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166 Cards in this Set
- Front
- Back
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lifespan development
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the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan
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Assumptions about developmental study
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scientific approach
neither heredity nor environment alone can account for full range of development development continues throughout lifespan every period has potential for growth and decline process of development is in every part of peoples lives |
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Major topical areas for cognitive development
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physical
cognitive personality social |
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Age ranges and differences
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Prenatal
Infancy and toddler (1-6) Middle childhood (6-12) Adolescence (12-20) young adult (20-40) middle adult (40-60) late adult (65+) |
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developmental diversity can be due to cultural factors like:
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-orientation towards individualism or collectivism
-ethnicity -race -SES -gender |
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Cohort
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based on age and place of birth
-can be influenced by history graded effect, age graded effect, and cohort effect |
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Key Issues
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-continuous v discontinuous change
-critical v sensitive periods -lifespan approach v particular periods approach -nature v nurture |
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History graded influences
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biological and environmental influences associated w a particular historical moment.
-ex: 9/11 *cohort effect is an example of history graded influence |
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Age-graded influences
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biological and environmental influences similar for a particular age group, regardless of where raised.
-ex: menopause, puberty, entry into formal education |
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critical period
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specific time during development when a particular event has greatest consequences
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continuous change
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gradual development with each achievement builds on previous levels
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discontinuous change
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development that occurs in distinct steps or stages. Each stage brings about behavior that assumed to be different from other stages
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sensitive period
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Times when someone is particularly sensitive to certain kinds of stimuli in their environment. (not critical, doesn't always produce irreversible consequences)
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theory
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broad, organized explanations and predictions concerning phenomena of interest
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Major theoretical perspectives
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Psychodymanic
behavioral cognitive humanistic contextual evolutionary |
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Psychodynamic Perspective
Theory Theorist What develops How it proceeds Principles |
Theory: Psychoanalytic
Theorist: Freud What develops: focus on inner person, unconscious forces How it proceeds: behavior motivated by inner forces, memories, conflicts Principles: Personality = Id, Ego, Superego. Psychosexual development involves stages (oral, anal, phallic, genital) |
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Id
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raw, unorganized, inborn parts of personality. Drives related to hunger, sex, impulses. Operates according to the pleasure principle where goal is to maximize satisfaction
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Ego
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Part of personality that is rational and reasonable. Operates on reality principle, where energy is restrained to maintain safety and help integrate to society.
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Superego
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Conscience. This integrates and balances the id and the ego. Develops age 5 or 6.
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Fixation
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Behavior reflecting an earlier stage of development due to unresolved conflict.
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Pychodynamic Perspective
Theory Theorist What develops How it proceeds Principles |
Theory: psychodynamic
Theorist: Erikson What develops: primary focus is social interaction w others How it proceeds: occurs through changes in interactions with and understand others Principles: psychosocial development occurs in 8 fixed, universal stages |
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Psychodynamic Perspective
8 Stages |
trust v mistrust
autonomy v shame and doubt initiative v guilt industry v inferiority identity v role diffusion intimacy v isolation generativity v stagnation ego-integrity v. despair |
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Behavioral Perspective
Theory Theorist: Watson What develops How it proceeds Principles |
Theory: behavioral
Theorist: watson What develops: focus on observable behavior and outside stimuli How it proceeds: behavior is result of continuing exposure to environmental factors Principles: classical conditioning |
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Classical Conditioning
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oragnisms learn to respond in a particular way to a neutral stimulus. Aka, stimulus substitution.
-ex: hungry baby gets picked up, stops crying. |
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Behavioral Perspective
Theory Theorist: Skinner What develops How it proceeds Principles |
Theory: behavioral
Theorist: Skinner What develops: focus on observable behavior and outside stimuli How it proceeds: voluntary response is strengthened or weakened with positive or negative consequences Principles: operant conditioning |
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Operant conditioning
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form of learning where a voluntary response is strengthened or weakened by its association with a positive or negative consequence.
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Behavioral Perspective
Theory Theorist: Bandura What develops How it proceeds Principles |
Theory: behavioral
Theorist: Bandura What develops: focus on learning through imitation How it proceeds: behavior is learned through observation Principles: four steps of social-cognitive learning: attend/perceive, recall, produce, motivated to carry out behavior |
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Extinguish (behavior)
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behavior that is punished through operant conditioning enough where it is no longer done.
