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Psych Ch. 11
| Question | Answer |
|---|---|
| Human growth and development, then, can be captured in the concept of | change |
| What is different may be described as change that is ...in the sense that... | quantitative...something has changed |
| age groups reflect | the concept of change that occurs across time |
| age groups also tend to focus on three broad...which include... | areas of development...physical, cognitive, psychosocial development |
| phsyical development are changes in | body structure and function |
| cognitive development are changes in | thinking |
| pyschosocial development are changes in | relationships and their effects |
| The earliest developmental changes occur before we are born, during three stages of the | prenatal period |
| infancy is from | birth until age one |
| childhood lasts until | puberty around age 12 or 13 |
| adolescense starts | after puberty |
| adulthood begins in your | early 20s-30s |
| middle age is from | 40-50s |
| old age is | 60s-65 and up |
| Descriptive research | describes what is happening at each age. |
| three descriptive methods | case studies, naturalistic observation, and questionnaire/survey methods |
| Correlational research allows us to | look at the behavior of two existing groups of people and describe how a behavior of one group varies in relation to a behavior of the other group. |
| Correlations provide more than simple description; they give us a window into | how and why two behaviors are related, which is a beginning in our quest to explain and predict behavior. |
| If you want to explain and predict behavior, i.e., determine its cause and predict what is likely to happen under certain circumstances, you would need to use | experimental research |
| experimental research. This type of research involves | randomly assigning the participants to either an experimental group or to the control group |
| the cross-sectional design is when you | compare yourself to people at diff ages |
| The longitudinal design involves | testing one single group of people at different points across time, as they age |
| In the very beginning, people who studied children’s development argued about what causes us to change. Some people argued on the side of | nature: these people believed that who we were going to be was in our biology, or using modern language, in our genes |
| However, others were cheering for nurture, or | claiming that the environments we are in and the experiences we have are what cause us to change or develop into different types of people |
| An interaction means (between nature and nurture) | more than simply both of these things are important: it means that they are both important and they influence each other. |
| normative physical change is the....and is well- | normal physical changes in size and ability...documented phenomenon marked by typical changes in the body's size and functioning that tend to occur at certain predictable ages |
| Of course, as with any human trait, there can exist wide | individual differences |
| The prenatal period begins with | conception |
| This sets off a chain reaction wherein a genetic plan for a brand new person replicates itself to create a | zygote |
| By the second week, the zygote consists of | three different layers of cells, which are assigned different jobs. |
| The top layer, or ...will become... | ectoderm...skin nails and hair |
| The ectoderm will also combine with the middle layer, or ...to create the... | mesoderm...brain and the central nervous system. |
| The bottom layer or ...will make... | endoderm...internal organs |
| After two weeks, this organism is now considered an | embryo |
| In addition, the embryo forms an external organ called the...that functios as a... | placenta...life-support system for the developing being |
| If the placenta is working correctly, the embryo becomes a ...at... | fetus...eight weeks |
| With only one month left before birth, the remaining cells responsible for movement and our five senses get a layer of insulation in the form of a | fatty coating of myelin |
| myelin does what | speeds up the transfer of info across neurons |
| a teratogen is a | chemical, drug or illness that the preg mother came in contact w/ and that causes physical problems |
| In infancy, typically considered the ...babies... | first year of life...triple their birth weight to about 22 lbs, grow eight or nine more inches and develop abilities to control muscles |
| This set of abilities is referred to as...which include.. | motor skills... holding the head up, grasping objects, rolling over, and putting things in the mouth |
| The period known as childhood ranges from | age one until about age 11. |
| Another large leap in size occurs during the growth spurts of adolescence, or the teenage years...from what age to what age | 12-20 |
| Hormonal changes caused by the ...cause the surge of... | hypo and pituitary gland...sex hormones we know as puberty |
| Gray matter increases until about age...then puberty's sex hormones encourage... | 11 or 12...synaptic pruning |
| synaptic pruning. This is similar to the | programmed cell death in prenatal development: excess neurons are gotten rid of to increase the speed of brain functions. |
| In young adulthood, we tend to experience | good health and the peak of our physical strength; our brains have reached their peak of functioning in most areas |
| In midlife, it is common to experience | weight gain and loss of muscle mass; these changes are related to decreasing metabolism and decreasing hormones |
| The decrease in hormones for women is especially noted in the experience of ...or the... | menopause...ending of menstrual periods, which signals that pregnancy is no longer possible |
| Changes in thinking across the lifespan are referred to as | cognitive development |
| Stage theories say that | at certain ages we should expect certain types of thinking—you reach a certain age, which puts you in that stage, and all of a sudden you can think in a brand new way. |
| Piaget’s Stage Theory of ...is a good example of... | cognitive development...change coming from bioloical factors that control maturational processes |
| According to Piaget, the first stage, the ...starts at... | sensorimotor stage...birth and continues until age two |
| the sensorimotor stage is when the child thinks through | seeing, touching, tasting, hearing and smelling |
| Piaget suggested that the youngest children in this stage make a mistake in thinking because they do not have | object permanence |
| Lacking object permanence, children believe that | things they can no longer see have actually disappeared forever |
| The ages of ...are in the next stage, which Piaget called the... | 2-7...preoperational stage |
