psych chapter 9

cross-sectional design

researchers observe different age groups at 1 point in time

cohort effect

effect of one age group growing up in the same period and the impact on the study. CSD doesn’t control this.

longitudinal design

track the development of the same group over time which helps examine developmental changes

mostly observational studies

sometimes results in attrition (dropout the study)

post hoc fallacy

false logic that one event occurring before another causes the following event

bidirectional influence

experiences influence development and (children’s) development also influences experiences (mostly for the experience and behaviors of peers)

Developmental psychology

branch of psychology examining how behaviors change over lifetime

nature via nurture

children with specific genetic predisposition seek out environments where they can express that characteristic

gene expression

the “switch” from active to unactive in specific genes depending on evironments

prenatal

period of development before birth

zygote

made from sperm fertilizing egg

germinal stage, embryonic stage, fetal stage

3 stages of prenatal development (over pregnancy term)

germinal stage

zygote starts to divide and double and becomes a clump of cells forming a blastocyst

blastocyst

ball of identical cells without specialized functions

embryonic stage

starts in the 8th week when limbs and major organs start developing.

miscarriages happen the most in this phase

embryo

formed when the blastocyst cells start to differentiate and cells have different functions

fetal stage

physical maturation phase of strengthening what is already developed

starts ~9th week when organs are established and the heart beats.

fetus

becomes fetus when the heart starts beating and physical maturation is the focus instead of development

premature birth, low birth rate, hazard environmental influence, biological influences

four main ways that the fetal development is disrupted

vitality point

point in pregancy where baby can survive on its own (25 weeks)

low birth baby

5 ½ full-term baby .

problems linked to high fatality, infection, developmental delays, and psychological disorders

teratogens

environmental factors that impact prenatal development negatively (ex. chronic stress, alcohol, drugs, x-rays)

fetal alcohol syndrome

potential result of alcohol consumption with symptoms like learning disabilities, behavioral disorders, delayed physical development, and facial malformations

gestational parent

pregnant person who carries child to term and gives birth

genetic disorders

errors in cell division that result in impaired organ development and irregularities

infant reflex

trigger by specific stimulation for survival

motor behaviors milestones in infants

sitting up, crawling, standing, walking

pituitary gland

stimulates physical growth and releases sex hormones during adolescence

cognitive development

learn to think, communicate and strengthen memory

domain generial

theory of cognitive development - improving one area impacts all cognitive area

domain specific

theory of cognitive development - cognitive skills develop at different rates independently across cognitive areas

4 stages of Piget’s stages of development

1. Sensorimotor: 0-2years old, based on physical interactions with the world and consequences of them

2. Preoperational: 2-7 years old, able to perform mental representation of physical experiences but no logical thinking

3. Concrete Operations: age 7-11 years, the ability to perform mental transformations (ex., comparing object sizes) but only on physical anchors/experience

4. Formal Operations: 11-adulthood, gains ability of abstract reasoning

assimilation (Piaget’s theory)

absorb new experience into current understanding. ½ process to maintain equilibrium. Worldview remains unchnaged

acommodation (Piaget’s theory)

altering world beliefs to accept new experiences. ½ process to maintain equilibrium. Causes stage changes.

Piaget’s theory pros and cons

pro: develop understanding of evolution of thinking from childlike to adult.

learning characterizes as an active process

con: theories of continuity on development of thinking, experiment not replicable

scaffolding (Vygotsky’s Theory)

how parents structure a child’s learning enviornment

zone of proximal development (Vygotsky’s Theory)

phase when children are ready to learn a new skill but require assistance to be successful at it

Vygotsky’s Theory

emphasis on social interaction (especially between parent and child) and cultural impact on thinking/learning development

Greater impact on Western worl

theory of mind

child’s ability to reason what other people believe

one-word stage

Babies use one word to convey an entire thought

critical period

period of time where organism must learn an ability or never learn it

homesign

system of signs created by deaf children with no language exposure

sensitive period

period when people are more susceptible to learning a new skill and acquire knowledge easier

generative (language)

language has the ability to create an infinite number of combinations in words, sentences, etc.

nativist

view suggesting children are born with some knowledge of how language works

language acquisition device (nativist belief)

hypothetical organ that contains preprogrammed knowledge about syntax

temperament

emotion styles (mainly 3) that develop in early stages and is largely genetic

behavioral inhibition

in infants frightened with unfamiliar stimuli. Leads to potential shyness or high anxiety; genetically influenced and shaped by environmental factors

contact comfort

Positive emotions afforded by touch

leads to babies going towards caregivers and finding simple touches comforting

4 types of attachment

1. secure attachment

2. insecure-avoidant attachment

3. insecure-anxious attachment

4. disorganized attachment

permissive parenting style

lenient style, rare punishments, freedom in and out of house

authoritarian parenting style

strict punishments for every rule broken, little freedom, little affection

authoritative parenting style

set firm limits, allows for exploration, punishments are lecturing, supportive

univolved

unlimited freedom with no consequence

average expectable environment

environment providing basic needs for affection and discipline

emerging adulthood

period (18-25 yrs old) when personality, emotional development, and identity is solidified

3 levels of moral development (Kohlberg’s Scheme)

1. pre-conventional morality: what is right = what is rewarded for and what is wrong = what is punished for

2. conventional morality: society approves = right and society disapproves = wrong

3. postconventional morality: internal moral principles

4 ways to indicate how aging impacts people

1. biological age: efficiency of internal systems

2. psychological age: mental attitudes, agility, and adaptability

3. functional age: ability to function in given role in society

4. social age: behavior according to social age