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Developmental Psych
Chapter 1
| Question | Answer |
|---|---|
| Theory | A set of ideas or organizing principles, relevant assumptions based on beliefs about a phenomenon, systematically related to each other |
| Development Theory | Hopefully gives us a target idea about how people develop |
| Empirical/operational definitions | precise, careful definitions, also testable (older definitions or theories did not have these, many came post freud) Freud did not come up with an empirical definition for fixation |
| Colic | cry like they are in pain, Rule of threes 3 hours a day for 3 days for 3 weeks, if this fills the quota they probably have colic |
| Organismic | development is an active organism ,insist qualitative change,( law of conservation is a qualitative change of thinking), active development, interact with the world around them in different ways, movement towards an end goal of full development |
| Mechanistic | like a machine, (ex: Watch, doesn’t change much, will eventually stop), no quantitative change, only more or less, passive reaction, no movement towards a goal, development never ends |
| Contextual | context is everything, could be space or location, time,Time, when were you born, what was going on at that time, did you grow up in a 2 or 1 parent household, did you live with a multi generational family |
| Ecological approach, dynamic systems | Both contextual theories |
| Stages= organismic | Contextual and mechanistic do not have stages |
| Developmental theories allow us | to describe, predict, and explain |
| Development is in following domains | Cognitive, physical, social, Spiritual might be something that could be added, Domains are not separate |
| Otitis Media | middle ear infection |
| OM Symptoms | Snotty nose, eye drainage, cranky, frequent night waking, unwillingness to lie flat, crying screaming combined with cold symptoms, drainage from ear, sudden worsening of cold symptoms, fever, they may have none of the symptoms but will still have it |
| Consistent otitis media messes with development across the board | Can mess with social life, sleep, and language development, bad interaction |
| Om more common in | Daycare situations |
| OM less common in | Breastfed babies |
| Current concern about effective OM treatments | Such as antibiotics or tubes |
| Feagans, Kipp, and Blood OM study | Purpose to examine the effects of OM on children in 3 daycare situations differing in quality, |
| Feagans, Kipp, and Blood OM study cont | Children (12-18 months) were divided into chronic OM and non chronic groups, Children were given a picture book reading task, were monitored based off of how on task they were, mothers were given questionnaires about children’s behavior |
| Feagans, Kipp, and Blood OM study results | Mothers of children w chronic OM rated their kids less attentive Children w chronic OM in low quality daycare settings, attended less and showed more off task behavior on the picture book task |
| Development | Age graded, History graded (cohort), Nonnormative |
| Age graded | Tend to occur at a specific age |
| History graded | often defined using decades or generations, can use cohort more narrowly in research (ex: babies born in 2026) |
| Is development matter of quantitative or qualitative change | Organismic insist on qualitative, does not completely disregard quantitative, mechanistic only focus on quantitative |
| Development is continuous or discontinuous | Continuous- smooth progression Discontinuous- stages Contextual- context can be so diverse, do not rely on continuous or discontinuous |
| Epigenetic | studies on trauma and bullying and how development is different |
| Multidimensional | Physical, cognitive, Social |
| Multidirectional | development can go forwards or backwards |
| Conrad Lawrence | Ethology |
| Brofenbrenner | ecological theory |
| Ethology and ecology | Both contextual |
| Ethology | emphasis on the relevance of environmental contexts, Seeks to understand the adaptive or survival value of behavior and its evolutionary history |
| Important ethological concepts | Imprinting, sensitive/critical periods, Bonding |
| Klaus and Kennel | Did study w premature babies Either allowed to interact with parents or not right after birth Studied through development Found out ones who interacted w their parents hit developmental milestones quicker vs who did not Caused partners to be in room |
| Bowlby | Father of attachment theory, Pushed the same idea as klaus and kennell, importance of contact w parents |
| Bill and Martha Sears | baby book advocating attachment parenting |
| Babyness | Rounded head shape, large eyes below middle of head, protruding forehead |
| Microsystem | individual’s immediate surroundings (work, home) |
| Mesosystem | connections among microsystems (parent teacher conferences) |
| Exosystem | doesn’t directly contain individual but influences them (workplace of a parent) |
| Macrosystem | values, ideals, customs, and laws of a particular culture (gender role) |
| Chronosystem | temporal(time), (timing of when a child as siblings) (when parents may have gotten divorced) |
| Experimental terms | independent/dependent variable, reliability, validity |