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Model
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another person for someone to model their actions and behaviors after (Bandura)
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Cognitive Perspective
Theory Theorist What develops How it proceeds Principles |
Theory: cognitive
Theorist: Piaget What develops: process that allows people to know, understand, think about world How it proceeds: thinking is arranged in organized mental patterns that represent behaviors and actions. Understanding world improves through assimilation and accommodation. Principles: Stages: sensorimotor, preoperational, concrete operational, formal operational (post formal?) |
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Scheme
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organized mental patterns that represent behaviors and actions
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Assimilation
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thinking about things so it fits with your scheme
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Accommodation
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changing your scheme to accommodate the new information
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Cognitive Perspective
Information-processing approach |
focus is on memory. information processed in discontinuous manner as it moves from stage to stage.
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Cognitive Perspective
Cognitive neuroscience approach |
focuses on neuroscience that underlies thinking
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Humanistic Perspective
Theory Theorist What develops How it proceeds Principles |
Theory:humanistic
Theorist: Rogers, Maslow What develops: individuals ability and motivation to reach higher levels of maturity How it proceeds: people seek out full potential. Principles: people have need for positive regard from wish to be loved and respected. comes from others |
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Contextual Perspective
Theory: biological approach Theorist What develops How it proceeds Principles |
Theory: biological approach
Theorist: bronfrenbrenner What develops: relationship between individuals and their environment How it proceeds: development tied to a persons context, four levels of environment Principles: each system has norms and rules that can shape development |
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Four levels in contextual perspective
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Individual
-Microsystem: immediate, everyday world (home, caregivers) -mesosystem: connects microsystem. (relationships, influences) -exosystem: societal institutions (community, local government, places of worship, media) -macrosystem: larger cultural influences (values, religion, political value systems) -chronosystem: passage of time |
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Sociocultural perspective
Theory Theorist What develops How it proceeds Principles |
Theory:sociocultural
Theorist: vygotsky What develops: children play with others, they learn what is important in society How it proceeds: result of social interaction between members Principles: development is reciprocal transaction between people surrounding child and child |
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Evolutionary Perspective
Theory Theorist What develops How it proceeds Principles |
Theory: evolutionary
Theorist: darwin, lorenz What develops: natural selection in a species How it proceeds: genetic inheritance from ancestors Principles: ethological influence (genetic influence) |
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Correlational Research
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Prove a connection, no cause
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Experimental research
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proves cause
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Types of correlational studies
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naturalistic observation (just observing behavior)
ethnography (goal is to understand culture from inside) case studies (in depth interviews) survey research psychophysiological methods (physiological process and behavior) |
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theoretical research
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designed to test a developmental explanation and expand scientific knowledge
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applied research
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meant to provide practical solutions to immediate problems
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longitudinal studies
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measuring individual change
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cross-sectional studies
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measuring different ages at same point in time
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sequential studies
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researchers examine many age groups and several points in time
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gametes
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ovum and sperm. join to form zygote.
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monozygotic twins
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identical. same ovum and sperm split
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dizygotic twins
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fraternal. two different ova and sperm.
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recessive traits are: not expressed, they are
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displaced
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allele
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pairs of genes with differential traits (hair color, eye color)
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environmental insult
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bad interaction btwn mother and environment, causing defect
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Downs syndrome
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trisomy 21
extra chromosome on 21st pair more likely when mother older |
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behavioral genetics
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study of genetics on behavior
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IQ scores and genetics
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closer correspondence of IQ scores a closer genetic link
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role of genetics/environment on development
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genetics: produce tendency towards future course
environment: affects when and whether a characteristic will be displayed |
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Sandra Scarr
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suggests three ways a child's genetic makeup may influence environment:
-active: i want to play baseball -passive: parents bring child to baseball game -evocative: child throws ball, parents enroll in baseball |
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stages of prenatal development
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1. Germinal: zygote goes to uterus. two weeks long. lots of cell division
2. Embryonic: 2 wks-8wks. now an embryo secure in uterus. development of organs. 3. Fetal: 8 wks-birth. rapid development, growth. organs begin working. |
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when will you know boy or girl?
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hormones btwn 8 and 24 wks that lead to gender differentiation.
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infertility
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inability to conceive after 12-18 mo of trying. maternal: stress, alcohol, hormones. paternal: drugs, stds.
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miscarriage
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spontaneous abortion
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abortion
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voluntary termination. can affect future pregnancies.
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teratogen
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environmental agent like a drug, chemical, or virus that produces a birth defect. usually placenta keeps teratogens from fetus.
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birth
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fetus passes through vagina and out into world
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why should we hear a baby cry at birth?
