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45 Cards in this Set
- Front
- Back
Human Development |
How people change over time on many different levels - biological, physical, cognitive, emotional, social - in a way that shows greater complexity, organization and competencies |
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according to contemporary theorists, what is development driven by? |
interaction between nature and nurture |
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developmental contextualism |
the multiple levels of a developing chid, ranging from inner biological, psychological, social relational, and sociocultural - are inextricably intertwined and function as an integrated system. It is the changes in these levels that constitutes human development - nature and nurture cannot be separated, both determine our development |
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Temperament |
a biologically based style of interacting with the world that is fixed at birth - reflects an interaction between a childs predisposition and experiences in life. Believed to be foundation for later personality |
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easy temperament |
regular, adaptable, mildly intense style of behaviour that is positive and responsive |
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difficult temperament |
intense, irregular, withdrawn, negative moods |
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slow to warm up |
needs time to make transitions into activity, withdrawal, respond negatively, will respond positively given time |
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goodness of fit |
how well the childs temperament matches the expectations and values of the parent, environment, and culture |
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behavioural inhibition |
when a child show signs of wariness, discomfort, or distress when confronted with novel, challenging or unfamiliar situations |
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six temperament dimensions (as opposed to general temperament styles) |
smiling and laughter fear distress to limitations soothability duration of orienting behavioural inhibition |
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sources behind temperamental differences |
genetics reproductive histories (cultural experiences of mother during pregnancy) environment culture |
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attachment |
the special bond that develops between infants and primary care takers |
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Bowlby's evolutionary theory of attachment |
infants have a preprogrammed, biological basis for becoming attached to their caregivers without proper attachment, development could be pathological |
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Harry Harlow |
monkeys separated at birth from their mothers wire food monkey, and cloth no food monkey showed that comfort was more important than food for attachment |
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Mary Ainsworth Strange Situation Procedure |
based on bowlbys theory featured a structured sequence of interactions observed infant classified types of attatchment |
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Attachment Styles |
secure avoidant ambivalent |
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secure attachment |
warm and responsive to care giver (ideal) distressed when leaves, easily comforted when comes back |
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avoidant attachment |
shun caregivers, who may be intrusive and overstimulating not distressed when mother leaves, actively avoids mother upon return |
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ambivalent |
uncertain in response to caregivers send mixed signals when mother returns |
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Disorganized/Disoriented attachment |
disorganized behaviour upon seperation and reunion - associated with abuse or trauma |
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adaptive attachment |
relationships that promote the maximum level of safety for the child within a specific cultural context |
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cognitive development |
how thinking skills develop over time |
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Piaget's Theory of Development |
children make progress through 4 stages fron infancy to adolescents. Progression is associated with maturation. Sensorimotor stage Preopertional stage Concrete operations formal operations |
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Sensorimotor (0-2) |
object permanence (understanding objects continue to exist out of sight) develops |
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preoperational (2-6) |
5 characterisitcs: conservation centration irreversibility egocentrism aminism |
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conservation |
an awareness that the physical quantities remain the same even when they change shape or appliance (don't have this in preoperational stage) |
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centration |
a characteristic of preoperational the tendency to focus on a single aspect of a problem |
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egocentrism |
inability to step into anothers shoes and understand the other persons point of view |
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animism |
the belief that inanimate objects are alive |
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concrete operational (7-11) |
master conservation and other tasks |
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formal operations (11-adulthood) |
logical, scientific reasoning |
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Cultural influences on development of conservation |
specific experiences education contact with western culture people who have not attended high school or college in a westernized school system perform poorly on formal operations tasks |
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great divide theory |
theory of cognitive development that suggests that the thought of westerners is superior to that of people who live in "primative" societies |
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three domains of morality |
moral rules conventional rules social rules |
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moral rules |
apply to everyone, can't be changed, based on values such as safety and well being of humans |
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conventional rules |
apply to certain groups, are changeable, based on agreed upon norms by a group of people |
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social rules |
apply to individuals, are changeable, based on t preferences of a specific person |
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Kohlberg theory of moral development: assumptions |
children move to higher stages as age increases each stage forms a structural whole stages are universal |
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Kohlbergs stages of moral development |
preconventional morality conventional morality post conventional morality |
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preconventional morality |
involves compliance with rules ignorer to avoid punishment and gain reward |
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conventional morality |
conformity to rules that are defined by others approval or societies rules |
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postconventional morality |
moral reasoning on the basis of individual principles and conscience |
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Gilligan |
challenged Kohlbergs theory saying that it was biased towards male reasoning "morality of justice" vs. "morality of caring" research indicated few gender differences |
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what two stages of moral reasoning are found cross culturaly |
preconvential and conventional |
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three ethics approach to moral reasoning |
ethics of autonomy - emphasizes individual rights and justice ethic of community - emphasizes interpersonal relationships ethic of divinity - moral reasoning that emphasizes centrality of religious beliefs and spirituality |