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a branch of psychology that studies physical, cognitive, and social change throughout the life span.
Development --> Change (abrupt or gradual) |
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| What are the 2 views of human development? |
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| Stage theories and continuity |
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| There are distinct phases to intellectual and personality development |
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| Development is continuous |
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| The fertilized egg. Enters a 2 week period of rapid cell division. Develops into and embryo |
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| The developing human organism from 2 week through 2nd month |
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| The developing human organism from 9 weeks after conception to birth |
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| Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |
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| Fetal Alcohol Syndrome (FAS) |
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| Physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. Symptoms include disproportional heads |
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Human voices and faces. Face like images such as:
._. vs. .-.
smell and sound of mother |
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| Turning the head and opening the mouth in the direction of a touch on the cheek |
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| curling the fingers around an object |
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| Reflex that causes newborns to step when held upright |
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| Sucking rhythmically in response to oral stimulation |
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| Throwing the mars out, arching the back and bringing the arms together as if to hold onto something |
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| Fanning and curling toes when foot is stroked |
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Biological growth processes that enable orderly changes in behaviour. Relatively uninfluenced by experiences
--> Cortical neurons |
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| This explains why 3-4 year old can't remember anything of the first months of life. Many neural connections that under lie memories are only beginning to form. |
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| refers to the acquisition of abilities such as grasping, walking, skipping, and balancing |
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| timetable during infancy that helps doctors and psychologists records motor development, and spot possible problems |
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| The transition period from childhood to adulthood. Extending from puberty to independence |
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| The period of sexual reproduction. When a person comes capable of reproducing |
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| The time of natural cessation of menstruation. Also refers to the biological changes a woman experiences as her ability to reproduce declines |
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| A progressive and irreversible brain disorder. Characterized by a gradual deterioration of memory, reasoning, language, and physical functioning |
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| Who came up with the stage development theory? |
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| Children develop in stages and do not move into the next stage of development until mastery of previous stages. Stages are set in order |
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Interpreting one's new experiences in terms of one's existing schemas
Dogs have 4 legs. Lions have 4 legs. Dog = lion |
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Changing one's current understandings(schemas)to incorporate new information or experiences
Dog lives in house. Lion lives in jungle Dog =/= lion |
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| What is teh order of Piaget's stage development theory? |
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| Sensorimotor -> preoperational -> concrete operational -> formal operational |
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| Birth to 2 yrs old. Uses the sense to understand the world around them |
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The awareness that things continue to exist even when not perceived
[develops in sensorimotor] |
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| Separation Anxiety/ Stranger Anxiety |
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| Attached to familiar faces of parents or caregivers. Fear of strangers that infants commonly display. Starts at 8 months |
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| When does object permanence not exist? |
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| 3-7 yrs old. Children begin to think in symbols and will use language, but still lack the ability to use reason and logic |
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| The inability of the preoperational child to take another's point of view |
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| The principle that properties such as mass, volume, and number remain the same despite changes in form |
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| Focus on one salient aspect of a problem |
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| Giving lifelike qualities to inanimate objects |
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| Concrete Operational Stage |
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| 7 - 11 years. Mastery of conservation, understand the concepts of time and space, reversibility of thought |
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| The concept that mass, weight, ans volume remain unchanged when shapes of the objects change |
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| Multiplication, division, egocentrism |
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11+ years. Thinking is based on abstract principles, theory of mind
Democracy, honour, correlations, hypothetical situations |
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| people's ideas about their own and others' mental states - about their feelings, perceptions, and thoughts and the behaviour these might predict |
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| Disorder that appears in childhood. Marked by the deficient communication, social interaction, and understanding of others' states of mind |
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| Underestimates children's abilities, overestimates age differences in thinking, vagueness about process of change, underestimates the role of the social environment, lack of evidence for qualitatively different stages |
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| Cognitive Development in Adulthood |
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| Crystallized and fluid intelligence |
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| an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development |
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| The process by which certain animals form attachments during a critical period |
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| (erik erikson) A sense that the world is predictable and trustworthy, said to be formed during infancy by appropriate experiences with responsive caregivers |
