AP Psych - Development

longitudinal study

1 group studied over long period of time

cross-sectional study

different groups (all ages and backgrounds) studied at once at one point in time

monozygotic

-one egg splits into 2 when sperm meets

-identical twins

-share placentas

dizygotic

-two eggs fertilized by same sperm

-fraternal twins

-separate placentas

critical period

-2nd trimester (4-6 months)

-major organs and brain developing

teratogens

agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm

teratogens examples

-drugs

-radiation

-alcohol

-viruses (zika)

fetal alcohol syndrome disorder (FASD) causes

physical as well as mental birth defects

PKU (phenylketonuria)

born unable to break down proteins

Tay-Sachs Disease

cannot break down fats

down syndrome

extra 21st chromosome (physical and cognitive impairments)

what sense is LEAST developed in newborns

sight (no light in womb)

maturation

-brain development unfolds based on genetic information

-occurs in sequence

learning

-concepts/skills/tasks that babies are trained to understand

-ex. reading, writing, hand eye cordination, etc

cephalocaudal trends

(head to foot) gain control of upper body before lower body (cephalocaudal)

proximodistal trends

(center --> outward) gain control of torso before extremities (proXimodistal)

infantile amnesia

-as brain matures, organization of memory changes from 3-4 years of age

-brain still makes memories but developing brain didn't process & store memories same way

rooting (reflex)

touch a baby's cheek and they'll move their mouth to the source in search for nipple (food)

moro/startle (reflex)

pretend to drop a baby and they'll splay their arms and legs out

stepping (reflex)

hold a baby under the arms just over a flat surface and they'll move their feet as if they're walking

sucking (reflex)

put something in a baby's mouth and they'll start sucking on it

grasping (reflex)

putting your finger in the palm of a baby's hand makes them close their fingers around it

blinking (reflex)

babies will close their eyes in response to bright lights

babinski (reflex)

when a baby's foot is stroked they will extend their toes upward

crawling (reflex)

if baby is placed on abdomen, they will make crawling motions

Jean Piaget

-cognitive development

-Sensorimotor --> Preoperational --> Concrete Operational --> Formal Operational

sensorimotor stage

-birth - nearly 2 yrs

-object permanence & stanger anxiety

preoperational stage

-2 - 6 or 7

-irreversibility

-pretend play

-animism

-lack of conservation skills

-egocentric

-theory of mind

irreversibility (preoperational)

cannot mentally reverse a set of steps

animism (preoperational)

assigning human qualities to plants, objects, natural phenomenon

lack of conservation skills (preoperational)

does not understand quantity remains the same even with changing shape

egocentric (preoperational)

cannot perceive things from another point of view

theory of mind (preoperational)

develop the ability to understand another's mental state (can now lie: 4-5 y/o)

concrete operational

-7 - 11 yrs

-conservation

-transform mathematical functions

-hierarchy classification

formal operational

-12 - adulthood

-abstract logic, imagines realities (symbols), moral reasoning

lev vygotsky

-cognitive (critic of Piaget)

-zone of proximal development

-scaffolding

zone of proximal development

difference btw what a child can do alone and wha the child can do with scaffold

scaffolding

parents can mentor (scaffold/build) higher thinking levels (person in your life that helps you climb the ladder/help you understand something)

konrad lorenz

-imprinting

-strong attachment formed in critical period after birth (critical period is just hours after birth)

harry harlow

-contact comfort (harry's howling monkeys)

-showed that infants form attachments w/ surrogate (wire) mothers bc of bodily contact

mary ainsworht

-strange situation (aint it strange)

-mother leaves room, stranger in room, baby cries, mother comes back & comforts child-when mother comes back = "reunion"

-secure vs insecure attatchment

result of secure attatchement

-more trusting

-less anxiety

result of insecure attatchment

-less trusting

-more anxiety

diana baumrind

-parenting styles

-authoritarian, permissive, authoritative, negligent

authoritarian (parenting styles)

-parents impose rules and expect obedience

-children have less self esteem & anxious over mistakes too much

permissive (parenting style)

-parents submit to child's demands

-children more agressive/immature

authoritative (parenting style)

-parents are demanding but responsive to their child

-highest self esteem

negligent (parenting style)

-parents are uninvolved; neither demanding nor responsive

-careless, inattentive, do not seek close relationship with their child

-children have poor academic/social life

deprivation of attatchment

-withdrawn

-frightened

-agressive

-unable to develop speech (severe like Genie)

temperament

-differences in attention, arousal, emotional reactivity, & intensity

-mostly genetic trait

self concept

how do you answer question: Who am I?

major social milestone

-baby = attatchment

-child = self-concept (18 months)

mirror test

recognize themselves in mirror = self concept

lawrence kohlberg

-moral development

-preconventional, conventional, postconventional

preconventional

-before 9

-decisions based on: reward & punishment

conventional

-be early adolescents