Psychology Unit 3 Developmental Psychology

Developmental Psychology

Branch of psychology that studies changes or patterns in development through life

Linguistic Determinism

Wharf’s belief that languages determine how we think

Linguistic Relavism

Language influences how we think

Chronological Development

Specific change appears at certain ages; studies specific changes at certain ages or milestones (Ex. Starting School)

Thematic Development

Specific changes appear at larger themes; studies broad patterns through someone’s life (Ex. Overcoming Challenges)

Continuous/Discontinuous

Development changes either occur gradually or at specific stages

Nature v Nurture

Genetics and the environment influences someone’s development (twin studies best at studies)

Stability & Change

Constancy (Core personality) and various evolutions (Appearance) affect someone’s development

Longitudinal Studies 2

Study with people from the same age group over a long period of time

Cross-Sectional Studies 2

Study with people of one group compared to another related group of people

Placenta

Provides nutrients from the mother to the embryo, formed by the outermost group of cells 

Epigenetic Effect

Alcohol leaves a mark on the child’s DNA that switches genes around abnormally

Zygote

Fertilized egg, enters a 2-week period of fast cell division, 10 days after conception germinal stage done

Embryo

Developing human organism, from 2 weeks to about 2 months

Fetus

Developing human organism, from 9 weeks to birth (6th month - internal organs start forming)

Teratogens

Chemicals/viruses that can harm the fetus

Fetal Alcohol Syndrome

Physical & Cognitive Issues caused by alcohol during development

Habituation

Baby less responsive to something because it isn’t seen as a threat/relevant

Maturation

Biological growth that causes ordered changes in behavior (Puberty)

Critical Period 2

Optimal period early in someone’s life where exposure to stimuli and environments make developments

Brain Development

Many neurons at 28 weeks of development, from 3-5 rapid growth in frontal lobe

Puberty

Period of sexual maturity,person capable of reproducing (Menarche, Semenarche)

Menopause

Natural end on menstruation, biological changes as a woman can’t reproduce

Cephalocaudal Pattern (Head-to-toe)

Controls development from head downward

Proximodistal pattern (Center-to-periphery)

Controls development from the center outward

Fine Motor Skills

Small Muscle movements (improvements from birth to about 4 months, then 7 months to 3 years)

Gross Motor Skills

Large muscle movements (Improvement from 4 months to 3 years)

Rooting Reflex

Baby turning and opening their mouth after being touched on their cheek, helps find food

Sucking reflex

Babies automatic sucking when something hits the roof of their mouth

Moro (Startle) reflex

Babies throwing their arms outward when startled

Palmar Grasp

Babies automatically gripping fingers in palm

Visual Cliff Experiment 2

Tests babies on their depth perception, typically avoided from 6-8 months, movement depends on mothers emotions

Sensitive Periods

Best time for flexibility and skill-making

X-Chromosone

Chromosome found in both males and females, females have 2 men have 1, 1 of this chromosome from each parent makes a girl

Y-Chromosome

Sex Chromosome, usually found in males, paired with the other Chromosome from the mother makes a boy

Testosterone

Men and women have it, more in men, it causes sex organs to grow while a fetus and sex organ development during puberty

Estrogen

Sex hormones that contribute to female sex characteristics and are released in larger amounts from women than men

Gender

Behaviors/emotions that a culture/society associate with someone’s biological sex

Sex

Biological characteristics that people use to define male, female, and intersex

Intersex

Someone having both male and female biological sex characteristics at birth

Relational Aggression

Act of aggression to harm someone’s relationships/reputation

Aggression

Physical/Emotional behavior to harm someone emotionally or (Usually) physically

Sexual Aggression

Physical/verbal behavior of an unwanted sexual nature to harm someone physically or emotionally

Role

Norms about social position, rules on how to behave

Gender Roles

Expected behaviors for men & women

Gender Identity

Personal sense of being male, female, neither or another combo, regardless of sex at birth and the roles placed upon it

Social Learning Theory

Theory that people learn social behavior through observations + Imitations and getting rewarded and punished on certain actions

Gender Typing

Getting a traditional masculine/feminine role

Androgyny

Blend of traditional masculine and feminine traits

Sexuality

Thoughts, emotions, and actions related to a physical attraction towards another person

Asexual

No sexual attraction for others

External Stimuli

Repeated exposure to sexual stimulus that becomes a habit and makes the person emotionally connect with others less

