1
Q
- Definition: The pattern of movement or change that begins at conception and continues through the life span.
- The Life-Span View: Development is lifelong, multidimensional (biological/cognitive/socioemotional), multidirectional, plastic (changeable), and contextual.
> - Three Types of Influences:
o Normative Age-Graded: Similar for people in a particular age group (e.g., puberty, starting school).
o Normative History-Graded: Common to people of a particular generation (e.g., living through a pandemic).
o Non-normative Life Events: Unusual occurrences that have a major impact (e.g., losing a parent young).
A
- Nature of Development
2
Q
Development is lifelong, multidimensional (biological/cognitive/socioemotional), multidirectional, plastic (changeable), and contextual.
A
- The Life-Span View
3
Q
o Normative Age-Graded: Similar for people in a particular age group (e.g., puberty, starting school).
o Normative History-Graded: Common to people of a particular generation (e.g., living through a pandemic).
o Non-normative Life Events: Unusual occurrences that have a major impact (e.g., losing a parent young).
A
- Three Types of Influences:
4
Q
Similar for people in a particular age group (e.g., puberty, starting school).
A
o Normative Age-Graded
5
Q
Common to people of a particular generation (e.g., living through a pandemic).
A
o Normative History-Graded
6
Q
Unusual occurrences that have a major impact (e.g., losing a parent young).
A
o Non-normative Life Events
7
Q
- Bronfenbrenner’s Ecological Theory:
o Microsystem: Where you live (family, peers, school).
o Mesosystem: Relations between microsystems (e.g., your parents meeting your teacher).
o Exosystem: Links between a social setting where you don’t have an active role and your immediate context (e.g., a parent’s stressful job affecting the child at home).
o Macrosystem: The culture you live in.
o Chronosystem: The timing of events over your life. - 🚨 EXAM ALERT: Know the difference between nature (biological inheritance) vs. nurture (environmental experiences).
A
- Developmental Theories
8
Q
Where you live (family, peers, school).
A
o Microsystem
9
Q
Relations between microsystems (e.g., your parents meeting your teacher).
A
o Mesosystem
10
Q
Links between a social setting where you don’t have an active role and your immediate context (e.g., a parent’s stressful job affecting the child at home).
A
o Exosystem
11
Q
The culture you live in.
A
o Macrosystem
12
Q
The timing of events over your life
A
o Chronosystem
13
Q
biological inheritance
A
nature
14
Q
environmental experiences
A
nurture
15
Q
Creation of the zygote, cell division, and attachment to the uterine wall.
o Blastocyst: Inner layer (becomes embryo).
o Trophoblast: Outer layer (becomes nutrition/support)
A
- Germinal (0–2 weeks):
15
Q
- Germinal (0–2 weeks): Creation of the zygote, cell division, and attachment to the uterine wall.
o Blastocyst: Inner layer (becomes embryo).
o Trophoblast: Outer layer (becomes nutrition/support). - Embryonic (2–8 weeks): Rate of cell differentiation intensifies.
o Endoderm: Inner layer (digestive/respiratory systems).
o Mesoderm: Middle layer (circulatory system, bones, muscles).
o Ectoderm: Outer layer (nervous system, sensory receptors).
o 🚨 EXAM ALERT: Organogenesis occurs here—this is when the baby is most vulnerable to major structural defects. - Fetal (2 months–Birth): Growth and finishing stage.
A
- The Three Periods
15
Q
Inner layer (becomes embryo).
A
o Blastocyst
15
Q
Outer layer (becomes nutrition/support).
A
o Trophoblast
16
Q
Rate of cell differentiation intensifies.
o Endoderm: Inner layer (digestive/respiratory systems).
o Mesoderm: Middle layer (circulatory system, bones, muscles).
o Ectoderm: Outer layer (nervous system, sensory receptors).
o 🚨 EXAM ALERT: Organogenesis occurs here—this is when the baby is most vulnerable to major structural defects.
A
- Embryonic (2–8 weeks):
17
Q
Inner layer (digestive/respiratory systems).
A
o Endoderm
18
Q
Middle layer (circulatory system, bones, muscles).
