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nature
how does our genetic inheritance influence our behavior?
nurture
how does our experience influence our behavior
stages
development is a sequence of separate stages
stability
our personality traits persist through our whole life
change
our personality changes and we become different people as we age
cross sectional study
comparing one cohort to another, shorter time period (usually different age groups)
longitudinal study
studying same group of people over a long period of time, more time consuming, drop out rate is high
continuity theories
development is gradual and it is difficult to notice changing
discontinuity theories
development occurs in dramatic and obvious stages
maturation
refers to development that mostly happens on its own
socialization
the impact of the social environment on development (learning to say bless you after someone sneezes)
teratogens
agents that reach the embryo/fetus and cause harm
fetal alcohol syndrome
caused by the mother drinking while pregnant, distinct facial features, behavioral impacts
rooting reflex
when you touch a newborn on the cheek, they will look around for food
sucking reflex
newborns will suck anything in their mouth
grasping reflex
newborns will grab onto anything they can reach
babinski reflex
if you stroke the bottom of a newborns foot their toes will fan out and curl back in
mimicking facial expressions
12 weeks
jean piaget
stage theorist, studied thinking and development, general sequence of developmental milestones
assimilation
attempting to fit a new experience into cognitive framework into schemas (experiences) they have already experienced
accommodation
adapting the cognitive framework to incorporate new experiences and information (small children learning animals)
piaget’s stages of development
sensorimotor, preoperational, concrete operational, formal operational
sensorimotor
birth to 2 years, object permanence, stranger anxiety, “baby physics” and “baby math”
preoperational
2 to 6-7 years, pretend play, egocentrism
concrete operational
7 to 11 years, conservation, mathematical transformations
formal operational
12 to adulthood, abstract logic, potential for mature and moral reasoning
theory of mind
develops at age 4, taking other perspective into consideration
conservation
the idea that the amount of something does not change based on arrangement or appearance (concrete operational)
Lev Vygotsky
zone of proximal development
social learning theory
focused on social interaction/context rather than biological maturation
autism spectrum disorder (ASD)
social deficits, language impairment, repetitive behaviors
Konrad Lorenz
imprinting, replaced a mother duck with a surrogate (himself)
Harry Harlow
humans need physical touch and nurturance (terry cloth monkey experiment)
Mary Ainsworth
attachment styles: secure, avoidant, ambivalent, disorganized
secure
mother: quick, sensitive, consistent child: secure, exploring,happy
ambivalent
mother: inconsistent, neglectful, sensitive child: anxious, insecure, angry
avoidant
mother: distant and disengaged child: not explorative, emotionally distant
disorganized
mother: extreme, frightening/ed, passive child: depressed, passive, angry, non responsive
role of temperament
start of the formation of personality
high reactive infants
tend to be apprehensive, and react in a fearful manner when introduced to new things
low reactive infants
sociable and calm when introduced to new experiences
separation anxiety
often begins at 6-9 months, distress when separated from parent or caregiver
stranger anxiety
distress when encountering new and unfamiliar faces, peaks at 13-15 months
authoritative parenting style
responsive, clear standards, reciprocal, “lets talk about it” (ideal style for most)
authoritarian parenting style
emotionally distant, clear rules, structure environment, “because i said so”
uninvolved parenting style
neglectful, passive, uninterested, absent, “you’re on your own”
permissive parenting style
indulgent, few rules, lenient, accepting, “you’re the boss”
Erik Erikson
developed the 8 stage theory
trust vs. mistrust
first year of life, “is my world supportive?”
autonomy vs. shame and doubt
2-3, begin to control their own bodies, toilet training
initiative vs. guilt
4-6, no turns into why (is curiosity encouraged or discouraged)
industry vs. inferiority
6 - puberty, we are evaluated by peers and school, do we feel good about our accomplishments or not good enough
identity vs. confusion
teenagers, trying out different roles, who am i and where do i belong?
intimacy vs. isolation
early adulthood, examining priorities, developing relationships
generative vs. stagnation
middle adulthood, have i created what i want in life or am i stuck?, “midlife crisis”
integrity vs. despair
late adulthood, was my life meaningful? do i have regrets?
sex
biologically determined
gender
culturally acquired behavior and attitudes associated with our biological sex
gender identity
sense of being a boy or a girl
gender constancy
our gender identity is constant throughout life
gender role
behaviors considered appropriate for males and females in given social setting
social learning theory for gender
we learn gender roles based on observation, imitating, and receiving punishments/reward
gender typing
process of acquiring the traditional roles associated with males and females
gender schema
mental constructs or generalization associated with males and females
androgyny
presence of both male and female behaviors in the same person
development of homosexuality
genetics, prenatal factors (hormone exposure), environment
Lawrence Kohlberg
stages and levels of moral development
preconventional level
up to 10 years old, punishment and obedience, instrumental exchange
conventional level
teens and most adults, interpersonal conformity, law and order
postconventional level
small percentage of adults, social contract, universal principles
Carol Gilligan
criticized Kohlberg for only using males in his studies to develop his stage theory
the teen brain
maturation of brain and increased myelinization
parental and peer influences
role of “social identity” and “imaginary audience”
primary sex characteristics
testes, ovaries
secondary sex characteristics
breast development, widening of hips. deep voice, facial hair, increased muscle mass
spermarche
first ejaculation (male)
menarche
first period (female)
emerging adulthood
18 to mid twenties, neural pruning and decreased myelination
adulthood and aging
deterioration of telomeres, affected by smoking, obesity, stress
brain atrophies during aging
as we age we tend to be less negative and emotionally reactive. atrophy of frontal lobe leads to bluntness
death deferral theory
people are less likely to die before major holidays
kĂĽbler-ross model
5 stages of grief, mainly used for death but can be applied to grief in general
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