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| The amount and strength of behavior displayed by infants. |
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| Events strongly related to age that influence personality in childhood and late adulthood. eg. puberty, menopause. |
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| Hypothesized that personality is influenced by 3 factors effective in different stages of life- age graded, history graded, non-normative. |
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| Researched infant attachment in natural settings. Infants with secure attachment showed 3 sequential behaviors following separation from their mother- protest, depair and detachment. |
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| Close physical contact between infants and caregivers instrumental in developing attachment. |
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| Refers to how easily an emotional response can be triggered, its intensity and how hard it is for infant to to return to a normal state. |
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| fetal alcohol syndrome (FAS) |
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Definition
| Caused when pregnant mother repeatedly consumes alcohol resulting in severe physical and mental defects in the child. |
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| Ability of infants to focus innate behaviors on a small number of familiar adults. |
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| Ability to remember information without hints and prompts. Declines in older adults. |
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| Historical events such as wars affect personality development acutely in adolescence. |
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| Consists of psychomotor development and attachment formation with caregiver. |
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| Process of interacting with the environment and cognitively internalizing the information. |
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| Permanent storage of information. |
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| Developed a model of life events that hypothesized two types of events- normative and non-normative. She believed adult personality was shaped by the way they dealt with these events. |
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| Unexpected events that happen in life. eg. accident, divorce. |
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| Unexpected events influence personality most in adulthood. |
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| Events that happen to most people in their lifetime. Has two types- on-time: those that happen at a culturally expected time in life, and off-time: those that do not happen at the expected time, but later or earlier on in life. |
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| Organismic theorist who founded cognitive development. Proposed 4 stages of cognitive development in childhood. |
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| Development of voluntary motor skills in the infant. Consists of cephalocaudal and proximodistal trend. |
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| Tools that help in learning. eg. diagrams, concept maps, flowcharts, symbols, mnemonics,signs and works of art. |
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| Condition present in 10% of older adults in which they have some type of dementia. |
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| sequential/cross-lag design |
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Definition
| Research design in which several groups are studied mutiple times. |
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| Keeps small amounts of information for a small period of time. Memory loss in older adulthood is attributed to inability to transfer information from short-term to long-term memory. |
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| A child's interest level in being with other children. |
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| One step in a sequence of developmental steps. |
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| Study of physical, perceptual, psychosocial, and cognitive changes that occur throughout one's life, from conception to death |
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| types of developmental theories |
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Definition
organismic theory
mechanistic theory
transactional/dialectic theory |
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Term
Who? organismic theory subtopic |
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Definition
Piaget Belief that development occurs because of changes that occur inside of a person. Maturation is a key concept. Emphasizes nature, not nurture. type of developmental psychology |
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Organismic The gradual changes that take place according to an individual's genetic blueprint for development |
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mechanistic theory subtopic |
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Definition
Change is triggered by environmental events, not internal, maturational processes. Development is viewed as being quantitative. Emphasizes on nurture. type of developemental psychology |
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Who? transactional/dialectic theory subtopic |
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Definition
Vygotsky Emphasis on both nature and nurture. Explains change by emphasizing the interaction between the individual and the environment. type of developmental psychology |
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| longitudinal, cross-sectional, sequential/cross-lag |
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| Research design in which one group of subjects is studied at many different times/ages |
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| Research design in which several groups of subjects of different ages are studied at one time only |
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| Development that occurs before the baby is born. |
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| 1st stage of prenatal development. Lasts from conception to second week of pregnancy. The zygote is formed and cell division begins. |
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| Lasts from conception until the baby is born. Consists of 3 stages: germinal stage, embryonic stage and fetal stage. |
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| 2nd stage of prenatal development. Lasts from second week till eighth week. Most of the organs and vital systems start to form. Embryo begins to look human. |
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| 3rd stage of prenatal development. Lasts from two months until birth. Fetus is capable of movement by fourth month. Major organs are functioning during this stage. |
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| Toxic substances that if exposed to the pregnant mother, can cause lifetime physical, cognitive and other health problems to the child. |
