Term
| Which disorder is associated with significant impairment in theory of mind? |
|
Definition
|
|
Term
| What are the 4 parenting styles that psychologists have identified? |
|
Definition
| Authoritarian, Permissive, Negligent, and Authoritative |
|
|
Term
| Describe the three levels of morality development proposed by Kohlberg |
|
Definition
| Preconventional Morality, Conventional Morality, and Postconventional Morality |
|
|
Term
| 3 Major Issues That Developmental Psychology Focuses On |
|
Definition
| Nature and Nurture, Continuity and Stages, and Stability and Change |
|
|
Term
|
Definition
| A disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interest and repetitive behaviors |
|
|
Term
|
Definition
| The process by which certain animals form strong attachments during early life |
|
|
Term
|
Definition
| Parents are coercive, they impose rules and expect obedience |
|
|
Term
|
Definition
| Parents are unrestraining, they make few demands, set few limits, and use little punishment |
|
|
Term
|
Definition
| Parents are uninvolved, they are neither demanding nor responsive, they are careless, and inattentive |
|
|
Term
|
Definition
| Parents are confrontive, they are both demanding and responsive, they exert control by setting rules, but, especially with older children, they encourage open discussion and allow exceptions |
|
|
Term
|
Definition
| All of our thoughts and feelings about ourselves in answer to the question “who am I?” |
|
|
Term
| When do Children Recognize Themselves in a Mirror? |
|
Definition
|
|
Term
|
Definition
| Before age 9, self-interest, obey rules to avoid punishment or gain concrete rewards |
|
|
Term
|
Definition
| Early adolescence, uphold laws and rules to gain social approval or maintain social order |
|
|
Term
| Postconventional Morality |
|
Definition
| Adolescence and beyond, actions reflect belief in basic rights and self-defined ethical principles |
|
|
Term
|
Definition
| A period from about age 18 to the mid-twenties, when many in Western cultures are no longer adolescents but have not yet achieved full independence as adults |
|
|
Term
|
Definition
| The cultural preferred timing of social events such as marriage, parenthood, and retirement |
|
|
Term
|
Definition
| Study changes in behavior and mental processes that occur across the lifespan from conception until death |
|
|
Term
| Developmental Research Designs to Study Age |
|
Definition
| Longitudinal and Cross-Sectional |
|
|
Term
|
Definition
| The same participants are studied over a long period of time |
|
|
Term
|
Definition
| Several different age groups of participants are studied at one particular point in time |
|
|
Term
|
Definition
| Losing participants (can happen from moving, death, etc.) can make a longitudinal study hard |
|
|
Term
|
Definition
| the more older brothers a man has, the greater the likelihood that that man will be gay |
|
|
Term
|
Definition
| Sorting out which pieces of development fit into stages and which are more continuous |
|
|
Term
|
Definition
| Which parts of our behavior or mental processes are relatively stable throughout the entire lifespan, and others that change drastically as we go through different developmental phases |
|
|
Term
|
Definition
| Germinal, Embryonic, and Fetal |
|
|
Term
|
Definition
Uterine implantation
About first 2 weeks of being pregnant
Now fertilized egg needs to implant itself into the uterus for continued development
o Not much can impact the developing zygote (egg) during the germinal period |
|
|
Term
|
Definition
Very important psychologically
2nd-8th week
Time period where devastating effects on behavior and mental processes can happen
Major organs and structures develop |
|
|
Term
|
Definition
Certain environmental influences can have a major impact on the embryo
There is a really serious critical period for different types of development where exposure to a teratogen could cause extremely serious problems, and then a less serious critical period where there is still risk but it is lowered
The CNS (brain and spinal cord) is in a critical period from when the egg implants into the uterus up to about the 20th week, meaning that teratogens can seriously damage the CNS and CNS development |
|
|
Term
|
Definition
| Any outside stimulus or factor that can have an impact (negative impact) on the developing baby (example: birth defects) |
|
|
Term
|
Definition
8th week until birth
Period of a ton of growth |
|
|
Term
|
Definition
| MOTOR, language, and social “milestones” give us clues about psychological development |
|
|
Term
|
Definition
| The development of thinking, problem solving, memory, and other mental abilities |
|
|
Term
|
Definition
Swiss psychologist
Claimed that intellectual development progresses as we continually build and refine schemas
Proposed 4 distinct stages of cognitive development |
|
|
Term
|
Definition
| Your own mental understanding or representation in your mind of what something is |
|
|
Term
|
Definition
What happens when a person is unsophisticated about knowledge (young child), and you pull something into an existing schema inappropriately
Example: child thinking a cow is a dog because they have only been exposed to knowing what a dog is |
|
|
Term
|
Definition
| More sophisticated way to refine schemas, when you realize that something needs to be changed in a schema to understand the world more accurately |
|
|
Term
| Piaget's 4 Stages of Development |
|
Definition
| Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
|
|
Term
|
Definition
Roughly Birth-Age 2
A child’s senses and motor skills are what they rely upon to learn about the world
Infant/toddler learns by interacting with the environment through senses and motor skills
Object Permanence Develops |
|
|
Term
|
Definition
| he knowledge that an object exists even when it is not in sight |
|
|
Term
|
Definition
Roughly Ages 2-7
Preschool child learns to use language as a means of exploring the world
