Developmental Psych exam 1
Terms
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- developmental science
- a field of study devoted to understanding constancy and change throughout the lifespan
- theory
- an orderly, integrated set of statements that describes, explains, and predicts behavior
- continuous view
- a process of gradually augmenting the same types of skills that were there to begin with
- discontinuous view
- a process in which new ways of understanding and responding to the world emerge at specific times example: infants have unique ways of thinking/feeling that are very different than adults
- nature debate
- inborn biological givens; based on genetic inheritance
- nurture
- physical and social world that influences development; environment
- the lifespan perspective
- development is 1. lifelong (no single age period is supreme on its impact on life; events have equally powerful effects on future change), 2. multidimensional (affected by a blend of biological, psychological, and social forces) and multidirectional (at every period, development is a joint expression of growth and decline), 3. highly plastic (change is possible through life and experience), and 4. affected by multiple interacting forces (biological, historical, social, and cultural)
- darwin's theory
- within a species, no two individuals are exactly alike
- natural selection
- species have characteristics that are adapted to fit their environment
- survival of the fittest
- genes are passed on to later generations who survive best in their environment to reproduce
- oral stage
- Freud's first psychosexual stage that develops between birth and age one; directs baby's sucking activities toward breast or bottle
- anal stage
- Freud's second psychosexual stage that develops between ages 1 and 3; toilet training- enjoy releasing urine and feces
- phallic stage
- Freud's third psychosexual stage that develops between ages 3-6; pleasure in genital stimulation arises; oedipus and electra complex kick in
- latency stage
- Freud's fourth psychosexual stage that develops between ages 6-11; child develops new social values from adults and same sex peers
- genital stage
- Freud's fifth psychosexual stage that develops in adolescence; puberty
- id
- Erikson; controls largest portion of the mind; source of basic biological needs and desires
- ego
- Erikson; conscious, rational part of personality; emerges in early infancy
- superego
- Erikson; conscience; develops between ages 3-6
- behaviorism
- B.F skinner; directly observable events (stimuli and responses) should be the focus of study
- bandura
- social learning-imitation
- piaget
- cognitive development theory- children actively construct knowledge as they manipulate and explore the world
- vygotsky
- sociocultural theory- focuses on how culture (beliefs, values, and customs of a social group) get transmitter to the next generation; he believed that social interaction with children is vital
- correlation
- reveals relationships between variables; correlation is not causation
- experimental design
- researchers use an evenhanded procedure to make inferences
- independent variable
- expected to cause changes in another variable; unchanged
- dependent variable
- expected to be influenced by another variable
- systematic/structured observation
- when the investigator sets up a laboratory situation that evokes the behavior of interest so that every participant has an equal opportunity to display the response
- clinical interview
- researchers use a flexible conversational style to get the participants point of view
- clinical/case study
- brings together a wide range of information on one person
- longitudinal design
- participants are studied repeatedly and changes over time are noted
- cross sectional study
- groups of people differing in age are studied at the same time
- sequential design
- conduct several similar cross-sectional and longitudinal studies (called sequences) at varying times
- baby fat
- babies grow in spurts; they gain baby fat until 9 months old then get slimmer
- baby height
- babies grow about 50% in height from birth to 1 year; 32 inches
- cephalocaudal growth
- from head to tail; head develops more rapidly than the lower part of the body during the prenatal period
- proximodistal growth
- growth proceeds from the center of the body outward
- left hemisphere of brain
- sensory information and control of right side of body; verbal abilities; positive emotions; analytical processing
- right hemisphere of brain
- sensory information and control of left side of body; processes information; spatial abilities; negative emotions
- brain plactisity
- brain has ability to recover; cerebral cortex in infants and young children are not committed to specific functions and has a high capacity for learning
- experience-expectant growth
- brain depends on ordinary experiences to explore the environment and expect brain growth
- experience-dependent growth
- additional growth established brain structures as a result of specific learning experiences that occur throughout our lives
- changes in sleep patterns during first 2 years
- sleep is effected by environment; during 1st year of life, sleep patterns become more adult like; sleep needs decline from 18 hours to 12 hours a day by age 2
- influences on early growth
- heredity, nutrition, malnutrition, and emotional well being
- classical conditioning
- form of learning where a neutral stimulus is paired with a stimulus that leads to a reflexive response; the neutral stimulus eventually produces the behavior itself
- operant conditioning
- form of learning where infants act on their environment and the result of their actions changes the probability of the behavior reoccurring.
- reinforcer
- a stimulus that increases the probability of the behavior
- punishment
- removing a desirable stimulus and presenting an unpleasant one to decrease the occurrence
- gross motor development
- control over actions that help infants get around in their environment examples: crawling, standing, walking
- fine motor development
- smaller movements such as reaching and grasping
- development of reaching/grasping
- 1. pre reaching- hands moving around 2. reaching- 1st infant reaches with 2 hands, then he/she learns to use 1 3. ulnar grasp- adjust grip to object, then move object from hand to hand
- developments in hearing
- 4-7 months: sense of music 6-8 months: "screen out" sounds from non-native languages 7-9 months: recognize familiar words and phrases (sign language)
- developments in vision
- eyes mature rapidly; 2 months: focus on color and vision 6 months: acuity, scanning, and tracking 7 months: depth perception
- depth perception
- 3-4 weeks: sensitivity to motion cues 2-3 months: sensitivity to binocular cues 6-7 months: sensitivity to pictorial cues and wariness to heights
- pattern perception
- 1 month: prefer single, large, simple patterns with high contrast; face like patterns 2-3 months: ability to detect detail in complex patterns 4 months: can detect patterns even if boundaries are not present 12 months: can detect object even if 2/3 of picture is missing
- face perception
- birth-1 month: prefer simple facelike patterns 2-4 months: can distinguish between familiar and strange faces; prefer complex facial patterns; prefer mother's face 5-12 months: can perceive emotions on faces
- sensorimotor stage
- piaget; from birth to 2 years; building schemes through sensory and motor exploration; do not think about emotion or logic yet
- reflexive scheme
- sensorimotor substage from birth-1 month; newborn reflexes
- primary circular reactions
- sensorimotor substage from 1-4 months; simple motor habits centered around own body
- secondary circular reactions
- sensorimotor substage from 4-8 months; repeat interesting effects
- coordination of secondary circular reactions
- sensorimotor substage from 8-12 months; intentional goal directed behavior
- tertiary circular reactions
- sensorimotor substage from 12-18 months; exploration of objects' properties through novel actions
- mental representation
- sensorimotor substage from 18 months-2 years; internal depiction of objects or events
- object permanence
- the awareness that things continue to exist even when not perceived
- mental representations
- internal mental depictions of objects, people, events, and information
- deferred imitation
- develops at about 18 months; bringing two separate experiences that have been seen together
- sociocultural theory
- Vygotsky believed that other people contribute to cognitive development (social context) and that there are tasks children can not do alone but can learn with the help of an adult (xone of proximal development)
- characteristics of developmentally appropriate child care
- adult child interactions, teacher qualifications, relationships with parents, licensing and accreditation, group size, physical setting, caregiver-child ratio, and daily activities
- theories of language acquisition
- behaviorist (learned through operant conditioning/imitation), nativist (language acquisition device to biologically prepare infants), and interactionalist (social context is important)
- cooing
- first speech sound-vowel like noises
- babbling
- first speech sound-making sounds but not complete words or sentences
- beginning to talk
- first words; underextension (toddlers applying first words too narrowly) and overextension (applying a word to a wider collection of vocabulary), and two word utterances; telegraphic speech (focus on higher content words, omitting smaller, less important ones)