module 8: developmental psychology

cross-sectional

comparing people of different ages at same point in time

cross-sectional

similarities due to context of a cohort can confound findings

longitudinal

tracking single cohort (age group) over long period of time

longitudinal

lose participants due to life circumstances or drop out

cross-sequential

people of different ages are followed over a long period of time

cross-sequential

helps to reduce confounding variables

0-2

sensorimotor

sensorimotor

knowledge through the senses

sensorimotor

gradually acquire object permanence

2-6

pre-operational

pre-operational

egocentric

pre-operational

uses symbolic thought— words, images

pre-operational

inability to understand conservation

piaget’s theory of cognitive development

sensorimotor, pre-operational, concrete operations, formal operations

6-12

concrete operations

concrete operations

logical rules for concrete problems

12+

formal operations

formal operations

thinks scientifically and hypothetically about abstract principles

0-1

oral

oral

mouth pleasure center— sucking reflex

1-3

anal

anal

learning to control bodily functions— toilet training

3-6

phallic

phallic

sexual desires towards opposite sex parent— oedipus and electra complex

freud’s psychosexual theory

oral, anal, phallic, latency, genital

6-12

latency

latency

sexual instincts subside— develop superego and conscious

genital

sexual impulses reemerge

12+

genital

0-1

trust vs mistrust

erikson’s theory of psychosocial development

hope, will, purpose, competence, fidelity, love, care, wisdom

1-3

autonomy vs shame and doubt

hope

are others reliable?

will

allowed to exercise self-control?

3-5

initiative vs guilt

purpose

goal-setting; is that encouraged?

competence

can reason, likes successes

6-11

industry vs inferiority

12-18

identity vs role confusion

fidelity

who am i? integration of selves

love

new intimate relationships

18-35

intimacy vs isolation

36-55

generativity vs stagnation

care

empathy, concern, caring for others

wisdom

reflecting on life; who was I?

55+

integrity vs despair

industry vs inferiority

most important stage according to erikson

infancy to childhood

motor development; physical

5-7; 2-3

lbs and inches per year; physical; infancy to childhood

90

percentage of brain developed at age 6; physical; infancy to childhood

55

percentage of brain developed by age 2

adolescence

maturing of adrenal and sexual glands; physical

adolescence

rapid increase in height; physical

adolescence

menarche, spermarche; physical

early adulthood

physical maturation complete

middle adulthood

gradual physical decline

late adulthood

last stages of physical change

infancy to childhood

significant development of cognitive abilities and thought processes

infancy to childhood

language and communication skills partially inborn, partially learned

adolescence

more complex abilities; processing speed and efficiency

adolescence

more capable of abstract thought

adolescence

cognitive empathy

adulthood

complex; ever-changing; cognitive

adulthood

crystallized intelligence

late adulthood

decline in fluid intelligence

infancy to childhood

bowlby attachment theory; sense of self and parenting style; social

bowlby attachment theory

avoidnce, resistant, disorganized, secure

adolescence

form identity, pull away from parents; social

adolescence

peer relationships become central focus

adulthood

need to have and find meaning; social

adulthood

define oneself based on career

adulthood

familial relationships central focus; social

infancy

right and wrong— what feels good or bad

toddler

right and wrong— what they are told by others

kohlberg’s stages of moral development

infancy, toddler, preschool, 7-10, preteen/teen

preschool

internalize family values, consequences of behaviors

7-10

strong sense of “should” and “should not”

preteen/teen

reason abstractly “right” and “wrong; aware of larger society

gender identity

sense of being male or female

gender dysphoria

discomfort identifying with one’s biological sex

sex role stereotypes

men are more aggressive, women are more delicate

sex/gender roles

expected gender behaviors based on societal norms

sex role socialization

born male or female; taught to be masculine or feminine

nature/heredity

all genes and factors influence who we are

nature/heredity

characteristics and traits are product of evolution

nurture/environment

everything we are and know is based on experience

behaviorism

all or most result from learning and conditioning

nurture/environment

behaviorism