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101 Cards in this Set
- Front
- Back
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Biological |
Genetic and health |
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Psychological |
Cognitive, emotion, perception and personality |
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Sociological |
Interpersonal, society, culture |
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Life cycle |
Same events affect people of different ages |
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Fixed mindset |
Skill is innate |
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Growth mindset |
Skill comes from work |
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Nature v nuture |
Genetic v environment |
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Continuity v discontinuity |
Once you start down a path, you continue down it Significant changes or jumps can occur |
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Qualitative v quantitative change |
Gain knowledge (quant) Change the way we think (qual) |
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Absolute v relative |
Within your timeline Compared to others |
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Age graded influence |
Based on age, regardless of when, where and who |
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History graded influences |
Biological and environmental influences |
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Non normative hypothesized life events influence |
Specific events that occur in an individuals life |
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Sociological graded influence |
Social and cultural factors depending on who , where, what etc |
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Erikson's stages |
Trust/mistrust Autonomy/shame Initiative/guilt Industry /inferiority Identity/confusion Intimacy /isolation Generativity/stagnation Integrity/dispair |
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Piaget's stages |
Sensorimotor b-2 Preoperational 2-6 Concrete operational 7-11 Formal operational 11+ |
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Erikson theory |
Personality developed through internal maturation plan and external societal demands. Must complete each stage before moving on the the next |
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Reinforcement |
Consequence increases liklihood of behavior Positive and negative |
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Punishment |
Consequence decreses the likelihood of behavior Positive and negative |
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Psychodynamic theory |
Development is largely determined by how well people resolve conflicts as they age |
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Social learning theory Bandura |
Cognitive:knowledge expectations attitudes Behavioral:skills practice efficacy Environmental: norms, access influence |
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Observational learning |
Learn from watching another Modeling |
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Ecological systems theory |
The rings on experience Micro Meso Exo MesoExoMacro MesoExoMacro Macro |
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Reliable |
Repeatable |
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Valid |
Correct way to measure observable behavior |
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Sampling and population |
Who is it and how generalizable is it? |
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Vygotskys |
Development is influences by culture |
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Competence environmental press |
Development happens best when envricoment demands balance with ability |
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Systematic observation |
Watching people |
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Naturalistic systematic observation |
Watching people while they behave spontaneously |
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Structural systematic observation |
Create a setting in which to observe people |
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Self reports |
People's answers to questions conercning the topic of interest |
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Physiological measures |
Measuring body functions and reactions (brain waves, heart rate etc) |
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Sampling behavior with tasks |
Ex: have girl pick which face looks happy |
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Correlational study |
Two variables , negative correlation or positive correlation |
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Longitudinal study |
Individuals tested repeatedly |
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Cross sectional study |
Test people of different ages |
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Sequential study |
Cross sectional and longitudinal design |
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Niche picking |
Humans choose environments that support their skills |
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Non shared environmental influences |
How two children can receive different care from parents |
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Epigenetic view |
Exchange of nurture and nature |
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Germinal/zygote stage |
1-2 weeks Attaches to uterine wall |
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Embryonic stage |
Weeks 3-8 Major structures form |
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Fetal stage |
Rapid growth 2months -birthRapid growthBody systems function birthRapid growthBody systems function Body systems function |
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Age of viability |
22-28 weeks |
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Teratogen |
An agent that causes malformation Damage is selective and depends the period of development |
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Poverty, nutrition, excercise pregnancy |
Affects |
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Culture and prenatal |
Exposure to music, stress, family planning, fear, curanderos, religion, cost |
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Primitive reflex |
Protect from danger, rooting (survival), foundation of voluntary movement to come, eventually integrates , ATR |
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Babinski |
Toes fan out , remnant of evolution |
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Blink reflex |
Eyes close in response to light, protects the eyes |
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Moro |
Throws arms out and in with loud noise or if head falls May help baby cling to mother |
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Palmar |
Grasps object when placed in hand Precurser to voluntary grasping |
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Rooting |
When cheek is stroked, baby turns head and opens mouth Help to find nipple |
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Stepping |
Held upright and moved will begin to step Precursor to walking |
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Sucking |
Permits feeding |
