Unit 1

Developmental Psychology

Changes (physical, cognitive, social, emotional) across the lifespan

Longitudinal studies

One group of participants studied over a period of time

Cross-Sectional Studies

Different age groups tested at one time

Nature vs. Nurture

How does our genetic inheritance (our nature) interact with our experiences (our nurture) to influence our development?

Continuity vs. Stages

Which parts of development are gradual and continuous (continuous) vs. Which parts change abruptly (in separate stages or discontinuous)

Stability vs. Change

Which of our traits persist through life? How do we change as we age?

Critical Period

a sensitive time period when certain developmental milestones need to occur

What can influence the major physical and psychological milestones that occur during prenatal development?

1. Teratogens - Harmful substances (such as viruses and chemicals) that can cause birth defects

2. Maternal illnesses

3. Hormonal factors

4. Environmental factors

Newborn Reflexes

Automatic/Involuntary movements that aid in newborn survival (rooting specifically mentioned in CED)

Rooting - if you touch a baby's cheek, they will turn towards it

Moro - startle reflex

Babinski - toes fan out when tickled

Maturation

Genetically predetermined sequence of motor development, relatively uninfluenced by experience (nature view)

Brain Development

Rapid growth in neural networks

Adolescence

The transition period from childhood to adulthood, extending from puberty to independence

Synaptic pruning

Neural network become more efficient and unused connections are pruned back

Puberty

The period of sexual maturation, during which a person usually becomes capable of reproduction

Spermarche & Menarche

Spermarche = the first ejaculation

Menarche = the first menstrual period

Primary vs. Secondary Sex

Primary sex characteristics - changes necessary for reproduction

Secondary sex characteristics - changes NOT necessary for reproduction

Adulthood

Physical development continues to grow until middle adulthood, then levels off and then a varying decline in physical and reproductive ability

Schemas

Mental representations of categories, people, events, etc. Allows us to organize & interpret information.

Assimilation

Interpreting new information in terms of our existing schemas (as is; without any changes)

Accommodation

Adapting our current schemas (understanding) to incorporate new info.

Sensorimotor Stage

(birth - 2 yrs)

Mental activity is confined to sensory & motor functions

Object permanence

(lacking)

The ability to recognize that objects continue to exist even when they are no longer visible.

Preoperational Stage

(2-7 yrs)

Able to represent things with words and images but too young to perform mental operations

Pretend Play

Symbolic thinking & imagination

Egocentrism

Difficulty taking another's point of view (Believe everyone sees the world as they do)

Theory of Mind

The understanding that others have intentions, desires, beliefs, perceptions, and emotions different from one's own and that such intentions, desires, and so forth affect people's actions and behaviors.

Animism

Belief that inanimate objects are real and possess human characteristics

Conservation

The awareness that physical quantities remain the same despite changes in shape/appearance.

Centration

Tendency to focus on just one feature of a problem, neglecting other important aspects

Reversibility

The ability to envision reversing an action

Concrete Operational Stage (7-11 yrs)

*Has developed conservation

*No longer displays egocentrism & animism

*Can use simple logic (+/-, can sort, etc)

*CANNOT use higher-level thought/abstract reasoning

Formal Operational Stage (12+ yrs)

*Can use higher-level thought

*Can think abstractly

*Can use reason to hypothesize

Evaluating Piaget's Theories

*Stages are not as fixed as Piaget thought; it's more continuous and may be more like "waves"

*Timing of stages likely different

Vygotsky's Sociocultural View

*Social interaction/culture/language development influence cognitive development

*Children benefit from "mentors" who scaffold

Scaffolding

Offering children temporary support as they develop higher levels of thinking

Zone of Proximal Development (ZPD)

Range of tasks that are too difficult for a person to learn alone, but can be accomplished with guidance from someone with experience in the task.

Preconventional Moral Reasoning

Based on gaining rewards & avoiding punishments

Conventional Moral Reasoning

following rules/laws; gaining others' approval

Postconventional Moral Reasoning

equality, justice, ethical principles, human rights

Crystallized & Fluid Intelligence

As we age, fluid intelligence starts to decline, but crystallized intelligence continues to grow.

Dementia

Dementia is not a specific disease but is rather a general term for the impaired ability to remember, think, or make decisions that interferes with doing everyday activities.

