Developmental Psychology - Exam 1 Study Guide PDF

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Developmental Psychology
Professor Lisa Weisman-Davlantes...

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Vanna Nguyen PSYCH 361- Developmental Psychology MWF @ 10:00am-10:50am ASSIGNMENT: EXAM #1 STUDY GUIDE Chapter 1 3 domains of child development 1. Physical 2. Cognitive 3. Emotional and social Characteristics of lifespan development perspective  Lifelong  Multi-dimensional  Multi-directional  Highly plastic  Influenced by multiple, interacting forces Continuous vs. discontinuous development  Continuous development = a process of gradually augmenting the same types of skillls that were to begin with  Discontinuous development = a process in which a new way of understanding and responding to the world emerge at specific time. Why is Darwin considered to be the forefather of the study of child development?  Darwin found that the evolution of human species is similar to the development of human child.  Lead researchers to further explore the relation between child growth and human evolution and all aspects of children's behavior. Freud – 3 parts of personality name and describe 1. ID = Child part of personality; acting on impulses, spontaneous, reckless, and immature  Ex.) " I want it now" 2. EGO = Mature adult part of personality; logical, rational, and problem solving  Balance between ID and SUPEREGO  Ex.) "Let's think about this" 3. SUPEREGO = Conscience; parent or judge --- moral compass, guilt, embarrassment, pride.  What you think in your head when you make a mistake.  Supportive or judgmental  Ex.) "You shouldn't!" Describe Freud’s theory (ages, stages, developmental issues) 1. Oral  Age: 0-1  Cooing, objects in mouth

2. Anal  

Age: 1-3 Toilet training, control of body

3. Phallic  

Age: 3-6 Focus on sex differences and genital, becoming aware of self/gender

4. Latency  

Age: 6 years - puberty Repression of sexual feelings

5. Genitalia  

Age: puberty+ Maturation of sexual orientation

Describe Erikson’s theory (ages, stages, developmental issues) 1. Trust vs. Mistrust (0-1)  Sense of trust if adults meet needs in a timely manner  Mistrust when handled harshly or must wait too long for comfort 2. Autonomy vs. Shame / Doubt (1-3)  Parents allow/encourage child's independent choices using new skills  Child shamed for being independent, or forced to explore only what parents wish 3. Initiative vs. Guilt (3-6)  Playing leads to ambition, purpose, responsibility  Too much self-control, lack of make-believe play, leads to confusion and guilt 4. Industry vs. Inferiority (6-11)  Work with and cooperate with others can lead to self-esteem and achievement  Negative social, academic, family, experience lead to sense of inferiority/incompetence 5. Identity vs. Confusion (teens)  Choice of values, roles, work. Who am I?  Can lead to confusion about future adult role. 6. Intimacy vs. Isolation (young adults)  Establishing close relationships with others  Can lead to being and feeling alone 7. Generativity vs. Stagnation (middle age)  Giving to next generation through child rearing, productive work, volunteering, and helping others  Can lead to feeling stuck or stagnant without meaningful accomplishments 8. Integrity vs. Despair (old age)  Reflect on life/self as worthwhile  Dissatisfied with choices can lead to despair and fear

Piaget’s stages of development (names, age ranges) 1. Sensorimotor: birth-2 yrs. 2. Preoperational: 2-7 yrs. 3. Concrete Operational: 7-11 yrs. 4. Formal Operational: 11 yrs. On Evolutionary developmental psychology  Seeks to understand the adaptive value of species wide cognitive, emotional, and social competencies as those competencies change with age. Vygotsky’s theory: Sociocultural Theory  Transmission of culture to a new generation.  Beliefs, customs, skills  Social interactions necessary to learn culture and values  Conversation, teaching, shared experiences with others, more knowledgeable people. Chapter 3 Periods of prenatal development 1. Zygote (1st two weeks) o Fertilization o Implementation o Start of placenta 2. Embryo (3-8 weeks) o Groundwork laid for body structures / internal organs o Heart begins beating 3. Fetus (9-40 weeks) o Growth and finishing stage Trimesters of pregnancy plus length of each time period 1. 1-12 weeks  Includes period of zygote, embryo, and beginning fetus; organ body development. 2. 13-26 weeks  Mother can feel movement.  Age of viability (22-26 weeks) 3. 27-40 weeks  Overall organ and brain growth, weight gain, "practice" with sleep / wake cycles, movement.  38 weeks and beyond = Full-term What is a teratogen?  Any type of environmental agent that causes damage during the prenatal period.

