UNIT 6 Developmental Psychology

prenatal period

being pregnant during 9 months, from sex → birth

conception

sex, sperm into egg, forms a zygote

zygotic period

zygote in uterine wall, rapid cell division 2 WEEKS

embryonic stage

a small blob, mitosis, some organ development, at end heart heat and vital parts develop, mother need to be careful of environment, 1 MONTH AND A HALF

fetal stage

tiny baby blob, organs fully develop, gain weight at the last 2 months, weight 7 pounds and 20in length, 7 MONTHS

zygote

fertilized egg

germinal stage

zygote and rapid cell division, sex of the baby can be determined

embryo

a small blob

placenta

food and air from mother to embryo

teratogen

harmful substance for fetus, like certain chemicals and viruses, if mother consume can have birth defects or abnormalities

FAS

fetal alcohol syndrome, physical and cognitive abnormalities, babies who have alcoholic mother, looks like down syndrome symptoms

PKU

Phenylketonuria, can’t break down protein

Tay-saches diease

can’t break down lipids, builds up in system and destorys brain and nerve cells

down syndrome

extra chromosome in zygote

longitudinal study

one group over time

cross sectional

difference age groups at once, cohort effect that culture is the same

rooting reflex

move head around to find the root of cheek touch

suckling reflex

suck anything that touches lips

startle reflex

shocked, arms fling, spread fingers, arch back

babinski reflex

toe spread when sole of foot is stroked

maturation

biological growth process, change in behavior both physical and mental

attachment

children attach to people they are close with, emotional connection (parents)

imprinting

strong attach in early years of life, goes through critical learning period

critical period

exposure to certain stimuli leads to normal development, early in life

temperment

characteristic, how one responds

easy: easy to care for, adaptive
difficult: moody and intense, react neg and strong
slow to warm up: inactive, slow to respond, mild react

stranger anxiety

scared of strangers 8 month infants

secure attachment

children without mother is in distress, when mother is back they are comforted

insecure attachment

children without mother in distress, still distressed when mother comes back (mother neglect)

ambivalent attachment

type of insecure attachment with parents, may resist comfort of parent, show mixed pos and neg feelings response to parent

avoidant attachment

avoid the mother when they come back, trust issues, caregiver emotionally unavailable

anxious attachment

hard to feel secure in relationships, cling to caregivers

mary ainsworth

strange situation behavior(attachment)

konrad lorenz

imprinting, ducks, see how attachments work and they create security

harry and marry harlow

monkey study, attachment is contact comfort or nourishment?

diana baumrind

parenting styles

authoritative (mother)

support independence, some limit, dialogue with child

authoritarian (sound of music dad)

strict obedience, strong punishment (can’t talk or negotiate)

permissive (meemaw in young sheldon)

acceptance, freedom, low expectations

neglectful (jake peralta’s dad)

not focus on kid, doesn’t limit behavior and own need over child

schema

view of the world, building block to understand and perceive the world
children form schemas thru new situations and events

assimilation

take new info, interpret with existing schema

ex. every swimming thing is a fish

accomodation

change schema, adapting current schema with new info

sensorimotor stage

senses, motor to learn (looking, hearing, touching, mouthing, grasping)
object permanence, stranger/seperation anxiety
birth → age 2

object permanence

ability to understand objects still exist after they aren’t in sight
8-10 months

stranger/seperation anxiety

don’t leave! distressed
8 months

pre-operational stage

learn to use language, doesn’t comprehend mental ops of logic
mental representation of objects, egocentric, theory of mind, centration
2-7 age

mental representation of objects

pretend play

egocentric

can’t see any other POV than their own

theory of mind

can see others POV, sympathy

conservation

what you know, facts
ex. mass, volume, # remain the same even with changes in forms of objects

centration

what you see
focus on one aspect of situation, problem or object
ex. same number, but one looks longer

concrete operational stage

think logically, conservation, understand classification, reverse, memory improve, series of things
6-11 age

formal operational

abstract thinking, hypothetical situations, logic break down, consequence, moral reasoning
12+ age

continuous development

person’s mental, physical, emotional, social abilities gradually unfold over time
vygotsky

discontinuous development

series of stages, sudden shifts or leaps, linear and universal
piaget, erikson

Jean Piaget

child intellectual based on development stage they are in, develop of brain and cognition levels

Lev Vygotsky

learn at their own pace

zone of proximal development ZPD

stage between what child can do themselves and what they can’t do

scaffolding

instructions to guide learners to learning, let them learn info

puberty

begin sexual maturity, physical changes, enviro changes
girls early mature is hard, boys late mature is hard

primary sex characteristics

organs for reproduction, ovaries and testes

secondary sex characteristics

non-reproductive (physical can see changes)
teenage conformity, frontal lobe not fully develop until 25

adolescent egocentrism

experiences are unique, no one understands

personal fables

stories made up to make teens feel invincible, special and center of attention

imaginary audience

think everyone is judging them and causes self conscious and anxiety

James Marcia

teenage identity, identity exploration, levels of finding identity

crisis

old values and choices are reexamined

commitment

dedication to role/value

foreclosure

set identity, doesn’t look at other options
high commitment and low exploration

identity diffusion

no set identity, doesn’t want to find one
low exploration low commitment

moratorium

no set identity but exploring possibilities
low commitment, high exploration

identity achievement

found identity, done exploration
high exploration high commitment

intimacy in adults

couples getting married later

after first child the couples drop in the marriage satisfaction

later people wait to get married, more divorces

having interpersonal needs lead to feelings of security

frustrated w interpersonal needs lead to anxious thoughts

social clock: when marry, when parent, when retire

aging

physical peak in 20s, faster, stronger, better coordinated, more endurance

physical decline is first symptom

decline in sperm count and decline in women fertility

menopause

no more period! around 40-50 age

fluid intelligence

to be able to solve problems, see relationships, think abstract

crystallised intelligence

intelligence gained over time, increase as you age

dementia

memory, thinking and behaviour deteriorate

alzheimer’s disease

memory loss is progressive, type of dementia

trust vs mistrust

develop sense of basic trust, 1 year old

autonomy vs shame and doubt

exercise, do things for themselves, doubt abilities, 1-2 years old

initiative vs guilt

initiate tasks, carry out plans, or feel guilty, 3-5 years old

competence vs inferiority

learn pleasure of applying themselves to tasks or else they feel inferior 6-12 years

identity vs role confusion

sense of self by testing roles and putting it into single identity, or be confused on who they are, 12-20 years old

intimacy vs isolation

struggle to form close relationships, love or socially isolated

generatively vs stagnation

discover sense of contributing to the world, thru family and work or may feel lack of purpose, 40s-60s

integrity vs despair

reflecting on his or her life, feel sense of satisfaction or failure, 60+

morality

standards that are generally accepted as right or proper

pre-conventional morality

morality to avoid punishment or gain reward (before age 9)

conventional morality

moral judgements based on society rules and values (teens)

post conventional morality

personal standards of right and wrong, abstract principles of justice

carol gillian

kohlberg theory is wrong, males and females are different bc male more logical and individual, female more care

sex

male or female biologically

gender

social and cultural differences between female and male, sterotyped

gender roles

expectations of sterotypes of men and women
different in culture and over time

gender identity

sense of being male or female (how you identify youself)

gender-typed

learning to be masculine or feminine, what you learn to be that way

self concept

overall idea of who a person thinks he or she is