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Development (ch.11)
Psych 111: Intro to Psych
| Question | Answer |
|---|---|
| Universal aspects of lifespan development from conception through death. | Developmental Psychology |
| Identifies cultural variations. | Developmental Psychology |
| Explores physical, cognitive, social, emotional development. | Developmental Psychology |
| Cephalocaudal + Proximodistal | Physical Development |
| head to feet (head + brain develops much more significantly than the body) | Cephalocaudal |
| center moving outward. | Proximodistal |
| Conception (2 weeks) | Germinal Phase |
| zygote + placenta | Germinal Phase |
| a fertilized egg | Zygote |
| structure that lets oxygen and nutrients to pass into fetus from mom's bloodstream and lets waste pass out. | Placenta |
| this structure is seen early on. | Placenta |
| early development. 2-8 weeks. | Embryonic Stage |
| head, face, neck develop. | Embryonic Stage |
| buds for limbs form/grow. | Embryonic Stage |
| major organs/digestive system differentiating. | Embryonic Stage |
| heartbeat begins. | Embryonic Stage |
| head is half the size of the entire embryo. | Embryonic Stage |
| Placenta is complete in this stage. | Embryonic Stage |
| 8 weeks-birth. | Fetal Stage |
| digestive organs start functioning. | Fetal Stage - 3rd month |
| teeth buds form. | Fetal Stage - 3rd month |
| sex organs develop fast. | Fetal Stage - 3rd month |
| arms/fingers move. | Fetal Stage - 3rd month |
| face looks human. | Fetal Stage - 4th month |
| lower body outgrows head. | Fetal Stage - 4th month |
| bones are defined. | Fetal Stage - 4th month |
| fingernails + toenails appear. | Fetal Stage - 5th month |
| lanugo + vernix covers the body | Fetal Stage - 5th month |
| fine, wooly hair over body. | Lanugo |
| waxy coating collects. | Vernix |
| helps babies pass through birth canal | Vernix |
| eyebrows/lashes well defined. | Fetal Stage - 6th month |
| eyes completely formed. | Fetal Stage - 6th month |
| fetus capable of life outside uterus (if born prematurely = chance of survival). | Fetal Stage - 7th month |
| fat deposited for later use. | Fetal Stage - 8th/9th month |
| fingernails longer than fingertips. | Fetal Stage - 8th/9th month |
| Lanugo sheds. | Fetal Stage - 8th/9th month |
| Myelination of brain takes place. | Fetal Stage - 8th/9th month |
| chief organs increasing functioning. | Fetal Stage - 8th/9th month |
| Vernix covers entire body. | Fetal Stage - 8th/9th month |
| Harmful toxins that affect development. | Teratogens |
| Result in defects, damage, or anomaly (something that's not what should be expected for birth). | Teratogens |
| dose, basic heredity, multiple determination. | Important concepts with Teratogens |
| how much of a substance have you been exposed to? | Dose |
| Vulnerably vs. Sturdy (some developing fetuses are simply stronger than others). | Basic Heredity |
| stress, nutrition, lack of medical care. | Multiple Determination |
| drugs or chemicals. | Teratogenic Agents |
| increased understanding of the role of prenatal exposure to drugs on the developing child. | Teratogenic Agents |
| Given to women to help treat morning sickness. | Thalidomide |
| was later found to be a teratogen because the kids were born with missing/deformed limbs. | Thalidomide |
| linked with pre-maturity and low birth weight. | Stress |
| mild stimulant, increased fetal activity, low birth weight, increased SIDS. | Smoking |
| Sudden Infant Death Syndrome | SIDS |
| low birth weight, disturbed sleep in newborns, reduced attention to environment. | Marijuana |
| born "stoned". | Marijuana |
| premature birth weight, shaking behavior, poor sleep patterns, poor sucking and feeding, risk of SIDS. | Heroin |
| sucking + feeding. | reflexes for nourishment |
| premature size/weight, shaking, high pitched crying, respiratory and regurgitation problems, rigidity, withdrawal symptoms, deformities. | Cocaine |
| "crack babies", born addicted. | Cocaine |
| If you can nurture a crack baby you don't tend to see long term cognitive risks. | Cocaine |
| abuse of multiple substances likely. | Comorbidity |
| likely that crack users are also drinking and smoking. | Comorbidity |
| leading teratogen in the U.S. | Alcohol |
| most common cause for mental retardation. | Alcohol |
| Entirely preventable. | Alcohol |
| FAS | Fetal Alcohol Syndrome |
| growth retardation, head/facial abnormalities (look flattened), microcephaly (smaller heads), skeletal brain and heart damage. | FAS |
| behavioral issues: poor impulse control, poor attention, hyperactivity, other activity/cognitive deficits. | FAS |
