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49 Cards in this Set
- Front
- Back
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Developmental Psychology |
Examination of human behaviour Focuses on changes(development) across different life periods |
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Major Issues |
Nature vs. nurture What are the relative contributions of the environment vs genetics Continuity vs. discontinuity |
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Critical Period |
Age where experiences must occurs EX. speech sounds |
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Sensitive Period
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Optimal age range |
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Stage Theory |
Stairs step by step (discontinuous) |
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Post Hoc fallacy |
Means the fact after - assume that "a" causes "b" because a comes before b |
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Prenatal development |
Period of conception to birth Divided into Three places of growth |
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Zygote |
One celled organism resulting form union of egg and sperm Development proceeds rapidly |
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1. germinal or Zygote Stage |
First two weeks after conception Repeated cell division fields a mass (blastocyst) Viable pregnancy determined after 2 weeks |
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2. Embryonic stage
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From two weeks to the end of second month Cell mass referred to as an Embryo Development of vital organs and body systems Vulnerable period - development of birth defects End of stage- start of sexual development |
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3. Fetal Stage(fetus) |
From two months to birth Finishing period - everything is growing rapid body growth, development of sex organs Most brain development happens in 6-9 month period (last trimester) |
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Environmental factors |
Our first nature vs. nurture Issue |
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Maternal nutrition |
Severe malnutrition increases the risk of birth complications and neurological deficits Seems to not affect the first two stages as much |
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Teratogens |
Environmental agents that cause abnormaldevelopment
Ex. drugs, alcohol Most drugs can pass through the placenta |
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Cigarettes |
increased risk of miscarriage, premature birth, low birth weight Possible long term behavioural/ attention/ learning difficulties More risk than causes |
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Alcohol Use |
Fetal alcohol syndrome
Heart defects, irritability, hyperactivity,under-developed brains, perceptual/motor deficits, deformations of eyes andmouth Resilient to alcohol during the first two weeks Mostly affects brain size, sometimes skull i is underdeveloped |
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Genetic Disruptions to Prenatal Development
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Genetic disorders or errors in cell division canoccur early in the process
Ex. Down Syndrome |
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Infant development |
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Motor Reflexes |
An indication of sensory-motor connections andneurological development
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Rooting |
Touching an infants cheek will cause it to opens its mouth and locate a food source |
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Swallowing |
reflex is to swallow a liquid in it mouth |
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Sucking |
If something goes in a baby's mouth it will suck on it |
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Startle |
Startle the baby and they will arch back thenreach forward to grab on |
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Babinski |
Touching the bottom of the baby’s foot causestheir toes to curl, |
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Grasping |
Will grab your fingers |
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Stepping |
Stimulation on bottom of feet – its reflex is todo a walking motion
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Physical development |
Rapid brain development: 25% of adult weight at birth, 50% by six months–closer to 100% by 1 or 2 years old |
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Cephalocaudal Trend |
Head-to-foot direction of motor development |
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Proximodistal Trend |
center outward direction of motor development |
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Cognitive development in Childhood |
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Piaget's Stage Theory |
Piaget saw development as the acquisition of newcognitive structures
Interactions with the environment and maturationgradually alter the way children think |
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Cognitive Development
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Qualitative changes in thinking, reasoningremembering, and problem solving
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Schema |
Internal framework that guides interaction with the world; representations ofconcepts, thinking patterns
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Assimilation
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Add information into existing mental structuresor create new structures to accommodate new information
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Accommodation |
Changes to existing schema |
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Piaget's Model of Cognitive development |
Sensorimotor (Birth to 2 years) Preoperational (2 to 7 years) Concrete Operational (7-11 years) –concretemeaning simple/basic Formal Operational (11+ years) - formal meaning abstract |
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Sensorimotor Stage |
Understand world through sensory experiences& physical interactions with objects Begin to acquire language Requires stimulation/interactions with humans todevelop |
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Object Permanence |
Understanding that objects continue to existeven when they can no longer be seen (about 8 months) |
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Proportional Stage(Preschool Period) |
Develop increases ability to use material representations– logical and symbolic thought
Stage of many limitations |
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Egocentrism |
Inability to share other point of view) – notsomebody is self-centered, but somebody who is unable to understand someoneelse’s point of view
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Centration |
Children focus on one aspect only; typically the most striking feature |
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Lack of understanding towards conservation |
Theprinciple that basic properties of objects stay the same even though theiroutward appearance may change Ex. volume (tall and short containers), quantity, mass |
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Concrete OperationalPeriod |
Operations: Internal thought processes to solve problems Able to perform mental operations only onconcrete events and objects· Decentration and gradual mastery of conservation· Decline in egocentrism |
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Formal Operational Period |
Major feature of adult thought begins Able to think abstractly and deal withhypothetical situations No guarantee people will ever reach this stage |
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Criticisms of Piaget' Theory |
Ages in which abilities develop often happened earlier than Piaget stated Can you be between stage stages? (distinction) Didn't include the importance of language and social interactions with caregivers as a driving force |
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Lev Vygotsky |
More influential in educational psychology thanPiaget Emphasized the sociocultural influence oncognitive development Kids need to interact with each other vs. Piagetwould have kids work hands on and independently Language and culture critically important Did not believe in stages of development ---development could take many directions ex. better in some areas vs. others |
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Vygotsky's Zone of Proximal Development (ZDP) |
Difference between what child can doindependently and what he/she can do with assistance
More interested in potential – can they do it with help ---Piaget was more black and white – not allowed help, can they do it or not |
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Information Processing Approaches to CognitiveDevelopment
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Development is continual and gradual
Cognitive growth occurs as informationprocessing abilities gradually become more efficient |
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Personality and Social Development |
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