Studied by 1 PersonTags & Description
developmental psychology
a branch of psychology that studies physical, cognitive, and social change throughout the life span
3 major issues in developmental psychology
nature and nurture, continuity and stages, stability and change
nature-nurture issue
how much development is innate or caused by the environment
continuity and stages issue
Is development a gradual, continuous process or a sequence of separate stages?
stability-change issue
the degree to which early traits and characteristics persist through life or change
temperament
a person's characteristic emotional reactivity and intensity, these characteristics are stable and don't change over time
Stages of baby development in the uterus
zygote, embryo, fetus
Zygote
the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo
embryo
the developing human organism from about 2 weeks after fertilization through the second month
fetus
the developing human organism from 9 weeks after conception to birth
Teratogens
(literally, "monster maker") agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm
fetal alcohol syndrome (FAS)
physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions. example of teratogens
alcohol has epigenetic effects
leaves chemical marks on DNA that switch genes abnormally on and off
Habituation
decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. (tests how babies think/ what they learn)
Maturation
biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience
pruning process
shuts down unused links and strengthens others
cognition
all the mental activities associated with thinking, knowing, remembering, and communicating
ways of thinking
schema, assimilation, accommodation
Schemas
Concepts or mental frameworks that organize and interpret information. group like things together
Assimilation
interpreting our new experiences in terms of our existing schemas
accommodation
adapting our current understandings (schemas) to incorporate new information
Piaget's stages of cognitive development
sensorimotor, preoperational, concrete operational, formal operational
sensorimotor stage
in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities. through looking, touching, hearing, mouthing, grasping. development of object permanence. gradual appearance of symbolic thought. stranger anxiety
object permanence
the understanding that objects continue to exist even when out of view. EX: show a 3 month old toy and place it under a pillow, the child won't look for it because they don't understand that the toy continues to exist under the pillow. - usually appears around around 4 to 8 months but not mastered until 18 months
preoperational stage
in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. - pretend play. -development of symbolic thought marked by irreversibility, centration, egocentrism
conservation
the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects. - If two identical glasses are filled with the same amount of water and then one is dumped to a taller, skinnier glass a child will think that the taller glass has more water in it. ( child focused on water line because they have not yet mastered conservation.)
Centration (Piaget)
the act of focusing on one aspect of something. It is a key factor in the preoperational stage. (focus on water height, not the width) can't focus on several aspects of a problem at once
Irreversibility
in Piaget's theory, the inability of the young child to mentally reverse an action (can't think about what would happen if the water was poured back into the first beaker)
Egocentrism
the preoperational child's difficulty taking another's point of view. - fail to appreciate that there are points of view other than their own - cause animism, the belief that all things are living, attribute human qualities to inanimate objects
theory of mind
people's ideas about their own and others' mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.
Autism Spectrum Disorder (ASD)
a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors. -impaired theory of mind, fail to read facial expressions, high functioning= normal intelligence but lack social communication -low spectrum= unable to use language at all - affects more boys
concrete operational stage
in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events. -comprehend mathematical transformation and conversation. - mastered reversibility and decentration. - decline in egocentrism and gradual mastery of conservation
Reversibility
permits a child to mentally undo an action
Decentation
focus on more than one feature of a problem simultaneously
formal operational stage
in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts. - systematic reasoning/ abstract thinking
Leu Vygotsky
studied how children feeds on the language of social interaction, kids learn from help from other people, language development is key
scaffold
a framework that offers children temporary support as they develop higher levels of thinking
zone of proximal development
the difference between what children can do with assistance and what they can do alone
stanger anxiety
the fear of strangers that infants commonly display, beginning by about 8 months of age -brain and social- emotional behavior develop together
attachment
an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation
Human Attachment
communication occurs via touch (soothing/ arousal) -consists of one person providing another with a secure base to explore a safe haven when distressed - feeling safe/ comfortable - thought attachment was because of nourishment but Harlow's experiment says otherwise
critical period
an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development
Imprinting
the process by which certain animals form attachments during a critical period very early in life -Konrad Lorenz -humans don't imprint like animals do
sensitive period
A limited phase in an individual animal's development when learning of particular behaviors can take place. -Children become attached to what they know/ familiar - more time for babies to attach instead of right away like animals
secure attachment
a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver
insecure attachment