| kids unable to find similarities, abstractionality. | FAS |
| some symptoms of FAS but less severe. | Fetal Alcohol Effects |
| individual differences and exposure determine whether a kid has FAS or FAE. | FAS vs. FAE |
| Toxins in the workplace (when pregnant some doctors say don't work in places because of toxins). | Teratogenic Agents |
| Sperm can impacted by Teratogenic influences: agent orange, alcohol, cocaine. | Teratogenic Agents |
| 90 day rule for sperm to regenerate. | Teratogenic Agents |
| Infants born with certain reflexes, sensory abilities, and limitations. | Reflexes and Sensory abilities of infants |
| Vision, Hearing, Taste, Smell, Touch. | Sensory abilities of infants/newborns |
| intact, functional. can focus between 7-9 inches, preference for human faces. | Vision - Sensory abilities of infants/newborns |
| fetus can hear sounds around 6 months in utero, can recognize mom's voice. | Hearing - Sensory abilities of infants/newborns |
| study with Dr. Seuss story being read during pregnancy. | Hearing - Sensory abilities of infants/newborns |
| both present at birth, preference to sweet (bananas and chocolate, dislike bitter and alcohol). | Taste/Smell - Sensory abilities of infants/newborns |
| heat, cold, pressure and pain are all present at birth. | Touch - Sensory abilities of infants/newborns |
| Rooting, Stepping, Sucking, Eyeblink, Babinski. | Reflexe abilities of infants/newborns |
| inborn, automatic responses to a particular form of stimulation. | Reflexes |
| presence is a healthy sign for normal development. | Reflexes |
| Can be a problem if you still have one that you are supposed to lose. | Reflexes |
| survival value, stroke cheek and baby will turn head towards the stimulation. | Rooting Reflex |
| basis for complex motor skills, with bare feet touching the floor infant will mimic a stepping response. | Stepping Reflex |
| Disappears after 2 months. | Stepping Reflex |
| place a finger in a mouth and baby will suck. Permits feeing | Sucking Reflex |
| shine bright light or clap and baby will close eyelids. Protects from strong stimulation. | Eyeblink Reflex |
| stroke heel to see reactions of the toes which flex/fan out. | Babinski Reflex |
| normal in infants, but if persists, can indicate neurological problems. | Babinski Reflex |
| Individual differences exist, normative expectations for these skills and abilities are called milestones. | Gross and Fine Motor Development |
| Gross motor: walk rhythmically, jump, hop, push a riding toy with feet. | Age 2-3 |
| Fine motor: remove simple clothing, start using spoon. | Age 2-3 |
| Gross motor: walking upstairs alternating feet, catches ball by trapping in chest, rides a tricycle. | Ages 3-4 |
| Fine motor: fast/unfasten large buttons, use scissors, copy lines, circles, draws tadpole person. | Ages 3-4 |
| Gross motor: walks downstairs alternating feet, running smoothly, catch ball with hands, rapid/smooth steering. | Ages 4-5 |
| Fine motor: use fork, cut with scissors on lines, copy triangles and some letters. | Ages 4-5 |
| Gross motor: smooth and more rapidly increases running speed, true skipping, ride bike. | Ages 5-6 |
| Fine motor: use knife to cut food, tie shoes (kids aren't learning to tie shows anymore), draw 6 part person, copy words and #'s. | Ages 5-6 |
| boys ahead of girls in force and power. girls ahead in fine motor and gross motor skills which involve good balance. | Gender Differences in Gross and Fine Motor Development |
| relatively constant basic disposition which is inherent in an person that underlies and modulates his/her behavior. | Temperament |
| Identified 3 basic temperaments for infants. | Thomas + Chess |
| Difficult, Slow-to-Warm, Easy | 3 Temperaments for infants -- Thomas + Chess |
| 10%, often wail, cry, and are " -" in new situations, irregular eat/sleep patterns, never can be put on an schedule. | Difficult |
| 15%, inactive, adapt slowly and can be withdrawn and show a "-" mood. | Slow-to-Warm |
| 40%, cheerful, adaptable, easily establish routines. | Easy |
| 35% | Mixture |
| match between the characteristics of the infant and his/her family is critical to development. SOme are better matches than others. Some parents want their kids to be more social, yet, the kid might want to be more mellow, also how you let the kid adapt. | Goodness of Fit |
| Example: loud noises might scare kid, but if you warn the kid "here comes the disposal" it might help the infant. | Goodness of Fit |
| Interaction between genetics + environment is key with temperament. | Goodness of Fit |
| affectional bond between an infant and its caretaker. | Attachment |