Types of teratogens  Dose  How much and how long?  Heredity  Gene strength in handling teratogens  Genetic makeup of the mother and the developing organism plays an important role.  Other negative influences  Such as poor nutrition  Lack of medical care  Age of baby in the womb at the time of exposure.  If the environment is harmful, then damage occurs, and recovery is difficult and sometimes impossible. How are teratogens connected to pregnancy/development?  Teratogens such as drugs (Accutane) can cause ear, eye, skull and brain abnormalities.  Problems including prematurity, low birth weight, physical defects, breathing difficulties and death around time of birth.  Smoking causes behavioral abnormities: being less attentive to sounds, have colic, or more muscle tension. Reasons why women don’t seek prenatal care  Lack of health insurance. Although the poorest of theses mothers are eligible for government sponsored health services  Many low income mothers do not qualify  Situational barriers: difficulty finding a doctor or arranging an appt.  Personal barriers: psychological stress and the demands of taking care of other younger children.  Participate in smoking and drug abuse which they do not want to tell their doctors about. 3 stages of childbirth, plus average length of each stage 1. Dilation and effacement of the Cervix  Longest stage (12-14 hrs.) for first birth.  Strong contractions lead to opening of cervix 2. Delivery of baby  Pushing baby out; strong contractions  Active part of labor  Usually 50 min-few hours 3. Birth of Placenta  Placenta separates from uterus and is either pushed out or comes out on its own immediately after birth Description and purpose of the Apgar score  To asses the newborns physical condition quickly  Doctors and nurses use the APGAR scale  Score 7 or greater: The infant is in good physical condition

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Score 4-6: Baby needs help in establishing breathing and vital signs. Score 3 or less: Emergency medical attention is needed and baby is in great danger

APGAR stands for what?  Appearance (color)  Pulse (heart rate)  Grimace (reflex irritability)  Activity (muscle tone)  Respiration (respiratory effort) Best predictor of survival for premature newborns  Birth weight Small-for-date vs. Premature baby  Small-for-date  Babies born below their expected weight for length of the pregnancy.  Some are actually full term (may be born at due date or preterm)  Have serious health problems.  During 1st year, they are more likely to catch infections, die or have brain damage.  Premature Baby  Babies born several weeks or more before their due date.  Though they are small, their weight may still be appropriate based on time spent in the uterus. Reflexes  An inborn, automatic response to a particular form of stimulation  Survival Value Reflexes 1. Eye blinking 2. Moro (or "embracing") Reflex:  Flinging arms wide and bringing the arms towards and away from the body.  Helps baby who loses support. 3. Rooting reflex:  When baby turns his/her head towards one direction when being touched by another person or when they are hungry.  This helps a breasted baby find the mothers nipple. 4. Sucking:  When baby sucks on mother's nipple.  Developmental Value Reflex 1. Palmar Grasp  Baby holding to something very strongly.  They use it to support their weight. 2. Babinski  When you touch the baby's feet and their toes curl, a neurological response.

3. 

4.

