PSY 2021 EXAM 2 STUDY GUIDE

CHANGES IN THE BRAIN DURING EARLY CHILDHOOD

• AGE 6: development of myelin and development of new synapses, greater development in the prefrontal cortex

• AGES 3-6 growth in the hemispheres and corpus callosum

• AGE 3: visual pathways

MYELINATION

development of myelin

SYNAPSE PRUNING

loss of synapses which are unused

PREFRONTAL CORTEX

area of the brain behind the forehead that helps us think, strategize, and control emotions

LEFT HEMISPHERE

After age 3, develops which correlates with the burst of language skills

RIGHT HEMISPHERE

Grows steadily, spatial skills and recognizing patters

PIAGET’S PREOPERATIONAL STAGE

ages 2-7, learning to use language and how to think about the world symbolically.

LIMITATIONS IN EARLY CHILDHOOD THINKING

animism, egocentrism, conservation errors

ANIMISM

belief that inanimate objects are capable of actions and have lifelike qualities

EGOCENTRISM

tendency of young children to think that everyone sees things in the same way as the child

CONSERVATION ERRORS

difficulty understanding that altering a substance’s appearance does not change its basic properties

THEORY OF MIND

understanding that the mind holds people’s beliefs, desires, emotions, and interactions. one component of this understanding that the mind can be tricked or that the mind is not always accurate

EXPLAIN LANGUAGE DEVELOPMENT AND THE IMPORTANCE OF LANGUAGE IN EARLY CHILDHOOD

• language development: child’s ability to interact with peers and everyone around them by language

• importance of language development: communication

DESCRIBE VYGOTSKY’S MODEL

outside: learner cannot do

middle/zone of proximal development: learner can do with guidance

inner: learner can do unaided

DEVELOPMENT OF SELF-CONCEPT

• preschoolers: looking-glass self, i and me, exaggerated sense of self, self-control

PERMISSIVE PARENTING

being a friend rather than authority figure, fail to learn self-discipline and feel insecure because they don’t know limits

AUTHORITATIVE PARENTING

appropriately strict, reasonable, and affectionate

AUTHORITARIAN PARENTING

parents make the rules and children are expected to be obedient. children may fear rather than respect their parents, taking frustrations out on safer targets

UNINVOLVED PARENTING

disengaged, no demands, non-responsive. children can suffer in school and in their relationships with peers

GENDER IDENTITY DEVELOPMENT

• infancy: observing messages about gender from adults’ appearances, activities, and behaviors

• 18-24 mo: begin to define gender, using messages from many sources (home and care settings)

• 3-4yo: gender identity takes on more meaning as children begin to focus on all kinds of differences (connect the concept of girl and boy)

• 5-6yo: called the rigid period; a child who wants to do or wear things that are not typical of their gender identity is probably aware that other children find it strange

MARTYR PARENT

parent who will do anything for the child, even tasks that the child should do independently

PAL PARENT

wants to be child’s friend and focuses being entertaining and fun

POLICE OFFICER/DRILL SERGEANT PARENT

focuses primarily on making sure that the child is obedient and that the parent has full control of the child

TEACHER/COUNSELOR PARENT

pays a lot of attention to expert advice on parenting and believes that as long as all of the steps followed, the parent can rear a perfect child

CHILDHOOD STRESS AND TRAUMA IMPACTING DEVELOPMENT

• stress: hormonal cortisol exceeding normal ranges, cardiovascular problems, skin conditions, susceptibility to viruses, headaches, stomach aches, depressed, anxious, violent, overwhelmed

• trauma: social, emotional, cognitive impairments, self-destructive behaviors

PIAGET’S CONCRETE OPERATIONAL INTELLIGENCE

during middle childhood that emphasizes the use of logical thought, especially as applied to concrete, or physical objects

INFORMATION PROCESSING THEORY OF MEMORY

1. sensory memory

2. working memory

3. long-term memory

SENSORY MEMORY

the first component of the memory system where information comes in through the 5 senses and is processed if the mind believes that the information is important

WORKING MEMORY

the second component of the memory system where information that has been processed in sensory memory goes. working memory includes all the information that you are consciously aware of

LONG-TERM MEMORY

the third component of the memory system where information is stored for long periods of time.

