Tags & Description
critical period
an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences leads to development
teratogens
Agents that damage the process of development (ex. alcohol, drugs, viruses, etc.)
schema
a concept that organizes and interprets information
assimilation
interpreting our new experiences in terms of our existing schemas
accommodation
forming a new schema or drastically altering one
sensorimotor stage (0-2)
Child explores the world through interaction with environment through five senses, needs to develop object permanence and stranger anxiety
object permanence
the awareness that things continue to exist even when they are not within sight
stranger anxiety
infants learn to differentiate between people and become wary of strangers
preoperational stage (2-6/7)
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
conservation
mass, volume, and number remain the same despite changes in the forms of objects
egocentrism
Difficulty taking another's point of view (ex. I have a sister named Mary. Does Mary have a sister? Nope :D
Theory of Mind
ability to reason about what other people know or believe (graduating from egocentrism :D)
concrete operational stage (7-12)
Child understands simple logic, reversibility, and conservation
reversibility
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)
formal operational stage (12+)
People begin to think logically about abstract concepts
Vygotsky's Zone of Proximal Development Theory
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)
imprinting
some animals form attachments during a critical period very early in life (Lorenz and his geese)
Ainsworth's Strange Situation
Measured how attached a child was towards a caregiver by looking for separation/stranger anxiety and response to reunion
Harlow Experiment
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
secure attachment
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
insecure attachment
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)
temperament
a person's characteristic emotional reactivity and intensity (easy, slow-to-warm, difficult, and no-single-category babies)
Baumrind's Parenting Styles
authoritarian, authoritative (ideal), neglectful, permissive
Kohlberg's Morality Stages
preconventional, conventional, postconventional
preconventional morality
morality of self-interest (young children)
conventional morality
morality of law and social order (adolescents and most adults)
postconventional morality
actions reflect belief in basic rights and self-defined ethical principles (very few adults)
outcome of authoritarian parenting
obedient but unhappy
outcome of authoritative parenting
high self-esteem and good relationships
outcome of permissive parenting
lack of self-control
outcome of neglectful parenting
difficulty trusting others
trust vs. mistrust
first stage in which infants learn to trust when they are cared for in a consistent warm manner
autonomy vs. shame/doubt
second stage in which a toddler learns to do things independently; failure to do so causes shame and doubt
initiative vs. guilt
third stage in which the child finds independence in planning, playing and other activities
industry vs. inferiority
fourth stage in which child learns to be productive and perform tasks
identity vs. role confusion
fifth stage in which teenagers search for and become their true selves
intimacy vs. isolation
sixth stage in which young adults struggle to form deeply personal relationships
generativity vs. stagnation
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)
integrity vs. despair
eighth stage in which old people reflect on their lives either with fulfillment or regret