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30 Cards in this Set
- Front
- Back
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Developmental psychology |
The study of physical and psychological changes associated with different stages of our life |
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Cross sectional study |
Group of people at a single point in time but at different ages |
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Longitudinal design |
Same group of people different point of time Higher chance of attrition (drop outs) |
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Corhort effects |
People at different ages differ due to growing up in different time periods. |
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Developmental talk stages |
Lifespan changes proceed through pattern of stability and rapid change. |
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Sensitive periods |
Points of rapid change |
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The germinal stage |
Zygote- blastocyst Fertilization - 2 weeks |
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The embryonic stage |
Starts to develop major organs |
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The fetal stage |
Rapid growth 8-40 weeks |
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Maternal malnourishment |
Increase risk of mental and physical problems |
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Teratogens |
Substances that negatively affect the process of development in utero E.g. Toxins or drugs |
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Phocomelia |
Caused by teratogens Infits with serve limb deformity |
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Preterm infants |
Born after 25 weeks Have 50% survival rate and will have permanent damage |
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Infant sensory abilities |
- Prefer mothers voice due to hearing it in utero - very bad vision, only for breastfeeding - small and taste ad well as adults |
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Synaptogenesis vrs synaptic pruning |
Both super important for children brain development Genesis = creating new synapses Pruning = delating weak/unnecessary synapses/connection |
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Infants reflexes (3) |
1. Rooting reflex (touch Conor of month and they start to suck) 2. Moro reflex (startle if they lose head support) 3. Grasping reflex |
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Children 2 main ways of learning |
1. Assimilation (aquires knowledge relating to what we already know) 2. Accommodation (adjusting old knowledge in the face of new) |
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Piagets 4 stages of cognitive development |
1. Sensorimotor stage (0-2) 2. Preoperational stage (2-7) 3. Concrete operation (7-11) 4. Formal operation stage (11- adult) |
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The sensorymotor stage |
Child awareness tied only to their sensory experience Object permanence must be develop to pass this stage (peak a bo) |
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The preoperational stage |
Acquire language and symbolic thinking Increase in imagination and imitative behavior Conservation is a key milestone (which cup has more water?) Scale errors (try to get into tiny toy truck) |
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Concrete operation |
Children can think logically and do mental calculation Transitivity (logical thinking) Classify objects |
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Formal Operation stage |
Abstract concepts (debate, social norms, death, ect.) Use scienfitifc method |
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Problems with paget's cognitive theory |
Baby's know more then they cna let on Core knowledge hypothesis |
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Core knowledge hypothesis |
Idea that infits are born with basic knowledge of world and numbers 1. Hibituation: infits do not spend as much time looking at old stimuli 2. Dishibituation: new stimuli capture their attention |
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Hibituation |
Infints do not spend as much time looking as old stimuli/events |
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Reno bailargeon |
Performed test of earlier understanding of object permanence |
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Lev vygotsky |
Zone of proximal development Children develop best with some adult scaffolding but not too much |
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Attachment and children |
Children progress at different speeds depending daing on the emotional sense of closeness and security with their caregivers Lev vygotaky |
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Harry harlow |
Studied baby monkeys Cloth mother vrs food mother's Proved babies need comfort/love/security not just food |
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Mary Ainsworth |
Stranger anxiety 1. Secure attachment with parent = mild reaction 2. Too much attachment or not enough = bad reaction or non caring. 3. Disorganized attachment pattern =confused child
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