IX. Developmental Psychology (7-9%)
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CCHS-Psychology on April 10, 2012
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Developmental psychology deals with the behavior of organisms from conception to death and examines the processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the course are prenatal development, motor development, socialization, cognitive development (see more)
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65 terms
Terms | Definitions |
|---|---|
 Human Development | The scienfitic study of the changes that occur in people as they age from conception until death. |
| Nature | The influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions. |
| Nurture | The influence of the environment on personality, physical growth, intellectual growth, and social interactions. |
| Conception | The moment at which a female become pregnant |
| Fertilization | The union of the ovum (egg) and sperm. |
| Zygote | Cell resulting from the uniting of the ovum (egg) an dsperm. |
| Monozygotic Twins | Identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo. |
| Dizygotic Twins | Often called fraternal twins, occurring when two eggs each get fertilized by two different sperm, resulting in two zygotes in the uterus at the same time. |
| Germinal Period | First two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining. |
| Embryo | Name for the developing organism from two weeks to eight weeks after fertilization. |
| Embryonic Period | The period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop. |
| Fetal Period | The time from about eight weeks after conception until the birth of the child. |
| Fetus | Name for the developing organism from eight weeks after fertilization to the birth of the baby. |
| Cognitive Development | The development of thinking, problem solving, and memory. |
| Scheme | A mental concept formed through experiences with objects and events. |
| Sensorimotor Stage | Piaget's Stages of Cognitive Development. First stage of cognitive develo0pment in which the infant uses its senses and motor abilities to interact with object in the environment. |
| Object Permanence | The knowledge that an object exists even when it is not in sight. |
| Preoperational Stage | Piaget's Stages of Cognitive Development. Second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world. |
| Egocentrism | The inability to see the world through anyone else's eyes |
| Centration | In Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features. |
| Conservation | In Piaget's theory, the ability to understand that simply changing the appearance of an object does not change the object's nature. |
| Concrete Operations Stage | Piaget's Stages of Cognitive Development. Third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking. |
| Formal Operations Stage | Piaget's Stages of Cognitive Development. Last stage of cognitive development in which the adolescent becomes capable of abstract thinking. |
| Zone of Proximal Development | Vygotsky's concept of the difference b/t what a child can do alone and what that child can do with the help of a teacher. |
| Stages of Language Development | Cooing - 2 months, vowel-like sounds Babbling - 6 months, consonant & vowel sounds One-word speech - around 1yr Whole Sentences - Preschool years |
| Temperament | The behavioral characteristics that are fairly well established at birth, such as easy, difficult, and slow to warm up. |
| Easy Temperament | Babies who are regular in their schedules of waking, sleeping, and eating and are adaptable to change. Happy babies, easily soothed when distressed. |
| Difficult Temperament | Babies who are irregular in their scheules and are very unhappy about change. they are loud, active, and tend to be crabby rather than happy. |
| Slow-to-Warm-Up Temperament | Babies who are less grumpy, quieter, and more regular than difficult children but who are slow to adapt to change. If change is introduced gradually, these babies will "warm up" to new people and new situations. |
| Attachment | The emotional bond between an infant and the primary caregiver. |
| Secure Attachment | Introduced by Mary Ainsworth in the Strange Situation experiment. Babies who are willing to get down from their mother's lap and explore happily around the room, occasionally checking in w/ mom. When the stranger came in, these infants were wary but calm as long as their mother was nearby. When the mother left, the infants got upset but were easily soothed once mom returned. |
| Avoidant Attachment | Introduced by Mary Ainsworth in the Strange Situation experiment. Babies who are somewhat willing to explore, but did not check in with mom. They did not look at the stranger or the mother and reacted very little to mom's absence or return, seeming to have no interest or concern. |
| Ambivalent Attachment | Intruduced by Mary Ainsworth in the Strange Situation experiment. Babies who were clinging and unwilling to explore, very upset by the stranger regardless of the mother's presence, protested when mom left, and were hard to soothe. When the mother returned, these babies would demand to be picked up, but at the same time would push mom away or kick her in a mixed reaction to her return. |
| Disorganized-disoriented Attachment | Introduced by Mary Ainsworth in the Strange Situation experiment. Babies who were unable to decide just how they should react to the mother's return. these infants would approach mom but with their eyes turned away from her, as if aftraid to make eye contact. In general, these infants seemed fearful and showed a dazed and depressed look on their faces. |
| Trust vs. Mistrust | Erikson's Psychosocial Stages of Development. Birth - 1.5yrs. Babies learn to trust or mistrust others based on whether or not their needs are met. |
| Autonomy vs. Shame and Doubt | Erikson's Psychosocial Stages of Development. 1.5 - 3yrs. Toddlers realize that they can direct their own behavior. |
| Initiative vs. Guilt | Erikson's Psychosocial Stages of Development. 3 - 7yrs. Preschoolers are challenged to control their own behavior. They are growing a sense of morality and evaluating consequences for their actions. |
