AP Psychology - Chapter 11: Development

Darling 22-23

zygote

Fertilized egg

(conception to 2 weeks)—rapid cell division

embryo

(2 - 8 wks.)—attachment to uterus, heartbeat begins, body parts appear, organs & internal systems form

Critically vulnerable to insults to its development

fetus

(9-40 weeks)
Age of Viability 22/24 weeks.
9–12 weeks, the sex organs begin to differentiate
18 weeks fetus moves
24 weeks responsive to sound
26 weeks lungs to inflate and deflate without collapsing
30 weeks Full head of hair; opening eyes
35 weeks smooth skin
37 weeks early term

ultrasound

__H__igh-frequency sound waves to look at organs and structures inside the body

→Used  to show images of the baby, amniotic sac, placenta, and ovaries. 

→Identify anatomical abnormalities or birth defects are visible on an ultrasound.

age of viability

age at which a premature baby can survive outside of the uterus

placenta

transfers nutrients and oxygen from mother to fetus and filters harmful substances from reaching the embryo or fetus \[3rd stage of labor\]

PKU screening test

a blood test given to newborns one to three days after birth

sensitive period/critical period

the time when organisms are particularly susceptible to certain kinds of stimuli

teratogen

agent, such as a chemical or virus, that can reach the embryo or fetus during prenatal development and cause harm

fetal alcohol syndrome

developmental disorder that stems from heavy alcohol use by the mother during pregnancy

neonatal abstinence syndrome

group of symptoms with withdrawal narcotic drug is no longer available to CNS

Apgar test

measure of physical condition at 1 min and 5 min, created by Victoria Apgar, first female professor at Columbia

What does Apgar stand for?

appearance, pulse/heart rate, grimace/reflexes, activity level/ muscle tone, respiration

motor reflexes

specific patterns of motor response that are triggered by specific patterns of sensory stimulation; innate

Palmer reflex

grasping reflex

Moro reflex

startle reflex

Rooting reflex

stroke corner of baby’s mouth

Babinksi reflex

stroke sole of foot

maturation

the way we change, grow, and develop through life as seen in brain and physical development

Brain cells are *sculpted by heredity and experience.*

**→3-6 months:** Rapid frontal lobe growth and continued growth into adolescence and beyond

preferential looking technique

an experimental method in developmental psychology used to gain insight into the young mind/brain. Robert Fantz- 1950s-1960s

temperament

person’s characteristic __emotional reactivity and intensity;__ apparent from first weeks of life and generally persist  into adulthood

individual differences

infants show distinct individuality in temperament in the first weeks of life, independent from their parents' handling; studied by Alexander Thomas and Stella Chess

Jean Piaget

Swiss psychologist who studied child development

order of Piaget’s stages of cognitive development

sensorimotor (birth-2), preoperational (2-6), concrete operational (6-11), and formal operational (11-adulthood)

Jean Piaget’s theory

children’s cognitive abilities unfold naturally, minds develops through series of universal, irreversible stages from simple reflexes to adult abstract reasoning

schemas

ways of thinking – conceptual models of how the world works

assimilation

the process of using or transforming the environment so that it can be placed in pre-existing cognitive structures

accomodation

the process of changing cognitive structures in order to accept something from the environment

object permeance

child's ability to know that **objects** continue to exist even though they can no longer be seen or heard. Attained around 5-8 months

stranger anxiety (fear of unfamiliar people - normal developmentally)

stranger anxiety results when a child is unable to assimilate the stranger into an existing schema

egocentrism

the assumption that other people see, hear, and feel exactly the same as you do

Theory of Mind

involves ability to read mental state of others. *Right temporal lobe*

a related set of intellectual abilities that enable us to understand that others have beliefs, desires, plans, hopes, information, and intentions that may differ from our own.

The False Belief Test

type of task used in theory of mind studies in which children must infer that another person does not possess knowledge that they possess

conservation

the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size

sensorimotor stage

experience the world through the senses, object permeance, stranger anxiety

preoperational stage

thinking at a symbolic level, thought processes are intuitive and prelogical, language development hallmark  of this stage, egocentrism, theory of mind, false belief test

concrete operational stage

conservation

formal operational stage

emerging abstract thought and hypothetical reasoning mark this stage of cognitive development

* Moral reasoning
* Perspective-taking

formulate hypotheses and systematically test them to arrive at an answer to a problem

Zone of Proximal Development (ZPD)

the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers

attachment

a deep and enduring emotional bond that connects one person to another across time and space

imprinting

rigid attachment process, forms an attachment to the first thing it sees upon hatching

Mary Ainsworth

* Early attachment has impact on later adult relationships and comfort with affection and intimacy
* Developmental psychologist | Student of John Bowlby Internal Working Model
* Ainsworth Devised an assessment technique called the Strange Situation Classification (SSC) in order to investigate how attachments might vary between children

Diana Baumrind

psychologist who conducted extensive research on parenting practices, looking particularly at parental responsiveness and parental demandingness

Diana Baumrind’s parenting styles

authoritarian, authoritative, and permissive

characteristics of an authoritarian parenting style

low in warmth and communication, high in control and expectations  / rigid and punitive — they value unquestioning obedience   \[tend to have children with less social skills and low self-esteem\]

characteristics of an authoritative parenting style

high in all dimensions  *room for negotiation* / set clear goals and encourage independence \[tend to have children with the highest self-esteem, self-reliance, and social competence\]

characteristics of a permissive parenting style

high in warmth & nurturance, low in all others / relaxed and inconsistent direction \[tend to have children who are more aggressive and immature\]

Erik Erikson

German-American developmental psychologist and psychoanalyst known for his theory on psychological development of human beings

Erikson’s stages of psychosocial development

1. Infancy: trust vs. mistrust
2. Toddlerhood: autonomy vs. shame
3. Preschooler: initiative vs. guilt
4. Elementary school: industry vs. inferiority
5. Adolescence: identity vs. role confusion
6. Young adulthood: intimacy vs. isolation
7. Middle adulthood: generativity vs. stagnation
8. Late adulthood: ego integrity vs. despair wisdom

self-concept

an understanding and evaluation of who we are, emerges gradually. Answers the question \[Who am I?\]

self-effacy

reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment

Kohlberg’s levels of moral reasoning

preconventional morality (before age 9), conventional morality (early adolescence), and postconventional morality (adolescence and beyond)

preconventional morality

self-interest; obey rules to avoid punishment or gain concrete rewards

conventional morality

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

postconventional morality

actions reflect belief in basic rights and self-defined ethical principles

early adulthood (20s -30s)

peak time for some learning and memory

middle adulthood (40-65)

shows greater decline in ability to recall rather than recognize memory

late adulthood (65+)

characterized by better retention of meaningful than meaningless information, longer word production time