Psychology-Developmental psychology

What are the three areas psychologists focus on when it comes to developmental psychology?

What are the three areas psychologists focus on when it comes to developmental psychology?

Continuity vs. Stages of development, Stability vs. Change, Nature vs. Nurture

Grasping reflex

clinging response to a touch on the palm of their hand

Rooting reflex

response of turning toward the source of tough that occurs anywhere around their mouth

Moro reflex

response of startled infant

SIDS

sudden infant death syndrome, infants quietly and mysteriously die in their sleep

Learning

a relatively permanent change in behavior that occurs as a result of experience

Maturation

the internally programmed growth of a child

Maturation readiness

being physiologically ready to learn a new skill of development

The visual cliff

creates illusion of cliff like drop off to experiment if infants have ability to perceive depth

Findings of visual cliff

3 months=some willing to cross over but increased heart rate

6 months=infants refused to cross over

Critical period

a significant time in life where it is easiest to learn skills (language)

Jean Piaget

Swiss psychologist who studied babies and young children

Schemas

a conceptual framework a person uses to make sense of the world

Assimilation

the process of fitting objects and experiences into one’s existing schemas

Accommodation

the adjustment of ones schemas to include newly observed events and experiences

Ex of schema

an airport, math problem, first date

Ex of assimilation

a child knows what a bird is, but points to an airplane and says “birdie”

Ex of accommodation

a child develops separate schemas for “bird” and “airplane” (schema expands)

Object permanence

a child realizes that an object or person still exists even when he or she cannot see or touch it (begins around 7-12 months)

Conservation

the principle that a given quantity does not change when its appearance is changed (between 5-7)

Sensorimotor (#1)

schemas involve body and sensations (birth-2 yrs)

Preoperational (#2)

using mental images to represent things (2-7 yrs)

Concrete Operations (#3)

begin to gain the ability to use logical schemas, based on concrete objects and problems (7-11 yrs)

Formal Operations (#4)

abstract thinking (11 yrs-onward)

Konrad Lorenz

attachment occurred in a rapid, virtually permanent learning process

Harry Harlow

discovered that touching and physical contact matters the most

Mary Ainsworth

3 patterns of attachment: secure, avoidant, resistant

Secure

balance need to be close and explore, welcome back mom and free of anger

Avoidant

avoid and ignore mother when they leave or return

Resistant

ignore mom when she leaves and reject when she returns

Authoritarian

parents are bosses of homes, strong discipline, don’t have to explain their actions

Authoritative

children participate in decisions affecting their lives, lots of negotiation, discipline balanced

Permissive

children have final say, parents may guide but give in, no rules/demands/discipline

Uninvolved

uncommitted to parenting role, distant from children

Socialization

the process of learning the rules of behavior of the culture within which an individual will live

Why are games important for the developing child?

teach about aspects of adult life in a nonthreatening way, learn the importance of agreeing on structure

Preconventional (1+2)

1. concerned with punishment, don’t consider others Pov, no sense of right/wrong,

2. looks for reward, avoids punishment

Conventional (3+4)

3. concerned with what others think

4. concerned with right/wrong (laws)

Post-conventional (5+6)

5. are laws fair/just? laws must change as the world does

6. acceptance of ethical principles, understand golden rule

Psychosexual development

all children are born with powerful sexual and aggressive urges and in learning to control those impulses children acquire a sense of right and wrong

trust vs mistrust (infancy)

is my world predictable and supportive? ex: Harlow’s monkeys

autonomy vs shame/doubt (1-3)

can I do things myself or must I rely on others? ex: learning to walk

initiative vs guilt (3-6)

am i good or bad? ex: punishment

industry vs inferiority (6-12)

am i successful or worthless? ex: test scores

identity vs role confusion (early teens)

who am i? ex: peer influence

intimacy vs isolation (young adult)

shall i share my life with someone or live alone ex: break up

generativity vs stagnation (middle adult hood)

will i succeed in life? ex: starting a buisness

ego integrity vs despair (older adult)

have i lived a full life? ex: accomplishing goals

adolescence

the transition period between childhood and adulthood

identity moratorium

consider important issues but make no commitments to them

identity foreclosure

make firm commitments on issues based on suggestions of others

identity confused/diffused

no thought and commitment

identity achievement

freely committed to occupations and other important life matters based on your own searching

role of peers on adolescents

replace parents as a form of emotional support, set standards on fashion and music

role of parents on adolescents

set standards on marriage, religion, and educational plans , accept parents beliefs and follow advice on foundational matters

gender identity

the sex group which an individual biologically belongs to (nature)

gender role

the set of behaviors that society considers appropriate for each sex (nurture)

gender stereotypes

an oversimplified generalization about the characteristics that belong to males and females

androgynous roles

a flexible combo of traditionally male and female characteristics

young adulthood peak (20’s)

peak in acquiring new skills and info and problem solving requiring speed and coordination

middle adulthood peak (40’s)

most reach their peak in creativity and productivity

late adulthood peak (60’s)

this is when humanities (history, foreign languages, and literature abilities peak

an adults reaction time ______ with age

slows

ageism

prejudice or discrimination against the elderly (stereotype perpetrates widespread misconceptions about older people)

physical adjustment to aging

becoming sick or disabled

external adjustment to aging

moving to a nursing home, loss of spouse/friends, inability to drive

senile dementia

conditions characterized by memory loss, forgetfulness, disorientation of time/place, altered personality, difficulty relating

alzheimers disease

most common form of dementia, destroys ones ability to think, remember, relate, and care for themselves