PSY100 - Ch 11 Development (Lifespan)

critical and sensitive periods

a maturational period where our brain is particularly sensitive to a certain type of information

continuity

gradual development from infant temperament into later personality

discontinuity

changes in infant mobility, like rolling over or walking

heredity

the genetic transmission of characteristics from parents to offspring

heritability

an estimate of the genetic proportion of the variation in some specific trait

schemas

mental framework that helps process how the world works

accommodation

The incorporation of new learning into an existing schema that requires revision of the schema

assimilation

The incorporation of new learning into an existing schema without the need to revise the schema

equilibration

The process by which a child engages in assimilation and accommodation in order to make sense of the world

sensorimotor stage

Jean Piaget’s stage of development beginning at birth and ending at the age of 2 years and characterized by active exploration of the environment

object permanence

ability to form mental representations of objects that are no longer present

circular reactions

repetitive actions observed in children during the sensorimotor stage of cognitive development

primary circular reaction

action on their own body

secondary circular reaction

interest in other objects (4-8 months)

tertiary circular reaction

goal-oriented (12 months)

preoperational stage

Jean Piaget’s stage of development beginning at the age of 2 years and ending at the age of 6 years and characterized by use of symbols, egocentrism, and limits on the ability to reason logically

longitudinal study

data from the same group of participants is collected at intervals across a long period of time (decades)

cross-sectional study

data is obtained simultaneously from participants of different ages in order to make age-related comparisons

egocentrism

Limitations on the ability to understand the point of view of other people

conservation

The ability to understand that changing the form or appearance of an object does not change its quantity

concrete operational stage

Jean Piaget’s stage of development beginning at the age of 6 years and ending at the age of 12 years and characterized by logical but not abstract reasoning

formal operational stage

Jean Piaget’s stage of development beginning at age 12 and extending through adulthood and characterized by mature reasoning capabilities

TOM (theory of mind)

the understanding that others have thoughts that are different from one’s own

false belief test

type of task used in theory of mind studies in which a child must infer that others don’t possess the same knowledge that they do

attachment

Emotional bond linking an infant to a parent or caregiver

secure attachment

A pattern of infant–caregiver bonding in which children explore confidently and return to the parent or caregiver for reassurance

Insecure-Resistant (anxious-ambivalent)

clings to caregiver, gets upset, both wants and resists comfort

Insecure-Avoidant (anxious-avoidant)

little distress when caregiver leaves, avoids the caregiver upon their return

authoritative

High parental support and high behavioural regulation

authoritarian

High behavioural regulation and low parental support

indulgent

Low behavioural regulation and high parental support

uninvolved

Low behavioural regulation and low parental support

Erikson’s psychosocial theory of development

every stage of identity features a developmental challenge that must be confronted in order to successfully progress. First lifespan theory of development

Erikson model: Birth

trust vs mistrust

Erikson model: Adolescence

identity vs role

Erikson model: Early adulthood

intimacy vs isolation

zone of proximal development

In Vygotsky’s theory, tasks that the child can accomplish with the assistance of more experienced or knowledgeable individuals

scaffolding

the process that enables a child to solve a problem, which would be beyond his unassisted efforts

preferential looking technique

spontaneous looking and listening behaviours towards visual and auditory stimuli

orienting reflex

occurs when someone is confronted with a personally significant stimulus

synaptic pruning

natural process of the brain eliminating extra synapses between early childhood and adulthood

Genie

victim of severe abuse, neglect and social isolation so she wasn’t able to acquire a language because she had not completed a first language before her critical period ended

• research subject of language acquisition

Harry Harlow

attachement in Rhesus Monkeys

• contradicts behaviourist perspective

Strange Situation test

semi-structured laboratory procedure that allows us to identify, without lengthy home observation, infants who effectively use a primary caregiver as a secure base