Microsystem

Groups with direct contact with the individual (ex. family, friends, classmates, babysitters, bullies)

Mesosystem

Relationships between groups in microsystem (ex. PTA, different fiends groups interacting)

Exosystem

Formal and informal social structures (ex. school board, extended family, parents workplace, public transportation systems)

Macrosystem

Cultural elements that affect individuals and others around them

Chronosystem

Individual's current stage of life (ex. global pandemic)

Attachment

The emotional bond between a child and their caregiver

Separation Anxiety

When children express heightened anxiety or fear when away from a caregiver or in the presence of a stranger (begins about 8 months old)

Imprinting

The process where certain animals form strong attachments during an early-life critical period (does not occur in humans)

The Need For Contact Comfort

Findings of Harlow's research: There is a biological need for contact comfort (monkeys spent majority of the time with the cloth mother)

Temperament

A person's characteristic emotional reactivity and intensity; way of expressing needs & emotions; related to how individuals form attachments. (Expressed from birth)

Secure Attachment

uses mom as a home base while playing; when mom leaves, baby is upset, but can calm down easily; when mom returns = happy

Anxious-Insecure Attachment

clingy to mom; when mom leaves, baby is inconsolable; when mom returns = still upset

Insecure-Avoidant

Minimal/no interaction with mom at any of the 3 stages

Insecure-Disorganized Attachment

Inconsistent behavior throughout the 3 stages

Authoritarian Parenting Style

Parents: strict, unsympathetic, not open for discussion

Children: somewhat unfriendly, emotionally withdrawn, distrustful, possibly aggressive; reduced self-esteem; rebellious

Permissive Parenting Style

Parents: lacks discipline/boundaries (to a point), emphasizes freedom over responsibilities, more like a friend, favor natural consequences

Children: Somewhat immature, lacks self-regulation, rebellious

Authoritative Parenting Style

Parents: uses reasoning, encourages dialogue w/children, increases child's responsibility over time

Children: more friendly, cooperative, well-adjusted, resilient, strong leadership skills, show empathy and respect, not as likely to cave to peer pressure (have personal accountability)

Parallel Play

Two or more children playing side-by -side without interacting

Adolescence (describe relationship)

rely on peer relationship heavily

Imaginary Audience

The tendency to feel that peers are constantly watching their performance

Personal Fable

An adolescent's belief that his or her thoughts, feelings, or experiences are unique, more wonderful or awful than anyone else's

Adulthood (describe relationship)

culture plays a big role in determining what adulthood looks like

Social clock

the cultural timeline for important social milestones of a person's life. They are unspoken pressures that individuals face, and people find a need to accomplish them.

Emerging adulthood

Transition between adolescence and adulthood (some classify themselves as "adults," some don't see themselves as an adult yet)

Socialization

The process by which people learn how to behave, think, and feel in a way that is accepted by society

Sex vs. Gender

sex: determined by genetics/biology

gender: determined by society

Gender schemas

appropriate" behaviors, emotions, attitudes, occupations, etc. for each gender

Gender roles

particular part of the schema that relates specifically to culturally defined 'appropriate' behaviors each gender

Gender stereotypes

particular part of the schema that relates specifically to the culturally influenced beliefs about each gender

Trust vs. Mindset

(Infant, Birth - 1 year) Are needs being met?

Autonomy vs. shame and doubt

(Toddler 1 - 3 year) Independence; directing own behaviors

Initiative vs. Guilt

(Preschool 3 - 5 years) Curiosity, creativity, choice

Industry vs. Inferiority

(Elementary 5 - 12 years) social comparison, competence, esteem

Identity vs. Role confusion

(Adolescence 13 to early 20's) Deciding in terms of occupation, beliefs, attitudes, and behavior

Intimacy vs. Isolatoin

(Early adulthood 20's and 30's) Searching for committed relationships

Generativity vs. Stagflation

(Middle adulthood 30's and 40's) Being a creative, productive, and nurturing of the next generation; giving back

Integrity vs. Despair

(Lae adulthood 60's beyond) Wisdom. spiritual tranquility, a sense of wholeness and acceptance

What are (ACEs)?

Stressful or potentially traumatic events that can occur in a child's life between the ages of 0 and 17. ACEs can include abuse, neglect, violence, and other factors that can impact a child's sense of safety and stability

What impact do ACEs have?

causes lifelong medical, mental, social suffering

Achievement

successful achievement of a sense of identity

Foreclosure

unquestioning adoption of parental or social values

Moratorium

active struggling for a sense of identity

Diffusion

absence of struggle for identity, with no obvious concern about it

Social identity

The "we" aspect of our self-concept; the part of our answer to "Who am I?" that comes from our group memberships.