Unit 2 - chapter 5 (development)

Question 1

prenatal development

Answer 1

egg + sprem = zygote

zygote + 2 weeks, cells rapidly divide = embryo

9 weeks after conception the embryo is now a human-like organism called a fetus (age of viability but will require a lot of medical care)

Question 2

teratogens

Answer 2

means “monster maker”

-chemicals, viruses, drugs/alcohol, etc. that can reach the fetus during development and cause harm

prevalent example: FAS/FASD

Question 3

infancy and childhood

Answer 3

most brain cells at time of birth

need to strengthen your neural networks. “use it or lose it”

“pruning” brain does to neural networks with what is important and what is not

motor control that is delayed: walking, bowel control development, etc.

Question 4

schemas

Answer 4

frameworks or concept that help organize and interpret information

-kid knows of the dog as dog

Question 5

assimilation

Answer 5

keeps the new information or experience and adds to what already exists in our minds

-kid sees cat and calls it dog (because it is also fluffy and walks on four legs)

Question 6

accommodation

Answer 6

process by which people alter their existing schemas or create new schemas as a result of new learning

-learns difference between dog and cat

Question 7

Piaget’s Theory Cognitive Development

Answer 7

sensorimotor

• birth-2 yrs old
• looking touching, hearing, grasping, mouthing
• key milestone: objects still exist when they are out of sight; begin to think through mental action

preoperational

• 2-6/7 yrs old
• using words and images
• key milestones: imagination flourishes, pretend play develops, egocentrism

concrete operational

• 7-11 yrs. old
• logical thinking about concrete events
• key milestones: math, conservation

formal operational

• 12-adulthood
• reasoning and abstract thought
• key milestone: abstract logic and thinking, potential for moral thinking

Question 8

alternate theory: Vygotsky

Answer 8

Piaget was interested in the way a child’s mind developed as a result of physical environment whereas Vygotsky was interested in how the social environment influenced development

Question 9

attachment styles

Answer 9

see figure

Question 10

attachment deprivation

Answer 10

Harlow’s monkey experiment:

infant monkeys prefer the comfort of one “mother” over the “mother” that provides nourishment

Question 11

parenting styles

Answer 11

authoritarian:

• coercive
• word is law
• children tend to be guilty or depressed, internalize frustrations and blame themselves when things don’t go right, tend to rebel and leave home by 20

permissive:

• indulgent
• lax discipline and low expectations
• nurturing and accepting
• children tend to be: lack self-control in give-and-take relationships, unhappy due to being deemed as immature and unable to regulate emotions, depending on their parents well into adulthood, and live at home

negligent:

• oblivious
• indifferent toward their children
• children tend to be: immature, sad, and often lonely, at high risk of injury and abuse, and partake in high-risk lifelong behaviors

authoritative:

• flexible
• set limits but listen, forgive and encourage
• guides not authorities
• children ten to be: liked by many people, successful and happy, generous with themselves and others

Question 12

adolescence cognitive development

Answer 12

Lawrence Kohlberg (in agreement with Piaget) developed Levels of Moral Thinking

Considering right and wrong:

1. pre-conventional morality (before age 9)
2. conventional morality (early adolescence)
3. post-conventional morality (late adolescence and beyond)

Question 13

adolescence social development

Answer 13

see figure

most commonly used: Erik Erikson’s Stages of Psychosocial Development

Question 14

adulthood ages and stages

Answer 14

physical changes:

• decrease in stamina
• impaired sensory abilities
• menopause

social changes:

• midlife crisis
• work changes
• love and commitment
• overall well-being changes

cognitive changes:

• slower processing
• impaired memory (can be result fo Alzheimer’s or dementia)
• we study these changes over time through:
  1. longitudinal studies
  2. cross-sectional studies