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then we know its lungs have cleared out and breathe on own. if not, airway may be obstructed.
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APGAR Scale
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right after birth to test fetus.
a-appearance (color) p-pulse g-grimace (reflex) a-activity r-respiration |
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critical period for bonding right after birth
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little evidence. difference lasts only a few days.
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anoxia
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deprivation of o2.
can be caused by wrapped or pinched umbilical cord |
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preterm infants
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prior to 38 weeks
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low birthweight infants
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< 5.5 lbs.
7% infants. majority death. |
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very low birthweight infants
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< 2.25 lbs OR been in womb less than 30 wks. most vulnerable due to immaturity of organ systems
avg monthly cost 3-50 x higher than typical baby. |
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small for gestational age infants
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90% or less than average at gestational age.
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interuterine growth restriction
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body cant expand to allow child to grow
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age of viability
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point at which an infant can survive prematurely, outside mother's body. ~22 wks.
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factors associated with risk of low birthweight
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demographic
medical risks before pregs medical risks while pregs environmental/behavioral risks healthcare risks |
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post-mature baby
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two weeks or more overdue
blood supply may become insufficient, could lead to brain damage or baby cant fit. |
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Post partum depression
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10% all mothers. enduring sadness. may be due to swinging hormone levels. 1/500 cases lead to break in reality.
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Reflex
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unlearned, organized, involuntary responses that occur automatically to certain stimuli.
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meconium
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feces left from time as fetus.
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neonatal jaundice
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liver not fully functioning. fluorescent lights. usually pre-term or low birthweight
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newborn vision
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not fully developed. can show preference for colors, size consistency. Look for bright and busy.
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newborn hearing
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not fully developed, cant find where sounds coming from. liquid in inner ear muffles sounds.
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early learning- how to newborns learn
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classical conditioning (hungry baby picked up)
operant conditioning (+/- reactions) |
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habituation
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decrease in response to stimulus that occurs after repeated presentations.
-ex: new toy eventually looses interest |
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adult modeling
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infants can imitate others behavior. this is foundation for social interaction later in life.
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nervous system is made of
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brain and nerves
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how do brains change in first 2 years
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start 100-200 billion neurons w new connections, billions of new connections established.
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synaptic pruning
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unused neurons are eliminated. allows established neurons to build more elaborate networks. development of nervous system proceeds most effectively through loss of cells
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cephalocaudal principle
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growth follows pattern that goes upper to lower. Upper body to lower body.
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procimodistal principle
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development proceeds from center --> outward
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principle of hierarchial integration
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simple skills develop separately and independently. Later, these are integrated into more complex ones.
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principle of independence of systems
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different body systems grow at different rates
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cerebral cortex
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upper layer of the brain: thinking
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subcortical levels of brain
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deals with breathing, heart rate, etc.
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shaken baby syndrome
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can lead to rotation within skull and tear vessels. severe problems, disabilities, or death.
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plasticity
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degree to which developing structure or behavior is modifiable due to experience
(playdough) |
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Major state of newborn
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sleep: 16-17 hours in 2 hour spurts. Cyclic pattern
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sleep 6 straight hours by age
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16 weeks
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Do babies dream?
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similar to REM 3-4 mo but slightly different.
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SIDS
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sudden infant death syndrome. leading cause of death in children under 1. think because children sleeping on stomach
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why do reflexes come and go
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muscle tone, intricate movements learned, controls
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Moro reflex
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baby's head not supported, cries. suppressed in native americans. caucasians cry and flail arms.
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what is healthy caloric intake for infants
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50 calories per pound. will be healthy if allow to eat and stop on own, not pressured to keep eating.
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how does nutrition relate to iq
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malnutrition = low iq later on
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timeline:
walking sitting reaching drinking |
walking: 9 mo - 1 yr
sitting: 60 mo reaching: 4 mo drinking w/o spilling: 2 yr |
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nonorganic failure to thrive
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child will not grow enough even when fed adequate nutrients and calories. due most often to neglect or abuse. Can also be due to nonsecure attachment.
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solid foods can be introduced at
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6 mo but not needed until 12.
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benefits of breast feeding
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easier to digest, right nutrients, allergies and also immunity
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sensation
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physical stimulation of sense organs
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perception
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mental process of sorting, analyzing, integrating, and interpreting stimuli from sense organs.
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when is an infant's vision 20/20?
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by 6 months. can see 20 ft.
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when can infants reach sound localization?
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1 year
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what tastes to infants prefer?
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sweet, dont like bitter. develop preferences based on what mother craved.
