Studied by 3 peoplegerminal stage
the 2-week period of prenatal development that begins at conception, zygote
embryonic stage
beginning (2 weeks) - development of a heart, nervous system, stomach, esophagus, and ovaries/testes, end (8weeks) - development of eyes, ears, nose, jaw, mouth & lips, elbows, hands, fingers, knees, ankles & toes
fetal stage
third stage of prenatal development, organ growth and function begins
critical period
an interval during which certain kids of growth must occur if development is to proceed normally
Teratogens
harmful substances passed through the placenta that can cause birth defects (illicit drugs, alcohol, smoking, illness, stress)
Jean Piaget
swiss psychologist who pioneered developmental psych, proposed that development occurs in distinct stages, proposed children arent less intelligent than adults
sensiomotor period
0-2 years, mental activity is confined to sensory and motor functions, cannot form mental representation, ends with development of object permanence
object permanence
the knowledge that objects exist even when they are not in view
preoperational period
2-7yrs, understand/create representations (pretending), animism is evident in thinking, egocentrism is evident in thinking, lack of impulse control/ delayed gratification, stage ends with development of conservation abilities
conservation abilities
the ability to recognize that the important properties of a substance remain constant despite changes in shape, length, or position
egocentrism
the belief that the way things look to yourself is also how they look to everyone else
Animism
Belief that inanimate objects are alive and have intentions, feelings, and consciousness
concrete operational period
7-11 yrs, develop conservation abilities, thinking is no longer dominated by appearance of objects, perform simple mental manipulations, think logically about concrete objects
formal operational period
11+yrs, abstract thinking appears, engage in hypothetical thinking, reason and think about how possible strategies, understand impact of time, question social institutions, consider consequences
Lev Vygotsky
emphasized social influence on child's cognitive development
zone of proximal development (vygotsky)
the difference between what a child can do on his own and what can be accomplished with some assistance
Schemas
used to help children progress in their cognitive development, formed and modified through experience, generalizations based on experience that form basic units of knowledge
Assimilation
take info about new objects by trying to fit them into existing schemas
accommodation
children find that a familiar schema cannot be made to fit a new object they can change the schema
temperament patterns
easy babies, difficult babies, slow to warm up babies
easy babies
predictable behaviors (sleep/hunger), react to new situations cheerfully, seldom fuss
difficult babies
irregular in behaviors and irritable
slow-to-warm babies
wary to new situations but eventually come to enjoy them
Harlow attachment study
conducted experiments on newborn monkeys to see how infants develop attachment
hypotheses of harlow's monkeys
1.) attachment occurs because mothers feed their babies, food and being fed creates emotional bond, 2.) attachment occurs based on the warm, comforting contact the baby gets from the mother
attachment
a deep and enduring relationship with the person who the baby has shared many experiences
mary ainsworth
studied how different attachment styles affected kids
attachment patterns
Individual differences in how securely (vs. insecurely) people think, feel, and behave in attachment relationships.
secure attachment
belief and trust that his/ her needs will be meant, quick reaction to leaving child
avoidant attachment
subconsciously believes that his/her needs probably wont be met, disengaged to leaving child
ambivalent attachment
cannot rely on his/her needs to be met, inconsistant reaction to leaving child
Diana Baumrind
her theory of parenting styles had four main types (permissive, authoratative, uninvolved, & authoritarian)
authoritarian parenting
firm, punitive, and unsympathetic parents who value obedience from the child and authority for themselves, discourage independence
permissive parenting
parents who give their child great freedom and lax discipline, affectionate
authoritative parenting
parents who reason with the child, encourage give and take, are firm but understanding, independence within reason
uninvolved parenting
parents who are indifferent to children
Erik Erikson
Known for his 8-stage theory of Psychosocial Development
Psychosocial Stages of Development
To Erikson, eight successive stages encompassing the life span. At each stage, we must cope with a crisis in either an adaptive or a maladaptive way.
trust vs mistrust stage
the period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers
autonomy vs shame and doubt
children learn to exercise will, to make choices, and to control themselves-or they become uncertain and doubt that they can do thinks by themselves (toilet training, 2-3)
initiative vs guilt
children learn to initiate activities and enjoy their accomplishments, acquiring direction and purpose OR if they are not allowed initiative they feel guilty for being independent (exploration, 3-6)
industry vs inferiority
children develop a sense of industry and curiosity and are eager to learn OR they feel inferior and loose interest in the tasks before them (school, 7-12)
identity vs role confusion
adolescents come to see themselves as unique and integrated person with an ideology OR they become confused about what they want out of life (social relationships, 12-19)
intimacy vs isolation
young people become able to commit themselves to another person OR they develop a sense of isolation and feel they have no one in the world but themselves (intimate relationships, 20-30)
generativity vs stagnation
adults are willing to have and care for children and to devote themselves to their work and the common good OR they become self-centered and inactive (work and parenthood, 30-50)
integrity vs despair
older people enter a period of reflection, either seeing their life with contentment and welcoming death OR looks at life as a failure and fears death (reflection on life, 50+)
Lawrence Kohlberg
Famous for his theory of moral development in children; made use of moral dilemmas in assessment
Morality
concern with the distinction between good and evil or right and wrong
preconventional morality
reasoning that is not yet based on the conventions or rules that guide social interactions in society, following rules and fairness/ justice (infancy & preschool)
conventional morality
reasoning that reflects the belief that morality consists of following rules and conventions, pleasing others/ upholding rules (school age)
postconventional morality
reasoning that reflects moral judgements based on personal standards or universal principles of justice, equality, and respect for human life (teens and adults)
Carol Gilligan
sexist who believes kohlbergs stages are only applicable to men, moral reasoning is different from moral behavior, men focus on justice and women focus on caring and compassion
Adolescent Development
risk taking behaviors, seeking novelties, peer relationships, peer approval (hyperaware of other peoples opinions), dopamine rushes, sex, activism, amygloba controls actions (feelings)
self-regulation
the ability to control ones emotions and behaviors
adulthood
cognitive abilities continue to improve until late adulthood, decline in certain abilities occurs late adulthood
identity crisis
a phase during which an adolescent attempts to develop an integrated self-image
terminal drop
occurs 1-5 years before death, sharp decline in cognitive functions, especially verbal
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