A
o Mesoderm
19
Q
Outer layer (nervous system, sensory receptors).
A
o Ectoderm
20
Q
this is when the baby is most vulnerable to major structural defects.
A
Organogenesis
21
Q
Growth and finishing stage.
A
- Fetal (2 months–Birth):
22
* Teratogen: Any agent (drug, virus, pollutant) that can cause a birth defect.
* Factors: Dose, Genetic susceptibility, and Time of exposure.
* Situational Example: A mother drinking alcohol during the embryonic period is at much higher risk of the child developing physical facial deformities (FASD) than if she drank later in the fetal period.
Teratology
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Any agent (drug, virus, pollutant) that can cause a birth defect.
* Teratogen
24
* Cephalocaudal: Growth starts at the top (head) and moves down.
* Proximodistal: Growth starts at the center and moves toward extremities.
* Myelination: Nerve cells are insulated with fat, increasing the speed of information travel.
1. Physical Development
25
Growth starts at the top (head) and moves down.
* Cephalocaudal
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Nerve cells are insulated with fat, increasing the speed of information travel.
* Myelination
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Growth starts at the center and moves toward extremities.
* Proximodistal
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Learning through senses and motor actions.
* Sensorimotor Stage
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* Sensorimotor Stage: Learning through senses and motor actions.
* Object Permanence: Understanding that an object exists even when hidden.
o Situational Example: If you show a 4-month-old a ball and hide it, they think it vanished. An 8-month-old will look for it under the pillow.
* Language: Cooing (2 months) $\rightarrow$ Babbling (6 months) $\rightarrow$ First words (10-15 months).
2. Cognitive Development (Piaget)
30
Understanding that an object exists even when hidden.
* Object Permanence
31
Cooing (2 months)
Babbling (6 months)
First words (10-15 months).
* Language
32
* Erikson: Trust vs. Mistrust. The first year is about whether the world is a safe place based on caregiver consistency.
* Attachment (Mary Ainsworth):
o Secure: Explores room when mom is there, cries when she leaves, happy when she returns.
o Insecure Avoidant: Doesn't care if mom is there or gone.
o Insecure Resistant: Clings to mom, then pushes her away angrily upon return.
3. Socioemotional Development
33
The first year is about whether the world is a safe place based on caregiver consistency.
* Erikson: Trust vs. Mistrust
34
o Secure: Explores room when mom is there, cries when she leaves, happy when she returns.
o Insecure Avoidant: Doesn't care if mom is there or gone.
o Insecure Resistant: Clings to mom, then pushes her away angrily upon return.
* Attachment (Mary Ainsworth):
35
Explores room when mom is there, cries when she leaves, happy when she returns.
o Secure
36
Doesn't care if mom is there or gone.
o Insecure Avoidant
37
Clings to mom, then pushes her away angrily upon return.
o Insecure Resistant
38
* Preoperational Stage (Piaget):
o Egocentrism: The child cannot see someone else's perspective. (Example: A child hides by covering their own eyes, thinking "If I can't see you, you can't see me").
o Animism: Thinking toys have feelings.
o Conservation: The "Beaker Test." A child thinks a tall thin glass has more juice than a short wide glass, even if the amount is the same.
* Vygotsky:
o Zone of Proximal Development (ZPD): The "sweet spot" of learning where a child needs a little help.
o Scaffolding: Adjusting the amount of guidance (e.g., holding a bike while they pedal, then letting go).
1. Cognitive (Piaget & Vygotsky)
39
o Egocentrism: The child cannot see someone else's perspective. (Example: A child hides by covering their own eyes, thinking "If I can't see you, you can't see me").
o Animism: Thinking toys have feelings.
o Conservation: The "Beaker Test." A child thinks a tall thin glass has more juice than a short wide glass, even if the amount is the same.
* Preoperational Stage (Piaget):
40
The child cannot see someone else's perspective. (Example: A child hides by covering their own eyes, thinking "If I can't see you, you can't see me").
o Egocentrism
41
Thinking toys have feelings.
o Animism
42
The "Beaker Test." A child thinks a tall thin glass has more juice than a short wide glass, even if the amount is the same.
o Conservation
43
o Zone of Proximal Development (ZPD): The "sweet spot" of learning where a child needs a little help.
o Scaffolding: Adjusting the amount of guidance (e.g., holding a bike while they pedal, then letting go).
