AP PSYCH 3

developmental psych

• branch that studies physical, cognitive, social change throughout the life span

nature + nurture:

genetic inheritance interact with experiences to influence development

continuity + changes

•  what parts of development are gradual and what parts change abruptly in separate changes?

stability + change

which of our traits persist through life + how do we change as we age

genes = egg + sperm

predispose our shared humanity

experiences + genes

who we are

adults vs children

large cumulative growth

life

balance of both stability + change

stability

 identity, enabling us to depend on others/ourselves

potential for change

hope for a brighter future, allowing us to adapt + grow with experience

critical period

optimal period early in life of an organism

association areas

linked with thinking, memory + language

sex

• biologically influenced characteristics by which people define male/female

gender

• socially influenced characteristics by which people define boy, girl, man, and woman

role

set of expectations (norms) about a social position, defining how those in the position should behave

gender roles

set of expected behaviors, attitudes + traits for males/ females

gender identity

sense of being male, female, combo of the two or neither

social learning theory

we learn social gender behavior by observing + imitating + being rewarded/ punished

gender typing

acquisition of a traditional masc/fem role

androgeny

blend of male/femals roles

Cherokee (Tsalagi) recognize 5 genders

• feminine male/female, masculine male/female, transgender, male, female

transgender

umbrella term describing people whose gender identity/expression differed from that associated with their birth designated sex

sexual orientation

enduring sexual attraction towards members of own/opposite sex

Jean Piget

developmental psychologist who studied children’s cognition

cognition

mental activities associated with thinking, knowing, and remembering

stage development (Piaget)

certain marking points in life allowing you to move on to next stage

make sense of experiences?

concepts or mental moulds molds in which we pour our experiences/schema

assimilate

categorizing ideas (never stops)

accommodation

changing ideas in schema (never stops)

Piaget’s 4 stages of development

sensorimotor, pre operational, concrete operational, formal operational

sensorimotor stage

birth-2 years old, understanding through senses and motor skills

ex; babies putting everything in their mouths

object permanence

awareness that objects continue to exist when not percieved

ex; peekaboo with babies

Pre-operational stage

2-7 years old, child uses language to communicate, but no schematic properties to comprehend reasoning

conservation

properties like mass, volume, and number remain the same despite change in forms of objects

egocentrism

child’s world revolves around themselves, and has difficulty taking another’s view

ex: child shows match with playing cards, but only from his pov, assuming people can see it too

theory of mind

if they can do something, others can do it as well

concrete operational stage

7-11 years old, children can now think logically

formal operational stage

from 12 and up, people can think logically about abstract concepts

formal operational thinking

systematic thinking

Lev vysgostsky

studied how a child’s mind feeds on social interaction & was influenced by Piaget

social interaction

how world sees you and how you see world

scaffolding

framework offering children support as they develop higher levels of thinking

Zone of proximal development

zone btw what a child can & can’t do

effective mentoring

occurs when children are ready to occur a new skill

parent infant bonds

babies are social from birth + develop intense attachment to their caregivers

attachment

an emotional tie seen in young children for seeking closeness to caregiver + survival impulse

stranger anxiety

anxiety that infants are away from caregivers

separation anxiety

extreme anxiousness from being away from caregiver (ex; kid having a meltdown bc of leaving parent for first day of preschool)

Harlow study results

monkeys preferred cloth over nourishment → familiarity

strange situation experiment

secure/insecure attachment

secure attachment

find comfort in care givers return

insecure attachment

clinging and demonstrating avoidant attachment that resists closeness

anxious attachment

people constantly carve acceptance but remain vigilant to signs of rejection; constant concern over rejection, leading to clingy partners

avoidant attachment

people experience discomfort getting close to other and use avoidant strategies to maintain distance from others; decreases commitment and increases commitment

two types of insecure attachment

anxious attachment and aviodant attachment

secure attachments leads to

basic trust

effects of neglect and abuse→

lower intelligence scores, ADHD, abnormal stress response

authoritarian parents

rules + demand obedience → children with less self esteem and brain that overreacts when they make mistakes (Separate these cards later)

permissive parents

set few limits, make few demands, and use little punishments → children are more aggressive and immature

authoriTATIVE parents

set rules but allow open discussion and exceptions → children with highest self esteem, self-reliance, self-regulation and social competence

negligent parents

careless, inattentive and do not seek a close relationship with their children → children with poor academic and social outcomes

correlation doesn’t equal

causation

Erik Erikson

found out that each stage of life has its own psychosocial task ( crisis that needs solution)

adolescents

synthesize past, present, and future possibilities into a clearer sense of self or identity

identity

sense of self made by testing and integrating various roles

self

experimenting with looks

social identity

“we” aspect of self concept; answer to “Who am I?”

identity vs role confusion

have or don’t have capacity to have intimacy/deep things with others

do peers matter for adolescence

yes

do parents matter?

yes, by influence ex: religious faith

emerging adulthood

not yet taking on full adult responsibility and independence, feel “in between”, buy living in parents’ house.

Lawrence Kohlberg

proposed 3 basic levels of moral thinking: pre conventional, conventional, and post conventional

preconvential (before 9 years old)

self interest; obey rules to avoid punishments/rewards

Conventional (early adolescence)

uphold laws and rules to gain social approval/maintain social order

Postconventional morality

actions reflect belief in basic rights and self defined ethical principles