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| A sense of one's identity and personal worth |
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| (Freud) Developed out of each person's struggle with the task of satisfying the basic needs of each person |
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| Inborn, unconscious portion of personality where instincts reside. (Food, water, sex, shelter, life, death) Id operates on pleasure principles. |
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| Seek immediate gratification |
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| "Self" evolves from the id as restrictions are placed on the id through development. Operates on the Reality principles. The ego makes a compromise between id's unreasoning demands for immediate satisfaction and the constraints of the world |
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| Develops as people gain experiences with the rules and values of society. The perfect principle. Tells us what to do and what not to do. Conscience. |
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| A person becomes attached or unconsciously preoccupied with that area of pleasure. Revealed in adult personality characteristics. |
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| 0-1yrs. Mouth (tongue/gums) is the focus of pleasure. Sucking and feeding. "Crisis" is securing nurturance: How do I get enough to survive? Unresolved results in dependence-addictions, eating disorders, stalking. Oral Fixation: biting nails, chewing on pen caps, etc |
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| 1-3 yrs. Focus of pleasure is the anal area because of demand for toilet training (pooping/peeing). "Crisis" is about control of impulses: Can I contain myself from defecating everywhere? Anal fixation leafs to anal retentiveness (symbolically holding in feces) or disorganization/laziness [anal explosiveness] (symbolically pooping everywhere)-impulsiveness/compulsiveness |
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3-6 years
Boys: Focus of pleasure is genitals. Penis is the center of the boy's attention. "Crisis" for boys is the Oedipus Complex. Boy experiences sexual desire for mother/competition with father for mother's afection=death. Feat creates desire to seek identity with father. Unresolved will lead to an identity disturbance. Development of superego.
Girls: Strong attachment with mother. Realizes something traumatic-Penis Envy. Transfers love to father. 'Crisis" is the Electra Complex. Girls want a penis to be in love with mom too. To avoid mother's disapproval, girl identifies and imitates mother. Development of Superego |
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| Fixation at Phallic Stage |
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| Inability to maintain a stable love relationship. Difficulty dealing with authority figures. Difficulty taking orders |
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| 6-puberty, Psychosexual development lies dormant "on hold". Presumably it's not about bodily pleasure. "Crisis" is about being conventional (belonging). Unresolved leads to isolation and social withdraw. Relatively easier than the first years of life |
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| Adolescence (Puberty-Death). Desire for social-sexual relationships. Sexual energies are rampant because all unresolved conflicts are in upswing. "Crisis" is finding sexual satisfaction and love. Unresolved leads to sexual dysfunction, relationship problem. Ends with a mature capacity for love, or NOT. Freud believed the crisis had to be resolved through hetero relationships but has since been rewritten. |
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| One's sense of self. The adolescent's task is to identify a sense of self by testing and integrating various roles |
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| The ability to form close, loving relationships. A primary developmental task in late adolescence and early childhood. |
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| The culturally preferred timing of social events |
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| An emotional tie that one person forms between himself and another specific one |
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| Infant derives comfort and confidence. as evidenced by attempts to be close to the caregiver and by readiness to explore the environment. Happy when the mum returns. Adjusts to surroundings |
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| Characterized by fear, anger, or seeming indifference to the caregiver |
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| how attachment is measured. Child is observed in a well-equipped playroom with mother and/or stranger, or alone |
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| Cling to caregiver, high distress on departure, refuse to be comforted on return |
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| Little interaction with caregiver, tend to ignore departure and return |
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| Disoriented or Disorganized |
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| Inconsistent behaviour toward caregiver such as avoidance after seeking closeness |
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| Securely attachmed children are more likely to be |
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| competent in social and cognitive skills, be sought out as friends and chosen as leaders, interact with teachers in friendly and appropriate ways, seeking help when needed |
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Insecurely attached children are more likely to be:
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| overly dependent on teacher, demanding attention unnecessarily clinging instead of playing with other children or exploring their environment, aggressive boys, overly dependent girls |
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| theorized style of parenting |
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| Iron fist. Low nurturance, high efforts of control, low communication, high maturity demands |
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| Best friend, high nurturance, low efforts to control, high communication, low maturity demands |
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| Best parent, high nurturance, low efforts of control, high communication, high maturity demands |
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| Children of Authoritarian parents: |
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| Children of Permissive Parents |
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| Children of Authoritative Parents |
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| More likely to be successful, happy with themselves, and generous with others |
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| Permissive parents can take 2 forms |
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Democratic-indulgent: warm and responsive
Rejecting-neglecting: cold and unengaged |
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| the developmental change from behaviour that is externally controlled by behaviour that is controlled by the internal, self-generated standards and principles |
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Lowest level of moral thinking, in which an individual shows no internalization of moral values - moral thinking is based on punishments (stage 1) or rewards (stage 2) that come from the external world. 6 and under.