* Vygotsky:
44
The "sweet spot" of learning where a child needs a little help
o Zone of Proximal Development (ZPD):
45
Adjusting the amount of guidance (e.g., holding a bike while they pedal, then letting go).
o Scaffolding
46
* Erikson: Initiative vs. Guilt. Children want to do things "by myself." If punished too harshly for accidents, they develop guilt.
* Parenting Styles (Baumrind):
o Authoritative: High warmth, High rules (Balanced). Exam Tip: This produces the most socially competent children.
o Authoritarian: Low warmth, High rules ("Because I said so").
o Indulgent: High warmth, No rules.
o Neglectful: No warmth, No rules.
Socioemotional
47
Children want to do things "by myself." If punished too harshly for accidents, they develop guilt.
* Erikson: Initiative vs. Guilt
47
o Authoritative: High warmth, High rules (Balanced). Exam Tip: This produces the most socially competent children.
o Authoritarian: Low warmth, High rules ("Because I said so").
o Indulgent: High warmth, No rules.
o Neglectful: No warmth, No rules.
* Parenting Styles (Baumrind):
48
High warmth, High rules (Balanced).
o Authoritative
49
Low warmth, High rules ("Because I said so").
o Authoritarian
50
High warmth, No rules.
o Indulgent
51
No warmth, No rules.
o Neglectful
52
* Brain: Growth in the Prefrontal Cortex allows for better "Executive Function" (self-control and focus).
* Concrete Operational Stage (Piaget): Logic replaces intuition, but only for real/concrete objects. They finally understand Conservation.
* Intelligence:
o Sternberg’s Triarchic Theory: Analytical (book smart), Creative (innovation), and Practical (street smart).
o 🚨 EXAM ALERT: Gardner’s Eight Frames of Mind (e.g., Linguistic, Musical, Spatial, etc.).
1. Physical & Cognitive
53
Growth in the Prefrontal Cortex allows for better "Executive Function" (self-control and focus).
* Brain
53
Analytical (book smart), Creative (innovation), and Practical (street smart).
o Sternberg’s Triarchic Theory
54
Logic replaces intuition, but only for real/concrete objects. They finally understand Conservation.
* Concrete Operational Stage (Piaget):
54
o Sternberg’s Triarchic Theory: Analytical (book smart), Creative (innovation), and Practical (street smart).
o 🚨 EXAM ALERT: Gardner’s Eight Frames of Mind (e.g., Linguistic, Musical, Spatial, etc.).
* Intelligence:
55
* Self-Esteem: Global evaluation of self-worth.
* Self-Concept: Domain-specific evaluation (e.g., "I'm good at math but bad at soccer").
* Erikson: Industry vs. Inferiority. Children are encouraged to make/build things. If they are told their efforts are "mischief" or "messy," they feel inferior.
* Kohlberg’s Moral Development:
o Preconventional: "I won't steal because I'll get in trouble." (Reward/Punishment).
o Conventional: "I won't steal because it's against the law." (Social Order).
o Postconventional: "I won't steal because human life is more valuable than property." (Universal Ethics).
Socioemotional
56
Global evaluation of self-worth.
* Self-Esteem
57
Domain-specific evaluation (e.g., "I'm good at math but bad at soccer").
* Self-Concept
58
Children are encouraged to make/build things. If they are told their efforts are "mischief" or "messy," they feel inferior.
* Erikson: Industry vs. Inferiority
59
o Preconventional: "I won't steal because I'll get in trouble." (Reward/Punishment).
o Conventional: "I won't steal because it's against the law." (Social Order).
o Postconventional: "I won't steal because human life is more valuable than property." (Universal Ethics).
* Kohlberg’s Moral Development:
60
"I won't steal because I'll get in trouble." (Reward/Punishment).
o Preconventional
61
"I won't steal because it's against the law." (Social Order).
o Conventional
62
"I won't steal because human life is more valuable than property." (Universal Ethics).
o Postconventional
63
* Lateralization: The specialization of functions in one hemisphere of the cerebral cortex (e.g., left brain vs. right brain).
