PSYCH UNIT 4

Preconventional stage

Preconventional stage

Kohlbergs theory

• punishment and obedience are most important

• egocentric

Conventional

Kohlberg’s theory

• start to take into consideration other people

• what others think of us

Postconventional

Kohlberg’s theory

• justice and universal needs and human rights

• ethical principals

• egotistical —> “what I see is important”

Longitudinal Study

studies a person or group of people over an extended period of time

cross-sectional study

compares individuals of various ages at one point in time

Identical twins

twins who develop from a single fertilized egg that splits in two, creating two genetically identical organisms.  

Fraternal twins

twins who develop from separate fertilized eggs.  They are genetically no closer than brothers or sisters, but they share a fetal environment. 

Half twins

• egg splits before fertilized, but is fertilized after

• they share the moms DNA but not the Dads

Step twins

• 2 different dads, within same ovulation period (so same pregnancy)

John Locke

birth our minds are a blank slate, a tabula rasa

Jean Piaget

Swiss developmental psychologist who developed the stages of cognitive development (sensorimotor, preoperational, concrete operational, and formal operational)

Lev Vygotsky

psychologist who developed the theory of mind

Erik Erikson

a developmental psychologist who developed the theory that people enter eight stages of social development.

Mary Ainsworth

a developmental psychologist who studied attachment through the Strange Situation Test. 

Strange Situation Test

• testing the attachment and relationship of an infant to their caregiver

Harry Harlow

a developmental psychologist who studied the effect of reassurance from the physical touch of a parent or caregiver and how it plays a key role in developing healthy physical growth and normal socialization. 

Konrad Lorenz

studied the critical period and imprinting with geese. 

Diana Baumrind

 leading researcher on parenting styles (authoritarian, authoritative, and permissive) 

Lawrence Kohlberg

Moral development researcher (conventional stages)

Elisabeth Kübler-Ross

developed 5 stages of grief

G. Stanley Hall

educational psychologist who looked at the effects of adolescence on education

Carol Gilligan

criticized Lawrence Kohlberg for being too male centered.  She said he favored a principled way of reasoning that was more common to males, such as justice, while the moral concerns of women focus on caring and compassion. 

Criticisms of Vygotsky

• overemphasis on scaffold

• ignores individual differences

• not culturally universal

Criticisms of Piaget

• childrens cognition is more fluid than suggested

• underestimated ability of infants

• based on his own children, and only 3

• ignoring nurture

sociocultural theory of development

a persons cognitive development is largely influenced by their surrounding culture

zygote

the fertilized egg - lasts 2 weeks in which there is a period of rapid cell division

embryo

 the developing human organism from 2 – 8 weeks (2^nd month).  At this time organs begin to form and function (the heart beats, liver produces red cells, etc.), the umbilical cord forms, and arms and legs are beginning to form. 

fetus

 the developing human organism from 9 weeks after conception to birth

Teratogens

toxins that are present during prenatal development

• very impactful

• harm fetus if injested by mother

Authoritative parenting

• accepting and child centered

• expects much of the child

authoritarian parenting

• rejecting and parent centered

• expects much of the child

permissive parenting

• accepting and child centered

• expects little of the child

rejecting/neglecting parenting

• rejecting and parent centered

• expects little of the child

Schema

a concept or framework that organizes and interprets information

Assimilation

the process of absorbing new information into an existing schema

Accomodation

the process of adjusting old schemas or developing new ones to incorporate new information

Fluid Intelligence

• global capacity to reason

• ability to learn new things

• think abstractly and solve problems

Crystallized Intelligence

• prior learning and past experiences

• based on facts

• increases with age

Contact Comfort

Harlow —> children need their emotional needs tended to, can’t just survive on food

Avoidant Attachment

little attention to caregiver, little distress when they leave

Secure Attachment

• caregivers meet infants needs well

• kids become well adjusted

insecure attachment

• caregivers fail to fully meet infants needs

• kids are shallow, withdrawn, need attachment

attachment

both you and baby —>build relationship over time that helps baby feel secure, loved, and ready to face the world

temperament

the way children respond to the world

parenting style

attitudes/pattern of parental authority towards the child

• the emotional context for expression of parental behavior

theory of mind

simplistic : sharing, understanding peoples thoughts and feelings

complex: think about what others are thinking about

Moro/startle reflex

outstretching of arms/legs in response to loud noise/sudden physical change

Babinski reflex

response to touch of bottom food —> toes splay out and arch back

sucking reflex

occurs when an object touches the lips

rooting reflex

turning of an infants head towards stimulus (breast or hand)

grasping reflex

response to touch on palm —> infant will grasp

swallowing reflex

infant can swallow - not as well coordinated

stepping reflex

if held so feet just touch ground, infant will show “walking movements”

anxious ambivalent attachment

• clingy and hard to console

• parent was inconsistent

• unsure if deserving of love

easy temperament

• easy going

• can adapt well

• regular routines

difficult temperament

• difficult to soothe

• irregular daily routines

• slow to accept change

slow to warm-up

• low activity level

• less intense mood

Habituation for faces

stare at something more if it resembles a face

pruning / myelination

axons rapidly myelinating so neural impulses can move faster, in addition to the pruning of non necessary networks

progressive neurological diseases

• disease characterized by progressive deterioration in functioning

Virtue of Hope

infancy

• trust vs mistrust

• can i trust the world

• feeding

Virtue of Will

toddlers

• autonomy vs shame/doubt

• is it okay to be me

• dressing themselves, potty training

Virtue of Purpose

preschool

• initiative vs guilt

• is it okay to take actions

• exploring

Virtue of Competence

elementary school

• industry vs inferiority

• can i make it in this world

• school / sports

Virtue of Fidelity

adolescence

• identity vs role confusion

• who am I?

• social relationships

Virtue of Love

early adulthood

• intimacy vs isolation

• can i be with another person

• romantic relationships

Virtue of Care

middle adulthood

• generativity vs stagnation

• can i make my life count

• work/parenthood

Virtue of Wisdom

late adulthood

• ego integrity vs despair

• is it okay to have been me

• reflection of life

imprinting

recognition of and attraction to members of one’s own species or to surrogates

Basic trust

a sense that the world is predictable and reliable

5 stages of grief

denial, anger, bargaining, depression, acceptance

Adolescence

the period of time between puberty and adulthood when people experience physical, social, and moral changes

maturation stages: lifting head

1 month

maturation stages: rolling over

4-7 months

maturation stages: sitting without support

4-9 months

maturation stages: standing w/ assistance

5-11 months

maturation stages: crawling

5-13 months

maturation stages: walking w/ assistance

6-13 months

maturation stages: standing alone

7-17 months

maturation stages: walking

8-18 months

Sensorimotor stage

• 0-2 years

• experience world through senses

• object permanance

• stranger anxiety

preoperational stage

• 2-7 years

• representing things with words / labeling

• imaginary play

• egocentrism

• animistic thinking

concrete operational

• 7-11 years

• reversibility

• seeing different aspects of a situation

• complete concrete logical tasks

formal operational

• 12 thru adulthood

• abstract thinking

• adaptibility

• moral principles and ethics

egocentrism

• lacks perspective taking (ToM)

• inability to see anothers POV

centration

• tendency to focus on one aspect of a situation / in the moment

• changing objects shape —> stays same

Animistic thinking

believeing inanimate objects possess qualities of living creatures