| validity | Not measuring what it is supposed to |
| Cross sectional | taking cohorts (people born at the same time) different groups (3 year olds 6 year olds 9 year olds etc) |
| Cross sectional Advantages | quick, inexpensive, differences in behavior at different points in development can be studied |
| Cross sectional disadvantages | no info about past determinants of age related changes No info about individual development or developmental process Would need to control things about cohorts to avoid cohort effect, which is data mistakes |
| Longitudinal design | Same subjects assessed repeatedly, bring the same cohort/kids at different times |
| Longitudinal design advantages | stability of a behavior can be determine, impact of early events on later behavior can be investigated, differences in behavior at different points in development can be studied, process design |
| Longitudinal design disadvantages | cost, subject loss, changes in people (cohorts), inflexibility, test/retest effects |
| Sequential design | combines longitudinal and cross sectional (pull people in of varying age groups, view them all 5 years in the future) |
| Sequential design advantages | Flexible, process design, stability of behavior can be determined, impact of early events on later behavior can be investigated, difference in behavior at different points in developments can be studied |
| Sequential design disadvantages | Cost, subject loss, test retest |
| Correlational Studies | Correlation does not equal causation |
| Positive correlation | bottom left top right |
| Negative correlation | top left bottom right |
| Observation | Naturalistic Observation, Structured Observation |
| Interview | Clinical interview, Structured interview (same questions to all) |
| Case study | Genie is an example (watched something on this in sociology?) Developmentally delayed bc of abuse |
| David Reimer | Intersex issue |
| Ethical issues | Deception Research Research with children Research with the individuals who are cognitively impaired Research with animals |
| Research about development has also been stimulated by social pressures to improve people’s lives. | For example, the beginning of public education in the early twentieth century led to a demand for knowledge about what and how to teach children of different ages. |
| Developmental science is a relatively recent endeavor | Studies of children did not begin until the late nineteenth and early twentieth centuries. Investigations into adult development, aging, and change over the life course emerged only in the 1960s and 1970s |
| A theory is | an orderly, integrated set of statements that describes, explains, and predicts behavior |
| Theories are vital tools for two reasons. | First, they provide organizing frameworks for our observations of people. Second, theories that are verified by research provide a sound basis for practical action |
| Theories differ in one important way from mere opinion or belief | A theory’s continued existence depends on scientific verification. Every theory must be tested using a fair set of research procedures agreed on by the scientific community, and the findings must endure, or be replicated over time. |
| Although there are many theories, we can easily organize them by looking at the stand they take on three basic issues | Is the course of development continuous or discontinuous? (2) Does one course of development characterize all people, or are there many possible courses? What are the roles of genetic and environmental factors nature and nurture in development? |
| continuous | a process of gradually augmenting the same types of skills that were there to begin with |
| Continous view holds that | infants and preschoolers respond to the world in much the same way as adults do. The difference between the immature and mature being is simply one of amount or complexity |
| Discontinuous | a process in which new ways of understanding and responding to the world emerge at specific times. |
| Discontinuous view | infants and children have unique ways of thinking, feeling, and behaving, ones quite different from those of adults. |
| Theories that accept discontinuous perspective regard development as | Taking place in stages |
| Stages | qualitative changes in thinking, feeling, and behaving that characterize specific periods of development |
| the field of human development is becoming increasingly aware that children and adults | Live in distinct contexts |
| Distinct contexts | unique combinations of personal and environmental circumstances that can result in different paths of change. |
| Are genetic or environmental factors more important? | This is the age-old nature–nurture controversy. |
| Nature | We mean the hereditary information we receive from our parents at the moment of conception. |
| Nurture | the complex forces of the physical and social world that influence our biological makeup and psychological experiences before and after birth |
| Stability | that individuals who are high or low in a characteristic (such as verbal ability, anxiety, or sociability) will remain so at later ages |
| Theorists who emphasize stability | typically stress the importance of heredity |
