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Developmental Psych
Developmental Psychology: Stages, Attachment, and Cognitive Growth
| Term | Definition |
|---|---|
| Developmental psychology | The scientific study of how people change physically, cognitively, socially, and emotionally from infancy through old age. |
| Stages | Distinct segments of an organism's life with sharp differences or discontinuities between them. |
| Reflexes | Automatic patterns of motor responses that are triggered by specific types of sensory stimulation. |
| Face pareidolia | The tendency of human newborns to gaze longer at drawings of face-like images. |
| Neurological Development | Development doesn't happen evenly; sensorimotor areas mature fastest while frontal lobes are the slowest to mature. |
| Frontal lobes | Enable rational planning, working memory, and deliberate decision making; not fully developed until mid-20's. |
| Cognitive development | Changes in all of the mental activities associated with thinking, knowing, remembering, and communicating. |
| Schemas | Concepts or mental models that represent our experiences. |
| Assimilation | The process of using an existing schema to interpret a new experience. |
| Accommodation | Revising schemas to incorporate information from new experiences. |
| Sensorimotor stage | The stage from birth to 2 years where the child learns correlation between sensory and motor activity and cannot yet think symbolically. |
| Object permanence | The awareness that objects continue to exist even when they are temporarily out of sight. |
| A-not-B error | An error made by infants in understanding object permanence, where they look for an object where they first found it rather than where it was last hidden. |
| Preoperational stage | The stage from 2 to 7 years where the child masters the use of symbols but struggles to see situations from multiple perspectives. |
| Conservation | Focus on single, perceptual dimension. |
| Sally-Anne Test | A test for Theory of Mind. |
| Egocentrism | Preoperational children have difficulty thinking about how objects or situations are perceived by other people. |
| Theory of Mind | The understanding that we and other people have minds, that these minds represent the world in different ways, and that these representations can explain and predict how others will behave. |
| Concrete operational stage | A stage (7 to 12 years) where the child can adopt multiple perspectives and use imagination to solve complex problems but can only apply this thinking to concrete objects or events. |
| Formal operational stage | A stage (12 years and up) where adolescents become able to reason about abstract problems and hypothetical propositions. |
| Social referencing | A process of using others' facial expressions for information about how to react to a situation. |
| Attachment | The strong, enduring, emotional bond between an infant and a caregiver. |
| Imprinting | A mechanism for establishing attachment early in life that operates according to a relatively simple rule of attaching to the first moving object an organism sees. |
| Harry Harlow | A researcher who demonstrated that attachment is not solely driven by the need for nourishment. |
| Secure base | A place in which the child feels safe and protected, allowing exploration of the environment. |
| Mary Ainsworth | The researcher who created the strange situation test to reveal attachment styles of children. |
| Secure attachment | One of the three attachment styles identified by Mary Ainsworth. |
| Insecure attachment | A category of attachment styles that includes insecure/avoidant and insecure/ambivalent attachment. |
| Insecure/avoidant attachment | A type of insecure attachment where children avoid closeness with caregivers. |
| Insecure/ambivalent attachment | A type of insecure attachment characterized by anxiety and uncertainty in relationships. |
| Long-term consequences of attachment | A child's attachment style has powerful long-term consequences. |
| Early Social and Emotional Understanding | Infants seek out human faces and respond to the faces they see. |
| Facial and vocal expressions | Between 4 and 7 months of age, infants can tell the difference between happy, sad, and angry expressions. |
| Securely attached infants | Grow to be more socially appealing, socially skilled, successful in mastering language and other challenging tasks, show fewer behavioral problems, and be less likely to develop anxiety disorders in childhood and adolescence. |
| Sociocultural view of development | Lev Vygotsky's proposal that the child's mind grows through social interaction with knowledgeable others. |
| Scaffolding | A process of promoting cognitive development by actively challenging and supporting children as they attempt things that are beyond their current capabilities. |
| Trust versus mistrust | Infancy (0 to ½ years); attachment to mother, which lays foundation for later trust in others. |
| Autonomy versus shame and doubt | Early childhood (1½ to 3 years); gaining some basic control of self and environment (e.g., toilet training, exploration). |
| Initiative versus guilt | Preschool (3 to 6 years); becoming purposeful and directive. |
| Competence versus inferiority | School age (6 years to puberty); developing social, physical, and school skills. |
| Identity versus role confusion | Adolescence; making transition from childhood to adulthood; developing a sense of identity. |
| Intimacy versus isolation | |
| Productivity versus stagnation | Middle age; fulfilling life goals that involve family, career, and society; developing concerns that embrace future generations. |
| Integrity versus despair | Later years; looking back over one's life and accepting its meaning. |
| Emerging adulthood | The period between adolescence and adulthood, roughly the ages of 18 to 25, when people take time to finish schooling, gain financial independence from their parents, and establish careers and families. |
| Social identity | |
| Social clock | A set of norms that govern the typical timing of life milestones like marriage, parenthood, and retirement. |
| Psychosocial tasks in adulthood | According to Erik Erikson, adulthood is dominated by finding love and engaging in meaningful work. |
| Marriage in early to middle adulthood | People strive to build a close, romantic partnership with another person; not all Americans wish to get married; married people live longer and report increased well-being. |
| Generativity | The struggle for contributing to the world in ways that benefit future generations. |
| Crystallized intelligence | Accumulated knowledge that increases with age. |
| Cognitive reserve | Developing a strong foundation of intellectual functioning; people with higher levels of education or who work more-complex jobs tend to have better cognitive functioning. |
| Physical exercise in older adulthood | Research suggests that physical exercise is beneficial regardless of age. |
| Intellectual leisure and social activities | Engaging in more intellectual leisure and social activities leads to better-preserved cognitive functioning later. |
| Well-being in older adults | Older adults report more control and better understanding of their emotions. |
| Decline of well-being | 3-5 years prior to death, many adults experience a rapid decline in well-being as health deteriorates. |
| Crisis of integrity | A concept associated with Erik Erikson's later years stage. |
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skyfalls
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