Child Psychology: Ch 1.

History, Theory, and Research Strategies

Child development

the area of study devoted to understanding constancy and change from conception through adolescence

Developmental science

a field of study devoted to understanding constancy and change throughout the lifespan; child development is a part of it.

physical, cognitive, emotional and social

What are the 3 domains of development? (multiple answers)

A. Cognitive

B. Physical

C. Verbal

D. Emotional and social

Prenatal period, infancy and toddlerhood, early childhood, middle childhood, adolescence

What are the 5 age periods in child development?

Conception to birth

The prenatal period is from _____________

A. birth to 2 years

B. 6 to 11 years

C. conception to birth

D. 11 to 18 years

birth to 2 years

Infancy and toddlerhood is from _____________

A. birth to 2 years

B. 6 to 11 years

C. conception to birth

D. 11 to 18 years

2 to 6 years

Early childhood is from _____________

A. birth to 2 years

B. 6 to 11 years

C. conception to birth

D. 11 to 18 years

6 to 11 years

Early childhood is from _____________

A. birth to 2 years

B. 6 to 11 years

C. conception to birth

D. 11 to 18 years

11 to 18 years

Adolescence is from _____________

A. birth to 2 years

B. 6 to 11 years

C. conception to birth

D. 11 to 18 years

Prenatal period

In this 9 month period, the most rapid time of change occurs, a one-celled human person is transformed into a multi-celled human person with members and a remarkable capacity for adjusting to life in the surrounding world

A. Early childhood

B. Adolescence

C. Middle childhood

D. Prenatal period

E. Infancy and toddlerhood

Infancy and toddlerhood

This period brings dramatic changes in the intellectual capacities; the beginnings of langauge; and first intimate ties to others.

A. Early childhood

B. Adolescence

C. Middle childhood

D. Prenatal period

E. Infancy and toddlerhood

Early childhood

In this period of development, the body becomes longer and leaner, motor skills are refined, and children become more self-controlled and self-sufficient. Make-believe play blossoms, supporting every aspect of psychological development. Thought becomes evident and children establish ties with peers.

A. Early childhood

B. Adolescence

C. Middle childhood

D. Prenatal period

E. Infancy and toddlerhood

Middle childhood

Children learn about wider world and master new responsibilities that increasingly resemble those they will perform as adults. Hallmarks of this period are improved athletic abilities, participation in organized games with rules, more logical thought processes, mastery of basic literary skills, and advances in self, morality, and friendship

A. Early childhood

B. Adolescence

C. Middle childhood

D. Prenatal period

E. Infancy and toddlerhood

Adolescence

This period initiiates the transition to adulthood. Puberty leads to an adult-sized body and sexual maturity. Thought becomes increasingly complex, abstract, and idealistic, and schooling is directed toward preparation for higher education and the world of work. Young people begin to establish autonomy from the family and to define personal values and goals.

A. Early childhood

B. Adolescence

C. Middle childhood

D. Prenatal period

E. Infancy and toddlerhood

Theory

an orderly, integrated set of statements that describes, explains, and predicts behavior

Describe, explain, predict

3 things that theories do are ____________, __________, and ________

A. Explain

B. Distract

C. Predict

D. Prove

E. Describe

Guide and give

Theories are needed for 2 reasons, to _________ and __________ meaning

A. Take and give

B. Give and take

C. Guide and take

D. Guide and give

scientific verification

Theories differ from opinions and beliefs because they rely on

A. Scientific proof

B. Scientific verification

C. Scientific experiment

D. Scientific facts

Continuous or discontinuous

Development can be

A. Stagnant or continuous

B. Active or inactive

C. Fast pace or slow-pace

D. Continuous or discontinuous

Continuous

a process of gradually adding more of the same types of skills that were there to begin with

Discontinuous

A process in which new ways of understanding and responding to the world emerge at specific times

Stages

Theories that accept discontinuous develoopment regard development as taking place in

A. Stages

B. Periods

C. Timeframes

D. Years

Contexts

unique combinations of personal and environmental circumstances that can result in different paths of change

Nature-nurture controversy

The debate of whether genetic or environmental factors are more important in influencing development

Stability vs plasticity

The debate of whether experiences in life establish lifelong behaviors in children or if children are open to change

stability

In stability versus plasticity debate, _________ states that children who are high or low in a characteristic will remain so at later ages

plasticity

In stability versus plasticity debate, _________ states that children are open to change in response to influenctial experiences

blank slate

British philosopher John Locke described children as tabula rasa or _______ ________. According to Locke, children begin as nothing and their characters are shaped entirely by experience.

Maturation

In the 18th century, French philosopher, Jean-Jacques Rousseau introduced the concept

Maturation

a genetically determined, naturally unfolding course of growth

Normative approach

measu

Stanford-Binet Intelligence Scale

The _______ - ________ _________ ________ was a test created by French psychologist Alfred Binet, originally to help school officials find a way to indentify children with learning problems who needed to be placed in special classes.

Psychoanalytic prespective

_______ __________ states that children move through a series of stages in which they confront conflicts between biological drives and social expectations.

Psychosexual theory

Freud’s theory which emphasizes that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development

Id, ego, superego

According to Freud’s psychosexual theory, the 3 parts of the personality are

A. Id, ego, superego

B. Id, leggo, ego

C. Superego, ego,

D.

