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73 Cards in this Set
- Front
- Back
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Developmental Psychology
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Study of the way thought, feeling and behaviour develops over lifespan
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Maturation
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Biological based changes that follow an orderly sequence with an age related timetable
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Critical Period
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Periods in time that are critical to specific types of learning that shape the capacity of future learning
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Sensitive Period
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Developmental periods that are particularly important, but not absolutely required, for future development in a domain of knowledge
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Nature and Nurture (as related to development)
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Development relfects interaction between N&N.
Actions: independent influences on development Interactions: Effects of both genetics and environmental vulnerabilities more than independent actions Correlations: Genes influence the environment people choose to be in. |
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Social Development
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Changes in interpersonal thought, feeling and behaviour
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Attachment
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Desire for proximity to a figure (usually a parent, in children).
Evolves over the first few months of life. |
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Ainsworth Research
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People can have positive or negative attachments
They set the stage for how you're going to deal with the world. |
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Four Attachment Styles
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Secure: Positive. Most common. Seeks Closeness
Avoidant: Negative. Ignores primary caregiver. Ambivalent: Negative. Angry/rejecting primary caregiver but desires to be close (conflicted) Disorganized: Negative. Situation is unclear to child frightened behaviour. Communication erros. |
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Harlow research on contact comfort
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Monkey study guy.
Discovered that people need comfort in the form of positive contact (hugs, closeness) to survive/feel safe. Strong need for affection. |
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Separation Anxiety
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Distress at separation from attachment figures.
Starts at 6-7 months and goes away with age. |
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Relationship of Attachment theory to Adult Development
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Considerable evidence suggests mothers who's early attachment experiences were disrupted are more likely to have difficulty forming attachments with their children.
in short: Your infant attachments have a strong effect on how you are as an adult. Positive attachment in youth = more likely positive attachments in adulthood |
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Erikson's theory of psychosocial development + Crisis
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Crisis is a developmental task or challenge that one faces at each stage. It's not important for the child to be completely successful (trusting, independent etc) but they have to be more successful than not in order to not "get stuck" at this stage.
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Stage - 1
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Birth-18m
Trust vs Mistrust Is the world safe? "Are my parents there for me when I need them?" |
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Stage - 2
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1-2yrs
Autonomy vs Shame and Doubt Am I secure in my new independence? |
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Stage - 3
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3-6yrs
Initiative vs Guilt Ability to generate and carry out plans |
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Stage - 4
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7-11yrs
Industry vs Inferiority Sense of competency or inadequacy |
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Stage - 5
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Teens
Identity vs Identity Confusion Sense of who we are and What we value |
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Later Stage - 1
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Only begin once one has a solid, positive identity.
20s-30s Intimacy vs Isolation Ability to establish committed relationships |
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Later Stage - 2
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40s-60s
Generativity vs Stagnation Midlife Crisis. Desire to pass something on to the next generation |
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Later Stage - 3
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60s+
Integrity vs Despair Sense of satisfaction or regret. "Did I live a good life?" |
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Physical Development - Gestation Period
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Time of rapid physical and neurological growth.
Disrupted by: Teratogens (alcohol (FAS), drugs, virus) |
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Germinal Period
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Conception.
Two Weeks. Egg is fertilized, fertilized egg implants in uterus |
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Embryonic Period
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3-8 Weeks.
Development of CNS and organs. Heart beats |
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Fetal Period
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9 Weeks -> birth.
Rapid muscular development Everything continues to develop |
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Milestones - 2 Months
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Lifts Chin
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Milestones - 5 Months
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Sits alone
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Milestones - 6 Months
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Stands with Support
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Milestones - 9 Months
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Walks with Support
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Milestones - 11 Months
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Stands Alone
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Milestones - 12 Months
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Walks Alone
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Puberty
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Stage at which humans become able to sexually reproduce.
Around age 11-13. Society dictates that early puberty is good for boys, bad for girls. |
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Menopause
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5 consecutive years without a period.
Late 40s - Early 50s. (av.age 51) Can last several years. Sometimes traumatic due to: Loss of childbearing ability, hot flushes, nightsweats. Expectations fuel the negative experiences. |
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Piaget's Theory (Cognitive Development)
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Children develop knowledge by constructing a reality from their experiences. We mix what we observe with our ideas about how the world works.
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Piaget - Schemas
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An organized, repeatedly exercised pattern of thought or behaviour.
Infant grabs toys with a certain hand movement |
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Piaget - Assimilation
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Interpreting actions or events in terms of one's present schema.
Infant tries holding multiple different toys with that same hand movement with success. |
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Piaget - Accommodation
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Modification of schemas to fit reality.
Infant finds a toy that cannot be grabbed in that way (large ball). Tries another way of holding the toy (two hands) |
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Piaget - Operations
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Mental actions to manipulate, transform and return a thought to it's original stage.
"What did you think about x at first?" 7+ can answer correctly. Younger can't. |
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Piaget - Stages
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Children use distinct structures of thought at each stage.