* Frontal Lobe Growth: The area of the brain with the most rapid growth in Early Childhood (ages 3–6); it controls Executive Function (planning and attention).
* Pituitary Gland: The specific gland that produces Growth Hormone.
1. The Brain & Biology (Technical Terms)
64
The area of the brain with the most rapid growth in Early Childhood (ages 3–6); it controls Executive Function (planning and attention).
* Frontal Lobe Growth
65
The specialization of functions in one hemisphere of the cerebral cortex (e.g., left brain vs. right brain).
* Lateralization
66
The specific gland that produces Growth Hormone.
* Pituitary Gland
67
* Rooting Reflex: Infant turns head toward a stroke on the cheek (to find food).
* Moro Reflex: The "startle" response; arching back and throwing out arms.
* Babinski Reflex: Fanning out toes when the bottom of the foot is stroked.
2. Infant Reflexes (High Probability Exam Topic)
68
Infant turns head toward a stroke on the cheek (to find food).
* Rooting Reflex
69
The "startle" response; arching back and throwing out arms.
* Moro Reflex
70
Fanning out toes when the bottom of the foot is stroked.
* Babinski Reflex
71
* Phonology: The sound system (phonemes).
* Morphology: Units of meaning (e.g., adding "-ed" to make a word past tense).
* Syntax: How words are combined to form phrases/sentences (grammar).
* Pragmatics: The appropriate use of language in different contexts (e.g., being polite to a teacher).
3. Language "Rules"
72
The sound system (phonemes).
* Phonology
73
How words are combined to form phrases/sentences (grammar).
* Syntax
73
The appropriate use of language in different contexts (e.g., being polite to a teacher).
* Pragmatics
73
Units of meaning (e.g., adding "-ed" to make a word past tense).
* Morphology
74
* IEP (Individualized Education Plan): A written legal document tailored for a student with a disability.
* LRE (Least Restrictive Environment): The legal requirement that kids with disabilities be educated with peers who don't have disabilities as much as possible.
* Divergent vs. Convergent Thinking:
o Divergent: Producing many answers (Creative thinking).
o Convergent: Producing one "correct" answer (Standardized testing).
4. Education & Disabilities (Middle Childhood)
75
A written legal document tailored for a student with a disability.
* IEP (Individualized Education Plan):
75
The legal requirement that kids with disabilities be educated with peers who don't have disabilities as much as possible
* LRE (Least Restrictive Environment):
76
o Divergent: Producing many answers (Creative thinking).
o Convergent: Producing one "correct" answer (Standardized testing).
* Divergent vs. Convergent Thinking:
77
Producing many answers (Creative thinking).
o Divergent
78
* Popular: Frequently nominated as a best friend; rarely disliked.
* Neglected: Infrequently nominated as a best friend, but not disliked (invisible).
* Rejected: Infrequently nominated as a best friend; actively disliked by peers.
* Controversial: Frequently nominated as both a best friend and as being disliked.
5. Peer Status Categories
79
Producing one "correct" answer (Standardized testing).
o Convergent
80
Frequently nominated as a best friend; rarely disliked.
* Popular
81
Infrequently nominated as a best friend, but not disliked (invisible).
* Neglected
82
Infrequently nominated as a best friend; actively disliked by peers
* Rejected
83
Frequently nominated as both a best friend and as being disliked.
* Controversial
1ST YEAR
flashcards
Decks in class (18)
# Cards
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1. finals_Intro to psych96
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1. finals_Childe180
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1. finals_Intro to psych2152
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1. finals_STS72
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1. midterm_fil psych138
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1. midterm_fil psych0.178
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1. midterm_UTS55
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UTS situational 1&239
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1. midterm_fil psych 2&3106
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1. midterm_rizal231
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1. midterm_UTS 3&486
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1. midterm_fil psych 4116
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1. midterm_UTS full138
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1. midterm_contemp149
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1. midterm_dev psych92
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1. midterm_Chem69
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1. finals_fil psych 5&647
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A. finals_fil psych 5&679
