Section 1
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Periods of Development
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Last updated
6 years ago
Date created
Mar 14, 2020
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Section 1
(50 cards)
Periods of Development
-Prenatal -Infancy to toddlerhood -Early childhood -Middle childhood -Adolescence -Early Adulthood -Middle Adulthood -Late adulthood
Early Adulthood
18-40 years
Erik Erikson's Psychosocial stages
-Focused on ego and identity -Psychosocial stages- rooted in social rather than sexual experiences +Trust vs. Mistrust (infants) +Autonomy vs. shame and doubt (toddlers)
Exosystem
Other people and places that the child may not interact with often, but that still have a large impact. Ex: Parents workplace (promotion, laid off)
Cananlization
the degree to which the expression of a gene is influenced by the environment
Microsystem
You and immediate surroundings
Phenotype
The expression of the gene (what you actually have)
Assimilation
Fit new info into existing schema
Heterozygous
Alleles differ
Schema
a mental representation that organizes information about a subject
Equilibration
Balancing between the two (assimilation and accommodation)
How likely is is that you can have twins?
3.3%
Contexts for development
-Children aren't raised in a bubble (they can both influence and be influenced by their environments) -Culture -Socioeconomic status (Low SES comes with many stressors not typically experienced in high SES families)
Experimental design
Experimental group-receives treatment or manipulation -control group-no treatment -random assignment- subjects equally likely to be assigned in either group. -independent variable-the treatment -dependent-the outcome being measured
Social Learning theory
-Albert Bandura -Believed learning was social but also processed in the mind (cognitive)
Developmental Designs
-Longitudinal-follows one group of individuals and conducts same or similar measures at multiple timepoints
Psychoanalytic theory
-Freud -Examined parts of the mind to see how they influenced a persons behavior +Conscious mind vs. unconscious mind.
Mitosis
Exact copy
Homozygous
Both alleles are alike
Qualitative and Quantitative
Qualitative- Getting taller or learning more words (continuous) Quantitative- Walking is different in quality than crawling.
Domains of Development
-Physical-biological changes -Cognitive-changes in thinking and reasoning (battle of Id, Ego, and Superego) -Socio-emotional-Interaction with others and understanding of emotions (Their own and other peoples)
Cognitive Developmental theory
Jean Piaget Schema-cognitive framework for understanding the world -Assimilation -Accommodation -Equilibration
Monozygotic
Identical
INfluences on development
-Age-graded(what you do at a certain age) -History-graded (millenials, baby boomers) -Nonnormative (Irregular events that are big and change your development, like divorce, raising kids at a young age, lottery)
Continuous vs. Discontinuous
Continuous- Growth occurs little by little in a smooth process.(Like a curve) Discontinuous- Growth occurs in chunks, or stages (like stairs).
Emerging adulthood
Developmental change to progress towards a contributing member of society. Age use and other factors consider you an adult, but something, such as being single, holds you back.
Cross-sectional
Studying multiple groups at different ages
Accommodation
Creating a new schema when neccessary
Cross-sequential
Combines longitudinal and cross-sectional.
Ecological theory
Urie Brofenbenner Development is a product of the human interacting with his/her enviornment -Microsystem -Mesosytem -Exosystem -Macrosystem -Chronosystem
Stability vs. Plasticity
Stability-If you are high or low in something like verbal skills, anxiety or socialibility, you will remain the same at later ages. Plasticity-Open to change in response to influential experiences
Chronosystem
Larger environmental changes over time (in relation to you)
Context
The circumstances that form the setting in which something develops or occurs.
Dizygotic
Fraternal (more inherited)
Mesosystem
the point in which two social microsystems merge, ex: home and school environments
Alleles
Two forms of the same gene, one inherited from each parent
Genotype
All of the genes (what you are capable of)
Prenatal
Conception to birth
Late Adulthood
65 years-death
Early childhood
2-6 years
Socialcultural theory
-Lev Vygotsky -All learning is in the interaction with others
Information processing theory
The mind is like a computer -Examines the differing types of "storage" or memory retrieval
Middle Adulthood
40-65 years
Middle childhood
6-11 years
Macrosystem
Cultural norms/aws
Meiosis
DNA split
Nature vs. Nurture
Nature-inheritance from parents(genetic makeup) Nurture-the environmental influence, parental and other
Infancy to toddlerhood
Birth-2 years
Adolescence
11-18 years
Freud's Personality Theory
-Id-basic drives +Pleasure principle-the id seeks immediate gratification -Ego-negotiates basic drives and real world +Reality principle-realizes the best way to get what you want may be to wait -Superego-moral principle +Develops between 5-7 years and works to prevent id from acting rashly
Section 2
(42 cards)