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;
51 Cards in this Set
- Front
- Back
|
Developmental Psychology
|
The study of how behavior changes over the life span
|
|
|
Post hoc Fallacy
|
Logical error where you assume that A causes B, just because A came before B For example all serial killers drink milk as babies, therefore milk causes people to become serial killers |
|
|
Bidirectional Influences
|
Human development is almost always a two way street Children's development influences their experiences, but their experiences also influence their development |
|
|
Cohort Effects
|
Sets of people who lived during one period can differ in some systematic way from people who lived during a different period choosing between cross sectional and longitudinal designs |
|
|
Influence of early experience
|
Early influence from the world exerts a significant impact on development .....but so does all other input through out life Myths of infant determinism and childhood fragility |
|
|
The Nature-Nurture Debate
|
Both are important in shaping development its not an "either-or" issue any longer Gene-environment interaction impact of genes on behavior depends on the environment where behavior develops |
|
|
The Nature-Nurture Debate Nature via Nurture |
people with certain genetic predispositions often seek out, and create their own environments
|
|
|
The Nature-Nurture Debate Gene Expression |
Activation or deactivation of genes by environmental experiences throughout development
|
|
|
Conception & Prenatal Development Most dramatic changes occur during early __________ development |
prenatal
|
|
|
Conception & Prenatal Development A zygote is formed when what happens? |
A zygote is formed when sperm cell fertilizes an egg
|
|
|
Prenatal Development Step 1 |
Zygote divides over and over to form a blastocyst during the germinal stage
|
|
|
Prenatal Development Step 2 |
In the middle of the second week, cells begin to assume different functions and the blastocyst becomes an embryo
|
|
|
Prenatal Development The embryonic stage lasts until ___ weeks |
8
|
|
|
Prenatal Development By the ____ and the start of the ________ stage the major organs are established and the heart beats |
9th fetal The fetus continues physical maturation and "bulking up" until birth |
|
|
Brain Development Between day ____ and the _____ month neurons grow at an incredible rate |
18 6th up to 250 000 neurons per minute at times |
|
|
MOTOR DEVELOPMENT Infants are born with a large set of what? |
automatic motor behaviors (reflexes) -sucking and rooting reflexes |
|
|
MOTOR DEVELOPMENT Motor behaviors are ___________ motions that occur as a result of _______-___________ force that moves the _________ & __________ |
bodily self-initiated bones & muscles |
|
|
MOTOR DEVELOPMENT Wide range in the rate and manner at which children achieve ____________ ____________ |
motor milestones Influenced by physical maturity and, as well as cultural and parenting practices |
|
|
MOTOR DEVELOPMENT motor milestones are always achieved in the same ____________ ____________ |
developmental sequence
|
|
|
PHYSICAL DEVELOPMENT IN CHILDHOOD The relative size of our body parts changes dramatically during the first _____ years of life |
20
|
|
|
THEORIES OF COGNITIVE DEVEOPMENT Numerous explanations of how we acquire the ability to learn, think, communicate, and remember over time Differ in three ways: |
1. Stage like vs. Gradual changes in understanding 2. Domain general vs. Domain specific 3. Principal source of learning |
|
|
JEAN PIAGET __________ psychologist who presented the first complete account of ___________ ____________ |
Swiss cognitive development |
|
|
JEAN PIAGET __________ theorist who believed skills were ___________-___________ |
stage domain-general |
|
|
JEAN PIAGET Thought endpoint of cognitive development is ability to _____________ _____________ and _____________ |
reason logically hypothetically |
|
|
Piaget's Theory
|
Children use assimilation to acquire new knowledge within a stage When one can no longer assimilate new information, accommodation forces changes between stages what shape is the earth |
|
|
PIAGET'S STAGES ___________ stages, each with a specific way of looking at the world and ___________ limitations: |
four cognitive 1. Sensorimotor 2. Preoperational Stage 3. Concrete Operations 4. Formal Operations |
|
|
1. Sensorimotor |
Birth – 2 years
Focus on the here and now Lack object permanence and deferred imitation Major milestone is mental representation Copyright |
|
|
2. Preoperational |
2 – 7 years
Marked by an ability to construct mental representations of experience Hampered by egocentrism and inability to perform mental operations Lack conservation |
|
|
3. Concrete Operations |
7 – 11 years
Can perform mental operations, but only for actual physical events Copyright |
