Psychology Exam 4 Ch. 9

Front 1

Human Development

Back 1

-changes between conception and death.

Front 2

developmental psychologists study?

Back 2

-study human development
-now interested in lifespan
-Study EVERYTHING

Front 3

2 major themes?

Back 3

-Variability is the norm and its ok
-Nature Vs. Nurture-recognize now a mix, but still ask how much of each.

Front 4

longitudinal research method

Back 4

-1 group, measure> 1 time
-same people at diff. age
-negatives- must wait, expensive
-positives-see how individuals range
-Possible problem-atrition(drop outs)

Front 5

Cross-Sectional method

Back 5

-many groups, one time each
-diff. people at diff. ages-at same time
-negatives-lose info on individual differences
-positive-faster,cheaper, see all age differences
-possible problem-(cohert effect)-will the 5 year old look like the 10 year old.

Front 6

Sequential method

Back 6

-many groups, many times, over time
-negatives-expensive,takes time
-positives-all benefits of other 2 and helps you see if cohert effect is present

Front 7

temperament

Back 7

-an individuals characteristic pattern of interacting with the world. (their behavioral characteristics + emotional reaction patterns). ex: activity levels, irritability, sociability, fearfulness, intensity of reaction, sensitivity

Front 8

is temperament stable
does it come from nature or nurture?

Back 8

-generally yes. Infancy-childhood-adulthood
-both-part genes but environment impacts

Front 9

4 types of temperament profiles

Back 9

-Easy- 40%- habits regular and predictable, open, flexible(happy)
-Difficult-10%-habits irregular, active and irritable,doesnt like change (active resistance)
-Slow to warm up-15%-generally inactive, can be moody, resists change but more moderately (positive resistant)
-Mixed-35%

Front 10

Goodness of Fit Data

Back 10

(Thomas and Chess)
-notion that development is optimized when parenting behavior is sensitive to a kids temperament.
-if good fit-negative decrease overtime
-if bad fit- negative continues or grows
-easier to be a good fit with an easy baby
-some parents do have it easier

Front 11

Attachment
What is the function of early attachment

Back 11

-emotional bond-investment between 2 individuals
-generally reciprocal

1. provides comfort during times of distress
2. provides security to explore

Front 12

Secure

4 kinds of attachment

Back 12

65%
-explores-touch base.
-may be upset if mom leaves
-soothes on return if needed
-likes strangers if mom is there

Warm and sensitive expressive and positive

Front 13

Ambivalent

4 kinds of attachment

Back 13

10%
-clingy-little exploration
-more upset if mom leaves
difficult to soothe, clings but angry on return
-wary of stranger regardless

inconsistent-warm at times but mostly indifferent

Front 14

Avoidant

4 kinds of attachment

Back 14

20%
-may or may not explore
-little to no distress if mom leaves
-no real reaction upon return
may or may not like strangers

cold and rejecting, impatient, or intense and insensitive

Front 15

Disorganized

4 kinds of attachment

Back 15

5%
-most stressed
-confused or dazed
-inconsistent behavior
-mix of amy +Av

abusive, extremely neglectful, possibly sever depression or other mental illness

Front 16

Can attachment change over time?

Back 16

yes

Front 17

Who is at risk for insensitive parenting?

Back 17

-clinically depressed caregivers
-those who felt unloved, neglected, or abused as kids (often start with good intentions)
-unplanned/unwanted pregnancies
-parents with other issues (legal, financial, health, personal)
-parents with poor marriages (unions) and others that lack social support.

Front 18

Authoritarian

4 types of parenting styles

Back 18

-low warmth, high control
-high standards for behavior, little affection
-low self esteem, less friendly maybe anxious

Front 19

Authoritative

4 types of parenting styles

Back 19

-high warmth, high control
-accepting, affectionate, high expectations for behavior,uses reason
-tend to have the most positive outcomes. tend to be curious, confident, reliable, popular

Front 20

Uninvolved(neglectful)

4 types of parenting styles

Back 20

-low warmth, low control
-emotionally detached, undemanding
-tend to have most negative outcomes,low self-confidence, higher risk for drugs

Front 21

Permissive(indulgent)

4 types of parenting styles

Back 21

-high warmth, low control
-affectionate, undemanding, inconsistent discipline
-tend to be impulsive, immature, moody, disobedient, don't do well in school.