| this stage tells you that, although the child is | thinking beyond just her senses, she is not yet logical at all: she is pre-, or before, the ability to have logic |
| This lack of logic gives way to | very funny mistakes in thinking during the preschool and early school ages. |
| This failure to be able to guess another person’s perspective, or experience, Piaget called | egocentrism |
| says these kids (water test w/ jackson) do not have | conservation of volume |
| The concrete operational stage includes ages | 7-11 |
| Going back to the definition of “operations,” you see that children have developed some sort of ... | basic logic, but in the case of concrete operational stage, it only applies to things they can experience first hand |
| At about the age of 12, and on through adulthood, Piaget believed we are in the | formal operational stage |
| If you have “formal operations,” it means that you have | finally developed real logical thought |
| real logical thought is the ability to | reason about hypothetical situations, situations you have not or can't directly experience |
| abstract reasoning is also | hypothetical reasoning |
| Borrowing from Piaget’s terms, they called this young adulthood development...or what comes | post-formal thinking...after logical thought |
| In his Socio-cultural Theory, Lev Vygotsky, a Russian psychologist born in 1896, emphasized how adults | raise the thinking levels of children through their social interactions |
| While both theories address cognitive development, | Vygotsky’s theory emphasizes how factors “outside” the child, i.e., adults in the environment, interact with factors “inside” the child, i.e. maturation, to influence how the child thinks. |
| A third way to think about thinking comes to us from the 1990s...and it describes... | information-processing theories...thinking using a computer model to explain the increasing complexity of thinking across the lifespan |
| The study of psychosocial development addresses the importance of | relationships in our lives beginning with infant attachment, continuing in parenting style, and ending with a systems approach. |
| relationships right at birth are considered | attachment relationships |
| John Bowlby wrote about this attachment relationship as one that sets your | expectations about all other relationships |
| Bowlby called this expectation of how relationships work the | Internal Working Model |
| mary ainsworth, a student of bowlby's, did an experiment that put kids in...in order to test for | strange situation...whether the mother and child have a good attachment or poor attachment relationship |
| Ainsworth described four basic types of attachment | secure, avoidant, ambivalent, and disorganized |
| In the strange situation, most American children show that they share a | good or secure attachment relationship with their caregivers |
| children with avoidant attachment relationships | don’t seem to want to have anything to do with their caregivers. |
| Children who share an ambivalent attachment relationship with their caregivers have been | parented in this unpredictable sort of way (sometimes get their needs fulfilled) |
| The last type of insecure relationship is quite rare. A disorganized attachment relationship with caregivers is characterized by | confusion or disorientation on the part of the child while in the strange situation |
| Warmth means how much | loe and positive emotions are expressed to the child |
| control means how many | rules and punishments the parent puts upon the child |
| Diana Baumrind applied warmth and control to create | four types, or styles, of parents. Each style is related to different results in a child’s behavior and success in life |
| For example, the authoritative parent is considered very | high in warmth and medium in control |
| the authoritarian parent is | very low in warmth yet very high in control. |
| The complete opposite to an authoritarian parent is a permissive parent who is | very high in warmth yet very low in control |
| the parent who has the most damaging effect on children is the indifferent/uninvolved parent. These parents are | low in both warmth and control. |
| Psychologist, Urie Bronfenbrenner created | Ecological Systems Theory to explain how we are part of a larger system wherein all social relationships, even with people we do not know personally, can affect and be affected by our development. |
| Ecological Systems Theory is often depicted as | five circles within a circle |
| ecological systems theory: core individual includes your | sex age and health |
| microsystem consists of | parents, family, caregivers, peers, school and religion |
| mesosystem includes | primary influences in microsystem interact with each other |
| exosystem includes | neighbors, family friends, coworkers, social welfair, services, government |
| macrosystem consists of | culture, ethnicity, historical experiences |
| the chronosystem, reminds us of our relationship with | time |
| Influenced by Freud’s ideas that early experiences affect us psychologically, Erikson believed that our lives are | divided into eight stages that correspond to eight dilemmas, or problems, that we must solve correctly |
| The first stage is during the ...and is called the... | first year of life...trust vs. mistrust dilemma |
| Jumping to Erikson’s fifth stage, we arrive at adolescence. Erikson believed that teens are trying to solve the dilemma of | identity vs role confusion |
| Young adulthood presents the dilemma of | intimacy vs isolation |
| in midlife years, 40s-50s you tend to focus less onyourself and more on next generation so you have solved what dilemma | generativity vs stagnation |
| Successful completion of all the earlier dilemmas sets you up in your senior years (60s and older) to successfully solve the last dilemma | integrity vs despair |
| An even more holistic, or comprehensive, lifespan view is the | life-span perspective |
| Life-span Perspective. Psychologists working from this framework believe that | development is influenced by so many sources that we cannot limit ourselves to just a few theories or just a few areas of study to explain it |
| Paul Baltes, and his colleagues describe the Life-span Perspective in terms of four concepts | multiple directions, plasticity, historical context, multiple causesof change |
| we change in multiple directions: sometimes we | gain abilities and strengths; sometimes we lose those same things or replace them with new |
| Plasticity means that we can | learn how to adapt to changes |
| The third concept of the Life-span Perspective has to do with the | time and environment you experience during development which is called historical context |
| Finally, the Life-span view includes the idea that change has multiple causes includes | biology, experience, psychological experiences |
Created by:
handrzej
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