Avoid punishments and gain concrete rewards. Self-interest. |
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Second level of moral thinking in which an individual has an intermediate level of internalization. The individual abides by certain standards (internal), but they are the standards of others (external), such as the standards of parents (stage 3) or the laws of society (stage 4). 7-11 years old
95% of the population stays here
To gain approval and avoid disapproval. Laws and social rules. |
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Highest level of moral thinking; moral development is completely internalized and no based on others' standards. An individual recognizes alternative oral courses, explores the options, and then develops a personal moral code. The code is among the principles generally accepted by the community (stage 5) or it is more individualized (stage 6)
11+ years old
To affirm agreed-upon rights and personal ethical principles. Abstract principles |
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| Carol Gilligan believed that males and females were what? |
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Males=individualistic
Females=relationship oriented |
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| cessation of life and life processes |
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| Inevitable and happens to all living things |
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| Result of natural internal to the organism, even it external sources set off these internal changes |
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| How do preschoolers understand death? |
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| Understand universality but to not view it as final and reversible |
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| Who do school-aged children understand death? |
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| Understand finality, irreversibility, and universality, but most do not understand biological causality |
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| Do adolescents have a mature understanding of death? |
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| Do adults get death anxiety? |
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Young adult: grab all the gusto, and spend time with loved ones
Middle aged adults: concerned about welfare of their loved ones
Elderly: was their life meaningful? |
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| How was death viewed in the 80s? |
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| How was death views in the 70s? |
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| Death Awareness Movement. |
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| How did Elisabeth Kubler Ross come up with her five stages of dying theory? |
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| Interviewed 200 terminally ill patients |
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| Ross's 5 Stages for the Griever |
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T- To accept the reality of the Loss
E- Experience the pain of loss
A- Adjust to the new environment without the lost object
R- Reinvest in the new reality
Goes beyond dying |
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Stage 1: Numbness: disbelief, shock, struggling to defend against the full weight of the loss; can last several days
Stage 2: Yearning: "Separation Anxiety" teh distress of being parted from the object of one's attachment; panic, weeping, anger, guilt, finality of the loss not yet accepted; usually 5-14 days after death
Stage 3: Disorganization and Despair: as loss sinks in, depression and apathy predominate; lasts up to a year after death
Stage 4: Reorganization: decrease attachments to decreased and increase attachments to the living |
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Denial
Anger
Bargaining
Depression <-- longest
Acceptance
Can have simultaneously and can go back and forth |
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1st stage theory. First to consider the early years of life as shaping personality (primacy). Idea of unconscious conflicts and introduced psychological treatment. Idea of the internal life-feelings, motives, struggles are pivotal in development.
kids =/= little adults |
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| Overemphasis of sexuality. Latency period. Discounted child abuse. Difficult/impossible to conduct research |
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| Biological in belief that there are innate drive to develop social relationships and that these promote survival (Darwinism). Divided life span into 8 psychosocial states, each associated with a different drive and a problem/crisis to resolve. Outcome of each stage caries along a continuum from positive to negative |
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| Stage 1 (Infancy: 1st year) |
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| Trust vs. Mistrust: if needs are dependably met, infants develop a sense of basic trsut |
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| Stage 2: (toddler, 2nd year) |
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| Autonomy vs. Shane & Doubt: toddlers learn to exercise will and do things for themselves, or they doubt their abilities |
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| Stage 3: (Preschooler-3-5 yrs) |
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| Initiative vs. Guilt: preschoolers learn to initiate tasks and carry out plans or they feel guilty about efforts to be independent |
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| Competence vs. Inferiority: children learn the pleasure of applying themselves to tasks to they feel inferior |
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| Stage 6: (Adolescence- teens - 20s) |
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| Identity vs. Role confusion: teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are |
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| Stage 6: (Young adult: 20's-early 40s) |
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| Intimacy vs. Isolation: young adults struggle to form close relationships to gain the capacity for the intimate love, or they feel socially isolated |
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| Stage 7: (Middle adult: 40s-60s) |
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| Generativity vs. Stagnation: the middle aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose |
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| Stage 8: (late adult: late 60s and up) |
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| Integrity vs. Despair: when reflecting on his/her life, the older adult may feel a sense of satisfaction or failure |
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