Gen Psych Exam 3

Chapters 9-11

Lifespan development

-from womb to tomb

-how a human develops through each stage of life

physical development

growth and changes in the body and brain

cognitive development

learning, attention, memory, language, thinking changes over time

psychosocial development

emotions, personality, social relationships over time

normative approach

-creating developmental milestones

-normative psychologists studied a large number of children at varying ages

-achieving certain behaviors at certain times

biological milestones

-puberty

-tend to be universal

social milestones

-beginning school

-tend to depend on culture

continuous development

-development is a cumulative process

-focus on gradual change

-growing inch by inch

discontinuous development

-development has unique stages

-it occurs at specific times or ages

-infants ability to conceive object permanence

nature

-our genetic makeup and…

-…its influence on our cognitions and behaviors

nurture

-our interactions with our environment

-parents, peers, school, community, culture

nature vs nurture

-breaks down into 51% nurture, 49% nature

psychosexual theory of development

-Freud broke his theory into stages of psychosexual development

-proposed that children have pleasure seeking urges associated with different areas of the body

-development is discontinuous

oral stage (Freud)

-birth to 18 months

-mouth is the focus of stimulation sucking, biting, feeding

Anal Stage (Freud)

-18 months to 3 years

-focus shifts to the anus and control of bladder and bowel movements, toilet training

Phallic stage (Freud)

-6 years to puberty

-focus on the genitals, becoming aware of gender, Oedipus/ Electra complex

latency stage (Freud)

-6 years to puberty

-sexual impulses are repressed or dormant

-allowing children to focus on social skills

Genital Stage (Freud)

-puberty to death

-focuses on mature sexual intimate relationships, and adult responsibilities

Psychosocial theory of development

-Erikson

-emphasizes the social nature of development

-proposed that personality development takes place all throughout the lifespan

-how we interact with others affect our sense of self

-8 stages of development: infancy to death

Trust VS Mistrust (Erikson)

-Birth to 12 months

-trust or (mistrust) that basic needs will be met

-parents consistently respond to the infants needs

Autonomy VS Shame (Erikson)

-12 months to 3 years

-develop a sense of independence

-dressing themselves, pour their own juice

-can develop shame and doubt if they are punished for being independent

Initiative VS Guilt (Erikson)

-3 years to 6 years

-take initiative on activities

-learning to plan and achieve goals while interacting with others

Industry VS Inferiority (Erikson)

-7 years to 11 years

-develop self confidence in abilities

-or sense of inferiority when not confident

-children begin to compare themselves to their peers

Identity VS Confusion (Erikson)

-12 years to 18 years

-experiment with and develop identity and roles

-trying on different styles, behaviors, and thoughts

Intimacy VS Isolation (Erikson)

-19 years to 29 years

-establishing intimacy and relationships with others

-requires a strong sense of self (identity) before developing relationships with others

-Failure to do so can lead to feelings of loneliness and emotional isolation

Generativity Vs Stagnation (Erikson)

-30 years to 64 years

-contributing to society and being part of a family

-volunteering, mentoring, raising children

-if isolated, may experience stagnation

Integrity VS Despair (Erikson)

-65 plus

-assessing and making sense of life

-looking back on your life with satisfaction, or regret

Cognitive theory of development (Piaget)

-rather than personality or social growth, Piaget focused on cognitive growth.

-he believed that thinking is a central part of development

-proposed that our cognitive abilities develop through specific stages

-discontinues develop

Schema

-mental models that help us categorize and interpret information

-mental filing cabinet that organizes the stuff we know

assimilation

-bringing new, but similar, information into a schema

accomodation

-changing a schema based on new info

sensorimotor stage (Piaget)

-birth to 2 years

-infants learn about the world through their senses and motor behaviors

-learning that kicking legs move the toy, anything and everything will be chewed on

object permanence

-understanding that if something is out of sight it still exists

-develops between 4-12 months old

preoperational stage (Piaget)

-2 to 7 years

-operational = logic, prelogic stage

-children can us symbols to represent words, images and ideas

-do not have understanding of conservation

conservation

-idea that even if you change the appearance of something, it is still equal as long as nothing is added or removed

concrete operational stage (Piaget)

-7 to 11 years

-children can think logically about real events

-doing math problems with blocks and chips

-by this time children have mastered the conservations

-they understand reversibility

reversibility

-objects can be changed then return back to original condition

formal operational stage (Piaget)

-11 to adulthood

-children can deal with abstract ideas and hypothecia situations

-they can handle doing mental math

-they can read a book and understand deeper meanings

conception

-when sperm cells fertilize an egg and forms a zygote

-the zygote starts as a single cell but rapidly divides

germinal stage

-weeks 1-2

-fewer than half of zygotes survive past 2 weeks

-after 5 days the zygote is about 100 cells

-has not attached to the uterine lining yet

embryonic stage

-weeks 3 to 8

-after 7-10 days the zygote travels down the fallopian tubes and implants on uterine lining

-called an embryo

-placenta begins to grow

fetal stage

-weeks 9 to 40

-embryo is now called fetus

-9-12 weeks sex organs begin to differentiate

-16 weeks fetus is 4.5 inches long

-24 weeks weighs about 1.5 pounds

-36 weeks the fetus is almost ready for birth

Prenatal care

-during each prenatal stage, genetic and environment factors can affect development.

-a developing fetus is completely dependent on the mother for life

-important that expecting mothers receive prenatal care

-can reduce the risk of complications during pregnancy

teratogen

-an environmental agent- biological, chemical or physical

-causes damage to the developing embryo or fetus

-EX: alcohol, nicotine, lithium, infections, x-rays, diabetes, obesity, hyperthermia, blood type

infancy through childhood

-average newborn weighs about 7.5 pounds

-they have newborn reflexes

rooting reflex

baby turns their head when you touch their cheek

palmer reflex

baby closes their hand when you touch their palm

Moro reflex

-startle response, baby stretches their arms and legs, arches their back

motor skills

our ability to move our bodies and manipulate objects

fine motor skills

focus on small muscle groups

-finger, toes, eyes, coordination of small actions

gross motor skills

-focus on large muscle groups

-arms, legs, back, abdomen coordination of large actions

cognitive development (infants)

-young children show significant development of their cognitive abilities

-infants use their senses and movements to learn about the world

-toddles are able to understand symbolism and play make believe

-young children are able to solve concrete problems

-older children are able to handle hypothetical questions and understand deeper meanings

adolescence

-period of development that begins at puberty and ends at emerging adulthood

-seen as a time to develop your identity and independence

-development of primary sexual characteristics (uterus, ovaries, testicles)

-development of secondary sexual characteristics (breasts)

cognitive development (children)

development of cognitive empathy

-ability to take the perspective of others and feel concerns for others