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Withdrawl |
Pulls away from prick Safe from unpleasant stimulation |
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Infants and sleep |
Half in REM (alert sleep with potential for brain growth) Half in non rem sleep 4 hour shifts-3 asleep. 1 awake |
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SIDS |
Risk: premature, integrating reflexes, stomach sleeping, overheating, low air circulation |
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Co sleeping |
Pros: attachment, proximity Cons: dependency, unsafe |
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Locomotion |
7month-sit 10-creep 14-aided walk 24- climb steps, walk backward, kick ball |
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Reaching and grasping |
4 mo- reach and hold with fingers 7-8 mo- use thumbs 1 yr adjust when reaching 2-3 simple clothing 5 dress selves 6 tying shoes |
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Handedness |
1st birthday appears right or left Left hand steadys the object, right hand manipulates it Genes and the structure of modern tools are right handed oriented |
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Sight : depth |
Motion: visual expansion, gets bigger as it gets closer Motion parallex: objects closer move past us faster than those far away Retinal disparity left and right Pictorial cues artists use in drawing |
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Perceiving objects |
Common motion |
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Perceiving faces |
Normal , upright, attractive faces 2-3 months- begin to distinguish faces Human v nonhuman develops into race , familiarity |
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Sense of self |
RecogniE self in mirror, call themselves me or I, Established by age 2 by 5: Stage 1: people have different desires 2: diff beliefs 3:experience leads to knowledge 4: behavior is based on beliefs |
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Breast v bottle |
Nutrients, convenience, ability, price |
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Attachment parenting |
Babies form strong bond with caregivers Sense of safety |
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Sensory redundancy |
Information sent through more than one sense |
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Schemes |
Psychological structures that categorize things in life |
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Assimilation |
When new experiences are incorporated into already existing schemes |
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Accomodation |
When schemes are modified based on experiences |
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Equilibrium of schemes |
Children reorganize their schemes to return to a stage of equilibrium |
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Sensorimotor |
O-2 yo 1 Reflex acts first month 2 Primary circular reactions 1-4 mo Baby repeats pleasurable actions, internal focus 3 secondary circular reactions 4-8 mo pleasurable reactions involving objects 4 coordinating secondary schemes 8-12 months start to have goals, move blanket, get rattle 5 terciary reactions 12-18 mo intentional actions in specific situations 6 symbolic thought 18-24 mo transition into preopperational, visualize things that are not there |
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Object permanence |
Out of sight out of mind Searching for objects Limited understanding Symbolism is present by 18 months |
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Preoperational |
2-7 yo Difficult to combine logic A=B B=C A=C Centration Ego centricism Parallel play Animism Artificialism (apects manufactured by humans such as clouds) Irreversibility |
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Centration |
Can focus on one aspect of a situation at a time (video clip) |
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Critiques of Piaget |
Underestimate competence of infants and children Overestimates competence of adolsence Vague transitions Does not account for variability between individuals Does not account for environmental effects |
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Attention |
A process that determines which sensory info receives cognitive processing |
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Memory |
Initially hippocampus Stored memories frontal cortex Emerging self provides coherence to experience (memory and emotion) |
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Proximal development |
What children can do alone v what they can do with assistance. The range |
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Scaffolding |
Teachers guage the amount of assistance the child needs to match their needs |
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Private speech |
Child talking to self, helps regulate behavior |
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Phonemes |
Sounds used to make words |
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Cooing and babbling |
2 mo cooing 6 mo Babbling is vowel/consonant combos |
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Word learning style |
Referencial: naming things Expressive: social phrases |
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Bilingualism |
Best at language exposed to most Better able to switch tasks and self regulate |
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Language growth |
Based on exposure |
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Niaive theories |
Physics: box and screen model Biology: learning of animals and animate objects: growth, internal parts, inheritance, healing |
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Classical conditioning |
Dogs and bell |
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Operant conditioning |
Conditioning based on reward and punishment |
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Erikson's first stage |
Birth to one year Trust and mistrust Food comfort affection Frustration withdrawal and lack of confidence Hope |
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Ericksons second stage |
Age 1-3 Autonomy v shame Motor skills and coordination Parents: safe base Barrier: maybe ask them to do too much too soon Virtue: will |
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Ericksons third stage |
Age 3-6 Initiative v guilt Courage independence and goal acheivement Sometimes take on too much Barriers: discouragment Virtue : purpose |
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Attachment |
Rely on caregiver for love and support. One way street eventually becomes a two way relationship Safe haven Secure base Proximity maintenance Separation distress |
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Secure attachment |
Depend on caregiver |
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Avoidant attachment |
Turning away when reunited |
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Resistant attachment |
Want to be held but difficult to console |
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Disorganized attachment |
Don't understand separation and reunion |
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Emotions |
Broad negative and positive Smiling and sadness Anger engeres at 6 months Now can experience all basic emotions |