Language is a huge development during this stage
• Lots of questions are asked like “why” |
|
|
Term
| Limitations of the Preoperational Child: |
|
Definition
| Egocentrism and Lack of Conversation Skills |
|
|
Term
|
Definition
• The inability to see the world through anyone else’s eyes (wouldn’t be able to “see what you see” and may appear selfish)
o Has extreme difficulty understanding how other people’s thought processes might work
o Not a personality problem, just a cognitive inability |
|
|
Term
| Lack of Conservation Skills |
|
Definition
| Fail to understand that simply changing the appearance of an object does not change its actual nature |
|
|
Term
|
Definition
Ages 4-5
Theory of mind is the ability to infer the mental state or thinking of another person. It develops as the preoperational stage is ending. Significant deficits, for example, are seen in autistic spectrum disorder |
|
|
Term
| Concrete Operational Stage |
|
Definition
Roughly Ages 7-12
School-aged child becomes capable of logical, concrete thought processes
Different level of questioning, sometimes to challenge you |
|
|
Term
|
Definition
Age 12-adulthood
Abstract creative thinking
Speculated that some people may not reach this stage
• Autism
• Other disorders |
|
|
Term
|
Definition
| Emotional and behavioral characteristics of a human that are genetically based and observable at birth |
|
|
Term
|
Definition
Theory about temperament
Long term study starting from infancy of thousands of babies
o Three Categories:
Easy- easy to take care of, adapt well, okay with change, predictable schedules
Difficult- high maintenance, more unpredictable, fussy, doesn’t adapt well
Slow to warm up- babies that seem unpredictable and might look difficult but once they have had enough exposure to a person or environment they warm up and become an easy baby
o Temperament style is a big predictor of who you will become in terms of personality |
|
|
Term
|
Definition
Theory about temperament
o Similar to Thomas and Chess that you can see in infancy and it will carry out into adolescence and adulthood
o To see where you fall on the spectrum of inhibition vs. disinhibition
o Inhibition- anxiety and holding back
o Disinhibition- impulsive and courageous |
|
|
Term
|
Definition
Theory about temperament
• emotional reactivity
o Clues to how emotionally reactive you are as an infant can predict your personality later in life
o Some babies have high emotional reactions and some have lower levels of emotional reactivity |
|
|
Term
| 3 People for Theories About Temperament |
|
Definition
| Thomas and Chess, Kagan, and Rothbart |
|
|
Term
|
Definition
| Emotional bond between and infant and primary caregiver(s) |
|
|
Term
|
Definition
Attachment Theory
Felt attachment was “all or none”
• One of the first to speak on this topic
• Pretty basic theory
• Either you form an attachment for better or worse or you do not |
|
|
Term
|
Definition
Attachment Theory
Felt that there are varying styles of attachment and developed the “Strange Situation” to assess this
• Student of Bowlby
• Even researchers nowadays still use her styles of attachments to study infants |
|
|
Term
| 4 Primary Attachment Types According to Ainsworth |
|
Definition
| Secure, Insecure-Avoidant, Insecure-Ambivalent, Insecure-Disorganized |
|
|
Term
|
Definition
| Healthy form, willing to explore, upset when mother departs but easily soothed upon her return |
|
|
Term
|
Definition
| Unattached, no interest in caregiver, no reactions to caregiver leaving and coming back |
|
|
Term
|
Definition
| Upset when mother leaves and then angry upon her return |
|
|
Term
|
Definition
| Most unhealthy, seems fearful, dazed, anxious, and/or depressed, results from neglect or abuse potentially |
|
|
Term
|
Definition
• Wanted to challenge the idea that it’s just the meeting of biological needs that forms secure attachments
• Harry Harlow studied attachment using rhesus monkeys and found that “contact comfort”- literally feeling comforted by touch- was a major factor in the development of attachment
• He put two fictitious mothers inside of the cage, one is made of wire and one is made of cloth (closer resembling monkeys) and is heated from the inside, and he manipulated who fed the monkeys, half were fed by the metal mom and half were fed by the cloth mom (to challenge the meeting of biological needs and if it is then the babies fed by wire will attach more to her and vice versa) and what was found was that all babies spent most of their free time on the cloth mother, and we can conclude that there’s something about being touched in an affectionate way that impacts attachment |
|
|
Term
| Erikson’s Psychosocial Theory |
|
Definition
Erikson studied psychoanalysis, but disagreed with Freud’s emphasis on psychosexual development
Erikson felt that the social and emotional development consists of 8 stages
Each stage is an “emotional conflict” that influences development based on what we experience in that stage, it predicts future emotional and social behaviors
Erikson’s 8 Stages
• Trust vs. Mistrust
o 0-1, if needs are dependably met, infants develop a sense of basic trust
• Autonomy vs. Shame and Doubt
o 1-3, toddlers learn to exercise their will and do things for themselves, or they doubt their abilities
• Initiative vs. Guilt
o 3-6, preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent
• Industry/Competence vs. Inferiority
o 6-Puberty, Children learn the pleasure of applying themselves to tasks, or they feel inferior
• Identity vs. Role Confusion
o Teens-20s, 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
• Intimacy vs. Isolation
o 20s-40s, young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated
• Generativity vs. Stagnation
o 40s-60s, Middle-aged people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose
• Ego Integrity vs. Despair
o Late 60s-Death, reflecting on their lives, older adults may feel a sense of satisfaction or failure |
|
|
