Fruiht 3120 Spring 2025 Study Guide Flashcards

Flashcards on Emotional Development, Attachment, Identity, Self Concept, and Gender, Morality, Aggression and Pro-sociality, Contexts: Families, Contexts: Peers and Romance, Context: Media, Big Theories and Themes in Development Research Methods, Heredity and GeneticsInfancy, Physical and Neural Development Cognitive Development and Language

What emotions do infants express at birth?

Infants express interest, distress, disgust, contentment.

What are the basic emotions shown between 2-7 months?

Joy, anger, sadness, fear, surprise, disgust.

What complex emotions develop between 12-24 months?

Shame, guilt, embarrassment, pride.

What are self-evaluative emotions and when do they emerge?

Require self-awareness; emerge once toddlers recognize themselves and others' perspectives.

When are self-conscious emotions shown in early childhood?

Mainly when observed by others.

What is the definition of EQ (Emotional Quotient)?

Ability to perceive, manage, understand, and use emotions effectively.

How does thinking/talking about other's emotions help children?

Enhances emotional vocabulary, self-regulation, empathy, and perspective-taking in children.

What is the definition of temperament?

Individual differences in emotional reactivity and regulation.

What are the characteristics of an 'easy' temperament?

Regular routines, adaptable, cheerful.

What are the characteristics of a 'difficult' temperament?

Irregular, intense reactions, slow to adapt.

What are the characteristics of a 'slow-to-warm-up' temperament?

Low activity, cautious but eventually adaptable.

What is the definition of attachment?

Emotional bond between child and caregiver.

What is a secure base in the context of attachment?

Trusted caregiver provides safety to explore.

What is stranger anxiety and when does it typically occur?

Fear of unfamiliar people (~6-12 months).

What is separation anxiety and when does it typically occur?

Distress when caregiver leaves (~8-15 months).

What is the psychoanalytic theory (Freud) on why attachment occurs?

Attachment from feeding/pleasure.

What is the behaviorist theory on why attachment occurs?

Reinforced by caregiver's presence.

What is the ethological theory (Bowlby) on why attachment occurs?

Biologically based, promotes survival.

How does a child with secure attachment respond to the Strange Situation?

Upset when caregiver leaves, soothed at return.

How does a child with avoidant attachment respond to the Strange Situation?

Ignores caregiver, little distress.

How does a child with resistant attachment respond to the Strange Situation?

Clingy, angry upon return.

How does a child with disorganized attachment respond to the Strange Situation?

Confused, fearful behavior.

What is an 'internal working model'?

Mental representation of self and others from attachment history.

How does an internal working model influence later development?

Influences friendships, trust, and romantic relationships later.

When do toddlers begin to demonstrate 'self-recognition' and pass the rouge test?

Around 18-24 months.

How is self-concept described during preschool years?

Self-concept is concrete and physical ("I have brown hair," "I can run fast").

How does self-concept change during middle childhood?

Becomes more comparative and evaluative ("I’m smarter than most kids in math").

How does self-concept change during adolescence?

Becomes more abstract, complex, and centered around internal traits, ideologies, and beliefs (I don't want to participate in society I am too silly for all of this)

How does Erikson describe identity development?

Teens explore different roles and ideologies to develop a coherent sense of self.

What is 'diffusion' in Marcia's Identity Statuses?

No exploration or commitment.

What is 'foreclosure' in Marcia's Identity Statuses?

Commitment without exploration.

What is 'moratorium' in Marcia's Identity Statuses?

Exploring, no commitment.

What is 'achievement' in Marcia's Identity Statuses?

Explored and committed.

What are the key developments between 2-3 years old regarding gender identity?

Development of gender language and labeling of the self with a gender.

What are the key developments between 3-5 years old regarding gender identity?

Development of gendered stereotypes & expectations.

What are the key developments between 5-7 years old regarding gender identity?

Understanding that gender is permanent and Gender policing peaks.

What are the key developments between 7-11 years old regarding gender identity?

Loosening of gender-role standards and understanding gender as 'performative'.

What are the key developments between 12-15 years old regarding gender identity?

Gender Intensification occurs. In an attempt to figure out what is means to be a man or woman, we tend to “overshoot” and take on overly gender stereotypical behavior

How do parents impact the development of gender identity?

Reinforce norms through play, emotional talk.

How do peers impact the development of gender identity?

Reward conformity, punish nonconformity.

How does media impact the development of gender identity?

Reinforces gender stereotypes.

What is the preconventional level of morality according to Kohlberg?

Obey to avoid punishment

What is the conventional level of morality according to Kohlberg?

Rules/laws = social order.

What is the postconventional level of morality according to Kohlberg?

Abstract principles > rules

What are the biological factors that impact moral development?

Brain maturation, empathy.

What are the cognitive factors that impact moral development?

Perspective-taking.

What are the social factors that impact moral development?

Parent discipline, moral models

What is the definition of aggression?

Behavior done intentionally to hurt someone else

How does aggressive behavior manifest in early childhood?