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| When the influence of an environmental factor is highest. |
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| Child moves torso before progressing to the arms and hands. Inside-out trend. |
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| Infant moves head first and progresses to the foot. Head to foot trend. |
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The close, affectionate bond between an infant and his or her mother or primary caregiver Harlow, Ainsworth, Bowlby |
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Term
patterns of attachment Who? |
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Definition
anxious-ambivalent attachment
avoidant attachment
secure attachment
disorganized attachment Ainsworth |
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Definition
| Researched attachment with rhesus monkeys, used cloth "mother" and wire "mother" to measure monkeys' reactions when frightened- monkeys consistently went to soft, cloth mothers for comfort. Discovered contact comfort. |
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Definition
| First stage of separation. Began immediately after separation and lasted for hours and as long as a week. These children were upset, cried, and looked for their mother |
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Term
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Definition
| Second stage of separation. Children seemed to be more hopeless, withdrawn, and not very active following separation from mother |
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Definition
| Third stage of separation. Children showed renewed energy and became more sociable following separation from mother, and were somewhat apathetic about mother's return |
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Definition
| Studied attachment in human infants. Observed infants reaction after two separations from mother. Defined 3 types of attachment: secure, anxious-ambivalent, and avoidant |
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Term
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Definition
| Infants with this type of attachment were comfortable when the mother was present, upset when the mother left, but calm when she returned |
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| anxious-ambivalent attachment |
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Definition
| Infants with this type of attachment were upset or anxious when the mother was present, and did not like it when the mother left, but were not comforted by her return |
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Term
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Definition
| Infants with this type of attachment sought little contact with their mothers and were not upset when their mothers left the room |
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Definition
| Infants with this type of attachment remain motionless when the mother leaves, as if they are confused and don't understand why mother left and what they are to do |
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| A person's typical moods, emotionality and activity levels |
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| Popular classification of temperament, which refers to infants': Emotionality Activity Sociability |
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| Temperament of infants who have an irregular daily routine, withdraw from unfamiliar situations, adapt to change slowly and exhibit intense, negative moods. |
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| Temperament of infants who have low activity level, high withdrawal from unfamiliar situations, are slow to adapt to change, exhibit mild, negative moods and display moderate emotional reactivity. |
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| Temperament of infants who have a regular daily routine, high interest in novel situations, can easily adapt to change and exhibit moderate, positive moods. |
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| Parent shows high warmth and low control. Gives the child a free hand in their behavior. |
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| Characteristic ways in which parents respond to their children- authoritarian,authoritative, indulgent/permissive, indifferent/uninvolved |
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| Parent has high control and low warmth. Enforces strict rules and values hard work, respect and obedience. |
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| Parent exhibits medium control and high warmth. Communicates with the children about issues regarding their behavior and rules. |
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| Parent that shows low control or warmth for the child. Just provides for basic subsistence. |
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| Stage theory of cognitive development. Four stages: sensorimotor, preoperational, concrete, and formal operational. Individuals move through stages sequentially |
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Definition
| Interpreting new information based on an existing schema. Schema stays the same. |
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| A collection of ideas about the characteristics of persons, events, or objects. |
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| Changing an existing schema to incorporate new information |
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| Occurs from birth to about 2 years of age. Infant learns to coordinate sensory and motor responses and has only limited capacity to use symbolic representation. Develops object permanence. |
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Definition
| The child understands that objects continue to exist even if they are hidden from sight. Developed during sensorimotor period. |
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| Occurs between 2 to 7 years of age. Child begins to develop symbolic thought and grammar becomes more complex. Displays egocentrism. |
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| concrete operational period |
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Definition
| Occurs between 7 to 11 years of age. Child is able to apply logical reasoning to concrete events. Devlops conservation. |
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| Child is unable to understand that others may view the word different from him/herself. Developed in preoperational period. |
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| Realization that if nothing has been added or taken away a given quantity remains the same despite changes in shape or appearance. Develops in concrete operational period. |
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| formal operational period |
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Definition
| Occurs sometime after age 11. Child is able to think in abstract, idealistic, logical ways. |
