Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
89 Cards in this Set
- Front
- Back
|
Longitudinal Study
|
same group studied and followed through different ages over many years
|
|
|
Cons of Longitudinal Studies
|
time consuming and expensive
|
|
|
Cross-Sectional Study
|
less expensive and less time consuming
compare groups of participants of different ages to find age-related differences in some characteristics |
|
|
Cons of Cross-Sectional Studies
|
Can't answer if a temperament is stable over time and cohort effect
|
|
|
Quantitative Difference
|
Growing taller
|
|
|
Qualitative Difference
|
Beginning to think logically
|
|
|
Neonates
|
Newborns to 1 month
|
|
|
Reflexes
|
inborn, unlearned, automatic responses to stimuli
|
|
|
Maturation
|
genetically determined biological pattern of development; main factor in motor development
|
|
|
Visual Cliff
|
apparatus used to measure infant's ability to perceive depth
|
|
|
Habituation
|
a decrease in response or attention to a stimulus as an infant becomes accustomed to it
|
|
|
Temperament
|
a person's behavior style or characteristic way of responding to the environment
|
|
|
Easy Children (Ainsworth)
|
40%- pleasant mood, adaptable, regular eating, sleeping, and elimination patterns
|
|
|
Difficult Children (Ainsworth)
|
10%- unpleasant moods, react negatively to new situations and people, irregular patterns
|
|
|
Slow-To-Warm-Up (Ainsworth)
|
15%- slow to adapt, negative emotional states
|
|
|
Attachment
|
Early close relationship between infant and caregiver
|
|
|
Separation Anxiety
|
Fear and distress by infants and toddlers when parents leave
peak between 12 and 18 months |
|
|
Stranger Anxiety
|
Fear of strangers; 6 and 7 months
|
|
|
Secure Attachment
|
65%- distress on separation from mother and happiness upon return
Use mom as safe base for exploration |
|
|
Avoidant Attachment
|
20%- no distress when mom leaves and indifferent upon return
|
|
|
Resistant Attachment
|
10%- cling to mom before leaves and angry when returns
Doesn't explore environment once mother returns |
|
|
Disorganized/Disorient Attachment
|
5%- distress when mom leaves, happy, indifferent, and angry upon return
Looks at mom w/ expressionless face |
|
|
Hearing
|
Better developed than vision at birth
|
|
|
Fathers
|
Provide kids with more opportunities to learn to regulate their feelings than moms do
|
|
|
Organization
|
Mental process that uses specific experiences to make inferences that can be generalized to new experiences
|
|
|
Schemes
|
Plans of action based on previous experiences to be used in similar circumstances
|
|
|
Assimilation
|
Mental process by which new objects, events, experiences, and info are incorporated into existing schemas
|
|
|
Equilibrium
|
Mental process that motivates humans to keep schemes in balance with the real environment
|
|
|
Accommodation
|
Mental process of modifying existing schemes and creating new ones in order to incorporate new objects, events, experiences, and info
|
|
|
Piaget's Sensorimotor Stage
|
0-2
Infants gain understanding of their world through senses and motor activities Culminates with development of object permanence and beginning of representational thought |
|
|
Piaget's Preoperational Stage
|
2-6
Development and refinement of schemes for symbolic representation Egocentrism Animistic Thinking-inanimate objects are alive Centration- focus on 1 dimension of stimulus |
|
|
Piaget's Concrete Operational Stage
|
6-11 or 12
Decentration- attend to 2 or more dimensions of a stimulus Reversibility- when only appearance of a substance changes, it can be returned to its original state Conservation- quantity of matter stays the same if it's rearranged or changed in appearance Can only solve real world problems |
|
|
Piaget's Formal Operations Stage
|
11 or 12 and up- ability to apply logical thinking to abstract problems and hypothetical situations
Naive idealism- idea to end world hunger Adolescent Egocentrism w/ Imaginary Audience Personal Fable- think you are unique but aren't |
|
|
Private Speech
|
Vygotsky's believed talking to oneself is a key component in cognitive development
|
|
|
Scaffolding
|
Direct instruction given at first for unfamiliar tasks, but as child shows understanding, teacher withdraws from direct teaching
|
|
|
Theory of Mind
|
Cognitive level of maturity where child is aware of own thoughts and has understanding about how thinking operates
|
|
|
Socialization
|
Process of learning socially acceptable behaviors, attitudes, and values
|
|
|
Authoritarian Parents
|
Make arbitrary rules, expect unquestioned obedience from children, High Control, Low Acceptance
|
|
|
Authoritative Parents
|
Set high but realistic and reasonable standards, encourage open communication
|
|
|
Permissive Parents
|
Make few rules or demands and usually don't enforce those that are made, High Acceptance, Low Control
|
|
|
Neglecting Parents
|
Permissive and not involved in child's life
|
|
|
Contexts of Development
|
Bronfenbrenner's term for the interrelated and layered settings in which a child grows up.
