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15 Cards in this Set
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Prenatal Development:
Germinal -> Embryonic -> Fetal Stage *what are teratogens |
GERMINAL: (first 2 weeks)
zygote, conception/implantation, formation of placenta EMBRYONIC: (2 weeks - 2 months) embryo, formation of vital organs and systems FETAL: fetus, growth and movement capability, brain cells multiply, age of viability at approx 20-26 weeks (ability to survive on its own) TERATOGENS: substances that can produce birth defects as they interfere with the development of the fetus. EX: thalidomide for morning sickness decades ago |
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Infant Reflexes
8 reflexes that babies just do |
Sucking reflex
is sucking Rooting reflex stroke cheek, baby turns then opens mouth toward stimulus Startle reflex say boo or startle baby and he throws his arms up Swimming reflex put baby in water and he moves like a salamander Galant reflex stroke back and baby arches his back Fencing reflex arm positioning (one arm crooked the other extended) Grasping reflex is grasping Bibinski reflex toes curl backwards instead of downwards in response to stimuli |
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Early Emotional Development:
Attachment and Parenting Styles (Mary Ainsworth) |
Mary Ainsworth studied separation anxiety. She created a "strange situation" to study patterns of attachment.
Secure babies: baby explores freely while mother present and engages w/ stranger, child may be upset when mother departs but is happy when she returns Anxious/ambivalent babies: baby is wary abt situation and stranger, stay close to mother and not interested in exploring, baby upset (crying) when mother leaves. when mother returns child clings to mom but still upset - think Stewie from Family Guy Avoidant babies: doesn't pay much attention to mother or stranger. isn't upset when mother leaves. doesn't want to be held by mother when she returns Disorganized babies: no consistent way of coping attachment in babies are influenced by socialization by mother AND temperament (the innate qualities of the child) *anxious/ambivalent babies as adults tend to be in relationships just for the sake of being in a relationship **avoidant babies as adults tend to avoid deep relationships |
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Social Development in Childhood
Mary Ainsworth Attachment Study - research designs to assess the stability of attachment |
p176
longitudinal research designs cross-sectional designs cohort effects |
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Early Emotional Development/Parenting Styles:
Parenting Styles (Diane Baumrind) |
parenting styles are parental behaviors that determine the nature of the child-parent interaction and guide their interactions with child. Is the parent more or less demanding on the child? More or less responsive to the child?
1) Authoritarian: extremely strict parents, demand but not responsive. rules w/o explanations *as adults they are "yes" people 2) Permissive: demand little and give little punishment. give child whatever he needs or wants, hippy parents who overindulge their kids and want to be their kids best friend *as adults they are creative but in trouble with the law 3) Authoritative: demanding but also responsive, firm rules but child also has a say *turn out best 4) Rejecting/Neglecting: undemanding and unresponsive |
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Early Emotional Development:
Harry Harlow's Monkeys |
Provider vs protector (very inhumane research)
Conducted research with baby monkey who seized from their natural mothers. Gave each poor baby monkey 2 "new mothers" a wire setup with a bottle of milk and a terry cloth heated setup w/o milk. When exposed to a scary stimuli they baby monkey went to the "softer" mother. These studies confirmed that babies have social as well as physical needs. They need a "secure base" to make them feel safe, ie/ trusting one's caregivers |
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Erik Erikson's Stage theories:
model of life span development with each stage having its unique physical, cognitive and emotional changes. Erikson believed that each life stage has a unique challenge progress through stages in order progress through stages related to age major discontinuities in development |
Erik Erikson believe that child development relates to:
initiative, competence and independence children need to explore the world, become self-reliant, and make their own way in the environment ORAL-SENSORY: birth to 12months/18months ***key challenge is trust VS mistrust child develops a feeling of trust in his caregiver MUSCULAR-ANAL: 18 months to 3 years ***autonomy VS shame/doubt child learns what he can or cannot control develops free will LOCOMOTOR: 3 to 6 years ***initiative VS guilt child becomes independent by exploring, manipulating and action LATENCY: 6 to 12 years industry VS inferiority ***child learns to do things well according to standards of others (school) ADOLESCENCE: 12-18 years ***identity VS role confusion adolescent develops a well-defined and positive sense of self in relationship to others YOUNG ADULTHOOD: 19-40 years ***intimacy VS isolation person develops ability to give and receive love, long-term relationships MIDDLE ADULTHOOD: 40-65 years ***generativity VS stagnation person develops interest in guiding the development of next generation (parenting) LATE ADULTHOOD: 65 to death ***ego integrity VS despair Person develops acceptance of his life as it was lived 8 stages |
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Jean Piaget's stage model of cognitive development
Stage theories - cognitive development *for the most part they hold true but have been expanded on and refined. interestingly, Paiget's original theories probably understated the contributions of environmental factors |
administered intelligence tests to children and was very intrigued not at what they could do but couldn't do because their inabilities signified specific ways of thinking unique to the child's developmental stage
New knowledge and schemas - ASSIMILATION and ACCOMMODATION: When employing assimilation children use already developed schemas to understand new information. Accommodation involves learning new info, thus changing the schema. (birth-2yrs) STAGE 1: Sensorimotor -> object permanence the child experiences the world through fundamental senses such as seeing, hearing, touching and tasting. *object permanence* is the ability to be aware of an object's existence even when it is not visible. is defined by the direct physical interactions that babies have with the objects around them (2-7yrs) STAGE 2: Preoperational -> theory of mind/rapid increase language ability the child acquires the ability to internally represent the world through language and mental imagery and begin to see the world from other people's perspectives (called theory of the mind). understanding is more intuitive and w/o much ability to reason. at approx 4 yrs children are no longer so egocentric (7to11yrs) STAGE 3: Concrete Operational -> conservation child becomes able to think logically and increasingly perform operations on object that are only imagined. marked by more frequent and accurate use of transitions, operations and abstract concepts such as space, time and numbers. *conservation* is the understanding that changes in form do not necessarily mean change in quantity (11yrs to adulthood) STAGE 4: Formal Operational -> abstract logic adolescents can think systematically, can reason abstract concepts and understand ethics and scientific reasoning. marked by the ability to think in abstract terms and to use scientific and philosophical lines of thought. |
