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56 Cards in this Set
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Developmental psychology |
Study of human physical, cognitive, social, and behavioural characteristics across the lifespan |
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Measuring methods for developmental trends: Cross-sectional design |
Measure and compare samples of ppl at different ages at a given point in time Ex: study groups of 1-, 5-, 10-, 20- years old Pros: cheap and easy, allow study to be done quickly Cons: A suffer from cohort effects (differences between ppl from being born at different time periods) |
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Measuring methods for developmental trends: Longitudinal design |
Follow the development of the same set of individuals through time Ex: select a set of infants and measure for 20 years of their lives Pros: no cohort effects Cons: can be costly and time consuming, suffer from attrition (ppl drops out of study for whatever reasons) |
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Sensitive period |
A window of time during which exposure to a specific type of environmental stimulation is needed for normal development of a specific ability |
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Prenatal development: Germinal (or zygote) stage |
Zygote: The initial cell formed when egg and sperm fused Germinal stage: 1st stage, from conception to 2 weeks (0 - 2 weeks) Zygote starts dividing => blastocyst (ball of cells) => travels to uterus => 2 groups: inner group develops to fetus, outer group develops to placenta |
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Prenatal development: Embryonic stage |
Week 2 - week 8 Embryo begins developing major physical structures (heart and nervous system), and beginning of limbs |
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Prenatal development: Fetal stage |
Week 8 - birth (week 38) Skeletal, organ, and nervous system becomes more developed and specialized Muscles begin to move Sleep - wake cycle starts |
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Fetal brain development |
Week 2 - Week 3: Cells migrate to location => divide into nerve cells Week 4: first signs of major divisions (midbrain, forebrain, etc...) Week 11: signs of cerebellum, brain stem Final months: myelination (myelin builds up around nerve cells) At birth: have all neurons the comprise adult's brain but no connections => ability to adapt later in life |
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Fetal development |
Nutrition: single most non-genetic actor affecting fetal development. Need proper nutrition. Need almost 20% increase of nutrition intake Teratogens: substances (drugs or environmental toxins) impair process of development. Most common are tobacco and alcohol Fetal alcohol syndrome: abnormalities in mental functioning, growth, and facial development in offspring of pregnant women who used alcohol Smoking: decrease blood oxygen, increase CO and nicotine, increase risk of miscarriage or death |
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Infancy sensory and motor development |
During pregnancy: Month 4: brain starts receiving signal from eyes and ears Month 7 - 8: can hear and actively listening Visual system is not well-developed at birth. Take about 6 months or more for 20/20 vision Taste and olfactory systems are fairly well-developed at birth |
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Reflexes |
Involuntary muscular reactions to specific type of stimulation |
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First year motor development |
Progresses: crawling => standing => walking Contrast to reflexes, development of motor skills rely more on practice and effort |
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Synaptogenesis |
Forming of new synaptic connection Occurs through infancy and childhood, continues through lifespan |
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Synaptic pruning |
Loss of weak nerve cell connections Accelerate through infancy and childhood, taper off until adolescent |
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Cognitive development |
Study of changes in memory, thought, and reasoning processes that occur throughout lifespan |
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Piaget's cognitive development theory: Assimilation |
Conservative process Ppl fit new info into the belief systems they already possess |
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Piaget's cognitive development theory: Accomodation |
Creative process Ppl modify their belief structures based on experience |
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Piaget's stages of cognitive development: Sensorimotor stage (0 - 2 yrs old) |
Cognitive experience is based on immediate sensory and motor experiences Object permanence: first major milestone Ability to understand the objects exist even when they cannot be directly perceived |
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Piaget's stages of cognitive development: Preoperational stage (2 - 7 yrs old) |
The stage of language development, using symbols, pretend play, and mastering concept of conservation Conservation: knowledge that quantity or amount of an object is not the same as physical arrangement and appearance of that object |
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Piaget's stages of cognitive development: Concrete operational stage (7 - 11 yrs old) |
Children develop skills in logical thinking and manipulating numbers Able to classify objects according to properties and physical characteristics |
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Piaget's stages of cognitive development: Formal operational stage (11 - adulthood) |
Development of advance cognitive processes such as abstract reasoning and hypothetical thinking |
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Zone of proximal development |
Development is ideal when children attempt skills and activities that are just beyond what they can do alone, but they have guidance from adult who are attentive to their progress |
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Scaffolding |
A highly attentive approach to teaching in which the teacher matches guidance to the learner's needs |
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Attachment |
The enduring emotional bond formed between individuals Attachment figure: person whom individual develops attachment to, who provides comfort during distress Attachment behaviour: any behaviour that is intended to maintain proximity to attachment figure |
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Attachment: Sensitive |
Parent's ability to judge what a child needs at any given time |
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Attachment: Responsive |
how quickly parent assists or soothes a child when he/she needs it |
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Self-awareness |
Ability to recognize one's individuality (start between 18 - 24 months) Young children are often described as egocentric (only consider their own perspective) => not selfish but lack cognitive ability to understand others' perspective |
