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TSHPS DevPscyh Terms
TSHPS Developmental Psychology Terms
| Term | Definition |
|---|---|
| Zygote | the fertilized egg - enters a 2 week period of rapid cell division - 100 identical cells in week 1 - then differentiate to specialize in structure & function. |
| Embryo | from 2 weeks through the second month. -organs form & start to function -heart begins to beat. |
| Fetus | from 9 weeks to birth at 40 weeks. -finishes growth & development |
| Placenta | organ that develops from maternal uterine wall and outer cells of zygote -provides nutrients -removes wastes -no mixing of maternal & fetal blood! |
| Teratogens | agents, such as chemicals and viruses that can reach the embryo or fetus during prenatal development & cause harm |
| Rooting reflex | Infants - born with reflexes to help survival if touch cheek will turn & look to nurse Sucking (tonguing, swallowing, breathing) |
| Temperament | -person's characteristic emotional reactivity & intensity -"Easy" - cheerful, relaxed, predictable -"Difficult" - more irritable, intense, unpredictable -"Slow to warm up" - tend to resist or withdraw from new people & situations |
| Habituation | decreasing responsiveness with repeated stimulation - getting "bored" - will look away But will refocus on a novel/new stimulus - such as the hybrid image! |
| Maturation | biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. |
| Infantile Amnesia | -memories rarely predate 3rd birthday -hippocampus and frontal lobe mature into adolescence so early memories "lost" -have memories during this time -Baby's foot attached to mobile **Early language exposure helps with subtle language sounds |
| Jean Piaget | Stage Theory of Cognitive Development - A Child's mind develops in stages (Child as scientist) |
| Schemas | concept or framework that organizes and interprets information. |
| Assimilation | new experiences are interpreted in terms of current schemas (may be wrong) |
| Accomodation | adjust schemas to incorporate new experiences |
| Sensorimotor | (Stage of Development: Piaget) birth to 2yrs -explore with senses & actions -looking,hearing,touching, tasting,smelling,grasping, kicking |
| Object Permanence | (Stage of Development: Piaget - within Sensorimotor stage) (@ abt 8 mths) -awareness that things continue to exist even when not perceived |
| Preoperational | (Stage of Development: Piaget) (2 to 6/7yrs) -child learns to use language but does not comprehend mental operations of concrete logic |
| Conservation | (Stage of Development: Piaget - within Preoperational stage) (Gain this during stage) -quantity remains same despite changes in shape |
| Egocentrism | (Stage of Development: Piaget - within Preoperational stage) (lose this during this stage) -difficulty taking another's point of view - think that others see/know only what the child sees/knows |
| Theory of Mind | (Stage of Development: Piaget - within Preoperational stage) -understanding that one's own thoughts are NOT what's in the mind's of others! -why someone is angry; lying (deception) |
| Concrete Operational Stage | (Stage of Development: Piaget) (6/7 to 11yrs) -gain mental operations that enable logical thinking about concrete events -comprehend mathematical transformations and conservation |
| Formal Operations | (Stage of Development: Piaget) 12+yrs -think logically about abstract concepts -hypothetical questions -potential for mature moral reasoning |
| Lev Vygotsky | -child's mind grows via interaction with social environments -culture exerts great influence over cognitive growth KEY IDEAS: Language, Scaffolding, Zone of Proximal Development |
| Scaffolding | -child as apprentice -growth WITH the support of others who mentor children and provide pathways to higher learning |
| Zone of Proximal Development | In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction *sweet spot where you are not bored or too challenged with a new skill |
| Harry Harlow | Attachment & Contact Comfort - Monkey experiments - For attachment , people have to have actual contact with caretaker; Found physical connection and comfort was most important in forming attachment rather than nursing. |
| Konrad Lorenz | Attachment & Familiarity/ Imprinting - Critical Period: time period in which exposure to parent must occur - Sensitive Period: Children have sensitive period for forming attachments best for "normal" development if forms within 2 yrs |
| Mary Ainsworth | Secure & Insecure Attachments |
| Secure attachment | -Child uses mother as base to explore -Child is distressed upon separation -Child looks to reconnect upon reunion -Secure attachment predicts social competence (child is outgoing, confident, persistent in solving problems) |
| Insecure Attachment | -Child is hesitant to explore -Distress upon separation or not -May not want contact upon reunion or contact does not calm child (marked by anxiety/avoidance) |
| Diana Baumrind | Parenting Styles - Authoritarian, Permissive, Negligent, Authoritative |
| Authoritarian | Focus on obedience and punishment over discipline The parent is in control and if the child is not obedient → punishment OUTCOME: the child has fewer social skills, low self esteem and a brain that overreacts when you makes a mistake |
| Permissive | un-restraining - make few demands, set few limits, use little punishment OUTCOME: child is more aggressive and immature |
| Negligent | uninvolved - neither demanding nor responsive. OUTCOME: child has poor academic and social outcomes |
| Authoritative | confronting - they are both demanding and responsive - exert control with rules but willing to discuss as kids get older OUTCOME: child has high self esteem, self reliance, and social competence. |
| Self Esteem | how one feels about who we are |
| Self Efficacy | person's belief in their ability to succeed in a certain situation |
| Kohlberg | Moral Development: Stages of Morality |
| Preconventional (Kohlberg) | Moral reasoning is characterized by a desire to avoid punishment or gain reward self interest |
| Conventional (Kohlberg) | -Conformity (social approval, norms) -Law & Order |
| Post-Conventional (Kohlberg) | -Human rights, social contract -Universal ethical principles |
| Carol Gilligan | Moral Development: Ethics of Care Emphasizes relationships - Progress from focus on own survival to developing a caring for the needs of others & understanding choice between needs of others & own needs |
| Masculine Morality (Gilligan) | logical, objective, individualistic (Kolberg's ideas) |
| Feminine Morality (Gilligan) | situation & relationships matter |
| Jonathan Haidt | moral intuitions - gut feelings - made quickly and automatically *trolley dilemma |
| Erik Erikson | Stages of Social Development |
| Infancy | Trust vs Mistrust - (0-1) If needs are dependably met, infants will develop a sense of basic trust. |
| Adolescent | Identity vs Role Confusion - (teen yrs → 20s) Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are. |
| Young Adult | IMAGE Intimacy vs Isolation - (20s → early 40s) Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated. |
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