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75 Cards in this Set
- Front
- Back
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Cross Sectional Studies
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compares people of different ages at the same time
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Longitudinal Studies
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studies developmental changes by studying the same people at different points in their life
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Biographic/Retrospective
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reconstructs a person's past through interviews and inferring the effects of past events on current behaviors
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Prenatal Development
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Embryo--2 weeks to 3 months after conception
Fetus--3 months after to birth |
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Critical Period
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time when certain internal and external influences have major effect on development
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rooting reflex
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turn head toward anything that touches his cheek
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infants vision
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-born with eyes open
-can see 8-10 inches in front -by 6-8 months can see fully but takes another 3-4 years to develop -visual familiarity makes mother preferable |
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Infant Depth
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-can see depth by 6-14 months when crawling
-visual cliff experiment |
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Infant Soung
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-born with the ability to ID source of sound
-1 month old can distinguish between sounds |
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Phsyical development n in infants
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-1st year grow 10 inches and 15 points usually
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Motor development
(proximodistal) |
-from the nearest center of the body to the farthest center of the body
(more control over arms, that fingers) |
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Developmental Norms
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-9 months can stand up while holding onto something
-10 months crawling -12 months can use fingers to pick up small objects |
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sensorimotor stages
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the infant begins to progress from reflexive, instinctual action at birth to symbolic though
-they begin to group objects after experiencing them -develop object permancence through mental representations -develop self-image |
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preoperational
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-the child begins to represent the world with words and images
-they can not however consider the past or future -only concentrate on the most outstanding aspect of a display or event |
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concrete operational
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the children can now reason logically about concrete events and classify objects into different sets
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formal operation
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usually reached during adolescence
-able to think in abstract and logical ways -thought is more idealistic |
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preconventional reasoning
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seen in children under 11 years old
-Stage 1: right is obedience to power and avoidance of punishment -Stage 2: Right is taking responsibility and leaving others to be responsible for themselves -seen in concrete "right or wrong" |
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conventional reasoning
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-Stage 3: right is being considerate and upholds values of others rules in society
-Stage 4: Right is being good with the values and norms of family and society at large -the ability to put yourself in the other person's shoes |
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Postconventional reasoning
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-Stage 5: Right is finding inner "universal rights", the balance between self-rights and societal rules--social contract
-Stage 6: Right is based on a higher order of applying principles to all human-kind, being non-judgemental and respecting human life -people may become aware of discrepancies between what they judge to be moral and what society has deemed legal |
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Language Development
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2 months-coo
3/4 months-babbling/grunts/repetitive sounds 4/6 months-rising and lowering of pitch 6 months-commonly used words 5-10-string sounds together "dadadada" 12 months-first word 12-24-point and aim at objects next 18/20 months--1 word sentences |
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social development
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attachment--emotional bond that devlops in the 1st year of life
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authoritarian parenting
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-high demands with low response
-usually children who generally have poor communication skills and are moody, withdrawn and distrustful |
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Authoritative Parents
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-High responsiveness and High demandingness
-most successful parenting style -provide firm structure and guidance without being overly controlling -self reliant and socially responsible children |
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Permissive parenting
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-low demands and low response
-parents exert too little control, failing to set limits on their childs behavior -overly dependent and lacking in social skills and self-control |
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permissive-indulgent
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-high responsiveness, low demandingness
-parents are very supportive or their child, but set appropriate limits on their behavior -immature, disrespectful, impulsive and out of control |
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the nature of play
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-intrinsically motivated
-process oriented rather than product oriented -creative and non-literal -governed by implicit rules =spontaneous and self-initiated -free from major emotional distress -children must play in order to grow |
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psychoanalytic theory of play
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-children to gain mastery over problems by rearranging objects and social situations in ways that allow him to imagine he is in control
-allows children to use fantasy to gain satisfaction for wishes and desires that are not possible to fufill -can be cathartic for children and adults |
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learning theory of play
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-playgrounds/rooms for children are deceptively rich in learning opportunities
-teaches roles for children |
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ethological theory of play
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-physical activity play includes running, climbing, chasing and play fighting
-rocking and foot kicking -excercise play (1-7) -rough and tumble play (8-10) |
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funcitonal play
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-simple repeated movemetns with a focus on the child's own body
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constructive play
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manipulation of physical objects in order to build or construct something
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dramatic or make-believe play
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pretending to be someone or something else
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games with rules
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relatively formal activites governed by rules
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adolescense--movement towards independence
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-struggle with sense of identity
-feeling awkward about one's body -focus on self -moodiness -parents are not perfect -less affection shown to parents -complaints that parents interfere with independence -tendency to return to childish behavior, especially in times of high stress |
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adolescence and future interests and cognitive changes
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-mostly interested in present with limited thoughts of the future
-intellectual interests expand and gain in importance -greater ability to do work |
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adolescence in sexuality
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-display shyness, blushing, modesty
-girls develop sooner than boys -increased interest in sex -concerns regarding physical and sexual attractiveness to others -frequently changing relationships -worries about being normal |