| studied attachment | Ainsworth |
| 'strange situation' lets researchers to assess _________ relationships. | Attachment |
| infants express their wish to be attached by wishing to be close to their caretaker + showing signs of distress when their caretaker leaves. | Basic Premises Regarding Attachment |
| emotional upset called separation anxiety (usually develops over time). | Basic Premises Regarding Attachment |
| mothers are most common/1st object | Attachment |
| initial ____________ can occur with mom an with another person at same time. | Attachment |
| # child's ____________ increases quickly. | Attachment |
| develops when infants are around 6-7 months ending around 18 months. | Stranger Anxiety |
| if stranger approaches, infant becomes afraid and reaches for caretaker. | Stranger Anxiety |
| Securely Attached, Avoidant Attachment, Resistant Attachment, Disorganized/Disoriented Attachment | 4 Types of Attachment Patterns (Ainsworth) |
| kid uses parent as a safe base to explore, when separated the kid might not cry during absence, seek contact when parent returns, decrease crying if present. | Securely Attached |
| 65% U.S. infants | Securely Attached |
| not same cross culturally, U.S. kids are more dependent on their caregivers. | Securely Attached |
| unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when she returns. | Avoidant Attachment |
| 20% U.S. kids show this pattern | Avoidant Attachment |
| seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, can't be comforted. | Resistant Attachment |
| 10-15% U.S. infants | Resistant Attachment |
| show greatest amount of insecurity, in the reunion show disorganized, confused behaviors. Seem confused, glazed and spacey. Moms are more avoidant and inconsistent with a lack of sensitivity to infant's needs. | Disorganized/Disoriented Attachment |
| Example: when kid falls down the mom laughs "haha you fell down!" rather than being comforting. | Disorganized/Disoriented Attachment |
| 5% U.S. infants | Disorganized/Disoriented Attachment |
| Authoritarian, Permissive, Authoritative, Harmonious | Baumrind's Parenting Styles |
| strong, controlling parents. Demand obedience. Punitive and forceful. Kids often do bad socially and academically. Lower self-esteem.q | Authoritarian |
| Example: you will stay home because I say so. I'm the parent and I say so. Clean your room NOW. I don't care, do it NOW! | Authoritarian |
| Nurturant with little controls, few demands and limits. Kids are often impulsive, immature, irresponsible, and academically unmotivated. | Permissive |
| Example: I know I'm your mother, but treat me like a friend! Mom, I didn't do my homework because I don't like the teacher...."ooh that must be so hard for you." | Permissive |
| Example: Mean Girls "I'd rather have you drink in the house". | Permissive |
| Parents set high, yet reasonable expectations. Teach how to set and meet goals. Give emotional support. Promote communication. Kids become independent, good self-control and self-esteem, mature, helpful. Do better in school. | Authoritative |
| Example: you missed curfew, oh there was an accident. Promise your not lying? Ok, I understand this time. | Authoritative |
| Believe there should be NO power disadvantage in families. Give an equal say. Emphasize humanitarian goals over achievement. Effects less clear, but seems better for females. | Harmonious |
| Example: being good and decent is even more important. "Granola Parenting Style" | Harmonious |
| Example: Harlow Monkey Study | Attachment Deprivation |
| Reared monkeys in isolation or with a surrogate mom. After 6 months sent monkeys back to colony. | Harlow Monkey Study |
| RESULTS: Isolated monkeys showed indifference, were scared or aggressive with other monkeys. Failed to form relationships with opposite sex. Were abusive to their offspring. | Harlow Monkey Study |
| Hypothesized that animals/humans primary need is for warmth and comfort in our lives. | Attachment and Contact Comfort |
| Arena for exercising independence from adults and adult control. | Peer Relationships |
| Can figure out on own "what do you want to play". | Peer Relationships |
| Equal footing relationship. | Peer Relationships |
| Help translate and establish trends/group belonging and behavior codes. | Peer Relationships |
| what is "in", what words are cool to say. | Peer Relationships |
| Serve as role models and provide emotional support. | Peer Relationships |
| rapid growth in height and weight as body is preparing for hormonal shifts/maturation. | Adolescence Growth Spurt |
| certain body parts grow at different speeds leading to a lack of proportion. | Asynchrony |
