Development

developmental psychologists who focus on development throughout one's entire life

Developmental psychologists who focus on development only throughout childhood

First psychologist to champion that development lasts an entire lifetime

typical sequence of developmental changes for a group of people

compares groups of people of various ages (for developmental psychology's purpose) on similar tasks

following a small group of people over a long portion of their lives in order to observe change

psychologists who emphasize the role of genetically programmed growth and development on the body, particularly the nervous system

biological readiness

psychologists who emphasize the role of learning and that everything can be learned (blank slate: tabula rasa)

gradual development

stage-oriented development

time during which a skill or ability must develop

patterns of behavior that occur in a fixed sequence

fertilized egg that goes through 3 stages of gestation before birth

when the zygote divides into 64 cells and implants itself in the uterine wall; lasts around 2 weeks

when the organs form; lasts until the beginning of the third month of pregnancy

when sexual differentiation and movement occur; very rapid growth is present during this

harmful environmental agents that can have aversive effects on fetal development

when a mother consumes alcohol, leading a child to have physical abnormalities and cognitive deficiencies

first voluntary movements performed by a child

occurs from ages 2-7; consists of running, throwing, jumping, and catching; highly influenced by the environment

when children learn to combine fundamental movements and apply them to tasks; broken down into transitional and application substages

when specialized movement combines to do things like sports

when a child chooses to apply specialized movements to tasks like sports

the environment we grow up in and what has a large effect on the nervous system

Proposed an influential theory on children's cognitive development called equilibration

a child's attempt to reach a balance between what they encounter in the environment and their own cognitive structures

incorporating new ideas into existing schemas

mental representation model

altering existing schemas to include new information

ages 0-2; children act on objects that are present and begin to develop schemas yet are incapable of using them

the knowledge that objects continue to exist, even if they are out of view

ages 2-7; able to use schemas but cannot perform mental operations

the ability to use words to substitute for objects when thinking

seeing the world from only one's point of view

believing everything is man made

ages 7-11; children can use schemas and perform mental operations yet cannot think theoretically

to be able to start somewhere and think something, only to return back to the starting point (go back on your thoughts)

ages 12 on; children are fully capable of understanding abstractions and symbolic relationships

the ability to recognize one's cognitive processes and adapt them if they aren't successful

Stressed social factors as extremely important for development; theorized the zone of proximal development, actual development level, potential development level, and internalization

the absorption of knowledge into the self from environmental and social contexts

range between the developed level of ability and the potential level for ability (needing an adult's help for some but not all)

a form of insight into life situations and conditions that results in good judgement

the ability to think in terms of abstract concepts and symbolic relationships; decreases after age 60

specific knowledge of facts and information; continues to increase after age 60

development of an awareness of one's own sexuality

created psychosexual stages to explain his patient's fixations

ages 0-2; when the primary source of pleasure for an infant is sucking

ages 2-3; when toddlers are praised for doing well in potty training

ages 3-6; when children connect their sex to gender and begin to wonder what it means

ages 6-12; no particular body part, when children begin to closely associate with people of their own gender

ages 12 and on; when the genitals are the main source of pleasure for the child as they are going through puberty

the acquisition of gender specific roles

the idea that gender is a fixed, unchangeable characteristic

when people blur the line between their and gender and stereotypical gender roles

believed sexual roles could be acquired through social learning

Studied people's attitudes towards sexuality and created a scale to describe it

sexuality is not binary, either exclusively heterosexual or homosexual; it exists along a continuum of attractions and practices

8 stages described by Erik Erikson meant to describe social development across a lifetme

ages 0-1; when infants must decide whether the world is friendly or hostile

ages 1-3; when a child must develop control over their body and the environment around them

ages 3-6; when children must assert themselves socially in order to feel a sense of purpose

ages 6-12; children begin to be judged on their own work and form an opinion on their ow capabilities

ages 12-early adulthood; when adolescents must figure out who they are and how they fit in

truthfulness to one's self

early adulthood; when we attempt to form intimate connections in order to avoid the feeling of lonliness

middle adulthood; being able to be productive in a career and at home

notion that childhood behavior is biologically based rather than learned

old age to end of life; an elderly person's struggle to come to terms with the end of their own life

researcher who believed that childhood attachment is innate

conducted a study with monkeys that proves infants need comfort and security just as much as food

father of attachment theory; believed a strong relationship with parents helps create good relationship building skills later in life

Studied human infant attachment through an experiment coined the strange situation

experiment conducted by Mary Ainsworth that identified four attachment patterns: secure, avoidant, ambivalent, and organized

happy when around the caretaker but sad when they leave

inhibited when around the caretaker and no emotion when they leave(they are actually stressed but pretending not to be)

mixed emotions around the caretaker but upset when they leave

erratic relationship with the caretaker, more common in cases of serious neglect or abuse

Identified 3 parenting styles: authoritarian, authoritative, and permissive

very high level of control and little warmth; harsh punishments

high level of control but also very high warmth; expects compliance but encourages independence

little demands and expectations; very low control but high warmth

Developed a five stage model for accepting your own death(also used for grief): denial, anger, bargaining, depression, and acceptance

3 level theory (consists of 6 stages) created by Lawrence Kohlberg

made up of two stages: judgements by fear and judgements by personal gain

occurs from ages 10 and beyond; involves living up to expectations and developing a conscience

marked by stage five, individual rights trump the social contract; and stage 6, the social contract trumps everything

Believed women could not reach stage 6 of Kohlberg's theory as human lives were more important to them than the social contract

Created the 6 stage or 3 level theory of morality and how it develops throughout our lifetimes