Physical, impulsive. Children don't know much about emotional regulation & socialization yet

How does aggressive behavior manifest in middle childhood?

Verbal, relational. Physical aggression decreases but verbal aggression increases

How does aggressive behavior manifest in adolescence?

Contextual, peer-driven. verbal aggression, emotional manipulation, & cyberbullying may become more common

What is hostile attribution bias?

Children who assume others’ actions are intentionally harmful are more likely to react aggressively.

Briefly describe Bronfenbrennor’s ecological systems model

Bronfenbrenner’s model explains how a child’s development is shaped by multiple layers of environment, from immediate settings like family to broader influences like culture and society, all interacting together to influence the child's growth and experiences.

What is responsiveness in the context of parenting styles?

Support and affection, response to child’s needs in a warm, accepting, supportive manner

What is demandingness in the context of parenting styles?

Regulation, supervision, and high expectations of responsible and mature behavior from children

What are the characteristics of authoritative parenting?

High responsiveness, high demandingness; linked to best outcomes (confidence, social skills).

What are the characteristics of authoritarian parenting?

Low responsiveness, high demandingness; can lead to obedience but lower happiness.

What are the characteristics of permissive parenting?

High responsiveness, low demandingness; may cause impulsivity, poor self-control.

What are the characteristics of neglectful parenting?

Low on both; often results in poor academic and social outcomes

Explain how parents and siblings can impact development and how they influence relationships with the other

Parents as Role Models: Children learn behavior, emotion regulation, and social norms through parental modeling.

Attachment Influence: Secure parent-child bonds foster trust and healthy peer relationships.

Sibling Relationships: Teach conflict resolution, empathy, and negotiation skills.

Mutual Influence: Parent treatment can shape sibling dynamics; sibling behavior can affect parenting style and attention

What type of social play is typically seen in infancy?

Unoccupied/Onlooker Play (Infancy): Babies observe or engage in random activity with little interaction.

What type of social play is typically seen in toddlerhood?

Solitary Play (Toddlerhood): Play alone, focused on their own activity.

What type of social play is typically seen in Preschool?

Associative Play (Preschool): Begin interacting and sharing toys, but with little coordination.

What type of social play is typically seen in Later Preschool ?

Cooperative Play (Later Preschool): Engage in shared goals, roles, and rules during play

Explain how our peer relationships and friendships change from middle childhood through adolescence, highlighting the role of cliques and peer collectives in this process and how those change in structure

Middle Childhood: Friendships based on shared activities and proximity; loyalty and trust emerge.

Early Adolescence: Cliques (small, close-knit groups) form; peers influence behavior and identity.

Mid to Late Adolescence: Crowds (larger, reputation-based groups) become prominent, shaping self-concept.

Later Adolescence: Peer groups become more mixed, less rigid; friendships deepen with emotional intimacy and support

Summarize the research about interaction with other-sex peers in adolescence and what dating relationships typically look like at different ages/stages.

• Early Adolescence: Other-sex interaction often happens in groups; dating is brief and status-focused.

• Middle Adolescence: Relationships become more common, with focus on emotional connection and peer approval.

• Late Adolescence: Romantic relationships grow deeper, more stable, and emotionally intimate.

Recognize key findings about adolescent sexuality and contrast various strategies that parents/school may use to prevent teens from engaging in sexual activity

• Key Findings: Most teens become sexually active by late adolescence; early activity linked to riskier behavior without proper guidance.

• Effective Strategies: Comprehensive sex education and open, honest parent communication reduce risky behavior and delay activity.

• Less Effective: Abstinence-only programs often fail to delay sexual activity or promote safe practices

Explain and apply the AAP’s 5 suggestions for media use in young children

1. Be a role model

2. Balance use with non-use

   • no solo screentime

   • have non-media activities too

3. Before 18 months, ZERO screen-time is best 

   • can’t connect media to the 3D world

   • monitored video-chatting (e.g. Facetime) is only the exception

4. Use evidence based products when you can

5. Avoid media a coping mechanism

Identify some key concerns about media use for children at each stage of development and summarize the research behind each concern. 

• Early Childhood: Language delays, attention issues.

• Middle Childhood: Cyberbullying, social comparison.

• Adolescence: Body image, addiction, mental health

Apply what you know about cognitive and identity development to an argument for or against children watching TV, playing video games, or using social media at different ages/stages.

Cognitive: Kids may misinterpret messages.

Identity: Media shapes self-image and group norms

Summarize the emerging literature about the positive and negative impact of social media on mental health. 

Positive: Connection, identity exploration.

Negative: Anxiety, FOMO, sleep disruption

What are some historical perspectives on the study of human development? Be able to briefly describe some of the historical theories we’ve discussed in class. 

• Freud: Psychosexual stages; early experiences shape personality.

• Erikson: Psychosocial stages across the lifespan.

• Piaget: Stages of cognitive development; children as active learners.

• Behaviorists (e.g., Skinner): Learning shaped by reinforcement/punishment

Know about the big type of development---provide an example of a biological, cognitive, and socio-emotional developmental change.

