Chapter 11: The Developing Mind: LifeSpan Development

These flashcards cover key vocabulary and concepts related to the developing mind and lifespan development, based on the lecture notes.

Critical and sensitive periods

Critical periods refer to specific time frames in development when certain skills or abilities are most easily learned; for instance, language acquisition typically has a critical period in early childhood. Sensitive periods, while overlapping, refer to times when individuals can learn more easily but are not limited to that timeframe.

Continuity vs. discontinuity

Continuity suggests that development is a gradual, continuous process, while discontinuity posits that development occurs in distinct stages with different behaviors and characteristics evident at each stage.

Heredity vs. heritability

Heredity refers to the transfer of genetic traits from parents to offspring, while heritability is a statistical estimate of how much variation in a trait within a population can be attributed to genetic differences.

Schemas

Schemas are mental structures that organize knowledge and guide cognitive processes; for example, a child may have a schema for 'dog' that includes characteristics like fur, barking, and being friendly.

Accommodation

Accommodation is the cognitive process of adjusting existing schemas to incorporate new information; for instance, learning that not all four-legged animals are dogs will require accommodating the schema.

Assimilation

Assimilation is the process of integrating new experiences into existing schemas without changing them; for example, if a child sees a goat and calls it a 'dog,' they are assimilating the goat into their existing schema of the dog.

Equilibration

Equilibration is the balance between assimilation and accommodation, aiding learning and cognitive development; it helps in moving from one stage of understanding to another.

Sensorimotor stage

The sensorimotor stage, occurring from birth to about 2 years, involves learning through sensory experiences and manipulating objects; infants learn that they can affect their environment.

Object permanence

Object permanence is the understanding that objects continue to exist even when they cannot be seen; this concept typically develops around 8-12 months of age.

Primary, secondary, and tertiary circular reactions

These are categories of behaviors in the sensorimotor stage: primary circular reactions (1-4 months) involve repetitive actions centered on the infant’s own body, secondary circular reactions (4-8 months) involve repeated actions on external objects, and tertiary circular reactions (12-18 months) involve experimentation to achieve desired outcomes.

Preoperational stage

The preoperational stage, occurring from ages 2 to 7, is characterized by symbolic thinking, egocentrism, and an inability to perform operations mentally; children may think a tall, thin glass holds more liquid than a short, wide glass despite the latter being fuller.

Longitudinal study

A longitudinal study observes the same individuals over an extended period to track changes and developments; for example, following the same children from childhood into adulthood to see how their cognitive abilities evolve.

Cross-sectional study

A cross-sectional study compares different groups of individuals (of varying ages or characteristics) at a single point in time to examine developmental differences; for instance, comparing the cognitive skills of 5, 10, and 15-year-olds.

Egocentrism

Egocentrism is the inability to differentiate between one’s own perspective and that of others; young children often believe that others see, think, and feel the same way they do.

Conservation

Conservation is the understanding that certain properties of objects remain the same despite changes in form; for instance, realizing that the amount of liquid stays the same whether poured into a tall or short glass.

Concrete operational stage

The concrete operational stage, occurring from roughly ages 7 to 11, is characterized by logical thinking about concrete events and the understanding of concepts like conservation and reversibility.

Formal operational stage

The formal operational stage, starting around age 12, involves the ability to think abstractly, logically, and systematically; children can solve hypothetical problems and think about possibilities and abstract concepts.

Theory of mind (ToM)

Theory of mind is the ability to attribute mental states (beliefs, intents, desires, etc.) to oneself and others, and to understand that others have perspectives different from one’s own; it typically develops around age 4 or 5.

False belief test

The false belief test is a measure of ToM, where a child must understand that another person holds a belief that is different from reality; for example, knowing that a friend looking for a toy in the wrong location will not know it has been moved.

Attachment

Attachment is the emotional bond that develops between a child and their caregiver, influencing future relationships; it plays a crucial role in social and emotional development.

Secure attachment

Secure attachment occurs when a child feels safe and protected by their caregiver; they tend to explore their environment and seek comfort from their caregiver when needed.

Insecure attachment

Insecure attachment can manifest as anxiety or avoidance in relationships; for instance, an insecurely attached child may cling to their caregiver or refuse to seek comfort from them.

Parenting styles

Parenting styles (authoritarian, authoritative, permissive, and neglectful) influence children's behavior and development; authoritative parenting is often associated with the most positive outcomes.

Erikson’s psychosocial theory of development

Erikson's theory outlines eight stages of psychosocial development, each characterized by a specific conflict that must be resolved; for example, 'Trust vs. Mistrust' occurs in infancy.

Zone of proximal development

The zone of proximal development (ZPD) refers to the range of tasks that a child can perform with guidance but not independently; it highlights the importance of support and scaffolding in learning.

Scaffolding

Scaffolding involves providing support and assistance to help a learner accomplish tasks within their ZPD; as the learner becomes more competent, the support is gradually removed.

Preferential looking technique

The preferential looking technique is a method used in developmental psychology to study infants' vision and preferences by observing their gaze on different stimuli.

Orienting reflex

The orienting reflex is the automatic response to new or unfamiliar stimuli, often seen in infants who show increased attention toward novel objects or sounds.

Synaptic pruning

Synaptic pruning is the process by which unused or redundant synapses are eliminated during brain development, significantly enhancing the efficiency of neural networks.