| Puberty impacts social and emotional development. | Adolescence |
| Early maturing males have "+" self-concepts. Early maturing females have greater chance of depression, anxiety, and eating disorders. | Adolescence -- Puberty |
| controls judgment. | Pre-Frontal Context |
| way of thinking the world is focused on themselves (whole world revolves around them, they are center of the universe). | Adolescent Egocentricism |
| belief that everyone in environment is concerned with the behavior/appearance of himself. | Imaginary Audience |
| false sense that he can't be harmed. | Invincibility Fable |
| you're the hero in every situation. | Personal Fable |
| Adolescent Egocentricism, Imaginary Audience, Invincibility Fable, Personal Fable. | Elkind |
| not as frequent as one thought. | Storm and Stress |
| for issues related to finances, education, career, religion, and politics today's teens are more like their parents. | Storm and Stress |
| occurs about chores and dress style vs. sex and drugs. | Conflict |
| kids stay closer/cling to parents longer into life. | Conflict |
| serve as role models and sources of comfort and support. | Peers in Adolescence |
| No research supports the presence of "peer pressure" but we see peers often encouraging socially "+" behaviors. | Peers in Adolescence |
| "+" effects: role models, code/culture, group and belonging, encourage socially "+" behaviors. | Peers in Adolescence |
| individuals must progress through stages in a specific order and they build on each other. | Developmental Theories as Stage Theories |
| Progress is strongly related to age. | Developmental Theories as Stage Theories |
| Development is marked by discontinuities that result in dramatic transitions. | Developmental Theories as Stage Theories |
| How a kid thinks (reasoning, remembering, problem solving) found kids were doing similar things at same ages like making similar mistakes. | Jean Piaget and Cognitive Development |
| Development involves 2 processes: Assimilation and Accommodation. | Jean Piaget and Cognitive Development |
| how to fit new info into the present system of knowledge. | Assimilation |
| Example: kid only knows about dinosaurs as Barney and Baby Bop. BJ was added so kids easily assimilate. | Assimilation |
| existing structures don't fit so a kid must develop new schemas. | Accommodation |
| Example: kid goes to a natural history museum and new dinosaurs don't fit the molds created by Barney. | Accommodation |
| stages of reasoning, remembering, problem solving. | Piaget's Stages of Cognitive Development |
| 1) Sensorimotor 2) Preoperational 3) Concrete Operations 4) Formal Operations. | Piaget's Stages of Cognitive Development |
| birth - 2 years old. | Sensorimotor |
| infants learn through concrete motor actions. | Sensorimotor |
| example: touch, taste, smell | Sensorimotor |
| accomplish object permanence (6 months old) | Sensorimotor |
| idea that objects still exist when they aren't in sight. | Object Permanence |
| example: "peek-a-boo" | Object Permanence |
| develop capacity for mental imagery. (want things that aren't present). | Sensorimotor |
| organize info into categories. | Sensorimotor |
| Increasingly able to use purposeful activity. | Sensorimotor |
| example: if place a blanket over a toy, kid will remove blanket. | Sensorimotor |
| 2-7 years old. | Preoperational |
| gradually improve mental images, can pretend to do things, action oriented, develop representational thoughts. | Preoperational |
| Have NOT mastered conservation. | Preoperational |
| basic properties of an object remain stable even if superficial properties change. | Conservation |
| Example: if kid smooshes down play-dough, they think that their's not as much left as in a full can. | Conservation |
| don't think in full. | Flaw in Preoperational |
| centration, irreversibility, egocentricism. | Preoperational Flaws |
| focus on 1 aspect of problem and neglect other aspects (play-dough). | Centration |
| inability to envision reversing an action (don't think to unflatten play-dough to have more of it). | Irreversibility |
| thinking characterized by a limited ability to share another person's point of view. | Egocentricism |
| Example: kid will pick nose and cover eyes and think no one will see. | Egocentrism |
| Example: Psychologist asks kid "what do you think is in the crayon box?" and kid will think crayons but it's really M&Ms. | Egocentricism |
| Example: Psychologist will ask "what will Suzy who hasn't seen the inside of the box think?" and child will say M&Ms. | Egocentricism |
| 7-11 years old. | Concrete Operations |
