Pyschology 2000 | Chapter 9 | Lifespan Development

lifespan development

Study of age-related changes in physical, cognitive, and social dev, from conception to death

physical development

growth / changes in body / brain, senses, motor skills, health / wellness

cognitive development

learning, attention, memory, language, thinking, reasoning, and creativity

psychosocial development

emotions, personality, and social relationships

normative approach

looks at what normal development looks like / compares individual development to group averages

developmental milestones

specific normative events, such as when children walk, talk, etc

continuous development

dev involves gradual, ongoing changes throughout life span

discontinous development

distinct / separate stages w/different kinds of behavior occurring in each stage

nature

genetic profile, biological influences we are born with

nurture

enviromental factors that shape development

Psychosexual Theory of Development

Psychosocial Theory of Development -

trust vs. mistrust

autonomy vs. shame and doubt

initiative vs. guilt

industry vs. inferiority

identity vs. confusion

intimacy vs. isolation

generativity vs. stagnation

integrity vs. dspair

cognitive theory of development

schematas aka schemas

assimilation

accommodation

sensorimotor stage

The first stage of Piaget's theory lasts from birth to approximately age two and is centered on the infant trying to make sense of the world.

object permanence

ability to understand an object is permanent even if you can’t see it

animinsm

is the belief that objects have lifelike qualities and are therefore capable of having feelings, intentions and emotion

preoperational stage

The preoperational stage occurs roughly between the ages two and seven.

conversation

gametes

sperm and egg cells

zygote

new cell formed by union of egg / sperm cells

conception

sperm/egg unite in fallopian tubes

placenta

connection b/w mother/fetus - nourishment/oxygen via umbilica cord

ectoderm

outer layer; skin, nervous system

endoderm

inner layer; viscera

mesodern

middle layer; muscle / bone

prenatal care

- medical care during pregnancy to monitor health of mother/fetus

- can reduce risks, complications

teratogens

harmful environment elements that can affect fetus

phocomelia

absense or severe underdevelopment of limbs

smoking

reduces o2 that can go to developing fetus

alcohol

can lead to fetal alcohol spectrum disorders(heart defects, body malformations)

newborn reflexes

refexive behaviors present at birth

rooting reflex

touch infant on chee,; will turn and open mouth

moro reflex

if infant feels they are falling, they will arch their backs, throw their heads back, and throw arms out, then bring them back to center line of body

attachment

emotional tie with another person

secure

caregivers provide a safe and supportive environment for children

ainsworth’s “stange situation”

observe child, caregiver (CG) in different situations

secure attachment

some distress on separation; happy when reunited.

- seek comfort

avoidant attachment

avoid caregiver; no distress on leaving; don’t acknowledge return

- sometimes, CG is abusive/neglectful

ambivalent or resistant attachment

very distressed when caregiver leaves; want to reestablish contact but angry

- sometimes, CG is not very available

disorganized attachment

confusing mix of beh

- sometimes, CG is inconsistent; baby doesn’t know what to expect

self-concept

sense of self as separate; ideas about self

demandingness

how strict, rule-oriented parents are

responsiveness

how emotionally available parents are

Authoritative style – high demandingness / responsiveness

Outcomes – happy, do well in school

Authoritarian style – high demandingness, low responsiveness

Outcomes – obedient, do well in school; low in happiness, social competence, self-esteem

Permissive style – AKA indulgent style – low demands, high responsiveness

Outcomes – low in happiness, self-regulation; problems w/authority, underperform in school

Uninvolved style – low demands, low responsiveness, little communication

Outcomes – low self-esteem, lack of self-control, few friendships; most likely to drop out of school

adolescence

transitional period b/w childhood and adulthood

adrenarche

increase in androgen production, resulting in bodily changes

gonardarche

maturation of gonads

primary sexual characteristics

directly related to reproduction

secondary sexual characteristics

bodily changes that make us look more male or female

menarche

1st menstrual cycle

spermarche

first ejection

brain development

rontal lobes are still developing; won’t finish forming until the age of 25

emerging adulthood

18-mid-20s. In-between time of identity exploration – work and love.