Tonic Neck Head facing one direction & half of body facing the opposite direction Stepping Primitive walking response

Infant states of arousal – categories 1. Regular sleep (NREM) 2. Irregular sleep (REM) 3. Drowsiness 4. Quiet alertness 5. Waking activity and crying Chapter 4 Name the period of human development (the age range) after birth with the most rapid physical changes – just name the age range  Most rapid growth during infancy and toddlerhood  Growth slows during childhood o Increases sharply during puberty and teen years  By age 1 - Height increases 50%, o 75% by age 2  1st two decades - 20% of our life spent growing. Cephalocaudal vs. Proximodistal development  Cephalocaudal o Head to tail o Lower part of body grow later than head  Proximodistal o Near to far o "Trunk" body grows faster than head and toes; extremities grow  Later than head, chest, trunk Lateralization  Left hemisphere o Controls right side of body o Verbal abilities o Positive emotions (Joy) o Sequential, analytical processing, logic o Math, science  Right Hemisphere o Controls left side of body o Spatial abilities (Map reading, judging distance) o Negative emotions (Distress) o Holistic, integrative processing, patterns o Art and music Programmed cell death

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As many synapses form, many surrounding synapses die off. o Make room for more connections and learning

Plasticity  Brain's ability to compensate for and take control of damaged areas.  The younger the age at injury the greater the plasticity Sensitive periods of brain development: When? For what skills?  Appropriate stimulation is vital for brain growth  No sensitive periods in first 6 years for skills that depend on extensive training, such as reading, music, art, sports.  If infants through young children do not get exposure to opportunities to see/touch objects, hear language and other sounds, or to move and explore environment, they do not grow normally. Experience-expectant vs. experience-dependent brain growth  Experience-expectant o Depends on ordinary experiences  Experience-dependent o Additional growth resulting from specific learning experiences. Overstimulation and possible negative effects on learning  No sensitive periods in the first 6 years for skills that depend on extensive training o Example: reading, music, art, sports  Overstimulation through parents or early learning centers can led to withdrawal, lack of desire to earn and disappoint parents. Imitation and role in early development  Newborns can imitate adult facial expressions o Capacity improves with age in the form of social games  Cooing, smiling, staring, copying other's body movement Describe habituation and recovery  Habituation = gradual reduction in strength of a response to an object / stimuli overtime  Recovery = return of strong response with a new object / stimuli or change in environment  Example of H&R o Looking at your boo (H.), noticing their new haircut (R.) 4 factors at work in developing motor skills 1. CNS Development 2. Body's movement capacity 3. Child's goal 4. Environment support Grasping and Reaching - name / describe

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Pre-reaching Ulnar grasp Transferring objects from hand to hand Pincer grasp

Chapter 6 Three areas of our lives affected by emotions 1. Cognition 2. Social behavior 3. Health Erikson’s autonomy vs. shame and doubt – positive and negative outcomes  Positive  Self-confidence, independence, feelings of encouragement  Negative  Child feels forced and shamed or doubts his/her ability to control his/her impulses and act competently on his/her own Effects of parental depression on children  Maternal Depression: babies sleep poorly, less attentive, have elevated levels of cortisol  Paternal Depression: strong predictor of behavior problems  Constant parental negativity: kids develop pessimistic world-views  The more extreme the depression and the greater number of stressors, the more the parent-child relationship suffers  By about 6 months old, babies have attachment problems, delays in motor/mental development, and are irritable. When does the social smile first appear?  6-10 weeks Define social referencing  Relying on others to show us how to respond  (8-10 Months)  Profoundly influence by parenting Define/describe self-conscious emotions  Involves positive and negative feelings about self  Causes self-evaluation and increase/decrease in self-esteem  Shame, embarrassment, guilt, envy, pride Define emotional self-regulation  Managing emotions in order to stay focused, accomplished goals  (begins around 4-6 months)  Requires ability to recognize emotions, focus and shift attention, and inhibit impulses

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Affected by observing others (parent's poor coping skills become child's) and by temperament Parents who "read" their children's' emotions well have less fussy babies, more exploratory