Ex. family, neighborhood, culture |
|
|
Lifespan Perspective
|
View that developmental changes happen throughout the human lifespan and that interdisciplinary research is required to fully understand human development
|
|
|
Psychosocial Stages
|
Erikson's 8 developmental stages thru which individuals progress during their lifespan; each stage is defined by a conflict involving the person's relationship w/ the social environ., which must be resolved in order for healthy develop. to occur
|
|
|
Identity Crisis
|
Emotional turmoil a teenager experiences when trying to establish a sense of personal identity
|
|
|
Identity Diffusion
|
Young person is neither in crisis nor has reached a commitment
|
|
|
Foreclosure
|
Young person makes a commitment by accepting a culturally or socially defined option w/o having gone through a crisis
|
|
|
Moratorium
|
A crisis is in progress but no commitment has yet been made
|
|
|
Identity Achievement
|
Young person has been thru crisis and has reached commitment
|
|
|
Generativity
|
Desire to contribute something to the next generation
|
|
|
Trust vs. Mistrust
|
0-1
Infants learn to trust or mistrust depending on degree and regularity of care, love, and affection provided by parents |
|
|
Autonomy vs. Shame and Doubt
|
1-3
Children learn to express their will and independence, to exercise some control, and to makes choices. If not, they experience shame and doubt |
|
|
Initiative vs. Guilt
|
3-6
Begin to initiate activities, to plan and undertake tasks, and to enjoy developing motor abilities If not allowed to initiate or if made to feel stupid, may develop sense of guilt |
|
|
Industry vs. Inferiority
|
Adolescence
Must make transition from childhood to adulthood, establish an identity, develop a sense of self, and consider a future occupational identity Otherwise, role confusion can result |
|
|
Intimacy vs. Isolation
|
Young Adulthood
Must develop intimacy--ability to share w/, care for, and commit themselves to another person. Avoiding intimacy brings a sense of isolation and loneliness |
|
|
Adolescence
|
developmental stage that begins at puberty and encompasses the period from end of childhood to beginning of adulthood
|
|
|
Puberty
|
Period of several years where rapid physical growth and physiological changes occur=sexual maturity
|
|
|
Secondary Sex Characteristics
|
Physical characteristics that are not directly involved in reproduction but distinguish btwn male and female
Ex. boobs; deep voice |
|
|
Metamemory
|
Ability to think about and control one's own memory processes
|
|
|
Kohlberg's Preconventional Level
|
Moral reasoning governed by standards of others rather than the person's own internalized standards of right and wrong
|
|
|
Kohlberg's Conventional Level
|
Individual has internalized standards of others and judges right and wrong in terms of those standards
|
|
|
Kohlberg's Postconventional Level
|
Highest level of moral reasoning
Moral reasoning involves weighing moral alternatives and realizing that laws may conflict w/ basic human rights |
|
|
Emerging Adulthood
|
Period from late teens to early 20s when individuals explore options prior to committing to adult roles
|
|
|
Motivation
|
all processes that initiate, direct, and sustain behavior
|
|
|
Motives
|
needs or desires that energize and direct behavior toward a goal
|
|
|
Primary Drives
|
states of tension or arousal that arise from a biological need and are unlearned
ex. thirst, hunger, sex |
|
|
Social Motives
|
acquired through experience and interaction with others
ex. need of affiliation and achievement |
|
|
Work Motivation
|
conditions and processes responsible for arousal, direction, magnitude, and maintenance of effort of workers on the job
|
|
|
Achievement Motivation
|
factors that move people to seek success in academic settings
|
|
|
Intrinsic Motivation
|
desire to behave in a certain way bc it's enjoyable or satisfying in and of itself
|
|
|
Extrinsic Motivation
|
desire to behave in a certain way in order to gain some external reward or to avoid some undesirable consequence
|
|
|
Drive-Reduction Theory
|
theory of motivation suggesting that biological needs create internal states of tension or arousal--drives--that organisms are motivated to reduce
|
|
|
Drive
|
internal state of tension or arousal that is brought about by an underlying need and that an organism is motived to reduce
|
|
|
Homeostasis
|
Natural tendency of the body to maintain a balanced internal state in order to ensure physical survival
|
|
|
Arousal
|
State of alertness and mental and physical activation
|
|
|
Arousal theory
|
theory of motivation suggesting that people are motivated to maintain an optimal level of alertness and physical and mental activation
|
|
|
Stimulus Motives
|
Motives that cause humans and other animals to increase stimulation when the level of arousal is too low
ex. curiosity and motive to explore |
|
|
Yerkes-Dodson Law
|
principle that performance on tasks is best when arousal level is appropriate to the difficulty of the task
higher arousal for simple tasks moderate arousal for tasks of moderate difficulty lower arousal for complex tasks |
|
|
Industrial/organizational (I/O) Psychologists
|
Psychologists who apply their knowledge in the workplace and are especially interested in work motivation and job performance
|
|
|
Goal Setting
|
approach to work motivation involving establishing specific, difficult goals rather than simply telling ppl to do their best in the absence of assigned goals
|
|
|
Expectancy Theory
|
approach that explains work motivation in terms of workers' believe about effectiveness and value of the effort they put forth on the job
expectancy, instrumentality, and valence |
|
|
Need for Achievement
|
need to accomplish something difficult and to perform at a high standard of excellence
|
|
|
Goal Orientation Theory
|
view that achievement motivation depends on which of four goal orientations an individual adopts
|
|
|
Mastery/Approach
|
Working to attain something of self-determined intrinsic value
ex. knowledge |
|
|
Mastery/Avoidance
|
working to avoid an outcome that threatens self-worth
ex. being unable to learn something new |
|
|
Performance/Avoidance
|
limiting efforts in order to avoid surpassing the performance of others
ex. geting mediocre grades to fit in |
|
|
Performance/Approach
|
Doing just enough work to ensure that one's performance will be superior to that of others
ex. working for an A in a difficult class to feel superior to others |
|
|
Self-Actualization
|
pursuit of self-defined goals for personal fulfillment and growth
|
|
|
Maslow's Hierarchy of Needs
|
Physiological Needs
Safety needs Belonging and Loved needs Esteem needs Need for self-actualization |