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Lev Vygotsky, russian scholar and contemporary to Piaget
Stage theories - cognitive development |
believed in the social influence of child development (importance of social interaction, especially with more competent others such as parents and teachers)
zone of proximal development scaffolding egocentric speech has a function, becomes your internal voice and disagreed with Piaget's thought that it was just a weird by-product. |
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Kohlberg's Theory
Adolescence, The Development of Moral Reasoning Carol Gilligan |
the independence that comes with adolescence requires independent thinking as well as morality (right and proper)
pass through 3 stages of moral rhinkings: PRECONVENTIONAL MORALITY in young children, until abt age 9 children focus on self-interest. punishment is avoided and rewards are sought. will argue: man shouldn't steal bc he might get caught and go to jail. CONVENTIONAL MORALITY early adolescence, begins to care abt how situational outcomes impact others and wants to please and be accepted. able to value the good that can be derived from holding to social norms in the form of laws/rules. he might say: no matter what, a person should not steal bc stealing is against the law and is a crime POSTCONVENTIONAL MORALITY many adults, employ abstract reasoning to justify behaviors. moral behavior is based on self-chosen ethical principles that are comprehensive and universal such as justice, dignity and equality. might say: man should steal drug to cure his wife and then tell authorities what he has done, he might have to pay a penalty but will have saved a life *although reseacrh has supported Kohlberg's theory his model is probably too simple - children can display higher levels of reasoning for some problems and then revert to lower levels in others. also, the model seems to be more appropriate for western cultures. little correlation to how children score on stages and real life. Kohlberg's theory describes that moral development of boys is higher than in girls but Carol Gilligan pointed out that most likely due to socialization (males tend to value principles and women tend to value caring for and helping others. |
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Infant development:
Habituation |
In the past 20 year researches have come up with ways to study cognition development in babies by measuring their behavior in response to stimuli.
Habituation refers to the decreased responsiveness toward a stimulus after it has been presented numerous times in succession. Organisms, including babies, tend to more interested in things when they are new and less so with frequent exposure. Habituation procedure: a procedure that uses the principles of habituation to allow researchers to infer the cognitive processes of newborns. |
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Social Development During Childhood
knowing self |
self-concept:
self-awareness is known as consciousness and the context of consciousness is known as the self-concept -it is a knowledge representation or schema that contains knowledge about us such as our beliefs about our personality traits, physical characteristics, abilities, values, goals and roles as well as the knowledge that we exist as individuals |
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Adolescence -
developing independence and identity |
Adolescence is defined as the years btwn the onset of puberty and the beginning of adulthood. It is now appropriate to consider the period of adolescence and that of emerging adulthood together.
Physical changes: puberty is the developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual maturity (girls btwn 9-14yrs and boys btwn 10-17yrs). the pituitary gland stimulates testosterone in boys and estrogen/progesterone in girls triggering the development of primary sex characteristics (sex organs) and secondary sex characteristics (features that distinguish male from female) * menarche is the 1st menstrual period Cognitive development: brain continues to form new neural connections but also casts off unused neurons (synaptic pruning). Prefrontal cortex (associated with reasoning, planning and problem solving) continues developing. new feelings of egocentrism arise and "imaginary audience" happens when teenagers feel like everyone is watching them. Social development: whereas young children are attached to parents, adolescents move away from parents and toward their peers James Marcia's Stages of Identity: INDENTITY-DIFFUSION does not have firm commitments regarding issues and is not making progress toward them FORECLOSURE STATUS has not engaged in identity experimentation and has established identity based on choices/values of other MORATORIUM STATUS is exploring various choices but has yet to make clear commitment IDENTITY-ACHIEVEMENT STATUS has attained coherent and committed identity based on personal decisions |
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Early and Middle Adulthood:
early (25-45) middle (45-65) Building Effective Lives |
meeting 2 of Erik ERikson's life challenges - learn to give and receive love, interest in the next generation (parenting)
physical and cognitive changes: less dramatic. recovery from muscular strain may take longer, sensory abilities may start diminishing (vision and hearing), high cholesterol and lower bone density menopause: cessation of menstrual period social clock: the "right time" for major life events such as marriage, parenthood, work etc |
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Late Adulthood
65-end of life Aging, Retiring and Bereavement |
Cognitive changes:
do not affect everyone the same way and do not necessarily interfere with a healthy life. the importance of belief and perceptions when it comes to aging as they may affect how you age (older american vs older chinese) crystallized intelligence: a person's accumulated general knowledge about the world, including semantic knowledge, vocabulary and language fluid intelligence: (vs wisdom) the ability to think and acquire information quickly and abstractly Dementia: a progressive neurological disease that includes loss of cognitive abilities significant enough to interfere with everyday behaviors Alzheimer's: a form of dementia that, over the years, leads to loss of emotions, cognitions and physical functioning and is ultimately fatal *caused by a gradual decline in function of brain cells that produce neurotransmitter acetylcholine w/o which neurons cannot communicate. Research shows that older adults who continue to keep their minds active by engaging in reading, playing instruments, attending lectures or doing crossword puzzles will have a better chance at retaining mental acuity. |