| kid performs operations on tangible objects and events, increased flexibility in thinking, begin to see cause/effect, masters reversibility and decentration, can retrace thoughts. | Concrete Operations |
| +12 years old. | Formal Operations |
| begin to see abstract reasoning, understand metaphor and deductive reasoning, become more systematic in thinking, can discuss moral values. | Formal Operations |
| Piaget criticized for understanding kid's abilities, not focusing enough on individual differences. Research supports his theories/beliefs. | Formal Operations |
| believes each stage involves a psychosocial crisis. | Erik Erikson |
| a transition organized around social relationships and that personality is determined by these 8 stages. | Erik Erikson + Lifespan Development |
| 1st year of life. | Stage 1 |
| Trust vs. Mistrust | Stage 1 |
| Example: is my world predictable and supportive? | Stage 1 |
| 2nd + 3rd year of life. | Stage 2 |
| Anatomy vs. Shame and Doubt. | Stage 2 |
| Example: can i do things myself or must I always rely on others? | Stage 2 |
| 4th - 6th years of life. | Stage 3 |
| Initiative vs. Guilt | Stage 3 |
| Example: am I good or am I bad? | Stage 3 |
| 6--- puberty | Stage 4 |
| Industry vs. Inferiority | Stage 4 |
| Example: how do I compare to others in school? | Stage 4 |
| Adolescence years of life. | Stage 5 |
| Identity vs. Confusion | Stage 5 |
| Example: who am I and where am I going? | Stage 5 |
| Early Adulthood years of life. | Stage 6 |
| Intimacy vs. Isolation | Stage 6 |
| Example: should I share my life with someone else or live alone? | Stage 6 |
| Middle Adulthood years of life. | Stage 7 |
| Generativity vs. Absorption | Stage 7 |
| Example: will I produce something of real value? | Stage 7 |
| midlife crisis | Stage 7 |
| Late Adulthood years of life. | Stage 8 |
| Integrity vs. Despair | Stage 8 |
| Example: have I lived a full life? | Stage 8 |
| Heteronomous Morality + Autonomous Morality | Piaget + Moral Development |
| ages 4-7. | Heteronomous Morality |
| rules are subject to another's laws, what you are told is right or wrong, rules are absolute and real (kinds think rules are hand down by God or by their dads). | Heteronomous Morality |
| age +7. | Autonomous Morality |
| one is subject to his own law, things aren't all right or wrong, kid can consider intentionality. (white lies are ok) | Autonomous Morality |
| Example: when asking a kid who is naughtier they think who broke the most cups, not who was doing what he was not supposed to be doing. | Autonomous Morality |
| studied moral development using Heinz dilemma. | Kohlberg |
| morality: steal $ or have his wife die? | Heinz Dilemma |
| found stages of moral development based on responses to Heinz dilemma and similar situations. | Kohlberg |
| Preconventional, Conventional, Postconventional | Kohlberg's 3 stages of Moral Development |
| 1: Punishment Orientation -- right and wrong is determined by what's punished. | Preconventional Level |
| 2: Naive Reward Orientation -- right and wrong is determined by what is rewarded. | Preconventional Level |
| 3: Good boy/girl Orientation -- right and wrong is determined by people around you's approval or disapproval. | Conventional Level |
| 4: Authority Orientation -- right and wrong is determined by society's rules and laws. | Conventional Level |
| 5: Social Contract Orientation -- right and wrong is determined by society's rules which are viewed as fallible rather than absolute (rules can be limited). | Postconventional Level |
| 6: Individual Principles and Conscience Orientation -- right and wrong is determined by abstract ethical principles that emphasize equity and justice. | Postconventional Level |
| country is getting older, living more productive lives for more time, more career shifts seen in the population. | Lifespan Issues in Development |
| basic information processing skills. | Fluid Intelligence |
| more likely to decline with age. | Fluid Intelligence |
| application of accumulated knowledge. | Crystallized Intelligence |
| more stable with age. | Crystallized Intelligence |
| maintaining a sense of control over one's life leads to greater psychological well-being in the elderly. | Langer and Rodin Study |
| Example: people who live in assisted living homes. | Langer and Rodin Study |
| increase healthy behaviors, promote companionship, take vitamin supplements, stay active, volunteer, work, keep "+" relationship with family/friends, "+" attitude, decrease sun exposure, smoking, drinking, explore medication interactions, find faith. | Ways to Promote Healthy Aging |
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