Unit 1 Life Span Developmental Psychology

development is lifelong

development is 3 dimensional

biological, cognitive, socioemotional

development is multidirectional

development is plastic

plasticity; change, fixing

development is multidisciplinary

taught in different ways

development is contextual

normative age-graded, normative history graded, non normative

age graded

k-12. puberty, nursing home, menopause

history graded

internet use, generations, war, pandemic, societal roles

non-normative

vacation home, age gaps, illness at young age, losing guardian/parent

chronological age

number of years since birth; to categorize, differentiate experiences, milestones

biological age

age in terms of biological health

psychological age

age of individuals adaptive capacities compared to those of the same chronological; memory, staying up to date, maturity. continuing to learn

social age

communicating/connecting w peers/others

normal aging pattern

bell curve, psychological functioning peaks in early/middle adulthood

pathological aging pattern

sharp drop, something occurred where the individual shows greater decline than average. sickness, impairment, addiction, poverty, death

successful aging pattern

long bell curve, elongated success shows greater prolonged success than average

cephalocaudal growth pattern

earliest growth at the top w/physical growth

TOP TO BOTTOM

proximodisal growth pattern

center of body works way out

INSIDE TO OUT

birth weight doubles by

4 months

birth weight tripes by

1st birthday

axon

carries signals AWAY from cell body

Myelin sheath

speeds up/provides insulin and helps elec. signals travel faster

terminal button

release NTs into synapses

Neurotransmitters

adrenaline, dopamine, serotonin

dendrites

carry signals toward the cell body

neuron

get info, transmit nerve cell

newborn sleeps

17-20 hours a day

SIDS

occurs when infant stops breathing and dies suddenly with no apparent cause

risks for SIDS

2-3 months

bed sharing/crowding

stomach sleeping

soft bedding

smoking while pregnant

birth weight

infants assemble motor skills for

perceiving and acting

infants must perceive smth in environment that

motivates them to move/act

a new motor behavior is the result of

the development of the nervous system, the body’s physical properties and it’s movement, needs to be a goal that motivates the child, and environmental support

grasping reflex

palms touched, infant grasps tightly, weakens after 3 mo disappears after 1 yr

moro (startle)

sudden sound, startle fling out anf bring in rapidly, disappear after 3-4 mos

rooting

stroke baby cheek, turn head open mouth, disappear after 3-4 mos

sucking

object touch mouth, sucks automatically, disappear after 3-4 mos

gross motor skills

large muscle, done by 2nd year, hands and legs 13 mo, walk quick 18mo

fine motor

intricate movements, precision, PINCER GRASP

schemes/schema/schemata

pre-existing knowledge, actions or mental representations that organize knowledge

assimilstion

we use existing schema to deal with new information or experiences; IN

accomodation

when you adjust your schema to deal with the new information or experiences; OUT

equilibrium

BALANCE

disequalibrium

UNBALANCED

infancy important roles

communicate with others, behavioral organizations— emotions influence infants social responses and adaptive behaviors as they interect with it

7 early emotions

surprise

joy

anger

sadness

fear

interest

disgust

crying

basic, anger, pain

don’t ignore _____ cries

pain

fear

tends to be earliest memory

typically appears at 6mo, early as 3mo

stranger anxiety

when an infant shows fear and weariness of strangers