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multimodal perception
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how various info from sensations is integrated. idea is that if we stimulate many simultaneously, the infant will better understand world around them.
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affordances
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options that a given situation or stimulus provides (afford affordances)
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how can we exercise an infants senses?
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carry in different positions, let them explore, rough and tumble play, toys
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for piaget, action =
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knowledge
development is physical maturation and exposure to relevant experiences. |
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piaget: sensorimotor
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broken down into 6 smaller substages. dont go through stages smoothly, but not cookie cutter.
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object permanence
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know an object is there even if infant cant see it. at about 16 months
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mental representation
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symbolic thought. understanding causality. ability to pretend. deferred imitation. about age 2.
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binocular vision
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ability to focus both eyes on same point
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foundations of information processing approach
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encoding
storage retrieval |
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automatization
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degree to which activity requires attention. helps with initial encounters with stimuli though easy and automatic info processing
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memory for 2 mo and 6 mo
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2 mo will remember to kick mobile for only a few days. at 6 mo, 3 weeks.
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memories of personal experience do not seem accurate before age
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18-24 mo
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info processing and later iq
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faster info processing can mean higher iq later
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development quotient
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infant intelligence based on motor skills and mental skills
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greater ip leads to greater intelligence between ages
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2 and 12
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language
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systematic, meaningful arrangement of symbols
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babbling
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speech-like, meaningful sounds. universal.
2-3 mo, vowels 5 mo, consonants 6 mo, reflects language and is distinguishable deaf, use hands |
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speech timeline:
first word 10 words 1 word stage ends language explosion |
first word: 10-14 mo
10 words: 15 mo one word stage ends: 18 mo 16-24 mo: language explosion |
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first sentence usually 8-12 mo after
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first word, but large variation.
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underextension
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using a word too narrowly. (adventure)
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overextension
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language too broadly (truck=car)
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nativist approach to language
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sees language as innate skill. all language shares "universal grammar" which LAD knows (language acquisition device)
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learning language approach
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language is accounted for through rewards and conditioning
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infant directed speech
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style of speech directed towards infants. short and higher pitched.
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when does infant speech become more adult?
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end of 1st year
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does cootsy coo work?
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infants exposed use words earlier
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nonverbal encoding
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facial expressions. same across cultures
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stranger anxiety
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appears at 6 mo when memory comes. knows who is familiar and who is unknown.
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separation anxiety
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universal. 7-8 mo, peaks 14 mo. same reasons as stranger anxiety
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smiles:
6-9 wks 18 mo 2 year |
6-9 wks: indiscriminate then selective
18 mo: social, towards humans 2 year: purposefully, show sensitivity |
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infants interpret others emotions through facial expression and vocal tone by age
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vocal and facial: 7 mo
tones: 5 mo |
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social referencing
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intentional search for cues given an unknown situation. usually a caregiver. starts age 8-9 mo
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self awareness begins at age
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12 months
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rouge spot
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to test if child knows self from mirror self. usually 18 mo.
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awareness of inabilities at age
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23-24 mo
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theory of mind
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knowledge and belief about how the mind works and influences behavior. early: egocentric.
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Bowlby suggests attachment is with
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individual who best provides safety. (not feeding as in animals)
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Ainsworth Strange Situation
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used to measure attachment. sequence of stage episodes that illustrate strength of attachment between child and mother.
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Ainsworth categories:
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secure, avoidant, ambivialant, disorganized-disoriented (<-- least securely attached)
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what helps create secure infant attachment in infants?
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mothers attentiveness and responsiveness to childs needs
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Harlow Monkey experiment
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monkeys would stay with cloth mother and venture to wire mother for food
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reactive detachment disorder
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problems w attachment, feeding, etc. usually abuse or neglect
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interactional synchronicity
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child and caregiver on same page.
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mirror neurons
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fire when child sees another carrying out behavior. helps infants understand others actions and develop TOM.
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bad attachment as an infant can lead to later problems
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with intimacy and relationships
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personality
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sum of enduring characteristics from birth onward. throughout life
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trust v mistrust
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sense of hope and success v sense of harsh world (infancy)
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autonomy v shame and doubt
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sense of independence v unhappiness (late infancy - toddler)
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temperament
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encompasses arousal and emotionally consistent characteristics across individual. how they are behaving.
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gender roles at 1 and 2
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1: distinguish males and females. girls find dolls, boys trucks
2: boys play more independently and less compliantly |
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a child in 10+ hours od child care a week for a year prior to age 5 have
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an increased probability of being disruptive in class
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