Id

The largest portion of the mind, the soruce of basic biological needs and desires

A. Superego

B. Id

C. Ego

Ego

The conscious, rational part of personality, emerges in early infancy to redirect the id’s impulses so they’re discharged in acceptable ways

A. Superego

B. Id

C. Ego

Superego

The conscious part of the personality, which develops between 3-6 years old, that conforms to the values of society and tells children how to act according to society

Psychosocial theory

Erikson’s theory which emphasizes that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitutdes and skills that make the individual an active, contributing member of society.

Oral

This stage of Freud’s Psychosexual theory that lasts from birth to 1 year. If the needs in this stage aren’t met through sucking from breast or bottle, the individual may develop such habits such as thumb sucking, fingernail biting, overeating, or smoking.

A. Oral

B. Phallic

C. Genital

D. Anal

E. Latency

Anal

This stage of Freud’s Psychosexual theory lasts from 3 to 6 years. In this stage toddlers and preschoolers enjoy holding and releasing urine and feces. If parents toilet train before children are ready or make too few demands, conflicts about ______ control may appear in the form of extreme orderliness or disorder.

A. Oral

B. Phallic

C. Genital

D. Anal

E. Latency

Latency

In this stage, which lasts from 6 to 11 years old, sexual instincts die down, and the superego strengthens as the child acquires new social values from adults and same-sex peers.

A. Oral

B. Phallic

C. Genital

D. Anal

E. Latency

Genital

In this stage, which occurs in adolescence, sexual impulses reappear. Successful development during earlier stages leads to marriage, mature sexuality, and child rearing.

A. Oral

B. Phallic

C. Genital

D. Anal

E. Latency

Basic trust vs mistrust

This stage of Erikson’s Psychosocial theory, which lasts from birth to 1 year, states that from warm, responsive care, infants gain a sense of trust that the world is good. Mistrust occurs if infants are neglected or handled harshley.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Autonomy vs. shame and doubt

In this stage, which lasts from 1 to 3 years, children use new mental and motor skills, and they want to decide for themselves. Parents can foster this by permitting reasonable free choice and not forcing the child.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Initiative vs guilt

3-6 years: Through make-believe play, children gain insight into the person they can become. A sense of ambition and responsibility develops when parents support their child’s sense of purpose.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Initiative

a sense of ambition and responsibility

A. Industry

B. Intimacy

C. Autonomy

D. Initiative

E. Integrity

F. Generativity

G. Basic trust

H. Identity

Industry vs inferiority

6-11 years: At school, children learn to work and cooperate with others. If they can’t they may develop feelings of incompetence from negative experiences at home, school, or with peers.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Identity vs role confusion

Adolescence: The young person forms this by exploring values and vocational goals. If they can’t do this they are left unsure of future adult roles.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Intimacy vs isolation

Early adulthood: Young adults establish intimate relationships. Because of earlier disappointmesnt, some individuals can’t form close bonds and remain alone.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Generativity vs stagnation

Middle adulthood: Adults give to the next generation through child rearing, caring for others, or productive work. Those who fail in these ways feel an absence of meaningful accomplishment.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Integrity vs despair

Old age: Old people feel that life was worth living as it happened. Those who are dissatisfied with their lives fear death.

A. Integrity vs despair

B. Industry vs inferiority

C. Identity vs role confusion

D. Basic trust vs mistrust

E. Autonomy vs shame and doubt

F. Initiative vs guilt

G.Intimacy vs isolation

H. Generativity vs stagnation

Behaviorism

the study of directly observing stimuli and response to stimuli

classical conditioning

operant condithioning theory

reinforcers

punishment

social learning theory

modeling

Applied behavior analysis

Social learning theory

Cognitive-developmental theory

children actively construct knowledge as they manipulate and explore their world

A.

B.

C.

D.

Sensorimotor

Birth -2 years: In this stage of Piaget’s Stages of Cognitive Development, infants “think” by acting on the world with their eyes, ears, hands, and mouts.

A.

B.

C.

D.

Preoperational

2-7 years: Preschool children use symbols to represent their earlier sensorimotor discoveries. Development of language and make-believe play takes place. However, thinking lacks the logic of the two remaining stages.

Concrete operational

7-11 years: Children’s reasoning becomes logical and better organized. School-age children organize objects into hierarchies of classes and subclasses. However, children think in a logical, organized fashion only when dealing with concrete information they can perceive directly.

Formal operational

11 years: The capacity for abstract, systematic thinking enables adolescents, when faced with a problem, to start with a hypothesis, deduce testable inferences, and isolate and combine variables to see whcih inferences are confirmed. Adolescents can also evaluate the logic of verbal statements without referring to real-world circumstances.

Information processing

the human mind’s ability to

developmental cognitive neuroscience

developmentl social neuroscience

Ethology

Critical period

Sensitive period

Evolutionary developmental psychology

Sociocultural theory

Ecological systems theory

Microsystem

Mesosystem

Exosystem

Macrosystem

Chronosystem

Dynamic systems persepctive

Systematic observation

Naturalistic and structured

Clinical interview and structured interview, questionnaires, and tests

Self-reports

Clincal, or case study, method

Ethnography

Naturalistic observation

Structured observation

Clinical interview

Structured interviews

Clinical, or case study, method

Ethnography

Correlational and experimental

What are the 2 main designs used in all research on human behavior

Correlational design

Correlational coefficient

Experimental design

Independent variable

Dependent variable