AP Psych Chapter 12 Review

germinal 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