• Biological: Growth of the brain during infancy.

• Cognitive: Learning to read in early childhood.

• Socio-emotional: Developing empathy in middle childhood

Be able to describe the big themes of development including what is meant by “holistic” and “continuous” development, and “qualitative” and “qualitative” developmental changes.

• Holistic Development: All domains (biological, cognitive, socio-emotional) interact.

• Continuous Development: Gradual, cumulative changes (e.g., vocabulary growth).

• Discontinuous (Qualitative) Development: Stage-like shifts with new abilities (e.g., object permanence).

• Quantitative Development: Measurable growth (e.g., height, vocabulary size)

Describe and give examples of the big types of research/methods that developmentalists use

• Observational: Watching behavior in natural settings (e.g., observing toddler play).

• Experimental: Manipulating variables to test effects (e.g., testing memory after sleep vs. no sleep).

• Longitudinal: Studying same group over time (e.g., tracking reading skills from age 5 to 15).

• Cross-Sectional: Comparing different age groups at one time (e.g., 5-, 10-, and 15-year-olds).

Know what a cohort effect is and how might they effect developmental research. 

• Differences due to generational experiences, not age (e.g., teens growing up with smartphones vs. those who didn’t).

• Impact: Can skew results by making age differences appear developmental when they’re cultural/historical

Understand how is our environment influenced by our genetics? Recognize passive, evocative, and active influence of genetics and explain the “epigenetic view”? 

• Genetic Influence on Environment: Genes shape how we interact with and respond to our surroundings.

  • Passive Influence: Parents provide both genes and environment (e.g., athletic parents raise active kids).

  • Evocative Influence: A child’s traits elicit responses (e.g., outgoing kids get more social attention).

  • Active Influence: Kids seek environments that match their traits (e.g., shy child avoids crowds).

• Epigenetic View: Development results from interaction between genes and environment; environment can turn genes on/off.

• Describe how twin studies work to tell us about the role of genetics vs. environment

Twin Studies: Compare identical (same genes) vs. fraternal (50% shared genes) twins to estimate genetic vs. environmental contributions to traits.

Summarize and compare early development (in utero, at birth, and beyond) of sensation and perception (taste, smell, hearing, touch, vision). Sensation & Perception:

• Taste & Smell: Develop in utero; newborns prefer sweet tastes and recognize mother’s scent.

• Hearing: Functional before birth; newborns prefer familiar voices/sounds.

• Touch: Well-developed at birth; essential for bonding and soothing.

• Vision: Least developed; blurry at birth, improves rapidly—prefer faces and contrast.

Apply the basics of learning theory to infant development and be able to give examples of observational learning and operant conditioning.

• Observational Learning: Infants mimic facial expressions or actions they see.

• Operant Conditioning: Behaviors increase with rewards (e.g., smiling gets attention), decrease with lack of response or mild discomfort

• Know about the two big physical “growth spurts” in childhood to be able to describe the key developmental characteristics and sex differences of each.

• Two Physical Growth Spurts:

  • Infancy (0–2 years): Rapid height/weight gain, brain and motor development surge.

  • Adolescence: Puberty-driven growth; girls start earlier, boys gain more muscle mass and height.

Be able to describe the key characteristics of two big “neural growth spurts” 

• Infancy: Rapid brain growth, synaptogenesis, and myelination support basic functions.

• Adolescence: Pruning and myelination increase efficiency; major changes in emotional and cognitive systems.

Know the functions and developmental roles of the limbic system and prefrontal lobe and how they relate executive function. 

• Limbic System: Processes emotions and reward; develops early—contributes to adolescent risk-taking.

• Prefrontal Cortex: Governs decision-making, impulse control, and planning; matures late—key to executive function development

Know the characteristics of the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage and recognize the characteristic changes in thinking that define each. 

• Sensorimotor (0–2): Learn through senses/movement; develop object permanence.

• Preoperational (2–7): Use symbols, egocentric thinking, limited logic.

• Concrete Operational (7–11): Logical thinking about concrete objects; understand conservation.

• Formal Operational (12+): Abstract, hypothetical reasoning develops.

Describe Vygotsky’s socio-cultural theory and give an example of the “zone of proximal development” and scaffolding. 

• Learning occurs through social interaction.

• Zone of Proximal Development: Skills a child can do with help (e.g., solving a puzzle with guidance).

• Scaffolding: Temporary support tailored to learner’s level (e.g., helping with math, then gradually stepping back).

Describe some mechanisms for the improvement of long term memory—why do encoding, storage, and retrieval improve?

• Encoding Improves: Children get better at focusing attention, using strategies like rehearsal or imagery to organize information.

• Storage Improves: Brain maturation increases capacity and strengthens neural connections, especially in the hippocampus.

• Retrieval Improves: With experience, kids learn cues and strategies (like categorization) that help access stored information more effectively

Describe how bilingualism impacts language development. 

May delay early vocabulary slightly but improves metalinguistic awareness, cognitive flexibility, and executive control long-term.