PSY 100: Ch. 9 EXAM
PSY 100: Introduction to Psychology
Chapter 9: Lifespan Development
9.1 What is Lifespan Development (pp. 280-283)
· What is developmental psychology and what does it mean that developmental psychologists focus on the “how and why” of development?
Developmental psychology is the scientific study of change and growth throughout the life-span. Developmental science describes how development changes and explains why.
· What are the three domains or dimensions of development and what are some examples of the topics or areas of study that fall under each?
Physical: biological processes; changes we experience in terms of the systems of the body. [Ex: vision, auditory, reproductive]
Cognitive: functions associated with the brain [ex: memory, thinking, reasoning, problem- solving, making decisions, language development]
Socio-emotional: social factor and emotional factor. [Ex: relationships, friendships, family relations & regulating/controlling emotions; some other factors include identity/gender]
Domains are interdependent [intertwining]: they all rely on and affect each other.
· What is meant by the terms “nature and nurture” and what position do developmentalists take regarding this issue or debate?
Nature [biology]& Nurture [environment]: You can change based on your dna/biological factors, but you can also change based on your environment. How do they interact to influence one’s development? Developmentalists ???
· What is the difference between the cross-sectional versus longitudinal developmental research design (how you would conduct or perform each)?
Cross-sectional: Age differences; testing with people of diff ages (how age groups differ from one another, different groups of people/comparing performance across different age groups)
Cross-sectional=Comparison (vertical line graph); Compares different age groups at one time [differences].
Longitudinal developmental: Age change; multiple check in points.
Longitudinal= increasing graph; Follows the SAME individuals over time [changes]
· What does each research design measure or assess (i.e., age change or differences)?
Research design measures age-related changes or differences.
Cross-sectional= Age differences
Longitudinal= Age Changes.
9.3 Stages of Development (pp. 296-312)
Infancy through Childhood: Physical Development (pp. 296-298)
· What is a “reflex” and why are newborn reflexes important to development?
A reflex is an action that is in response to stimulus and without conscious thought [an involuntary, automatic response to a stimulus]
Newborn reflexes are important to development because they indicate healthy neurological development and aid survival.
· What is the rate of brain development during the infancy period…slow, steady, or rapid?
The rate of brain development during the infancy period is rapid.
· What factors contribute to the changes in brain development during this age period? That is, how do neurons change during this time?
Neurons will have an increase in myelination (the fatty substance that speeds up the rate of messages)- which will also add to the size and weight of the brain. There is also an increase in neural connections/synapses.
· What is meant by “synaptic pruning” and why is it important to nervous system functioning?
Synaptic pruning is getting rid of unused or weak synaptic connections in the brain in order to make it more efficient. (use it or lose it).
· What are motor skills and what is the difference between gross versus fine motor skills?
Motor skills: abilities to control body movements
Gross motor skills: large muscle movements (crawling, running, jumping); involves large muscle groups and whole-body movements
Fine motor skills: small muscle movements (grasping, using utensils, picking up items); involves small muscle groups, especially in the hands/fingers and precise movements.
How to differentiate: think about the SIZE of the muscle groups and the PRECISION of the movement. If it is a big/whole-body movement, it’s gross. If it is a small, precise movement then it is fine.
· Why is it important for doctors to assess developmental motor skills in infants?
It is important for doctors to assess developmental motor skills in infants in order to identify potential developmental delays or neurological issues early on.
Infancy through Childhood: Cognitive Development (pp. 300-301)
· What is the difference between receptive (comprehension) vs. productive language and which develops first?
Receptive (comprehension): you are receiving the info and trying to UNDERSTAND.
Productive language: you are COMMUNICATING the message/info [ex: talking, speaking language]
Receptive develops first.
· What is the order or sequence of language development? That is, what speech sounds are produced in what order…first words, babbling, telegraphic speech, cooing?
Cooing (2-3 months)
Babbling (6 months)
First word (12 months)
Holophrastic speech: one-word speech
Telegraphic speech: two-word speech (18-24 month)
· What is the difference between an underextension versus overextension language error?
Underextension: using a word TOO NARROWLY; (Ex: Using dog only for their dog)
Overextension: using a word TOO BROADLY; (Ex: using dog for all four-legged animals)
· What did B.F. Skinner think was important in how we learn language and is his view in line with nature or nurture?
Skinner believed that language is learned through reinforcement and imitation. His view was most aligned with nurture.
· What did Noam Chomsky think was important in how we learn language (think, language acquisition device or LAD) and is his view in line with nature or nurture?
Chomsky believed that humans have an innate language acquisition device (LAD). His view was most aligned with nature.
Infancy through Childhood: Attachment (pp. 301-303 and Quiz #7 videos)
· What is attachment, why does it develop, and what is meant by the concept of a “secure base”?
Attachment is an emotional bond between infant and caregiver.
Attachment develops for survival and security.
The concept of “secure base” refers to when the caregiver provides comfort and safety, allowing exploration.
· What procedure did Mary Ainsworth develop to measure attachment and what does it involve?
The Strange Situation: it involved observing infant’s reactions to separations and reunions with the caregiver.
· What type of attachment or attachment pattern is the most common?
Secure attachment: a healthy bond where the infant feels safe and secure with the caregiver, seeks comfort when distressed, and uses the caregiver as a secure base for exploration.
