Unit 2: Developmental Psychology

an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences leads to development

Agents that damage the process of development (ex. alcohol, drugs, viruses, etc.)

a concept that organizes and interprets information

interpreting our new experiences in terms of our existing schemas

forming a new schema or drastically altering one

Child explores the world through interaction with environment through five senses, needs to develop object permanence and stranger anxiety

the awareness that things continue to exist even when they are not within sight

infants learn to differentiate between people and become wary of strangers

Child learns to use language but still struggles with logic since they have not mastered conservation and continue to experience egocentrism and Theory of Mind

mass, volume, and number remain the same despite changes in the forms of objects

Difficulty taking another's point of view (ex. I have a sister named Mary. Does Mary have a sister? Nope :D

ability to reason about what other people know or believe (graduating from egocentrism :D)

Child understands simple logic, reversibility, and conservation

principle that objects can be changed, but then returned back to their original form or condition (ex. 1+2 = 2+1 and water can be poured into something and also poured back into where it came from without any changes made)

People begin to think logically about abstract concepts

the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers (guided learning)

some animals form attachments during a critical period very early in life (Lorenz and his geese)

Measured how attached a child was towards a caregiver by looking for separation/stranger anxiety and response to reunion

Proved contact comfort by experimenting on baby monkeys, who preferred "cloth mother" over the "wire mother" that gave food because "cloth mother" gave reassurance from physical touch

able to separate from parent, seek comfort from parent when scared, and prefers parents to strangers --> have long-lasting relationships and tendency to seek support as an adult

avoidant (little preference between parent and stranger --> not willing to share feelings as an adult) and ambivalent (not comforted by return of parent but distressed when parent leaves --> reluctant to be close with others as an adult)

a person's characteristic emotional reactivity and intensity (easy, slow-to-warm, difficult, and no-single-category babies)

authoritarian, authoritative (ideal), neglectful, permissive

preconventional, conventional, postconventional

morality of self-interest (young children)

morality of law and social order (adolescents and most adults)

actions reflect belief in basic rights and self-defined ethical principles (very few adults)

obedient but unhappy

high self-esteem and good relationships

lack of self-control

difficulty trusting others

first stage in which infants learn to trust when they are cared for in a consistent warm manner

second stage in which a toddler learns to do things independently; failure to do so causes shame and doubt

third stage in which the child finds independence in planning, playing and other activities

fourth stage in which child learns to be productive and perform tasks

fifth stage in which teenagers search for and become their true selves

sixth stage in which young adults struggle to form deeply personal relationships

seventh stage in which middle-aged people try to find their purpose and want to contribute to the world (kind of like mid-life crisis)

eighth stage in which old people reflect on their lives either with fulfillment or regret