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| Mechanistic theorist of cognitive development. Believed learning occurs when the child interacts with the environment and then cognitively internalizes it. |
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Definition
| Emphasis is on environment, especially social interaction. Cognitive development occurs from the outside in. |
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Term
| zone of proximal development |
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Definition
| Difference between level of performance of child when working alone as opposed to with help. |
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Definition
| Matching the amount and type of information given by the teacher to the student's needs |
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| Theory of moral development based on individual's reasons for problem resolution, not the way they resolve the problem. 3 stages- preconventional, conventional, postconventional |
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| Belief that anything one does to get what one wants and avoid punishment is 'okay'. First stage of Kohlberg's theory of moral development. |
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| Moral belief that one MUST follow rules and norms and be approved by society. 2nd stage in Kohlberg's theory of moral development. |
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| Individual develops a personal sense of what is right and wrong (follows their conscience). Last stage in Kohlberg's theory of moral development. |
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| Critic of Kohlberg. Emphasized caring, compassion, and helping other people rather than justice and fairness, which are the emphases of Kohlberg's theory. Suggested that social awareness and sensitivity are the basis of moral development, not high levels of cognitive skill |
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| Stage theory of psychosocial development consisting of eight stages, or crises. Individuals pass through stages sequentially over entire lifespan |
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| The second of Erikson's eight psychosocial crises, which occurs between ages 1-3. During this crisis a child must learn how to control bodily functions. If the child is successful at controlling these functions a sense of autonomy/independence will develop. If the child is unsuccessful, a sense of shame and doubt develop. |
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Definition
| The third of Erikson's eight psychosocial crises, which occurs between the ages of 3 to 6. During this crisis, the child looks to find a balance between the need for independence and the need to follow and respect rules. A child may develop guilt or low self confidence if the parent reacts to this need through excess punishment |
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| The fourth of Erikson's eight psychosocial crises, which occurs between the ages of 6 to 12. During this crisis, a child is to develop social contacts outside of the family. A successful child develops relationships outside the family (industry) while an unsuccessful child is unable to make friends with others (inferiority). |
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| identity vs. role confusion |
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Definition
| The fifth of Erikson's eight psychosocial crises, which occurs between the ages of 12 to 20. Great physical, cognitive, and social changes occur during this crisis. Adolescents are in search for who they are and their role in society. Those who are not able to resolve this crisis may develop a sense of confusion. |
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Definition
| The sixth of Erikson's eight psychosocial crises, which occurs between the ages of 20 to 40. During this crisis, young adults work to establish an intimate, committed relationship with another person. If unsuccessful, the individual may experience isolation. |
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| generativity vs. stagnation |
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Definition
| The seventh of Erikson's psychosocial crisis, which occurs between ages 40 to65. During this crisis, adults develop ways of remaining active, contributing members of society. If individuals are unable to resolve this crisis, they may experience major depression. |
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| The eighth of Erikson's psychosocial crisis, which occurs at age 65 and older. During this crisis, adults search to find meaning in their life. Those who are able to find meaning experience integrity while those who are not able to find meaning, experience despair. |
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Definition
| Four identity statuses: foreclosure, moratorium, diffusion, achievement |
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| Developing one's own values and social behaviors |
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| Occurs when an individual goes through a struggle (crisis) to find a sense of identity and has made a commitment |
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| Involves adopting an identity (based on society's or parent's values) without question. Individual has not gone through a crisis (no crisis) regarding "who they are," but have made a commitment |
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Definition
| Involves struggling with ones identity (crisis)Individual may experiment with different careers, religions, etc., but they have yet to make a commitment to one choice (no commitment) |
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| Involves no struggle or crisis for an identity, and no commitment one way or the other |
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| Person rejects mainstream society and associates identity with an alienated group. eg. Vietnam war veterans. Proposed by Marcia in addition to his theory. |
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| Occurs in middle adult hood and signals the end of a women's ability to bear children. |
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Definition
| Occurs in middle-age adults and is a result of evaluating what one has accomplished in life compared to what one had hoped to accomplish. |
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Definition
| Reflects reasoning ability, memory capacity, and speed of information processing. Peaks in the early 20s, and declines slowly with age. |
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| crystallized intelligence |
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Definition
| Reflects knowledge acquired through schooling and in everyday life. Increases throughout the lifespan |
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Definition
| A sharp decline in intelligence during the last year or so of life. |
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Definition
| An abnormal decline in mental functioning in the elderly (usually occurs in only a small percentage of persons over age 65) |
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