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adolescence in morals, values and self-direction
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-rule and limit testing
-capacity for abstract thought -development of ideals and selection of role models -more consistent evidence of conscience -experimentation with sex and drugs |
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pyschi energy
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-Freud
-sexual and aggressive urges |
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Psychic energy
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-Horney
-struggle to deal with dependency |
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Freud's Personality Structure and Function
ID |
-instinctive part of the personality
-very selfish -person's basic biological nature:life, sex, death |
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Freud's Personality Structure & Function
Ego |
-develop out of the id
-intermediary between id and real world -reality principle |
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Freud's personlity structure & fucntion
superego |
-societal laws, values, norms and prohibitions
-internal representation of traditional societal norms and ideals -learning from parents and other socializing agents -your conscience -strives for perfection and not pleasure -tries to inhibit impulses of the id and push the person towards perfection |
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Oral Stage (1st year)
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-mouth is the source of pleasure and tension
-conflict is weaning -oral personality -dependent, passive, naive, optimistic, gullible |
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Anal Stage (2nd year)
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-anus is primary source of pleasure
-conflict is toliet training -society is making demands for the first time -anal personality -stingy, hoarding, stubborn -excessively hostile, cruel, anger, outbursts |
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Phallic Stage (3-6 years)
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-genitals source of pleasure
-conflict is oedipal complex and electra complex -most difficult to accept -can lead to any type of personality |
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Jung
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-libido represents all life forces
-ego is a source of strength and vitality |
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personal unconcious
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-repressed thoughts, forgotten experiences and undeveloped ideas
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collective unconscious
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-memories and behavior patterns inherited from past generations and therefore shared by all humans
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archetypes
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-thought forms common to all human begins stored in the collective unconscious
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persona-
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public self
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Adler
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-compensation
-inferiority complex -people can master own fate |
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Horney
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-anxiety based on real or imagined dangers is a powerful motivating force
-neurotic trends |
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Erikson
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-family constitutes children's first brush with society
-only if children feel competent and valuable in own eyes and society's will they develop secure sense of identity |
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extroversion
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-warmth, gregariousness, assertiveness, activity, excitement seeking, positive emotions
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agreeableness
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-trust, straightforwardness, altruism, compliance, modesty, tender mindedness
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conscientiousness
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-competence, order, dutifulness, achievement-striving, self-discipline, deliberation
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emotional stability/neuroticism
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-aniexty, hostility, depression, self-consciousness, impulsiveness, vunerability
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opennes to experience culture/inttellect
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-fantasy, aesthetics, feelings, actions, ideas, values
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How do we assess personality formally?
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1. Personal Interview
-unstructure/structured 2. Direct Observation - In natural environment 3. Projective Test -Ambiguous or unstructured material 4. Objective Tests -standarized administration and scoring |
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methods of coping with stress
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1. Direct coping--intentional efforts to change an uncomfortable situation
2. Confrontation-acknowledge directly and attempting to find a solution or attain difficult goal 3. Compromise-deciding on a more realistic solution when an ideal goal is not practical 4. Withdrawal-avoiding a situation when other forms of coping are not practical |
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constructive play
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manipulation of physical objects in order to build or construct something
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dramatic or make-believe play
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pretending to be someone or something else
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games with rules
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relatively formal activites governed by rules
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adolescense--movement towards independence
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-struggle with sense of identity
-feeling awkward about one's body -focus on self -moodiness -parents are not perfect -less affection shown to parents -complaints that parents interfere with independence -tendency to return to childish behavior, especially in times of high stress |
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adolescence and future interests and cognitive changes
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-mostly interested in present with limited thoughts of the future
-intellectual interests expand and gain in importance -greater ability to do work |
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adolescence in sexuality
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-display shyness, blushing, modesty
-girls develop sooner than boys -increased interest in sex -concerns regarding physical and sexual attractiveness to others -frequently changing relationships -worries about being normal |
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adolescence in morals, values and self-direction
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-rule and limit testing
-capacity for abstract thought -development of ideals and selection of role models -more consistent evidence of conscience -experimentation with sex and drugs |
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pyschi energy
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-Freud
-sexual and aggressive urges |
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Psychic energy
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-Horney
-struggle to deal with dependency |
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Freud's Personality Structure and Function
ID |
-instinctive part of the personality
-very selfish -person's basic biological nature:life, sex, death |
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Freud's Personality Structure & Function
Ego |
-develop out of the id
-intermediary between id and real world -reality principle |
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Freud's personlity structure & fucntion
superego |
-societal laws, values, norms and prohibitions
-internal representation of traditional societal norms and ideals -learning from parents and other socializing agents -your conscience -strives for perfection and not pleasure -tries to inhibit impulses of the id and push the person towards perfection |
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Oral Stage (1st year)
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-mouth is the source of pleasure and tension
-conflict is weaning -oral personality -dependent, passive, naive, optimistic, gullible |
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Anal Stage (2nd year)
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-anus is primary source of pleasure
-conflict is toliet training -society is making demands for the first time -anal personality -stingy, hoarding, stubborn -excessively hostile, cruel, anger, outbursts |
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Phallic Stage (3-6 years)
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-genitals source of pleasure
-conflict is oedipal complex and electra complex -most difficult to accept -can lead to any type of personality |