| Industry vs. Inferiority | Erikson's Psychosocial Stages of Development. 7 - 10yrs. School-aged children are faced with learning new social and academic skills. Social comparison is a primary source of information. |
| Identity vs. Role Confusion | Erikson's Psychosocial Stages of Development. Adolescents are faced with deciding who or what they want to be in terms of occupation, beliefs, attitudes, and behavior patterns. |
| Intimacy vs. Isolation | Erikson's Psychosocial Stages of Development. Early Adulthood. Challenge to be able to share who they are with another person in a close, committed relatiopnship. |
| Generativity vs. Stagnation | Erikson's Psychosocial Stages of Development. Middle Adulthood. The challenge is to be creative, productive, and nurturant of the next generation. |
| Integrity vs. Despair | Erikson's Psychosocial Stages of Development. Late adulthood. The issue is whether a person will reach wisdom, spiritual tranquility, a sense of wholeness, and acceptance of his or her life. |
| Gender | The psychological aspects of being male or female. |
| Gender Roles | The culture's expectations for masculine or feminine behavior, including attitudes, actions, and personality traits associated with being male or female in that culture. |
| Adolescence | The period of life from about age 13 to the early twenties, during which a young person is no longer physically a child but is not yeet an independent, self-supporting adult. |
| Puberty | The physical changes that occur in the body as sexual development reaches its peak. |
| Preconventional Morality | First level of Kohlberg's stages of moral development in which the child's behavior is governed by the consequences of the behavior. |
| Conventional Morality | Second level of Kohlberg's stages of moral development in which the child's behavior is governed by conforming to the society's norms of behavior. |
| Postconventional Morality | Third level of Kohlberg's stages of moral development in which the person's behavior is governed by moral principles that have beend ecided on by the individual and that may be in disagreement with accepted social norms. |
| Authoritarian Parenting | Style of parenting in which parent is rigit and overly strict, showing little warmth to the child. |
| Permissive Parenting | Style of parenting in which parent makes few, if any demands on a child's behavior. |
| Permissive Neglectful | Permissive parenting in which parents are uninvolved with child or child's behavior |
| Permissive Indulgent | Permissive parenting in which parents are so involved that children are allowed to behave without set limits. |
| Authoritative Parenting | Style of parenting in which parents combine warmth and affection with firm limits on a child's behavior. |
| Motor Development | 2-4 months: raising head and chest 2-5 months: rolling over 4-6 months: sitting up with support 6-7 months: sitting up w/o support 7-8 months: crawling 8-18 months: walking |
| Carol Gilligan | Developed theory of moral development different than Kohlberg's theory, focused on both male and female moral development. States that males and females do not view moral sutiations in the same manner. Men tend to have a more absolute view of morality, more concerned w/ justice. Women more concerned with care. |
| Gilligan's Three-Level Theory for Moral Development in Women | Preconventional Level: emphasis on caring for the self and self-preservation. Concrete Level: emphasis shifts to caring for others. Postconventional Level: interdependent caring for the self and others. |
| Mary Ainsworth | Came up with a special experimental designs to measure the attachment of an infant to the caregiver called the Strange Situation (exposing the infant to a series of leave-takings and returns of the mothat and a stranger). She identified 4 attachment styles: Secure, Avoidant, Ambivalent, Disorganized-disoriented. |
| Albert Bandura | Conducted the famous Bobo doll experiment. Believed that learn new behavior by watching a model perform that behavior (observational learning) |
| Diana Baumrind | Outlined three basic s tyles of parenting, each of which may be related to certain personality traits in the child rasied by that style of parenting: Authoritarian, Permissive, & Authoritative Parenting. |
| Erik Erikson | Trained as a Freudian psychoanalyst but became convinced that social interactions were more important in development than Freud's emphasis on sexual development, believed that development occurred in a series of eight stages. Each stage focused on an emotional crisis. Each stage must be successfully met for normal, healthy psychological development. |
| Lev Vygotsky | Russian psychologist who focused on cognitive development differently than Piaget. He stressed the importance of social interactions with other people, typically more highly skilled children and adults. Children develop cognitively when someone else helps them by asking leading questions and providing examples of concepts in a process called scaffolding. |
| Harry Harlow | He conducted a classic study in psychology measuring the importance of touch in the attachment process. Findings: The wire surrogate "mother" provides the food for the infant rhesus monkey. But the infant spends all its time with the soft, cloth-covered surrogate. This demonstrates the importance of contact comfort in attachment. |
| Lawrence Kohlberg | Developmental psychologist who outlines a theory of the development of moral thinking through looking at how people of various ages responded to stories about people caught up in moral dilemmas. Proposed three levels of moral development: Preconventioanl, Conventional, Postconventional Morality. |
| Jean Piaget | Early researcher developed his theory of cognitive development from detailed observations of infants and children, most especially his own three children. Believed that children form mental concepts (schemes) and go through 4 distinct stages of cognitive development: Sensorimotor, Preoperational, Concrete Operations, Formal Operations. |
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