· What is the difference between the pattern of behaviors associated with a secure versus insecure attachment? (e.g., exploration of the environment, how respond to caregiver upon reunion)
Secure: Explores freely with caregiver present; distressed by separation/comforted by reunion
Insecure:
Avoidant: little distress at separation, avoids caregiver on reunion
Ambivalent/resistant: distressed before separation, ambivalent on reunion (seeks and resists contact)
Disorganized: inconsistent and confused behaviors
· What do the insecure-avoidant and insecure-resistant attachment patterns look like?
Insecure-avoidant: infant shows little distress when the caregiver leaves; infant avoids the caregiver upon reunion (as if they do not need comfort), may focus on toys or surroundings rather than the caregiver
Insecure-resistant (ambivalent): infant is distressed even before the caregiver leaves, infant is ambivalent upon reunion (both seeking and resisting contact- wanting to be held but then pushing away), may be very clingy and difficult to soothe
· How do parental caregiving behaviors affect or influence the development of secure versus insecure attachment relationships?
Secure: sensitive, responsive, and consistent caregiving
Insecure-avoidant: unresponsive, rejecting, or overstimulating caregiving
Insecure-resistant: inconsistent, unpredictable care giving
Disorganized: abusive, neglectful, or frightening caregiving
Adolescence: Physical Development (pp. 306-307) and Recorded lecture on puberty (Quiz #8)
· What is the typical age range for adolescence?
The typical age range for adolescence is: 10-18 yrs old
· What is the rate of changes in physical development during adolescence…slow, steady, or fast?
The rate of changes in physical development during adolescence is fast.
· Who experiences the growth spurt first and when (what ages for males vs. females)?
Females:[FIRST] at around age 11 (hitting their growth spurt)
Males: at around age 13
· What is the difference between primary versus secondary sex characteristics?
Primary sex characteristics: directly involved in reproduction (ovaries, testes)
Secondary sex characteristics: visible signs of sexual maturity, NOT directly involved in reproduction (breast development, facial hair)
· What is menarche and what is the average age of onset of menarche in the US?
Menarche: first menstrual period; average age is around 12.5 yrs old
· What is spermarche and at what age does it typically occur?
Spermarche: first ejaculation of semen; typically occurs around age 13
· How does the brain change/develop during adolescence? Specifically, what happens with myelination and neural connections/synapses and how is this similar/different to the infancy period?
The brain changes/develops during adolescence:
Myelination continues
Limbic system is fully developed at 14-15 yrs of age
Synaptic pruning continues (to refine neural connections) → It now focuses on refining on the prefrontal cortex [decision-making, planning, impulse control, judgement, etc.]
The brain is becoming more efficient in those higher-level cognitive areas.
· What is the function(s) of the limbic system and when is it fully developed – early or late adolescence?
Functions of the limbic system include: memory, emotional, rewarding/pleasure, survival instincts (fight-or-flight), and motivational
It is fully developed at 14-15 yrs of age.
· At what age does the frontal lobe/prefrontal cortex reach full maturity and how does this impact adolescent behavior?
The frontal lobe/prefrontal cortex reaches full maturity at 25 years of age… Maturity is still forming, so behavior may display as: risk-taking, impulsivity, and decision making aspect is less effective.
Adolescence: Cognitive Development (pg. 308)
· According to Piaget, what major changes in thinking or cognition emerge during the adolescent period of formal operations? What new ability develops?
Changes: abstract thinking, logical reasoning, hypothetical-deductive reasoning (forming hypotheses and testing them)
New ability: the ability to think abstractly and systematically
· What is the difference between the imaginary audience and personal fable?
Imaginary audience: adolescents believe that they are constantly being watched and judged by others. (Having audience in your head)
Personal fable: the adolescent’s belief that they are unique, special, and invulnerable to harm. (The “ it won’t happen to me” mentality).
Adolescence: Psychosocial Development (pp. 309) and Video clip on Marcia’s approach to identity development (Quiz #10)
· What are the two dimensions or characteristics that Marcia’s theory is based on and what do they mean?
Exploration: actively considering different options and possibilities
Commitment: making a firm decision about one’s identity.
· Describe Marcia’s four identity statuses: diffusion, foreclosure, moratorium, and
achievement in terms of these two dimensions and think of examples of each
Diffusion (Low exploration, low commitment): lack of clear direction; no exploration or commitment.
Ex: One does not care to put in the effort to research and does not care to commit to anything.
Foreclosure (Low exploration, high commitment): commitment without exploration; adopting others’ values or beliefs.
Ex: One who may adapt the beliefs of others around them. Adapts their parents beliefs without any research.
Moratorium (High exploration, low commitment): active exploration without commitment; trying out different roles
Ex: One looking for a career path may be exploring and will not automatically commit themselves to something.
Achievement (High exploration, High commitment): exploration followed by commitment; developing a self-chosen identity
Ex: One exploring different political stances and educating themselves. They eventually find a stance that falls into their beliefs and commit to it.
Adulthood: Cognitive Development (pp. 311-312)
· What is the difference between crystallized versus fluid intelligence and which one experiences declines in late adulthood?
Crystallized Intelligence: accumulated knowledge and verbal skills (stable/increases with the age)
Fluid Intelligence: ability to reason abstractly and quickly (declines in late adulthood)
· What is the difference between implicit (or procedural), semantic, and episodic memory?
What are the changes in these types of memory that accompany aging (gains, stability, declines)?
Implicit (procedural): skills and habits [STABLE]
Semantic: facts and general knowledge [RELATIVELY STABLE]
Episodic: personal experiences and events [DECLINES]