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26 Cards in this Set
- Front
- Back
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Developmental Psychology |
the study of how behavior changes over a lifetime |
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Characteristics of Development: Multidirectional, Multicultural, Multicontextual, Multidisciplinary, Plasticity |
Multidirectional: Experience both gains and losses throughout our life Multicultural: Beliefs and behavior determined by society Multicontextual: Influenced by historical context Multidisciplinary: "Why" we change Plasticity: Potential for change (balance of hope and realism)
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(Nature vs. Nurture Debate): Gene-Environment Interactions |
The impact of genes on behavior depends on the environment in which the behavior develops |
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(Nature vs. Nurture Debate): Nature via Nurture |
Genetic predispositions can drive us to select and create particular environments that influence our behavior, leading to the mistaken appearance of a pure effect of nature |
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(Nature vs. Nurture Debate): Gene Expression |
Some genes turn on only in response to specific environmental events |
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Cognitive Development |
the study of how we acquire the ability to learn, reason, think, communicate, and remember overtime |
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Piaget's Theory of Cognitive Development (4 stages of development) |
1. Sensorimotor 2. Preoperational 3. Concrete Operations 4. Formal Operations |
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Stage 1: Sensorimotor |
-Birth to 2 years -Lacking Object Permanence |
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Object Permenence |
the understanding that objects continue to exist even when out of view |
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Stage 2: Preoperational Stage |
-2 to 7 years -the ability to construct mental representations but not yet perform them -egocentrism -conservation |
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Egocentrism |
inability to see the world from other peoples perspectives |
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Conservation |
-Piaget task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
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Stage 3: Concrete Operations |
-7 to 11 years -gain the ability the perform mental operation of physical (concrete) events only -not able to do it in abstract or hypothetical situations -sorting coins by size |
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Stage 4: Formal Operations |
-11 to beyond! -ability to perform hypothetical and abstract reasoning beyond here and now |
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Pendulum Task |
-a test of the formal operations stage -have to reason how a pendulum works -hypothesize etc. etc. |
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Cognitive Milestones: Classification |
-Children learn to categorize objects by kind -Gets more and more complex as we grow up -Children learning the various types of cats and dogs |
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Theory of Mind |
ability to reason about what other people know or think |
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Cognitive Changes in Adolescence and Early Adulthood: Absolute vs. Relative Knowledge |
Gradual shift from: knowledge as absolute (thinking that everything is black and white) to knowledge as relative (not everything is always black and white) |
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Adolescent/Early Adulthood: Brain Development: Frontal Lobe and Limbic System |
-frontal lobes responsible for planning, decision making, and impulse control and are still maturing during adolescense -limbic system (emotions) becomes more active and reaches full maturation before frontal lobes -explains some of the impulse behaviors in teens
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Adolescent/Early Adulthood: Brain Development: Emotional and Social Maturity |
-not yet able to make adult like decisions -APA supports minors on abortions and death penalty |
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Psychosocial Development |
Social development throughout our life |
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Temperament |
basic emotional style that appears early in development and is largely genetic in origin -Easy -Difficult -Slow to Warm Up -Hard To Classify |
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Easy |
-seen in 40% of infants -adaptable and relaxed -handles change in environment, people, etc well |
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Difficult
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-10% -Easily frustrated -Upset -Hard to calm down |
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Slow To Warm Up |
-up to15% -Combination of difficult and easy |
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Hard To Classify |
-35% -Not consistent -Don't know what your going to get |