|
|
4. Formal operations |
11 – adulthood Can understand hypothetical reasoning beyond the here and now Also logical concepts and abstract questions Copyright |
|
|
Cons of Piaget |
•Development is more continuous •Probably underestimated children’s competence •Culturally biased methods Copyright |
|
|
Lev Vygotsky |
•Theory focused on social and cultural influences on cognitive development •Parents structure environments for learning and then gradually remove it (scaffolding) •Zone of proximal development for learning |
|
|
Cognitive Changes in Adolescence |
Frontal lobes don’t fully mature until late adolescence or early adulthood
•Personal fable and feeling unique and special •Teens may just not care about risks Copyright |
|
|
Cognitive Function in Late Adulthood Many aspects of cognition decline |
•Ability to recall information •Overall speed of processing But many stay stable or increase •Cued recall and recognition •Remembering pertinent information •Vocabulary and knowledge tasks |
|
|
Early Social Development Stranger anxiety starts at: |
8-9 months, peaks at 12-15 months Differences in children’s social and emotional styles reflect differences in temperament |
|
|
Early Social Development Differences in children’s social and emotional styles reflect differences in _______________ |
temperament
|
|
|
Temperament •Early appearing and largely genetic •Three major styles: |
•Easy (40%) •Difficult (10%) •Slow-to-warm up (15%) •Approximately 10% of children may be behaviourally inhibited |
|
|
Attachment |
•Emotional connection we share with those to whom we feel closest •Imprinting and possible sensitive periods for healthy interpersonal relationships •Rutter’s studies of Romanian orphans |
|
|
Contact Comfort Behaviourists assumed children bonded with those that provided: |
them nourishment
•Harry Harlow’s work with rhesus monkeys showed otherwise •Reassuring physical contact played huge role in developing attachment |
|
|
Attachment Styles Refers to how infants react when separated from primary caregiver - Strange Situation task Four categories of behavior: |
1.Secure attachment (60%) 2.Insecure-avoidant attachment (15%-20%) 3.Insecure-anxious attachment (15%-20%) 4.Disorganized attachment (5%-10%) |
|
|
Attachment Styles
|
•Show large cultural differences •Subject to the mono-operations bias •Lack of reliability on the Strange Situation •Changing styles over brief times •Different styles for mom vs dad (40% of infants) |
|
|
Parenting Styles |
Permissive – tend to be lenient, little discipline, very affectionate
Authoritarian – Very strict, punishing, little affection Authoritative – Supportive but set clear and firm limits Uninvolved – neglectful and ignoring |
|
|
Other Parenting Issues |
•Influence of peers vs parents on social development •Fathers differ from mothers in several ways •Less attentive and affectionate towards babies •Spend less time with babies •More time in physical play, thus preferred as playmates |
|
|
Fathers •Fathers differ from mothers in several ways: |
Less attentive and affectionate towards babies --- INCORRECT (Lamb et al)
•Spend less time with babies •More time in physical play, thus preferred as playmates – (Not Exactly Correct) |
|
|
Other Parenting Issues 2 |
•Impact of single-parenthood on children is unclear •Impact of same-sex parents on development is much clearer •No difference from opposite-sex couples in social adjustment, academics, or sexual orientation |
|
|
Other Parenting Issues -divorce
|
•Most children come out of divorce without long-term emotional damage •Effects depend on severity of conflict prior to the divorce •The higher the conflict the better the outcome |
|
|
Development of Gender Identity •Sex refers to:
gender to: |
biological status psychological characteristics |
|
|
Development of Gender Identity ____________ influences also play a role in gender development |
•Social •Encouragement of types of behaviour •Expectations of behaviour |
|
|
Identity Development •One main challenges during adolescence is development of an identity: |
who we are, our goals and priorities
•Erikson developed a comprehensive model to explain identity development •Slim research basis for support, though |
|
|
Kohlberg’s Moral Development Used several moral problems to see what principles people used to solve them Three major stages |
1.Preconventional – focus on punishment and reward 2.Conventional – focus on societal values 3.Postconventional – focus on internal moral principles |
|
|
Kohlberg’s Moral Development Criticisms |
•Cultural bias - individualist vs. collectivist cultures •Sex bias - ‘justice’ vs. ‘caring’ orientations •Low correlation with moral behaviour •Confounded with verbal intelligence •Assumes moral reasoning precedes emotional reaction to moral issues |
