Chapter 11 - Development

longitudinal studies

research method that studies the same participants multiple times over time

cross-sectional studies

research method that compares groups of participants of different ages at the same point in time

nature vs nurture

how is development influence by the interaction between genetic inheritance and experiences

developmental psychology

chronological changes over the lifespan

continuity vs discontinuous stages

what parts of development are gradual and what parts change abruptly

stability vs change

which of our traits persist and which change through life

heredity

genetic/predisposed characteristics that influence development

environment

external factors that influence development

Adverse Childhood Experiences (ACEs)

traumatic childhood experience that can have profound impacts on long-term health and behavior

epigenetics

study of environmental influence that determines if genes are expressed

teratogens

agents that damage the process of development, such as drugs and viruses

fetal alcohol syndrome

birth defects caused by the effects of alcohol on an unborn child

neonatal abstinence syndrome

withdrawal symptoms in newborns from maternal drug use

motor reflexes

specific patterns of motor responses that are triggered by specific patterns of sensory stimulation

maturation

the way we change, grow, and develop through life

gross motor skills

use of large muscle groups to control arms and legs for large body movements

fine motor skills

use of muscles in fingers, toes, and eyes to coordinate small actions

adolescence

period of development that begins at the onset of sexual maturity and lasts until the beginning of adulthood

puberty

developmental stage at which a person becomes capable of reproduction

primary and secondary sex characteristics

changes involving reproductive organs, body hair, and body shape

proliferation and pruning

making/deleting connections between neurons and synapses

crystallized intelligence

accumulated knowledge, increases as we age

fluid intelligence

ability to reason speedily and abstractly when solving unfamiliar logic problems, decreases with age

neurocognitive disorders

acquired disorders marked by decreased mental function, atypical aging

dementia, alzheimer's disease

progressive decline in memory and cognitive abilities due to deficiencies in acetylcholine and neural plaques

cognitive development

process in which infants and children gain the ability to think and understand

schemas

conceptual models of how the world works

assimilation

process of applying schemas in situations, incorporating information

accomodation

process of changing schemas in order to accept something from the environment

stranger anxiety

fear of unfamiliar people, happens when stranger can't be assimilating into an existing schema

Jean Piaget

known for his theory of cognitive development based around four universal and irreversible stages

sensorimotor stage

experiencing the world through senses and actions

preoperational stage

representing things with words and images, using intuition more than logic

concrete operational stage

thinking logically about concrete events

formal operational stage

abstract reasoning and thinking

object permanence

the awareness that things continue to exist even when not visible

egocentrism

inability to see the world through anyone else's eyes

animism

belief that inanimate objects have human feelings and emotions

lack of conservation

inability to determine that a certain quantity will remain the same despite changes to its container

irreversibility

inability to envision reversing an action

theory of mind

ability to reason about what other people know or believe

false belief test

task when a child must infer that another person doesn't possess the knowledge that they posses

Lev Vygotsky

developed social development theory

social development theory

cultural tools like language and social interactions contribute to the development of cognition

zone of proximal development

range of things children cannot do on their own but, with guidance from a more knowledgable other, they can

attachment

deep and enduring bond that connects one person to another across time and space

comfort contact

physical and emotional comfort an infant receives from being in contact with its mother, importance of comfort over food

secure attachment

attachments rooted in trust and marked by intimacy, comfort and confidence in the presence of a caregiver

anxiety attachment

extent to which a person worries about being abandoned/rejected by others

avoidance attachment

attachment style where children are unconcerned with separated from their caregiversdi

disorganized attachment

combination of anxious and avoidant attachments, sign of abuse

temperament

biologically based pattern of attentional and emotional reactivity, related to attachment

authoritative parenting

emotional warmth, high standards for behavior, enforcements of rules yet democratic

authoritarian parenting

little warmth, demanding, unresponsive to childrens' desires, poor communication

permissive parenting

high nurturing and communication but little discipline, guidance, or control

self concept

our understanding and evaluation of who we are

self efficacy

one's belief in their own ability

imaginary audience

psychological state where someone belives that others are constantly watching and evaluating them

personal fable

belief in one's own uniqueness, sense of being special

Erik Erikson

known for his 8 psychosocial stages of development, you either move forward with strength or insecurity

ego identity

firm sense of who one is and what one stands for

microsystem

people and objects in immediate environment

mesosystem

connections between microsystems

exosystem

indirect influences, community, environment

macrosystem

cultural values, customs, resources, ideology, geography

chronosystem

development over time, historical events

social clock

culturally preferred timing of social events

trust vs mistrust

infancy - if needs are dependably met infants develop a sense of basic trust

autonomy vs shame and doubt

toddlers - learn to exercise will and do things for themselves

initiative vs guilt

preschoolers - learn to initiate tasks and carry out plans

competence vs inferiority

elementary school - learn pleasure of applying oneself to tasks

identity vs role confusion

teenagers - work to refine a sense of self by testing roles and integrating them to form a single identity

intimacy vs isolation

young adults - struggle to form close relationships and to gain the capacity for intimacy

generativity vs stagnation

middle adulthood - discover a sense of contributing to the world

integrity vs despair

late adulthood - satisfactory reflection on one's life