| If they regard environment as important | they usually point to early experiences as establishing a lifelong pattern of behavior. |
| Optimistic view of development | see development as having substantial plasticity throughout life—as open to change in response to influential experiences |
| developmental systems perspective | as a perpetually ongoing process, extending from conception to death, that is molded by a complex network of biological, psychological, and social influences |
| A leading systems approach is the lifespan perspective. Four assumptions make up this broader view | development is (1) lifelong, (2) multidimensional and multidirectional, (3) highly plastic, and (4) affected by multiple, interacting forces |
| According to the lifespan perspective | no age period is supreme in its impact on the life course. |
| Lifespan development is also multidirectional, in at least two ways | First, development is not limited to improved performance. Rather, at every period, it is a joint expression of growth and decline. Second, besides being multidirectional over time, change is multidirectional within each domain of development. |
| Periods of human development table | Prenatal, Infancy and toddlerhood, early childhood, middle childhood, adolescence, early adulthood, middle adulthood, late adulthood |
| Prenatal | Conception to birth, the one celled organism transforms into a human baby with remarkable capacities to adjust to life in the surrounding world |
| Infancy and toddlerhood | Birth-2 years, dramatic changes in the body and brain support the emergence of a wide array of motor, perceptual and intellectual capacities and first intimate ties to others |
| Early childhood | 2-6 years, During the play years, motor skills are refined, thought and language expand at an astounding pace, a sense of morality is evident, and children establish ties with peers |
| Middle childhood | 6-11 years, The school years are marked by improved athletic abilities, more logical thought processes, mastery of fundamental reading, writing, math, advances in self understanding, morality, and friendship, and the beginnings of peer group membership |
| Adolescence | 11-18 years, Puberty leads to an adult sized body and sexual maturity. Thought becomes abstract and idealistic and school achievement more serious. Adolescents begin to establish autonomy from the family and to define personal values and goals |
| Early adulthood | 18-40 years, Most young people leave home, complete their education, and begin full time work. Major concerns are developing a career, forming an intimate partnership, and marrying, rearing children, or pursuing other lifestyles |
| Middle adulthood | 40-65 years, Many people are at the height of their careers and attain leadership positions. They must also help their children begin independent lives and their parents adapt to aging. They become more aware of their own mortality |
| Late Adulthood | 65 years-Death, People adjust to retirement, to decreased physical strength and health, and often to the death of an intimate partner. They reflect on the meaning of their lives. |
| According to the lifespan perspective | pathways of change are highly diverse because development is influenced by multiple forces: biological, historical, social, and cultural |
| Age graded influence | Events that are strongly related to age and therefore fairly predictable in when they occur and how long they last |
| History graded influence | explain why people born around the same time—called a cohort—tend to be alike in ways that set them apart from people born at other times |
| resilience | the ability to adapt effectively in the face of threats to development |
| Nonnormative influences | events that are irregular: They happen to just one person or a few people and do not follow a predictable timetable. Consequently, they enhance the multidirectionality of development |
| A close relationship with at least one parent who provides warmth, appropriately high expectations, monitoring of the child’s activities, and an organized home environment fosters | Resilience |
| G Stanley hall | generally regarded as the founder of the child study movement, He also foreshadowed lifespan research by writing one of the few books of his time on aging. |
| Hall regarded development as a maturational process | a genetically determined series of events that unfold automatically, much like a flower |
| Hall and Gesell launched normative approach | measures of behavior are taken on large numbers of individuals, and age-related averages are computed to represent typical development. |
| Alfred binet | Intelligence test |
| Psychoanalytic perspective | people move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety, |
| Id | the largest portion of the mind, is the source of basic biological needs and desires. |
| Ego | the conscious, rational part of personality, emerges in early infancy to redirect the id’s impulses so they are discharged in acceptable ways |
| Superego | the part of a person's mind that acts as a self-critical conscience, reflecting social standards learned from parents and teachers. |