Everyone goes through the same stages just at different ages. |
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Piaget - Sensorimotor
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0-2
Infants think with eyes and hands. Very little objective reality or explicit reasoning. Major Development: Object permanence (at 8mnths kids start to understand that an object exists even if it cannot be seen) Very ego-centric |
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Piaget - Preoperational
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2-7
Symbolic thought to represent concepts and imagine solutions to problems. Biggest limitation: Inability to use operations. Very literal. Also limited by egocentrism. Tend to identify objects (incl. people) by one main feature eg. Beard. |
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Piaget - Concrete Operational
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7-12
Can perform operations. Major Development: Conservation (recognition that basic properties are stable even if superficial things change. Eg. Shave beard = still dad). Can problem solve REAL things that are experienced. |
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Piaget - Formal Operational
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12+
Ability to mentally manipulate abstract information. (Can problem solve ideas eg. Thoughts about gods and space) It's assumed this level is adult, rational thought. |
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Information Processing
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Focus on specific processes that account for cognitive development
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Processing Speed
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As children get older they gain processing speed and thus working memory capacity
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Automatic Processing
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Increasing ability to perform cognitive tasks automatically (with age, up to a point)
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Knowledge Base
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Accumulation of information in memory
(older people rely on this rather than processing speed to solve problems) |
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Cognitive Strategies
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Adopting new strategies to help with problem solving
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Metacognition
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Understanding HOW one solves cognitive tasks
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Non-Piagetian Theorists
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Attempt to integrate Piagetian and information-processing theories.
- Development happens as children learn and use problem solving - Development across stages depends on culture Increase in working memory capacity is key to moving along stages |
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Aging - Psychomotor slowing
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Increase in the time required for processing and acting on information. (reaction time)
Deceleration begins around mid-twenties (which is why most pro-athletes are young) Clearest change accompanying aging. |
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Aging - Fluid Intelligence
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Intellectual capacities used in information processing
- decreases. |
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Aging - Crystalized Intelligence
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Store of knowledge
- increases |
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Aging - Changes in later adulthood
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Mental functioning does not decline until 60s-70s.
"Use it or lose it" Cognitive decline escalates in mid 80s due to brain cells wearing out. Physical deterioration is noticable by 30s. Slower metabolism and higher body fat percentage |
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Aging - Senility
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Significant decrease in memory and the ability to think and reason
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Aging - Dementia
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Disorder marked by the disturbance of higher mental functions.
5% of population experience dementia. Best known form is Alzheimer's. Half of all dementia is caused by Alzheimer's. |
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Aging - Alzheimer's disease
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- Plaques and tangles (protein deposits that disrupts functioning of cortex)
- Abnormally low neurotransmitters that aid memory - Damage in temporal lobes (especially hippocampus) - Likely to be at least partly genetic. |
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Moral Development - Morality of Constraint
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Usually applies to younger children's thoughts:
Moral rules are absolute. Focus on severity of immoral behaviour. No consideration of the intent behind an action. |
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Moral Development - Morality of Cooperation
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Older children's understanding:
Moral rules can be altered to fit a situation Those involved must agree to change the rules. |
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Moral Development - Kohlberg's Theory
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As a child's thinking becomes more abstract, so does morality
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Kohlberg's Theory - Pre-Conventional Level
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Children follow rules to either obtain reward or avoid punishment
Stage 1: Avoid Punishment Stage 2: Obtain Reward |
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Kohlberg's Theory - Conventional Level
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Individuals define what is right by the standards they have learnt from others (authority, usually).
Stage 3: Gaining Approval/avoid disapproval Stage 4: Maintaining Law and Order |
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Kohlberg's Theory - Post-Conventional Level
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Individuals follow abstract, self defined principles that may not align with the dominant morals of "today".
Few people reach this level. The right thing to do is the right thing to do regardless of consequence. Stage 5: Reconition that contracts will allow both people to succeed Stage 6: Mutual respect as a perspective |
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Cognitive-Social theories of morality
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Focus on moral behaviour, not reasoning.
- Moral behaviours are learned through conditioning and modelling (being punished for stealing/seeing someone be punished for stealing) |
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Pro-Social Behaviour
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Behaviour that benefits either specific individuals or society as a whole.
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Information Processing theories - moral development
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Break down moral thinking into component processes and examine way each process changes during childhood.
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Information Processing theories - Decision Making
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Cause: Is this person responsible for damage?
Moral Responsibility: (if cause:yes) Was it intentional? Blame: (if MR:yes) Was the damage justifiable? Punishment: (if B:No) Severity depends on severity of 'crime' No Punishment: if it wasn't done by X, if X didn't intend harm/couldn't have forseen it, if X could justify the 'crime' |
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Psychodynamic Theory
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Children are narcissistic (want immediate gratification)
Conscience develops age 2-5. Guilt is primary emotion to motivate morality - toddlers feel anxious about being cause but GUILT after being caught. |
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Moral Development - Internalization
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Children internalise the moral code of their parents and other caregivers
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Empathy
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The ability to feel emotion towards someone who is feeling pain without personally experiencing.
Includes: Cognitive Component: Understanding what is being felt, Emotional Component: Experience a similar feeling to the other person |
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Empathetic Distress
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Feeling upset for another person.
Develops in older children. Motivates moral and prosocial behaviour. Lack of empathy sparks aggressive/anti-social behaviour |
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Haidt's Social Intuitionist Theory
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Moral Judgements and actions are caused by emotions rather than reason.
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Moral Foundations
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Care/Harm for others
Fairness/Cheating Liberty/Oppression Loyalty/Betrayal: to your family, nation, group Authority/Subversion: Respect. Sancity/Degradation: Purity.Avoid disgusting things |
