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PSY100 Chapter 11
Terms from week 5
| Term | Definition |
|---|---|
| Developmental Psychology | Study of changes that occur across a person's lifetime |
| Universal development theory | Cognitive development follows the same trends across cultures |
| Ecological development theory | Cognitive development differs depending on culture/area |
| Continuous development theory | Development occurs smoothly/linearly |
| Discontinuous development theory | Development occurs like stepping stones, happening in stages |
| Critical/sensitive periods of development | Time when the nervous system is particularly acceptable to stimuli; lack of stimuli will affect brain development for entire lifetime |
| Longitudinal design | Data is collected from the same group at different points across time |
| Cross-sectional design | One time frame that collects data from participants of different ages (different people) |
| Pruning | Process in the brain where unused synaptic formations are removed |
| Attachment theory | Strong emotional connection that bonds a mother and baby that persists over time (Bowlby and Harlow) |
| Strange Situation Experiment | Mary Ainsworth; test to determine infant attachment styles |
| Secure attachment | Attachment style where a child is upset when their caregiver is gone, but is easily soothed when they return |
| Insecure-resistant (Insecure-ambivalent) | Attachment style where a child is overly emotional when the caregiver leaves and inconsolable upon their return |
| Insecure-avoidant | Attachment style where a child is not distressed when a caregiver leaves and avoids them when they return |
| Disorganized attachment | Attachment style that is inconsistent and shows odd patterns of behavior |
| Factors that affect attachment | Caregiver sensitivity, infant temperament, environmental and cultural factors |
| Authoritative parenting | High levels of love/support and high levels of rules/boundaries |
| Authoritarian parenting | High levels of rules/boundaries and low levels of love/support |
| Indulgent pareting | High levels of love/support and low levels of rules/boundaries |
| Uninvolved/absent parenting | Low levels of love/support and low levels of rules/boundaries |
| Erik Erikson (Developmental model) | Proposed every stage of life featured an obstacle to overcome, and the success or failure of overcoming it determined success of development |
| Jean Piaget (Developmental model) | During each stage of development, children build a new schema in order to perceive the world |
| Assimilation | Fitting new information into an existing schema (one that closely matches) |
| Accommodation | Creating a new schema to fit new information (no close match in existing schemas) |
| Equilibration | Process of self-regulation that moves a child through the developmental stages; seeks to organize all information into schemas |
| Sensorimotor stage | 0-2 years old; All information comes through the senses, development of object permanence; progresses from reaction to performing actions |
| Object permanence | Being able to recognize that objects still exist even when they are out of sight |
| Primary circular reactions | Concerned with the infant's body |
| Secondary circular reactions | Concerned with objects outside of the infant's body that can be manipulated |
| Tertiary circular reactions | Concerned with goal directed manipulations (develops around one year old) |
| Preoperational stage | 2-6 years old; begin to think symbolically (make mental representations) but lack logic, egocentric thinking |
| Egocentric thinking | Unable to understand the thoughts and perspectives of other people |
| Theory of Mind | The concept that people experience things differently than you do (develops around the age of 5) |
| Concrete operational stage | 6-11 years old; Development of logic, but reasoning is still basic and limited to concrete objects |
| Formal operational stage | 12+ years old; Development of abstract thought and reasoning skills, deductive reasoning and problem solving |
| Lev Vygotsky (Developmental model) | Stages of development similar to Piaget but allowed for social and cultural affect (zone of proximal development) |
| Zone of proximal development | Ideal position for learning new things; area where a child can do something with help rather than on their own |
| Law of conservation | Develops around 6 years old; ability to understand that something can hold the same amount even if it takes a different shape |
| False belief test | Test where children are asked where one person would look for something after it has been moved by a second person (first person is unaware). Tests for theory of mind skills |
| Scaffolding | Support provided by someone more able to assist a child with a task that falls in the zone of proximal development |
| Preferential looking technique | Way to study brain function of nonverbal infants by tracking eye movement/focus. The eyes will look at the preferred stimulus |
| Orienting reflex | Reflexive habituation of a new stimulus that is not strong enough to cause a startle reflex |
Created by:
doctorpenguin
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