How can parents assist kids regarding emotional self-regulation?  Soothing crying child before intensity rises  Knowing when child is "done" attending/playing  Labeling emotions and correcting to events  Offering words for child to use to verbalize feelings; lessens child's frustration, tantrum, biting Treating child's emotions/ fears seriously  Suggesting coping skills to deal with emotions  Handing their own emotions appropriately  Preparing child for anxiety-provoking situations, like getting a shot—don't lie or omit info  Saying goodbye when leaving—don't sneak out

Thomas and Chess temperament types - describe  Easy Child (40%)  Quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences.  Difficult Child (10%)  Is irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely.  Slow-to-Warm-Up Child (15%)  Inactive, shows mild, low-key reactions to environmental stimuli, in negative mood, and adjusts slowly to new experiences  Unclassified or Mixed (35%) What is goodness-of-fit?  Interaction between temperament and child-rearing style  Effective child rearing: good fit with child's temperament  Encourages adaption for both parent and child Theories of attachment, ages, stages, milestones:  Bowlby's Ethological Theory of Attachment  Built-in set of behaviors to keep parent close; ensures survival; allows for exploration  Pre-attachment (0-6 wks): grasping, crying, gazing  Attachment- in-the-Making (6 wks to 6-8 mos): smiling, laughing, cooing, babbling  Clear-Cut Attachment (6-8 mos to 18mo-2 yrs):  Separation anxiety: baby upset when parent leaves  Stranger anxiety: cautious or fearful of new people; parents used as base for exploration

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Formation of Reciprocal Relationship (18 mos - on): decrease in separation anxiety; able to part/great well Ainsworth's Types of Attachment: "The Strange Situation"  Secure (60%): parent as secure base. May or may not cry when parents leave, excited when adults return. Parenting warm, predictable.  Avoidant (15%): lack of response when adult leaves. Stranger/known adults treated similarly. Slow to greet parent on return or avoids; lack of/ doesn't want physical contact. Parenting overly controlling.  Ambivalent/Resistant (10%): cling before separation, angry when parents return. Not easily comforted, anxious. Parent is inconsistent, ambivalent.  Disorganized/Disoriented (15%): least secure; contradictory behavior; May cling to parent, but show no emotion. Confused about how to react to parent's absence or presence. Parenting neglectful, abusive, insensitive; mentally ill or substance abuse.

What was the purpose of the Strange Situation?  It was a widely used laboratory procedure for assessing attachment quality between 1 and 2 years of age. Define/describe separation anxiety  Becoming upset when the adult whom baby had come to rely on leaves  Doesn't always occurs; depends on infant temperament and the current situation  Parent is the secure base for baby's adventuring Define/describe stranger anxiety  A fear of unfamiliar adults  Most frequent expression of fear for infants  Reaction varies with child's temperament Define/describe self-control  Children must have some ability to think of themselves as separate, autonomous beings who can direct their own actions  Compliance: showing clear awareness of caregiver's wishes and expectations and can obey simple requests and demands Chapter 8 pp. 217-219 plus lecture on Baumrind’s parenting styles – *Types *Describe child-rearing style *Level of parental involvement *Effects on kids Authoritative High acceptance, high involvement  Most effective  Warm, responsible, attentive, good communication

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Reasonable demands Consistent discipline, teaches self-regulation Gradual autonomy Encourage expression of thoughts/feelings Kids show strong academic, social skill, and self-esteem

Permissive High acceptance, involvement too low or too high  Overindulgent and/or inattentive  Little control of child's behavior/activities  Lack of consistent discipline; few demands made  Too much autonomy too soon  Kids are impulsive, disobedient, rebellious, demanding  Sense of entitlement, immature, poor self-control, dependent on/ expect others to do their work, little motivation to achieve.

Uninvolved Low acceptance, low involvement  Emotionally detached, withdrawn, poor communication  Parents tend to be depressed, stressed, drug abusing  Little or inconsistent discipline, control, or guidance  Few or no demands made on child  Indifferent to child's long-term needs  Too much autonomy  Not interested in child's viewpoint or self-expression  Minimal commitment to parenting  Kids have poor attachment/coping skills, poor school performance, and poor self-esteem...