Developmental and Behavorial Psychology

behavioral genetics

the study of the relative power and limits of genetic and environmental influences on behavior

genes

segment of a chromosome, made up of strands of DNA

genome

the complete set of genes or genetic material present in a cell or organism

Identical Twins

one egg split in two - genetically identical

differences are due to environment

Fraternal Twins

2 eggs at the same time \> genetically similar like any other sibling relationship

differences due to genetics AND environment

heritability

The extent to which genetic individual differences contribute to individual differences in an observed behavior

diathesis-stress model

behaviors are a result of both biological (nature) factors and life experiences (nurture)

evolutionary psychology

study of the evolution of human behavior and the mind

natural selection

traits that enable survival and reproduction will be passed to succeeding generations

Prenatal Development

mother's placenta gives the fetus nourishment, as well as can transfer toxic agents that can affect development and growth

use it or lose it

stimulation is essential for brain development and maintenance

XX

female

XY

male

testosterone

male sex hormone

estrogen

female sex hormone

social learning theory

behaviors are learned through observation, imitation, and consequence

gender schema theory

children from a concept about gender and adjust behavior/thoughts accordingly \> they view the world with a gender lens

schema

a mental category or concept though which a person interprets and organizes the world

assimilation

interpreting new experiences in terms of existing schemas

accommodation

adapting current understandings/schemas to incorporate new information

cross-sectional study

people of different ages are compared with one another at one time

longitudinal study

the same people are restudied and retested over a long period of time

maturation

the natural sequenced process of development

critical periods

a window of development when a person is best suited to learn a particular skill or behavior

womb

brain cells develop very quickly in the womb-neural networks first, then the frontal lobe, then association areas (thinking, memory, language)

Contact comfort

Instinctual need to touch and be touched, especially for babies (example: NICU babies)

separation anxiety

fear of separation from caregiver

stranger anxiety

fear of strangers - develops by 8 months

imprinting

process by which some animals from immediate, instinctual attachment during a critical period

Secure attachment

mild distress when parent leaves

happy upon parent return

prefers parent to stranger

Ambivalent attachment

intense distress when parent leaves

avoidance and fear of stranger

resistant upon parent return

Avoidant attachment

indifference when parent leaves

ok with stranger as with parent

indifferent upon parent return

Jean Piaget (1896-1980)

(person) emphasis on NATURE's influence on development

Cognition

all the mental activities associated with thinking, knowing, remembering, and communicating

Sensorimotor stage

(piaget's stages) age 0-2

basic actions such as sucking, grasping, looking, and listening

stranger anxiety

knowledge that they can cause things to happen

Object permanence

recognize that they are separate beings from the people/objects around them

Object permanence

the awareness that objects exist when not seen

preoperational stage

(piaget's stages) 2 - 6/7

Egocentrism, artificialism, animism, symbolism, theory of mind, conservation

Egocentrism

inability to see another person's point of view

artificialism

events are caused by people

animism

objects are alive and conscious

symbolism

the ability to use symbols (words, images) to represent objects

theory of mind

ideas about one's own and other people's mental states/emotions and the behaviors these might predict

conservation

key properties of substances stay the same even if their shape or arrangement changes

Concrete Operational stage

(piaget's stages) 6/7 - 12

ability to think logically but not abstractly - they struggle with hypothetical questions

mathematical transformations

fully understand conservation

egocentrism begins to disappear

Formal Operational stage

abstract thought and reasoning, self-concept

self-concept

a sense of one's identity and personal worth, develops by the end of childhood

Criticisms of Piaget

too narrow and strict: underestimates/simplifies children's abilities

specific to western cultures: doesn't consider cultural differences

unscientific: lack of controls, small samples, and absence of statistical analysis in his research

Adolescence

the transition period between childhood and adulthood

Puberty

the period of sexual maturation produced by a surge of hormones; lasts about 2 years

Lawrence Kohlberg (1927-1987)

(person) Used the "Heinz Dilemma" (stealing drug guy) to study moral development in people of all ages

Postconventional morality

(Kohlberg's moral ladder) age: Adult

Conventional Morality

(Kohlberg's moral ladder) age: teen

Preconventional morality

(Kohlberg's moral ladder) age: childhood

Obedience/Avoid Punishment

stage 1 (Kohlberg): Rules are seen as being fixed and absolute - no exceptions

Obeying rules is important in avoiding punishment

Rewards/Self-Interest

stage 2 (Kohlberg): Knowledge that other people have their own goals, so there is room for negotiation in rules.

Decisions are made based on "What is good for me?"--so going to jail is bad!

Social Conformity

stage 3 (Kohlberg): Sense of what "good" people do

Emphasis on living up to social expectations and norms

How actions impact day-to-day relationships

Obeying Law and Order

stage 4 (Kohlberg): Consider society as a whole when making judgements

Focus on maintaining law and order by following rules, doing one's duty, and respecting authority

Social Contracts

stage 5 (Kohlberg): Understanding that there are people with differing opinions about what is "right" and "wrong"

Laws are really just a social contract based on compromise

Disobeying rules is just when rules/laws are inconsistent with personal values OR aren't working

Universal Ethics

stage 6 (Kohlberg): Based on the ability to put oneself in another's shoes

Relies on a principled conscience which will guide the individual to follow their own universal ethical principles regardless of what the official rules/laws are

Postconventional

Thought to be more common in boys because of need to differentiate between themselves and their mothers

"Justice-based Morality" - acting justly means avoiding inequality

Preconventional

More common in girls because of their connections to their mothers

"Care-based Morality" - acting justly means avoiding violence and helping those in need

Care-based Morality

acting justly means avoiding violence and helping those in need

Justice-based Morality

acting justly means avoiding inequality

Erik Erikson

(person) each stage of life has its own psychosocial dilemma that needs resolution. These dilemmas work to shape identity and self-concept. He placed emphasis on nurture's influence on personal development.

Trust vs. Mistrust

(Erikson's) If needs are dependably met, infants develop a sense of basic trust.

Trust vs. Mistrust

(Erikson's) age: infancy (0-1)

Autonomy vs.

Shame/Doubt

(Erikson's) Toddlers learn to exercise will and do things for themselves, or they doubt their abilities

Autonomy vs.

Shame/Doubt

(Erikson's) age: Toddlerhood (1-2)