AP Pysch U3 Development and Learning

Chronological development

development from infancy to adulthood in chronologically ordered events

Lifespan development

developmental patterns of growth, change, and stability in behavior that occur throughout the entire life span

Chronological development

development from infancy to adulthood in chronologically ordered events

Lifespan development

developmental patterns of growth, change, and stability in behavior that occur throughout the entire life span

Stability and change

Certain aspects of our persona, such as temperament, remain consistent (Stability). Conversely, factors like our social attitudes exhibit more variability, particularly during the transformative adolescent years (Change).

Nature and nurture

Genetic traits (Nature) such as temperament and personality influence social behavior, while environmental factors (Nuture) such as parenting styles, peer relationships, and cultural norms and values shape social development.

Continuous development vs Discontinuous development

Growth is a gradual and continuous process, vs biological maturation leading to distinct stages or phases.

Teratogens

agents, such as chemicals and viruses, that harm the embryo/fetus during prenatal development

Fine motor coordination

• small muscle groups

• finger dexterity and/or skilled manipulation of objects with the hands

Gross motor coordination

• Large muscle movements as in running, walking, skipping, and throwing.

Maturation

Biological processes changing our behavior as we age, uninfluenced by external factors.

Reflexes

specific patterns of motor responses triggered by specific patterns of sensory stimulation

Rooting reflex

• infant reflex

• when touched on the cheek, infant turns towards source for touch, opens mouth, and searches for nipple

Visual cliff

device for testing depth perception in infants and young animals

Critical periods

Periods of time in developmental sequence where certain kinds of environmental/social/sensory experiences

Sensitive periods

time periods when specific skills develop most easily, brain is especially receptive to certain stimuli

Imprinting

the process by which certain animals form strong attachments during an early-life critical period

Growth spurt

something I didn’t have smh

The relatively sudden and rapid physical growth that occurs during puberty (and infancy). Each body part increases in size on a schedule: Weight usually precedes height, and growth of the limbs precedes growth of the torso. (that’s why guys have gangly arms and legs)

Puberty

sexual maturation, a person becomes capable of reproducing

Primary sex characteristics

characteristics directly relating to reproduction, ex.(ovaries, testes, and external genitalia)

Secondary sex characteristics

non-reproductive sexual characteristics, ex. body hair, breasts, deep male voices, etc.

Menarche

first menstrual cycle

Spermarche

first ejaculation

Menopause

menstrual cycles stop, around 50 years of age.

schemas

mental concepts/frameworks we use to label and understand the world.

Assimilation vs Accommodation

interpreting new information using our existing schemas vs adapting schemas to fit new information

sensorimotor stage

from Piaget's theory, 0-24 months, infants interpret the world via sensory impressions and motor activities

In sensory motor stage: Object permanence

the awareness that things continue to exist even when not perceived

Preoperational stage

in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

In this stage: Mental symbols

represent objects in the real world

Pretend play

make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one

Conservation

the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

Reversibility

the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point

Animism

Belief that objects, such as plants and stones, or natural events, like thunderstorms and earthquakes, have a discrete spirit and conscious life.

Egocentrism

Piaget's theory, the preoperational child's difficulty to comphrend another’s point of view

Theory of mind

not everyone is exactly like you.

An awareness that other people's behavior may be influenced by beliefs, desires, and emotions that differ from one's own.

Concrete operational stage

7-12, elementary-intermediate
-2D thinking
-learn to think logically based on the things they have experienced
-math and science
ex: can do multiplication and division, but not algebra

Systematic thinking

approaches problems in a rational and analytical fashion

Formal operational stage

12+

-3D thinking
-Abstract reasoning (justice, love, fairness, etc)
-manipulate objects in our mind (i can do that :D)
-Hypothetical situations
-meta-cognition-thinking about thinking
-Plan ahead

Abstract thinking

Thinking about ideas and concepts, ex. what is love? baby don’t hurt me

Hypothetical thinking

bruh Thinking that is based on what is possible, and not just what is real, "if-then" thinking.

Scaffolding

temporary support to reach a new, higher level

Zone of proximal development

things the learner can do with help

Crystallized intelligence

Accumulated knowledge

Fluid intelligence

Reasoning + problem solving (working memory)

Dementia

Progressive decline in mental abilities and memory. Personality changes, thinking impaired

Phonemes

in language, the smallest distinctive sound unit

ex: cat has 3 c/a/t/

Morphemes

the smallest unit of meaning
ex; prefixes/roots/suffixes
ex: un/reach/able

Semantics

-the set of rules by which we derive meaning from morphemes, words, and sentences in a given language
- the meaning and interpretation of words, signs, and sentence structure

Grammar

Rules that allow us to communicate with and understand others

Syntax

Specific arrangement of words/phrases to create well-formed sentences in a language.

Cooing

0-6 months- early vowel-like sounds

Babbling

6-8 months- infant spontaneously utters nonsense sounds

One-word stage

age 1 to 2 - child speaks mostly in single words

Telegraphic speech

early speech stage in which a child speaks like a telegram—"go car"—using mostly nouns and verbs.