LANGUAGE DEVELOPMENT IN MIDDLE CHILDHOOD

5th grade: 40,000 words, 20 words per day; thinking of objects in less literal ways; rules of grammar

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES (IQ)

• logical-mathematical: the ability to solve math problems; problems of logic, numerical patters

• linguistic: vocabulary, reading comprehension, function of language

• spatial: visual accuracy, ability to read maps, understand space and distance

• musical: ability to read patterns in music, hear pitches, recognize rhythms and melodies

• bodily-kinesthetic: motor coordination, grace of movement, agility, strength

• naturalistic: knowledge of plants, animals, minerals, climate, weather

• interpersonal: understand the emotion, mood, motivation of others, able to communicate effectively

• intrapersonal: understanding of the self, mood, motivation, temperament, realistic knowledge of strengths, weaknesses

• existential: concern about and understanding of life’s larger questions, meaning of life, or spiritual matters

TRIARCHIC THEORY OF INTELLIGENCE (APTITUDE)

• analytical (componential): includes the ability to solve problems of logic, verbal comprehension, vocabulary, and spatial abilities

• creative (experiential): the ability to apply newly found skills to novel situations

• practical (contextual): the ability to use common sense and to know what is called for in a situation

APPLY THE ECOLOGICAL SYSTEMS MODEL TO EXPLORE CHILDREN’S EXPERIENCE IN SCHOOLS

child’s family (microsystem) can impact how they interact with other at school (microsystem). the relationship between these microsystems (the mesosystem), can impact a child’s behavior and academic success

INDUSTRY V. INFERIORITY — RELATE TO MIDDLE CHILDHOOD

gaining a sense of how they measure up when compared with friends

IMPORTANCE OF PEER RELATIONSHIPS - MIDDLE CHILDHOOD

provides the opportunity for learning social skills such as how to communicate with others and how to negotiate differences; learn how to initiate and maintain social interactions with other children; learn skills for managing conflict, taking turns, compromise, and bargaining

PRE-CONVENTIONAL MORAL DEVELOPMENT

first 2 stages of moral development where morality comes from outside the person, and the concern is on physical consequences of actions

CONVENTIONAL MORAL DEVELOPMENT

stages 3 and 4 of moral development where morality is internalized, and the concern is on society norms

POST-CONVENTIONAL MORAL DEVELOPMENT

stages 5 and 6 of moral development where morality comes from personal understanding of rights and justice, regardless of whether that understanding matches societal norms

PUBERTAL CHANGES IN BODY SIZE, PROPORTIONS, AND SEXUAL MATURITY

• Adrenarche: 6-8yrs, increased production of adrenal androgens that contribute to a number of pubertal changes — such as skeletal growth

• Gonadarche: several years later and involves increased production of hormones governing physical and sexual maturation

• Primary sex characteristics: uterus & ovaries/testes

• Secondary sex characteristics: physical development (breasts and hips/facial hair, increased muscle and bone mass, deepened voice)

SOCIAL/EMOTIONAL ATTITUDES AND REACTIONS TOWARD PUBERTY, INCLUDING SEX DIFFERENCES

• boys who mature early tend to be stronger, taller, and more athletic (more popular). early maturing boys have lower levels of depression

• early maturing/late bloomers feel self conscious and feel depressed, depression, etc.

KEY CHANGES IN BRAIN DEVELOPMENT IN ADOLESCENTS

• prefrontal cortex: improved efficiency of information processes

• dopamine and serotonin levels: more emotional, and more responsive to stress

• the brain can be flooded with impulses that overwhelm the prefrontal cortex

• limbic system doesn’t develop until later

HEALTH AND SEXUAL CONCERNS DURING ADOLESCENCE, INCLUDING MENTAL HEALTH AND SOCIAL MEDIA

• nutrition, body image, body dissatisfaction, eating disorders, STI’s, you know the drill

PIAGET’S THEORY ON FORMAL OPERATIONAL THOUGHT

the fourth and final stage of Piaget’s theory of cognitive development, characterized by more systematic logical thinking and by the ability to understand and systematically manipulate abstract concepts

COGNITIVE ABILITIES AND CHANGES DURING ADOLESCENCE

developing teenager gains the ability to think systematically about all logical relationships within a problem. the transition from concrete thinking to formal logical operations happens over time.

THE ROLE OF SECONDARY EDUCATION IN ADOLESCENT DEVELOPMENT

their continued cognitive development allows them to think abstractly, analytically, hypothetically, and logically

CHANGES IN SELF-CONCEPT AND IDENTITY DEVELOPMENT DURING ADOLESCENCE

increased commitments to social aspects of identity and greater needs for connection with peers

MARCIA’S 4 IDENTITY STATUSES

• Foreclosure - low exploration, high commitment

• Achievement - high exploration, high commitment

• Diffusion - low exploration, low commitment

• Moratorium - high exploration, low commitment

CHANGES IN FAMILY RELATIONSHIPS DURING ADOLESCENCE

more equal, interdependent, and reciprocal

DESCRIBE ADOLESCENT FRIENDSHIPS AND DATING RELATIONSHIPS AS THEY APPLY TO DEVELOPMENT

social development, emotional development, independence and autonomy, peer influence, attachment intimacy, risk and responsibility, breakups and grief