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Theory of mind |
Ability to recognize the thoughts, beliefs, and expectations of others, and to understand that these can be different from one's own |
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Attachment vs. caregiving behavioural system |
Behavioural system which is focused on meeting: our own needs for security (attachment) / the needs of others (caregiving) Attachment system is primary, if activated => tend to shut down caregiving system |
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Introjection and inductive discipline |
Introjection: internalization of the conditional regard of significant others The more ppl motivates themselves through introjection, the more unstable their self-esteem and the worse they tend to cope with failure Inductive discipline: involve explaining consequences of a child's action on other ppl, activating empathy for others feeling Provide rationale for parent's decision. Understanding child's emotions. Allow child's choice whenever possible |
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Physical changes in adolescence: Primary vs secondary sex traits |
Primary sex traits: changes in the body that are part of reproduction Ex: onset menstrual, enlarge genitals, ... Secondary sex traits: changes in the body that are not part of reproduction Ex: pubic hair, increase breast size |
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Physical changes in adolescence: Menarche vs. spermarche |
Menarche: onset menstrual, around age 12 Spermarche: 1st sperm ejaculation, around age 14 |
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Brain development in adolescence |
Increase in synaptogenesis follow by synaptic pruning Myelination continues Growth of cerebellum |
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Emotional challenges in adolescence |
- Emotions become more volatile - more likely to experience negative emotion than childhood - less likely to report happy feeling at any given time - more likely to feel self-consciousness, embarrassment, nervousness |
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Cognitive development in adolescence |
Improve attention: selective attention, divided attention Improve memory: long-term memory, increased exp and knowledge Delay gratification: Putting off immediate temptations in order to focus in long-term goal |
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Social cognition in adolescence |
Adolescence egocentrism: adolescence have difficulty distinguishing their thinking about their own thoughts from their thinking about the thought of others Personal fable: belief in one's personal uniqueness, often including a sense of invulnerability to the consequences of taking risk Imaginary audience: believe that others are acutely aware of and attention to one's appearance and behaviours. |
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Identity |
A clear sense of what kind of person you are, what type of people you belong with, what role you should play in society |
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Kohlberg's stages of moral reasoning: Preconventional morality |
Self-interest in seeking reward or avoid punishment. Very basic and egocentric form of moral reasoning |
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Kohlberg's stages of moral reasoning: Conventional morality |
Regards social conventions and rules as guides for appropriate moral behaviour |
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Kohlberg's stages of moral reasoning: Postconventional morality |
Consider rules and laws as relative Right and wrong are determined by more abstract principles of justice and rights |
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Menopause |
Termination of menstrual cycle and reproductive ability |
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Super's theory of development of occupational goal: Crystallization (14 - 18) |
Move beyond fantasizing about career Consider how talents and interests match with available occupational possibilities |
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Super's theory of development of occupational goal: Specification (18 - 21) |
Occupational choices become more focus. Beginning to pursue education or training required for desired occupation |
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Super's theory of development of occupational goal: Implementation (21 - 24) |
Completing education or training and entering the job |
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Super's theory of development of occupational goal: Stabilization (25 - 35) |
Becoming established in career More stable and experience in work |
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Super's theory of development of occupational goal: Consolidation (35+) |
Continuing to gain expertise Seeking advancement into higher employment status |
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Dementia |
Neurological condition that entails losses in cognitive functioning sever enough to interfere with daily life. Alzheimer's disease: type of dementia that has distinctive pattern of structural decline in brain involving accumulation of amyloid plaques and development of neurofibrillary tangles |
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Socioemotional selectivity theory |
Carstensen's theory that older adults maximize their emotional well-being by increasingly selective in their social contacts Goals become less knowledge-based and more emotional-based |
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Erikson's stages of psychosocial development: Infancy |
Trust vs. mistrust Developing a sense of trust and security toward caregivers |
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Erikson's stages of psychosocial development: Todderhood |
Autonomy vs. shame and doubt Seeking independence and gaining self-sufficiency |
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Erikson's stages of psychosocial development: Preschool/early childhood |
Initiative vs. guilt Active exploration of the environment and taking personal initiative |
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Erikson's stages of psychosocial development: Childhood |
Industry vs. inferiority Challenge to master tasks and challenges of childhood, particularly those faced in school Child begins pursuing unique interests |
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Erikson's stages of psychosocial development: Adolescence |
Identity vs. role confusion Achieving a sense of self and future direction |
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Erikson's stages of psychosocial development: Young adulthood |
Intimacy vs. isolation Developing ability to initiate and maintain intimate relationship |
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Erikson's stages of psychosocial development: Adulthood |
Generativity vs. stagnation Focus is on satisfying personal and family needs, and contributing to society |
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Erikson's stages of psychosocial development: Aging |
Ego integrity vs despair Coping with the prospect of death while looking back on life with a sense of contentment and integrity for accomplisments |
