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Developmental Psych
developmental, emotions, relationships, and more
| Definition | Term |
|---|---|
| Main ideas of development | physical, cognitive, and socioemotional |
| Term meaning you are born with a trait (genetics) | nature |
| Term meaning your trait(s) were produced via your environment | nurture |
| development as gradual quantitative shifts over time | continuous |
| development as stages of qualitative shifts (caterpillar, chrysalis, butterfly) | discontinuous |
| Continuity vs. discontinuity depend on this | the lens through which you view development |
| - choices you make for yourself - pick environments that are good for you - more influential during teen years | active |
| - product of environment and those around you - more influential when you are young | passive |
| - genes evoke a response from our environment - pretty priviledge, disabled -> sympathy, etc. | evocative |
| - children = "little scientists" - explored why children get ?'s wrong in intelligence testing - discontinuous, independent, specific traits | Jean Piaget |
| general idea used to organize the world and guide behavior and expectations (categories/ patterns) | schema |
| incorporation of info to fit into an existing schema (pine and elm are both in "tree") | assimilation |
| changing or creating new schemas based on new info (car vs. motorcycle) | accommodation |
| stage defined by: understand world through senses and actions, lack object permeance | sensorimotor stage (0-2) |
| stage defined by: begin symbolic thinking, but still intuitive and egocentric lack conservation | preoperational stage (2-7) |
| stage defined by: understands through logical and cognitive, still concrete thinking | concrete operational stage (7-12) |
| stage defined by: understands abstract, hypothetical, and theoretical ideas | formal operational stage (12+) |
| - continuous theory of cog. development through social interaction - ZPD and Scaffolding - continuous, guided, experiences differ based on individual | Lev Kygotsky |
| - where cognitive growth takes place - grows throughout life, shifts from person to person | ZPD: zone of proximal development |
| process people use to move others through their ZPD, just the right amount of help | Scaffolding |
| help develop concept of strong emotional attachment | family relationships |
| parents responsive, caring, stronger bond | secure attachment |
| unresponsive parenting, apathy, difficulty forming relationships | insecure attachment |
| relationship that helps develop foundational skills (compromise, turn taking, etc.) and psychological intimacy (vulnerability, loyalty, etc.) - challenges: bullying, rejection, social comparison | peer relationships |
| relationships are essential - social referencing - theory of mind | social understanding |
| looking towards trusted figures to see how to react | social referencing |
| - common sense understanding of how the mind works - thoughts are our own so others can't read them | theory of mind |
| max years one can live | lifespan (120) |
| average age one can expect to live | life expectancy (2021 US: 76) |
| population increases as lifespan increases | population shift |
| differences in aging pace and side-effects | heterogeneity |
| maintaining physical health, mental abilities, social competence, and overall satisfaction w/ life | successful aging |
| differences in adolescent and adult thinking - black and white vs. no right answer | post-formal thought |
| Term is something that... decreases - fluid int., recall of info, working memory, processing speed, inhibitory functioning, vision, and hearing increases - crystallized int., greater cognitive efficiency stays the same - recognition | cognitive Aging |
| divided the human life span into 8 stages, each w/ its own social and emotional conflicts - discontinuous throey of development - if positive outcome - virtue gained | Erik Erikson |
| erik first stage, can gain hope virtue | trust vs. Mistrust |
| erik second stage, can gain will | autonomy vs. shame |
| erik third stage, can gain purpose | initiative vs. guilt |
| erik fourth stage, can gain competency | industry vs. inferiority |
| erik fifth stage, can gain fidelity | identity vs. role confusion |
| erik sixth stage, can gain love | intimacy vs. isolation |
| erik seventh stage, can gain care | generativity vs. stagnation |
| erik eighth stage, can gain wisdom | ego integrity vs. despair |
| how we think and behave in social situations/ in groups | social psych |
| study of group behavior as a whole | sociology |
| thought processes we use to assign causes to our own and other's behavior | attributions |
| personality/ internal identity determines behavior - attribution | trait attributions |
| environmental/ social situation, external influences on behavior - attribution | situational attribution |
| judgement of behavior despite the presence of possible outside influences (judgy) | fundamental attribution error |
| for same behavior: self=situational and other=trait (hypocritical) | actor-observer effect |
| our success is a trait, our failure is situational | self-serving bias |
| cognitive schemas of how we see the world, no emotions, helpful if not over-applied | stereotypes |
| stereotypes gone awry, apply to all members of a group w/o considering individual characteristics, emotional | prejudices |
| behavioral expressions of prejudice (emotional, hurtful) | discrimination |
| - develop through classical/ operant conditioning, and social learning - Jane Elliot's blue eyed, brown eyed experiment | social transmission of prejudice |
| groups brought together by achieving a common goal | cooperative conduct bias |
| concern about what others think of them | normative influence |
| line matching experiment related to normative conformity | Asch's line experiment |
| actions of others often provide info about what is socially appropriate | informational influence |
| prison experiment related to informational conformity | Zimbardo's prison experiment |
| more controlled by external, situational norms than internal values | deindividualization |
| - scientist who wanted to study obedience of german citizens in abuse of jews | Stanley Milgram |
| - presence of authority figure (receives responsibility) - physical distance of authority figure (intimidating) - timing of request (less time to think of options) - shock levels increase incrementally (seems more reasonable) - psychological distances | factors affecting obediece |
| - proximity - familiarity - matching hypothesis - reciprocity | attraction |
| what you think someone will do to support you (more consistently valuable) | perceived social support |
| what people actually do to support you | received social support |
| - intimacy - emotional bonding/ liking - passion - sexuality - commitment - relationship maintenance | Sternberg's theory of love |
| 5:1 | ideal ratio |
| 8:1 | happiest relationships |
| - capitalization and active-constructive responses - gratitude - quality time - forgiveness | opportunities for positive deposits |
| authentic, enthusiastic | authentic and constructive response |
| understated support | passive and constructive response |
| pointing out negative | active and destructive |
| ignoring the event | passive and destructive |
Created by:
arsampl
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