| Birth- 1 year Freud's psychosexual stage | Oral- If oral needs are not met through sucking from breast or bottle the individual may develop such habits as thumb sucking, fingernail biting, overeating, or smoking |
| 1-3 years Freud | Anal: Toddlers and preschoolers enjoy holding and releasing urine and feces, if parents toilet train before children are ready or make too few demands, conflicts about anal control may appear in the form of extreme orderliness or disorder |
| 3-6 years freud | Phallic- gentital stimulation occurs, oeidpus conflict for boys and electra conflict for girls, adopt same sex characteristics and values to avoid punishment, superego is formed |
| 6-11 years Freud | Latency; Sexual instincts die down, and the superego strengthens as children acquire new social values from adults and same sex peers |
| Adolescence Freud | Genital: With puberty, sexual impulses reappear. Successful development during earlier stages leads to marriage, mature sexuality, and child rearing |
| Birth-1 year Eriksons Psychosocial stage | Basic trust versus mistrust: From warm, responsive care, infants gain a sense of trust, or confidence, that the world is good. Mistrust occurs if infants are neglected or handled harshly. |
| 1-3 years Erikson | Autonomy versus shame and doubt: Using new mental and motor skills |
| 3-6 years Erikson | Initiative versus guilt: Through make believe play, children gain insight into the person they can become. Initiative develops when parents support their child;s sense of purpose. If parents demand too much self control,children experience excessive guilt |
| 6-11 years Erikson | Industry versus inferiority: At school, children learn to work and cooperate with others. Inferiority develops when negative experiences at home, at school, or with peers lead to feelings of incompetence. |
| Adolescence erikson | Identity versus role confusion: By exploring values and vocational goals, young people form a personal identity. The negative outcome is confusion about future adult roles. |
| Early adulthood erikson | Intimacy versus isolation: Young adults establish intimate relationships. Because of earlier disappointments, some individuals cannot form close bonds and remain isolated. |
| Middle adulthood Erikson | Generativity versus stagnation: Generativity means giving to the next generation through child rearing, caring for others, or productive work. The person who fails in these ways feels an absence of meaningful accomplishment. |
| Old age erikson | Integrity versus despair: Integrity results from feeling that life was worth living as it happened. Older people who are dissatisfied with their lives fear death. |
| psychosocial theory | Erikson emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual an active, contributing member of society. |
| Albert Bandura | emphasizes modeling, also known as imitation or observational learning, as a powerful source of development |
| Piaget's stages | Sensorimotor, Preoperational, Concrete operational, Formal operational |
| Sensorimotor | Birth-2 years, Infants think by acting on the world with their senses. As result, they invent ways of solving sensorimotor problems, such as pulling a lever to hear the sound of a music box |
| Preoperational | Preschool children use symbols to represent their earlier sensorimotor discoveries. Development of language and make believe play takes place. However, thinking lacks the logic of the two remaining stages. |
| Concrete operational | Children's reasoning becomes logical and better organized. School age children understand a certain amount of lemonade remains the same after an appearance changes. Organize object into hierarchies, think in logical organized fashion |
| Formal operational | 11 years on, abstract thinking increased, start with hypothesis, deduce testable inferences, and isolate and combine variables, evaluate logic of verbal statements |
| information processing | the human mind might also be viewed as a symbol-manipulating system through which information flows |
| information-processing approach regards people as | actively making sense of their own thinking |
| developmental social neuroscience | is devoted to studying the relationship between changes in the brain and emotional and social development |
| Ethology | is concerned with the adaptive, or survival, value of behavior and its evolutionary history |
| Vygotsky | sociocultural theory, |
| clinical interview | researchers use a flexible, conversational style to probe for the participant’s point of view |
| Structured interviews | in which each participant is asked the same set of questions in the same way, |
| longitudinal design | participants are studied repeatedly, and changes are noted as they get older |
| Longitudinal design positives | tracks the performance of each person over time, researchers can identify common patterns as well as individual differences in development, permit investigators to examine relationships between early and later events and behaviors |
| cross-sectional design | groups of people differing in age are studied at the same point in time |
| sequential designs | in which they conduct several similar cross-sectional or longitudinal studies |
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