Front 22

Adolescence

Back 22

13-22 ish
-transition from dependent child to self-supporting adult.
-cultural differences? emerging adulthood

Front 23

Puberty

Back 23

-the physical changes that occur with sexual maturation (ability to reproduce)
-better middle for girls-issues for early and late girls
-better early for boys

Front 24

-Thinking changes in puberty

Back 24

-More self aware, more self reflective
-who am i?
-how do i fit in the world?
-what does my future hold?
-this reflects improved cognitive skills

Front 25

-Social and Emotional Changes

Back 25

-shift from family to friends
-teen stress and storm(not like myth suggests)
-a time of rapid change
-many experience extreme mood fluctuations
-really hard for some

Front 26

personal fable

Back 26

common belief of adolescents that they are unique and protected from harm. This belief comes in part bcz teens are experiencing the world more intensely than before-they just don't realize that so is everyone else.

Front 27

imaginary audience

Back 27

common beliefs of adolescents that others are just as concerned about their thoughts and characteristics as they are

Front 28

Adolescent risk taking

Back 28

-Increases for many teens this is in spite of the fact that they are getting better decision making skills.
-Personal fable likely plays a role.

Front 29

Piaget and Cognitive Development

Back 29

Cognitive Development-changes in thinking over time
1. a constructivist view: believe kids play an active role in their growth
2. Piagets Theory is a Stage Theory: thinking develops in stages,each stage qualitatively different, universal same order..different rate.

Front 30

Adaptation

Back 30

in-born tendency to make sense of new data

Front 31

assimilation

Back 31

(try first).
Interpret new by incorporating it into existing understanding

Front 32

accommodation

Back 32

change current understanding to new data

Front 33

object permanence

Back 33

-knowledge objects continue to exist even when we don't see/interact with them.
-implies mental representation of object.

Front 34

symbolic function (allows for symbolic play and language)

Back 34

-able to use a thing(or symbol-like a word) to represent something else.
-allows for language development and symbolic play

Front 35

egocentrism

Back 35

-only see world from own perspective
-can't take another's perspective
-everyone knows what i know
-ex: ill have my favorite cereal

Front 36

centration

Back 36

-tendency to focus on only one (obvious) aspect of object or problem at a time
-ex: assume someone is a grandma(grey hair)
-assume men w/ big belly is pregnant

Front 37

conservation

Back 37

-understanding that alternating appearance does not change basic properties
-(#,Liquid,Mass, etc.)

Front 38

sensorimotor

4 stages of cognitive development

Back 38

-birth to 2 years- infant/todler
-uses senses and muscles to interact with and learn about environment
-begin to learn cause and effect
-ends with full object permanence and delayed imitation
-no limits

Front 39

preoperational

4 stages of cognitive development

Back 39

-2-6 years-preschooler
-symbolic function,explosion of language,pretend play
-cognitive limits- egocentrism and centration and irreversibly + more lead to errors in problem solving

Front 40

concrete operational

4 stages of cognitive development

Back 40

-6-11 years-grade school
-can reason/problem solve with objects there or easily held in memory
-math skills explode
-begin to understand rules and strategies
-reversibility
-continue to make gains through stage(logic)
-no limits

Front 41

Formal operational

4 stages of cognitive development

Back 41

-12 years and up-middle-more like high school
-thought more complex and flexible
-can think abstractly
-discuss things like truth and justice
-science fiction becomes interesting
-cognitive limits?- not all research, at least partially culture and training dependent

Front 42

How do Vygotsky's ideas differ from Piaget's?

Back 42

-v-varies by culture P-universal
-v-growth from soc-interaction P-independen exploration
-v-soc process leads to indp. thinking
P. individual process leads to more soc. behavior
v-language leads to cog P-cog leads to language.

Front 43

scaffolding

Back 43

"teacher" gives help to a less skilled "learner" reducing amount of help as can. As learner gets better teacher does less.

Front 44

zone of proximal development

Back 44

-difference between what can do alone and what can do with help of a teacher.
-info you are ready to learn.
-can learn with help