Overgeneralization of language rules

I goed to the park when I saw two mouses. There were some womans wered screaming

Ecological systems theory

Social environment effect on development

Microsystem

groups that have direct contact with you
ex: friends, parents, teachers, coworkers

Mesosystem

the relationships between groups in the microsystem
ex: how do these relationships guide development
ex: how does student-parent relationship effect development

Exosystem

indirect factors in an individual's life
ex: problems in the parents and teachers life that may effect the student

good picur

authoritarian

high demands/low responsiveness
-successful in future
-anxious
-insecure
Ex: authoritarian=dictator

authoritative

Optimal parenting style
high demand/high responsiveness
-gives freedom, but stay inside the box
-Grow up to be: confident, self reliant, happier, more successfu

Permissive

low demand/high responsiveness
-Will comfort you, but no demands
-Grow up to be: less mature, more impulsive, more dependent, more demanding, less successful

Neglectful

its not a vocab word but imma still do it

low demand/low responsiveness
-Neglectful
-No emotional bonds, often have low self esteem

Attachment Styles

behavior people exhibit in relationships, based on attachment to caregivers early in life

4 types: secure, dismissive, preoccupied, fearful

Secure attachment

Distressed when mother leaves, Positive and happy when mother returns.

self-assured, direct, responsive
develops trust

Insecure attatchment

Anxiety and avoidance of trusting relationships.

3 types: Avoidant, Anxious, and Disorganized

Avoidant attachment

No sign of distress when the the mother leaves, The Infant shows little interest when the mother returns.

Avoidance and lack of commitment in relationships

Anxious Attachment

Intense distress when the mother leaves, Mother in unable to comfort.

Clingy in relationships

Disorganized attachment

Inconsistent reactions to the caregiver's departure and return

yall tweaking in them relationships

Temperament

emotional reactivity and intensity
ex: difficult vs easy-going

Separation Anxiety

distress when caregiver is absent

Parallel Play

physically in same spot, but doing their own thing/play

Ability to like zone out

Pretend play

assigning different, symbolic roles to objects/people

so, roleplay

egocentrism

inability to comprehend other people’s perspectives

ex A young child covering their eyes and believing they are invisible.

Imaginary Audience

the tendency of adolescents to see themselves as the object of others' attention and evaluation
Ex: "they're all staring at me"

personal fable

A belief that they are special and unique, so much so that none of lifes difficulties or problems will affect them regardless of behavior
Ex: thinking they're invincible, so they take risks like drinking and driving

Social Clock

when adulthood begins and when major life events occur, ex marriage, dating, retirement, etc

Emerging adulthood

the transitional period from adolescence to adulthood, spanning approximately 18 to 25 years of age

stage theory of psychosocial development

people must resolve psychosocial conflicts at each stage of the lifespan (8 of them)

Trust and mistrust

1st year
-caregiver and environment must show care for baby, and baby trusts that they will (trust in humanity)
If doesn't happen: suspicion, fear of future events

Autonomy vs. Shame and Doubt

2nd year
Needs to feel independence, and self adequacy
If doesn't happen: feelings of shame and self doubt

Intiative vs guilt

3rd-5th year
need to be a "self-starter" "friendships"
If doesn't happen: sense of guilt and inadequacy to be on ones own

Industry vs inferiority

6th year-puberty
Need to learn how things work, to understand organization
If doesn't happen: a sense of inferiority at understanding and organizing
"I can't keep up" "I'm a failure"

Identity vs Confusion

adolescence-25 years
Needs to become a unique and integrated person
If doesn't happen: confusion over who and what one really is

INDETITY CRISISIS

Intimacy vs Isolation

early adulthood 25-35
Need to make commitments to others, to love
if doesn't happen: inability to form affectionate relationships (what many people regret when older)

Generativity vs stagnation

middle age
Need family to care for and participate in society
If doesn't happen: concern only for self, one's own well being and prosperity, feeling of stagnancy.

Integrity vs despair

senior-death
Need a sense of integrity and fulfillment, a willingness to face death
If doesn't happen: dissatisfaction with life, despair over prospect of death

Adverse childhood experiences (ACEs)

Stressful or traumatic experiences, including:

• abuse

• neglect

• household dysfunction

• domestic violence

• growing up seeing substance abuse

• mental disorders

• parental discord

• crime

among many other things.

Achievement (adolescent development)

Achieving identity as an adolescent through reflection and thought.

Diffusion (adolescent development)

You haven't begun to think things through about your identity
just living day by day

literally 90% of people literally im smh, so annoying when ppl don’t overthink their identity

Foreclosure (adolescent development)

your identity is based on what others want from you (parents say you are going to be this, or go to this school)

Moratorium

process of figuring out ur identity (me rn literally crashing out)

Racial/ethnic identity

ur race, ex african american

Sexual orientation

ex i’m gay

Religious identity

ex chirstian

Occupational identity

ex, i am a doctor

Familial identity

ex i am a daughter and sister

Possible selves

a person's ideas of what they might become, what they would like to become, and what they fear becoming, etc.

Behavioral perspective

All behaviors are learned through interactions with the environment, emphasizing stimulus-response relationships and conditioning.

Classical conditioning

a neutral stimulus, when repeatedly paired with an unconditioned stimulus, eventually elicits a conditioned response

bell with food= saliva with bell