AP PSYCH u3.1-3.6 : developmental psych

longitudinal

same persons studied over time

cross sectional

group of people studied at one point in time

nature and nurture

how genetics and environment interact w environment and influence you

continuity and stages

what parts of development are continuous and what’s in stages

stability and change

what stays the same and what changes

stages of prenatal development

zygote (conception), embryo (2-8 weeks), fetus (9weeks to birth)

teratogens

substances that can damage an embryo/fetus

fetal alcohol syndrome

occurs in kids w heavy drinking mothers during pregnancy

habituation

lower reactivity to repeated stimuli

maturation

advancing bodily and mental functions in universal milestones

critical periods

time in development where influences have major effects

newborn reflexes

rooting, sucking, grasping, swallowing, stepping

adolescence

transition period from child to adulthood

puberty

period of sexual maturation where one can reproduce (menarche and spermarche)

menopause

end of menstruation

language

agreed systems of spoken, written, and signed words + combos w meaning

imprint

process where some baby animals from strong attachments during early life

schemas

concepts / mental molds that we pour our experiences into

assimilation

adding new example(s) to existing schemas

accommodation

creating/modifying existing schemas after gaining new info

sensorimotor

brith - 2 yrs : infants have sensory and motor functions

object permanence

awareness that something exists when not seen

preoperational

2-7: can use language but can’t comprehend mental operations

conservation

principle that mass/volume/length/#s remain the same when form changes

pretend vs parallel play

acting out stories with environment vs playing near but not with others

egocentrism

preoperational child’s inability to take others’ POV

theory of mind

ability to think about mental states of self and others

concrete operational

7-11: gain mental operations that let them think logically about events

formal operational

12-RIP: people start to think logically about abstract concept d

scaffolding

temp framework of support for a kid to help them learn

zone of proximal development

between what a kid can and can’t do - can do WITH help

phonemes

smallest distinctive sound unit

morphemes

smallest distinctive word with meaning

linguistic determinism

language determines the way we think

linguistic relativism

language influences how we think

grammar

set of language rules

universal grammar

innate predisposition to understand any languages’ grammar rules

babbling

infant makes random sound

1 word

infant speaks w one word

2 word

infant speaks w 2 words

telegraphic speech

kid speaks in noun-verb sentences

ecological systems theory

different environments affect our bio, cognitive, and social development

microsystem

immediate environment around child

mesosystem

interactions between members of microsystem

exosystem

indirect influences that don’t directly target you, but people in micro

macrosystem

societal and cultural values like religion

chronosystem

things that change over time & are absolute

neglectful

ignore and neglect kid - kid becomes mean and depressed

authoritarian

demands and doesn’t give room for argument - kid is weak and a pushover

authoritative

impose rules but give compromises- kid is great

permissive

parent bends to kid’s will & is a pushover - kid is a brat

self concept

understanding and assessment of who you are

secure v insecure attachment

nice and kind moms lead to securely attached kids while mean and mean moms lead to anxious or ambivalent attached kids

strange situation

tests attachment - leave kid in new room alone, then bring in mom

basic trust

sense that world is predictable and trustworthy

disorganized attach

no consistent attachment style

temperament

characteristic patterns of emotional reactions and self regulation

seperation v stranger anxiety

fear of being apart from caregiver v fear of strangers

harlow attachment study

cloth and wire monkey - comfort is important in development

identity

sense of self

emerging adulthood

18-25 : not a teen but not an adult

social clock

expected timeframe for a specific activity (marriage, retirement)

erikson’s theory of psych/social/emotional development

successive stages w a crisis that must be beat

trust v mistrust

brith - 1yr - infant learns hope : needs are or aren’t met

autonomy v shame and doubt

1-3 - learns will : kid’s ability to choose is encouraged or thwarted

initiative vs guilt

3-5 - learns purpose : kid wants to take initiative in life and activites , supported or thwarted

industry v inferiority

6-11 - learns competence : kid gets cognitive abilities for tasks and either succeeds or is put down

identity & role confusion

12-18 - learn fidelity : form identity or become unsure of self

intimacy v isolaiton

18-35 - learn love : form meaningful relationships or be a lonely loser

generativity v stagnation

35-55 - learn care : guide next generation or be a loner

integrity v despair

55-die - learn wisdom : evaluate life with satisfaction or despair

ACE (adverse childhood experiences)

traumatic experiences that disrupts brain development (children aged)