Psych 1002 Midterm 2

Germinal

The germinal stage is the first phase of prenatal development. Encompassing the first two weeks of conception. Person does not know their pregnant

Prenatal Period

Extends from conception to birth, usually encompassing 9 months of pregnancy

Placenta

Structure that allows oxygen and nutrients to pass into the fetus from the mother’s bloodstream, and bodily wastes to pass out to the mother

Embryonic Stage

Second stage of prenatal development, lasting from two weeks until the end of the second month. During this stage, most of the vital organs and bodily systems begin to form in the developing organism, which is now called an embryo. Structures such as the heart, spine, and brain emerge gradually as cell division becomes more specialized.

Fetal Stage

Third stage of prenatal development, lasting from two months through birth. The first two months of the fetal stage bring rapid bodily growth, as muscles and bones begin to form. Sex organs start to develop 3rd month

Tetrogens

Any external agents, such as drugs or viruses, that can harm an embryo or fetus.

What happens when women drink alcohol during pregnancy?

Fetal alcohol spectrum disorder (FASD) is a collection of congenital (inborn) problems associated with excessive alcohol use during pregnancy.

Preterm

Born prior to 38 weeks after conception. At Greater risk for developmental problems (e.g., learning difficulties) 

Motor Development

Refers to the progression of muscular coordination required for physical activities.

Maturation

Development that reflects the gradual unfolding of one’s genetic blueprint. A product of genetically programmed physical changes that come with age, rather than through experience and learning.

Longitudinal Design

Investigators observe one group of participants repeatedly over a period of time.

Cross-sectional design

Investigators compare groups of participants of differing age at a single

Human Development Defined By?

Physical, social/emotional, cognitive

Physical Development

Changes in an individuals biological nature (maturation)

Cognitive Development

Changes in an individual’s thought patterns, intelligence, and language 

Social and Emotional Development

Changes in an individual's relationships with other people, changes in emotions, and changes in personality

Adolescents development

Undergo puberty, with primary sex characteristics related to reproduction and secondary sex characteristics being non-essential changes. Brain development includes the prefrontal cortex maturing last, impacting impulse control and complex planning and decision-making.

Child Development

Childhood motor development features persistent and vanishing reflexes, parallel growth of motor and perceptual skills, and 100 billion neurons in newborns with maturing connections. Efficiency increases via neural pathway reinforcement and pruning, shaped by experiences. Adolescence accelerates synapse reduction, leaving the adult brain with half as many connections as infancy.

Piaget Theory of Cognitive Development:

Proposed that children evolve through 4 stages of cognitive development

Schemas

Frameworks that organize information and allow for quick interpretation. People Use schemas in two ways: 

Assimilation

Use current schemas to interpret the external world and incorporate new information into existing schemas

Accommodation

Create new schemas or adjust old ones after noticing that out current way of thinking does not capture the environment completely

Order of Piaget’s stages

Sensorimotor (0-2) --> Preoperational (2-7) --> Concrete Operational (7-11) --> Formal Operational (11+) 

Sensorimotor Stage

(0-2) Infants connect senses to actions, evolving from reflexes to symbolic thinking. Object permanence, the understanding that things exist even when not seen, emerges by around 8 months.

Pre-operational stage

(2-7) Children progress to using words and images for symbolic thinking, but they grapple with egocentrism and a lack of logical reasoning. This is evident in their difficulties with tasks like understanding conservation and reversibility, which involve grasping that quantities remain constant despite changes in appearance.

Egocentrism

In thinking is characterized by a limited ability to share another person’s viewpoint

Conservation

Piaget’s term for the awareness that physical quantities remain the same (constant) in spite of changes to their shape.

Concrete Operational stage

(7-11) Children can now reason logically about strong events, allowing them to classify objects and grasp concepts like conservation, reversibility, and family relationships. They can consider multiple facets of a problem but haven't reached abstract thinking yet.

Formal Operational stage

Adolescents begin to be able to use hypothetical-deductive reasoning, develop hypotheses, and systematically solve problems

Earliest Object Permanence can appear

4 month old infant

Temperament

Refers to characteristic mood, activity level, and emotional reactivity

Difficult Children:

The tend to be glum, erratic in sleeping and eating, resistant to change, and relatively irritable

Slow to warm children

Children who tended to be less cheery, less regular in their sleep and eating, and slower adapting in change.

Easy Children

Tended to be happy, regular in sleeping and eating, adaptable, and not readily upset

5 stages of beavermeant (processing death)

Denial, anger, bargaining, depression, acceptance

Prefrontal cortex development

Last to develop/mature, might go on until mid 20s. Immaturity of the prefrontal cortex causes risky behaviour

What did Erikson develop?

Developed Psychosocial stages of development

Trust vs Mistrust

(1 year) Is my world Predictable and Supportive?

Autonomy Vs. Shame

(2-3 years) Can I do things or must I always rely on others?

Initiative vs Guilt

(4-6 years) Am I good or bad?

Industry vs Inferiority

(6- through puberty) Am I competent or am I worthless?

Identity vs Confusion

(Adolescence) Who am I or where am I going?

Intimacy vs Isolation

(Early Adulthood) Shall I live my life alone or share with someone?

Generativity vs Self Absorption

(Middle Adulthood) Will I produce something of real value?

