Human Development
Order by
46 terms
Terms | Definitions |
|---|---|
 Secure Attachment | This refers to babies who can go exploring and are only destressed when the mother leaves the room, but are quickly reassured when she comes back. It relates to the best health outcomes. |
| Anxious-ambivalent attachment | This is when the baby doesn't like to be left on their own for long. |
| Avoidant attachment | This is when the baby couldn't care less about the primary care giver. |
| Slow to warm | This type of infant temperament is when the baby tends to respond well to consistency. |
| Easy | This type of infant temperament is when the baby is flexible and doesn't require a lot of consistency. |
| Difficult | This type of infant temperament is as the name suggests. The baby is feisty and hard to control. |
| Stage Theories | These types of theories depend on big problems being passed before going on to the next. |
| Erikson's lifespan theory of development | In this series of 8 psychosocial crises, the individual must get through 8 subsequent stages. How they deal with each stage determines their personality in the future. |
| Trust vs Mistrust | In the first year of life, this erikson stage depends on the baby's needs being consistently met. |
| Autonomy vs Shame and Doubt | From 2-3 years of life, this erikson stage asks the question "Can I do things myself or must I always rely on others?" |
| Initiative vs Guilt | From 4-6 years of life this erikson stage asks the question "Am I good or am I bad?". |
| Industry vs Inferiority | From 6 to puberty, this erikson stage asks the question "Am I competent or am I worthless?" |
| Identity vs Confusion | During adolescence, this erikson stage asks the question "Who am I and where am I going?" |
| Initmacy vs Isolation | During early adulthood, this erikson stage asks the question "Shall I share my life with another or live alone?" |
| Generativity vs Self-absorption | During middle adulthood, this erikson stage asks the question "Will I produce something of real value?" |
| Integrity vs Despair | During late adulthood, this erikson stage asks the question "Have I lived a full life?" |
| Piaget's theory of cognitive development | This theory of development involves transitions in children's patterns of thinking, reasoning, remembering and problem solving. It involves 4 major stages. |
| Assimilation | Piaget believed in two complementary thinking processes. This is the one referring to interpretting new experience with an existing mental structure. |
| Accommodation | Piaget believed in two complementary thinking processes. This is the one in which the individual has to change mental structures in response to new experience. |
| Sensorimotor period | From birth to 2 years, this piaget stage of development is when the child aims to gain coordination of sensory input and motor responses. During this stage, they develop object permanence. |
| Preoperational period | From 2 to 7 years, this piaget stage of development is the development of symbolic thought marked by irreversibility, decentration and egocentrism. |
| Concrete operational period | From 7 to 11 years, this piaget stage of development is using mental operations applied to concrete events, mastery of conservation, hierarchical classification. |
| Formal operational period | From 11 years through adulthood, the individual uses menatl operations applied to abstract ideas, logical systematic thinking. |
| Object permanence | Developed in the sensorimotor period this concept is the idea that objects continue to exist even when no longer visible. |
| Authoritative Parenting | This parenting style is when the parents are demanding and controlling, but also accepting and responsive. |
| Authoritarian Parenting | This parenting style is when the parents are demanding and controlling as well as rejecting and unresponsive. |
| Indulgent Parenting | This parenting style is when the parents do not demand or control the child, while being accepting and responsive. |
| Neglectful Parenting | This parenting style is when the parents do not demand or control the child and are rejecting and unresponsive. |
| Conservation | In the preoperational period, children still lack this which is the awareness of qualities remaing constant even if appearance changes. (Same water moved between two different glasses). |
| Centration | In the preoperational period, this is the idea that the children will focus on only one feature of the problem ignoring all other important aspects. (Glass being taller, despite the fact it is also narrower). |
| Irreversibility | In the preoperational period this is the idea that the child cannot reverse the action. |
| Egocentrism | In the preoperational period this is the idea that the child doesn't have the ability to share another's viewpoint. |
| Animism | In the preoperational period, this is the idea that the child believes all things are living. |
| Mountain Study | This study was used to show egocentrism. |
| Phenomenism | During the preoperational period (specifically 3-5 years), a child's concept of illness is defined as a single symptom. The cause is external and concrete. How do people get colds? "From the sun". |
| Contagion | During the preoperational period (specifically 5-7 years), a child's concept of illness is that it is caused by people who are proximate to, but not touching the child. Link between the two is magic. "You get measles when you walk near people". |
| Punishment | Some children believe doing something wrong can cause illness. "If you eat too much, you'll get sick". |
| Contamination | During Concrete Operational period (7-9 years specifically), the child begins to understand that the illness has multiple symptoms. The cause is contact with dir or doing something bad like taking the coat off outside. |
| Internalisation | During concrete operational period (9-11 years specifically), the child believes the illness is a problem inside the body that has many causes including behaviour, but usually through a process of swallowing or inhaling. |
| Baltes' Model of Successful Ageing | In this model, Ageing successfully is dependent on three factors. Selection, Optimisation and Compensation. |
| Selection | As the person ages, they focus on fewer aspects of functioning. The pianis plays fewer pieces. |
| Optimisation | As the individual ages, they maximise their ability in the selected aspects of functioning. The pianist practices the few pieces more. |
| Compensation | As the individual ages, they use psychological and technical strategies to enhance function. The pianist uses contrasts in tempo to create the illusion of speed. |
| Objective burden | The strain or load borne by a person who cares for an elderly, chronically ill or disabled family member that is externally observable and quantifiable such as finances, loss of freedom/privacy and responsibilities, etc. |
| Subjective burden | The strain or load borne by a person who cares for an elderly, chronically ill or disabled family member that is based on how they feel about this role. Isolation, loss of independence, etc. |
| Burnout | While caring for an elder or a chronically ill family member, after taking on a large burden, the caregiver can suffer from this... |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.