AP Psychology Unit 3? - Development!!

i lowk dont even know what unit this is lmfao

Psychosocial

type of development made by Erik Erikson, 8 stages

trust vs mistrust

depending on an adult caregiver, child is either safe and secure or cannot trust the guardian

1st stage of psychosocial development

autonomy vs shame

sense of personal control, independence or self-doubt and inadequacy

2nd stage of psychosocial development

initiative vs guilt

children assert power and control through playing and social interactions, exploration

3rd stage of psychosocial development

industry vs inferiority

social interactions and sense of pride in accomplishments/abilities

4th stage of psychosocial development

role identity vs confusion

social relationships and personal identity allow one to stay true to oneself

5th stage of psychosocial development

intimacy vs isolation

young, intimate loving relationships against loneliness

6th stage of psychosocial development

generativity vs stagnation

adults have children and are useful to the world or feel shallow in involvement to the world

7th stage of psychosocial development

integrity vs despair

reflections on life, cherishing happy events vs regret and disappointment

8th stage of psychosocial development

developmental

the study of physical, cognitive, and social change over the lifespan

placenta

organ that develops in uterus that provides O2 and nutrients to growing baby

teratogen

harmful substances that can cause birth defects

fetal alcohol syndrome

physical and cognitive abnormalities due to heavy drinking of pregnant mother

cephalocaudal

baby development in which babies use upper limbs before lower

proximodistal

baby development in which babies start at center of an organism and radiate outwards

rooting

reflex which automatically turn face toward hand/stimulus and starts sucking motions

moro

reflex of reaching out

babinski

toes curl when bottom of foot is stroked

habituation

lowered response with repeated stimulation, the more the stimulus is presented, weaker the response

dishabituation

reappearance of habituated response due to altered/new stimulus

critical period

skills and behaviors must be acquired during a certain period or they won’t be acquired at all (visual perception, language acquisition, IQ)

imprinting

early strong attachment to objects based on initial meeting at birth, made by Konrad Lorenz

authoritarian

controlling parenting

permissive

children gets great amounts of autonomy, parents let child do whatever they want

authoritative

healthy communication and understanding (W parent)

uninvolved/neglectful

lack of relationship when parent not present

attachment

deep and enduring emotional bond with caregiver

stranger anxiety

distress that children face when exposed to unfamiliar people

harry harlow

sought to find if infants bond with surrogate mothers because of bodily contact or nourishment

body contact/contact comfort

physical comfort, NOT nourishment, forms attachment

secure attachment

child confidently explores when caregiver is present, calmed and come to parents when caregiver returns

avoidant attachment

child seeks little comfort with parent and shows little distress when parents leave (always indifferent)

anxious/ambivalent attachment

displays anxiety even when mother is near

microsystem

groups with direct contact with the individual

mesosystem

relationships between groups in the microsystem

exosystem

indirect factors in one’s life

macrosystem

cultural, economic, and social influences that affect microsystem

chronosystem

events and transitions over life course, as well as sociohistorical circumstances

identity achievement

high commitment and exploration

identity diffusion

low exploration and commitment

identity foreclosure

low exploration but high commitment

identity moratorium

high exploration but low commitment

sensorimotor

infants learn about the world through their senses and motor actions

object permanence

object continues to exist even when they cannot be perceived (not present below 8 months old)

A not B

error in which child looks for object in last place it was found

preoperational

represent things with words and images but too young for mental operations

pretend play

imaginative scenarios and create narratives

centration/lack conservation

focusing on one part of the problem (1D thought, water volume bigger in taller cup)

egocentrism

difficulty perceiving another POV, believe everyone sees world like you

theory of mind

develop understanding of others’ emotions and mental states

concrete operational

basic logistics about physical objects and events

conservation

quantity remains the same despite changes in shape

formal operational

uses predictions, logical and abstract propositions and hypotheticals

schema

how mind organizes info, formed from experiences

assimilation

incorporates new experiences into current schema

accomodation

adjusts schema and modifying it

moral

Kohlberg’s type of development with he deemed “conventional”

preconventional

decisions based on consequences

obedience/punishment

behavior judged, law abiding citizen, cares about whether you will get punished or not

individual interest/rewards

behavior judged “good” when serves personal needs and interests (own benefit)

conventional

decisions made in an attempt to meet societal moral expectations

standards of peers/social approval

Performative ahh, behavior determined by what pleases or impresses others

laws and order of society

obeys laws and rules cuz they’re needed, nobody is above the law

postconventional

individuals decide for themselves what’s right

social contract

laws are necessary but can be modified if they don’t serve general welfare

universal principles

laws should be broken if there is a moral obligation to disobey unjust laws.