anxiety or avoidance of trusting relationships - less likely to explore, cling to mother - when she leaves, cry loudly and remain upset upon departure and return
temperament
a person's characteristic emotional reactivity and intensity - biological rooted temperament helps form personality - overall mood - nature - born with it - caused different when it comes to parenting
basic trust
according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers - 13 month old babies can be happy when seperated from parents
deprivation of attachment
children become withdrawn, frightened, unable to develop speech
resilient children
children growing up under adversity withstand trauma and become normal adults more quickly
self-concept
all our thoughts and feelings about ourselves, in answer to the question, "Who am I?" -red dot and mirror experiment - 15 to 18 months
authoritarian parenting
style of parenting in which parent is rigid and overly strict, showing little warmth to the child -obedience and controls child's behavior through punishment -limited communication, love, warmth
permissive/indulgent parenting
parents who are more friends to their children and do not set any boundaries. Children tend to be selfish, immature, and dependent upon their parents. few expectations and rules, allow children to make their own decision -high levels of communication/ warmth/ love
permissive neglectful parenting
A style of parenting that is low in both demand and responsiveness. Neglectful parents are uninvolved and distant, often unaware of their child's activities. - lack of support of their children -see own life more important than the needs of the child
authorative parenting
A parenting style that encourages the child to be independent but that still places limits and controls on behavior. -clear limits and explanations for consequences - open communication but parents make the ultimate decision - offers child love/warmth
gender
the socially constructed roles and characteristics by which a culture defines male and female
aggression
any physical or verbal behavior intended to hurt or destroy -men are more
gender roles
a set of expected behaviors for males or for females -fit into expectation of the role you take one
role
a set of expectations (norms) about a social position, defining how those in the position ought to behave -observation/ imitation -reward/punishment
gender identity
our sense of being male or female
social learning theory
the theory that we learn social behavior by observing and imitating and by being rewarded or punished -learn who we are by observing, reward and punishment, imitation and observation
gender typing
the acquisition of a traditional masculine or feminine role -fit into what culture says gender should behave like
Transgender
an umbrella term describing people whose gender identity or expression differs from that associated with their birth sex
Gender and Power
men = dominant, forceful, independent, directive => talk assertively, interrupt, intimate stares/touch, smile/ apologize less
women = submissive, nurturing, socially connected, democratic
Gender and Social Connectedness
Men enjoy doing activities side-by-side, talk to communicate solutions. physical, competitive, lots of friends
women are more concerned with social connections. enjoy talking face-to-face, often talk to explore relationships. talk more often and more openly.
adolescence
the transition period from childhood to adulthood, extending from puberty to independence
puberty
start of adolescence -when we sexually mature (follows surge of hormones which intensify moods and triggers body changes) - sequence more predictable than timing -Menarche= 1st menstrual periodprimary
early maturing boys
stronger, more athletic, More popular, self-assured, and independent; more at risk for alcohol use, delinquency, and premature sexual activity
early maturing girls
Tend to have lower self-esteem, more depression, poorer body image than later maturing girls. may suffer teasing, sexual harassment
Maturation of the brain
frontal lobes continue to develop - growth of myelin= better communication with other brain regions, improved judgement, impulse control, long term planning - hormonal surge and limbic system development explains teenage behavior - emotions drive actions
Adolescent Cognitive Development
develops abstract reasoning (apply abstract reasoning skills to the world around them) - develops the capacity for true formal thought - systematic approach to problems - Morality
moral reasoning
the thinking that occurs as we consider right and wrong -Lawrence Kohlberg
Lawrence Kohlberg's Theory of Moral Development
moral thinking develops in stages as cognitive abilities develop, with 3 levels divided into 6 sequential stages - preconventional, conventional, post conventional
preconventional morality (stage 1 and 2)
before 9 -self-interest; obey rules to avoid punishment or gain concrete rewards
stage 1
punishment orientation= right and wrong is determined by what is punished
stage 2
naive reward orientation= right and wrong is determined by what is rewarded
conventional morality (stage 3 and 4)
By early adolescence, social rules and laws are upheld for their own sake. (gain social approval or maintain social order)
Stage 3
good boy/girl orientation= right and wrong is determined ny close others' approval and disapproval
stage 4
authority orientation= right and wrong is determined by society's rules and laws which should be obeyed rigidly
post conventional morality (stage 5 and 6)
actions reflect belief in basic rights and self-defined ethical principles
stage 5
social contract orientation= right and wrong is determined by society's rules, which are viewed as falliable rather than absolute
stage 6
individual principles and conscience orientation= right and wrong is determined by by abstract ethical principles that emphasize equity and justice
moral intuition
Jonathan Haidt: Much of morality rooted in moral intuitions that are made quickly and automatically -quick, gut feelings or affectively laden intuitions - high empathy= do the right thing, actions are moral
identity
our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles