoritative |
Rules are established as children grow Children receive unconditional love Children are taught to think for themselves |
