AP psych unit 6

developmental psych

developmental psych

branch of psych that studies physical, cognitive, and social change throughout the life span

teratogens

chemicals and viruses that can reach the embryo or fetus during development and cause harm

maturation

process by which we change, grow, and develop throughout life

assimilation

making sense of new situation by relating them to prior experiences and existing schemas

ex; seeing a new type of dog and knowing its a dog

continuity vs discontinuity

development occurs through out time (continuity) or in distinct stages (discontinuity)

stability vs change

whether our traits + character persist through life (stability) or change over time (change)

reflex

involuntary physical response to a stimulus

grasping

when palm is touched babys fingers curl around it

rooting

when stroked on the the cheek - turns face towards stimulus + opens mouth

sucking

sucks objects placed in mouth

moro (startle) reflex

at sudden stimulus, baby flings out arms & legs + arches back, then folds rapidly again

stepping

gives appearance of taking steps when feet touch flat surface

babinski reflex

toes curl when bottom of foot is stroked

temperament

measure of child’s activity lvl, sociability, and emotionality

attachments

reciprocal relationship between caregiver and child; must be learned before 2.5 years

sensorimotor stage

sensory and motor exploration

develop object permanence & stranger anxiety

from birth to 2 yrs

preoperational stage

symbolic and pretend play

animism & egocentrism

children learn to use language

2-7 yrs

object permanence

awareness that objects continue to exist even when not percieved

concrete operational stage

development of logical thinking & simple math skills

conservation & 2D thinking

7 - 12 yrs

conservation

knowing that the properties of mass, volume, and number remain while object changes

ex; “the taller glass has more water”

egocentrism

not being able to see another POV other than your own

formal observation stage

development of abstract and hypothetical thinking

12 years+

animism

believing inanimate objs have feelings

2D thinking

ability to solve problems by manipulating images in ones mind

scaffold

framework that offers children temporary support as they develop higher lvls of thinking

ex; having to know multiplication b4 algebra

autism spectrum disorder

appears in childhood; marked by sufficient deficiencies in communication and social interaction & by fixated interests and repetitive behaviors

stranger anxiety

fear of strangers that infants display around 8 months of age

critical period

optimal period early in life when exposure to certain stimuli or experiences produces normal development

imprinting

process by which animals form strong attachments during early life

secure attachment

comfortably explores environment in presence of caregiver; child was initially upset when parent left but calmed down & greeted parent

insecure attachment

clung to parent and less likely to explore environment

anxious-ambevelant attachment

distressed when parent left, ranging from inconsolable to clingy, may resist being greeted by parent

avoidant attachment

resisted being held/ comforted when parent left and did not go to parents for comfort upon return

basic trust

sense that the world is predictable and trustworthy

relation agression

act of aggression (physical/ verbal) intended to harm a persons relationship or social standing

social learning theory

we learn social behavior by observing and imitating & by being rewarded/ punished

gender typing

acquisition of traditional masculine/ feminine role (learning expected roles for boys + girls)

social-cognitive theory

thoughts/ ideas od society have an impact in gender roles

gender-schema theory

internalize msgs ab gender into cognitive rules ab gender behavior

social-learning theory

gender role behavior is developed through observation of others and through rewards/ punishments

androgyny

displaying both traditional masculine and feminine psych characteristics

social identity

part of our psychological identity that involves our sense of self as member of particular groups

emerging adult hood

period from ab age 18-20 in western cultures are no longer adolescents but have not achiever full independence as adults

primary sex characteristics

body structures that make sexual reproduction possible

secondary sex characteristics

non reproductive sexual traits; breasts, hips, voice, body hair

AIDS

depletes immune system, leaving person vulnerable to infections

neurocognitive disorders (NCDs)

disorders marked by cognitive deficits

social clock

culturally preferred timing of social events

ex: first job at 16/17

authoritarian parents

strict standards for behavior, enforce rules, use punishment more often than reinforcement, value obedience more than discussion

children end up not being able to make decisions for themselves + have low self esteem

permissive parents

no set guidelines for behavior, low expectations, friendship>parenting, constantly changing rules + not consistently enforced

children end up w low self esteem/ forced into adulthood early

authoritative parents

consistent reasonable standards for behavior + clear consequences, responsive to input & needs of their children, use praise as often as punishment

children end up w high self esteem + good decision making ability

uninvolved/ neglectful parents

fulfills child’s basic needs but are detached, few demands, low responsiveness, v little communication

children lack self control & competence, & have low self esteem

trust vs mistrust

if needs are met infants develop trust; if needs arent met, they will become fearful of others

0-1 yrs

autonomy vs shame & doubt

children develop sense of independence or will be left with a sense of inadequacy

1-3 yrs

initiative vs guilt

children develop sense of capability + leadership or will be left w/ sense of self doubt

3-6 yrs

industry vs inferiority

children develop sense of confidence in their abilities or will be left feeling inferior

6-12 yrs

identity vs role confusion

teens develop sense of self, or will be left feeling unsure of their beliefs/ future

12-18 yrs

intimacy vs isolation

adults form lasting meaningful relationships, or will be left feeling emotionally isolated

18-35 yrs

generivity vs stagnation

adults develop sense of pride in their accomplishments or will be left feeling unproductive

35-65 yrs

integrity vs despair

older adults develop sense of satisfaction w their life, or are left feeling regret or bitterness