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Developmental__Psych
AP Psych: Developmental Psych Unit
| Term | Definition |
|---|---|
| Developmental Psychology | focuses on the systematic changes (physical, cognitive, and social) that occur during the human lifespan |
| Continuity v. Discontinuity | gradual, continuous v. separate stages |
| Universality Question | same for children all over the world |
| Stability Question | do traits persist or do we change? |
| Nature v. Nurture | genetic inheritance v. experience |
| Longitudinal study | same group for a long time |
| Pros of a longitudinal study | study the same people, therefore more accurate |
| Cons of a longitudinal study | time consuming and expensive |
| Cross-sectional study | study different age groups at the same time |
| Pros of a cross-sectional study | less expensive and less time consuming |
| Cohort effect | different people growing up at different times |
| Germinal Stage | Cells rapidly divide, around 100 cells at the end; zygote (fertilized egg) floats in uterus; from conception to 2 weeks |
| Embryonic Stage | the inner cells of the zygote attaches to the uterus; embryo; from 2 weeks to 8 weeks |
| Fetal Stage | the fetus is a developing human organism; from 9 weeks to birth |
| Threats to prenatal development | malnutrition; teratogens |
| Teratogens | environmental influences; std's, smoking, alcohol, drugs, x-rays, poisons |
| Effects on child from STD's | risk of child having disease, conjunctivitis (pink eye), blindness, death |
| Effects on child from Smoking | premature birth, low birth weight, learning disorders, lower IQ, death |
| Effects on child from Alcohol or other drugs | distinctive facial features, learning disorders, premature birth, death |
| Effects on child from X-rays | mental retardation, cancer, miscarriage |
| Effects on child from Poisons, such as lead or mercury | retardation, coma, death |
| Rooting reflex | turn head to nurse; 0 to 4 months |
| Moro reflex | falling sensation; 0 to 4/5 months |
| Babinski reflex (plantar reflex) | stroke baby's foot reflex; 0 to 2 years |
| Palmar reflex | grip items; 0 to 5/6 months |
| Stepping reflex | 0 to 6 weeks |
| Swimming reflex | baby will paddle and kick; 0 to 4/6 months |
| Maturation | a genetically programmed biological plan of development that is relatively independent of experience or age; allows us to respond in an appropriate manner |
| Habituation | decreased responsiveness with repeated stimulation |
| Temperament | refers to a child's characteristic mood and activity level |
| New York Longitudinal Study ***SHORT ANSWER QUESTION!!!!*** | Easy infants (40%) Difficult Infants (10%) Slow to Warm Up Infants (15%) Average Infants (35%) |
| How is basic temperament determined? | determined partially by genetics; does tend to predict adult behaviors; many psychologists believe that the environment does have some influence on temperament; can't be changed after childhood |
| Attachment | close emotional relationship between infant and caregivers, develops over time |
| Separation anxiety | child cries when caregiver leaves room (6 to 18 months) |
| Mary Ainsworth's study on attachment | secure (most) - seek support but explore as well insecure-avoidant - avoid assistance; little exploration insecure ambivalent/resistant - cling/resist; inconsistent *differs from one culture to another* |
| Konrad Lorenz | studied imprinting |
| imprinting | formation of a strong bond of attachment on the first moving object seen after birth |
| Harry Harlow | baby monkeys form attachments to inanimate objects if mother is never present; importance of comfort and love over food |
| Jean Piaget | leading theorist on cognitive development |
| schemas | mental frameworks for understanding our environment or acting on our environment |
| adaptation | process by which people change to function more effectively - we adjust our schemas |
| assimilation | process of incorporating new objects or situations into our existing schemas |
| accomodation | process of altering existing schemas or creating new ones to deal with new objects or experiences |
| Piaget's stages of cognitive development | sensorimotor stage, pre-operational stage, concrete operational stage, formal operational stage |
| Sensorimotor stage | child begins to explore and learns to control his environment; object permanence is the major intellectual advance; 0 to 2 years |
| Pre-operational stage | child acquires language and begins to understand that other people see things differently; child is very egocentric until this happens; 2 to 7 years |
| Concrete Operational stage | performance of mental tasks as long as objects are visible; 7 to 11 years |
| Formal Operational Stage | mental tasks using abstract ideas; 11+ years |
| Diana Baumrind | theory on parenting styles *authoritative is most successful* |
| Authoritative (democratic) | firm, but understanding |
| Authoritarian | rigid and controlling |
| Permissive | anything goes, no limits |
| Erik Ericson | stages of psychosocial development |
| Ericson's 1st stage | birth to 1 year; trust v. mistrust |
| Ericson's 2nd stage | 1 to 3 years; autonomy v. shame and doubt |
| Ericson's 3rd stage | 3 to 5 years; initiative v. guilt |
| Ericson's 4th stage | 6 to 12 years; industry v. inferiority |
| Ericson's 5th stage | adolescence; identity v. role confusion |
| Ericson's 6th stage | young adulthood; intimacy v. isolation |
| Ericson's 7th stage | middle adulthood; generativity v. stagnation |
| Ericson's 8th stage | late adulthood; integrity v. despair |
| Kohlberg's Stages of Moral Development | Pre-conventional morality, conventional morality, post-conventional morality |
| Pre-conventional morality | focus is on self-interest (before age 9); stage one and stage two |
| Kolberg's Stage 1 | goal is to avoid punishment |
| Kolberg's Stage 2 | goal is to gain material rewards; self-interest |
| Conventional morality | early adolescence; stage three and stage four |
| Kolberg's Stage 3 | goal is to be a good boy/good girl |
| Kolberg's Stage 4 | goal is law and order |
| Post-conventional morality | beyond early adolescence; stage five and stage six |
| Kolberg's Stage 5 | goal is the rights of others (social contract) |
| Kolberg's Stage 6 | goal is abstract moral and ethical principles of justice, equality, respect, etc. |
| Adolescent brain | not fully developed in areas responsible for: judgement, emotional control, organization, and planning |
| teens looking at situations from different viewpoints | have difficulty; tend to be very egocentric |
| imaginary audience | "everyone is looking at me"; can lead to self-consciousness or loud, provocative behavior |
| personal fable | exaggerated sense of one's uniqueness ("my problems are unique, no one understands me") or feelings of invulnerability which can lead to risky behavior |
| Elisabeth Kubler Ross | stages of dying: denial, anger, bargaining, depression, acceptance |
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hailey_joy
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