Generativity

Giving to the next generation through child rearing, caring for others, or productive work

Integrity vs Despair

(Late Adulthood) Have I lived a full life? Reflect on life on the person they’ve been

Identity Diffusion

A person has not yet explored identity possibilities and has not yet made a commitment to a specific identity

Identity Foreclosure

A person has made a commitment without adequately exploring other possibilities

Identity Moratorium

A person is actively exploring various identity options and is holding off on making a commitment

Identity Achievement

A person has explored various possibilities and has made an (educated) choice about an identity to pursue

Mary Ainsworth and John Bowlby

Developed Attachment Theory

Securely Attached

Parent is a secure base. When parent leaves, the child may cry but only because they prefer parent to stranger. When parent returns, they actively seek contact and crying ceases.

Avoidantly Attached

Infant is unresponsive to parent. When parent leaves, they are not distressed. When parent returns, they are slow to greet and often fail to cling

Anxiously Attached

Infant shows confused or contradictory behaviours. They cry when parent leaves, but they continue to cry when parent returns while clinging and hitting the parent.

Secure Attachment Orientation

Person feel comfortable getting close to and relying on others

Avoidant Attachment Orientation

Person is less interested in close relationships and are less invested in the relationships. They strive to maintain independence

Anxious Attachment Orientation

Person desperately wants to have a close relationship, but they have difficulty trusting other because they are scared of being abandoned

Disorganized Attachment Orientation

People who show high anxiety and high avoidance

Anxiety

Refers to one’s attitude to the self.

Avoidance

Refers to one’s attitude to others

Preconventional Stage

Punishment and Reward Orientation

Conventional Stage

Interpersonal orientation and Social-system orientation

Postconventional Stage

Social contract or Utility and Individual Right, and Universal Ethical principles

Punishment Orientation

Right and Wrong determined by what is punished. Punish = bad

Reward Orientation

Right/wrong determined by what is rewarded. Reward = right

Interpersonal Orientation

Right/wrong determined by approval of close relationships

Social-system orientation

Right/wrong determined by society rules/laws, which should be obeyed rigidly. Rules that must be obeyed by all people at all times.

Social Contract or Utility and Individual Rights

Right/wrong determined by society’s rules, they’re viewed fallible (can be incorrect at times) rather than absolute.

Universal Ethical Principles

Right/Wrong determined by abstract ethical principle that highlight fairness and justice. Few adults reach this stage

What developments theory did Freud develop?

Psychosexual Theory of Development

Oral Stage

(Birth -1 yr) The baby is focused on sucking acitivities towards breast/bottle. Sucking habit formed if oral needs not satisfied

Anal stage

(1-3yr) Young toddlers enjoy holding/releasing urine and feces. Potty training becomes major life task.

Phallic Stage

(3-6) Learn about genetillia. Oedius/electra complex happens. Stage is resolved if child identifies with same sex parent

Oedius/Electra Complex

Young children feel attraction to other-sex parent. For attention, they adopt same-sex parent’s characteristics, values, and behaviour

Latency Stage

(6-11) In this stage, sexual instincts decrease, and there’s a focus on intellectual and social exploration. Children learn new values from adults and same-sex peers, developing self-confidence. Fixation at this stage presents itself as immaturity and inability to form fulfilling relationships.

Genital Stage

(Adolescence) Puberty revives sexual impulses, leading to a strong sexual affection to a specific gender. Successful early development results in mature sexuality, marriage and family responsibilities.

Conscientousness (Constraint)

Organized Vs disorganized

Careful vs Careless

Self disciplined vs Weak willed

Agreeableness

Soft hearted vs ruthless

Trusting vs suspicious

Helpful vs Uncooperative

Openness to Experience

Imaginative vs Down to earth

Flexible vs Routine

Independent vs Conforming

Extraversion

Sociable vs Retired

Fun-loving vs somber

Affectionate Vs Reserved

Neuroticism

Worried Vs calm

Insecure vs Secure

Self-pitying vs Self-satisfied

Big 5 personality traits

Openness to Experience

Conscientiousness

Extraversion

Agreeableness

Neuroticism

Sixth factor found by HEXACO model for personality

Honesty and Humility

Myers-Briggs Type Indicator

Primarily used for categorizing personality types based on 4 dichotomies

Extraversion (E) vs. Introversion (I)

How a person interacts with the world

Sensing (S) vs. Intuition (N)

How a person processes information

Thinking (T) vs. Feeling (F)

How a person makes decisions

Judging (J) vs. Perceiving (P)

How a person organizes the world

Developing Coronary Artery Disease

Hostility (low Agreeableness) and Neuroticism related to increased sympathetic nervous system activation

Unhealthy behaviours (smoking, poor diet, lack of exercise)

Low Conscientiousness and Neuroticism

Agreeableness and Extraversion

the best predictors of outcomes related to peer-relations in children (e.g., peer acceptance and friendship)

Low Agreeableness (Hostility) and Low Extraversion

associated with being rejected by peers

Popularity in young adults associated by

Extraversion

Bad relationships

High Neuroticism and Low Agreeableness

Time Perspective

an individual difference variable that reflect a cognitive bias toward a particular temporal state

Present-Oriented Students

Engage in more procrastination and focus on instant gratification.

Future-Oriented Student

Better able to relate their present behaviours to temporally-distant standards (long-term goals)

Our Conscious

contains all of the thoughts, memories, feelings, and wishes that we are aware of at any given moment

Our Preconsicous

Contains anything that could potentially be brought into the conscious mind

Our Unconscious

a reservoir of feelings, thoughts, urges, and memories that are outside of our conscious awareness.