Sexual Orientation

Person’s sexual + emotional attraction towards another person and the societal reaction from the attraction

Sensorimotor Stage

Birth-2, sensation and motor activities, OBJECT PERMANENCE (Peek-a-boo)

Preoperational Stage

2-6 or 7, language growth, no concrete logic, EGOCENTRISM (Needs constant reminders for a week to remember plans)

Concrete Operational Stage

From 7-11, thinking logically about a timeline of events (Can remember plans in a month) and Concentration (Knows that even if object appearance changes it has the same mass & volume)

Formal Operational Stage

By 12 starts thinking about abstract concepts (Hypothetical situations or applys logic to world problems)

Piaget

Said that a child’s mind grows with physical environment

Vygotsky

Said Child mind grows with social environment

Theory of the Mind

People’s ideas about their own mental state can predict their efforts & outcomes (Feel bad do bad on test)

Scaffold

Parents give kids structure in their thinking, children build off of experiences

Zone of Proximal Development

What the child is taught they can do alone or with help, or rules about their actions

Egocentrism

Reasoning is self-focused, but can think of others but needs to be mentioned

Imaginary Audience

What others think of them (Thinks everyone in a hallway is looking at you)

Personal Fable

Idea that one’s thoughts are unique and have not been thought of before

Moral Intuition “Moral Action”

Think of “right” and “Doing right,” personal belief (Teens being active in their community)

Language

Socially agreed upon system of words and how they are combined to create meaning

Noam Chomsky

Argued that language is an unlearned human trait (Skill from birth)

Phonemes

Small sound units in a language (Bababa)

Morphemes

Small words carry a meaning (Dog, run)

Grammar

System of rules that allows communication to understand others

Semantics

Language’s set of rules to get meaning from sound

Syntax

Rules for combining words into a sentence

Universal Language

Brain designed to learn language (Principles of grammar)

Receptive Language

Language infants understand by hearing

Productive Language

Child’s ability to produce words

Ecological System Theory

Different social environments influence human development in 5 stages (Microsystem: Family, Mesosystem: connections in Microsystem [Parent-teacher conference], Exosystem: local governments affecting neighborhoods Macrosystem: Society’s religious beliefs, and Chronosystem: Life transitions)

Stranger Anxiety

Fear of strangers, common around 8 months

Attachment

Emotional ties with each other, shown by children looking for safety in caregivers (Distress if seperated)

Harry Harlow Monkey Experiment

Monkeys were shown two moms, one with milk the other had a cloth, monkeys mainly picked mom with cloth, IV: Cloth & wire DV: Choice of mother

Imprinting (Conrad Lorenz 🤮)

Process where certain animals form attachments (sometimes to other species) in early life (Ex. Baby goose follows guy because he feed them)

Strange Situation (Mary Ainsworth)

Child-caregiver attachment, child is left in an unfamiliar environment while caregiver leaves and returns, child reaction observed

Secure Attachment

Kids feel comfortable in exploring their environment

Insecure Attachment

Kids feel anxious and have a lack of consistent behavior, doesn’t know what may happen in the future

Anxious Attachment

People crave acceptance, they remain alert to signs of rejection

Avoidant Attachment

People uncomfortable getting closer with others, and maintain distance from others (Bad feeling about the future)

Dual-Parenting

Parents gender & sexual orientation have no effect on child, actives dads are engaged caregivers, couples sharing housework and supporting their kids is good

Basic Trust

Sense that the world is predictable and trustworthy, formed during infancy (Infancy - Attachment and Childhood - Positive sense of self by 12)

Self Concept

Thoughts and feelings about oneself

Authoritarian

Parenting style that demands obedience “If you didn’t do (task) then (Big Punishment) “

Neglectful

Parenting style where parents are uninvolved with kids life, few limits or boundaries (Doesn’t care if kid cheated)

Permissive

Parenting style where there are no expectations or punishments for kids (Puts blame on teacher if kid cheated)

Authorative

Parenting style where parents are confronting, demanding, and responsive (Mix of the other 3 styles)

Temperament

Person’s characteristic emotional reactivity and intensity

Social identity

“We” part of Self-Concept, Teens try on different versions of themselves

Diffusion Stage

No Commitment to a specific identity

Foreclosure Stage

Premature commitment to an identity with little understanding

Moratorium Stage

Actively seeking a meaningful Identity

Achievement

Committed to sense of self, strong desire to accomplish something meaningful

Young Adulthood

Desire to form emotionally close relationships