Life-Span Human Development: Developmental Psychology Final Exam Flashcards

fear when separated from attached individual; appears when attachments are forming and peaks around 14-18 months; a wary or fretful reaction that infants display when separated from their attached objects

birth to 2-3 months; infants responsive to voices and faces; very young infants are responsive to voices, faces, and other social stimuli, but any human interests them. they do not yet show a clear preference for one person over another

Secure attachment, anxious-resistant attachment, anxious-avoidant attachment, disorganized/disoriented attachment

65-70% of infants, comfortable exploring and using mom as base (stay close and continuously monitor); proximity maintenance, safe haven, separation distress, secure base

10% of infants, ambivalent reaction to caregiver, very distressed when separated from mom, seek but resists physical contact with mom, wary of strangers (but may ignore)

15% of infants, avoid contact with mom, do not explore, not wary of strangers; appear to be either denying need for affection or have learned not to express any emotions

15% of infants, most insecure, confusion about approaching or avoiding, few strategies for regulating negative emotions; associated with later emotional problems

working with infant monkeys and surrogate mothers suggest importance of contact comfort; infants show preference to cuddly cloth mother over wire mom; comfort contact - pleasurable tactile sensation more powerful contribution to attachment than feeding or reduction of hunger

infants in the oral stage of psychosexual development become attached to the individual who provides them with oral pleasure and the attachment bond will be most secure if a mother is relaxed and generous in her feeding practices

Societies expectations concerning appropriate parenting can play a role in attachment

may lead to more social adeptness in later childhood

related to positive emotional development and coping with stress

locomotor, object, social, and pretend

children stand idly, look around, or engage in apparently aimless activities such as pacing

children play alone, typically with objects, and appear to be highly involved in what they are doing

children watch others play, taking an active interest in and perhaps even talking to the players but not directly participating

children play next to one another, doing much the same thing, but they interact little

children interact by swapping materials, conversing, or following each other's leads, but they are not united by the same goal

children join forces to achieve a common goal; they act as a pair or group, dividing their labor and coordinating their activities in a meaningful way

play in which one actor, object, or action symbolizes or stands for another

play in which children cooperate with caregivers or playmates to enact dramas

methods for determining who is liked and disliked in a group

children in a classroom may be asked to nominate several classmates whom they like and several whom they dislike or to rate all their classmates in terms of their desirability as campanions

study demonstrated that adults' styles of attachment are related to the quality of their romantic relationships.

research on gender differences in math/cognitive ability have shown that

females appear to understand gender-based activities ________ than males.

_________ and ___________ view violations of gender roles most negatively.

sex reassignment before 18 months of age causes few adjustment problems, while reassignment after three years of age is very difficult

the theory that becoming parents pressures male to be more "masculine" and females to be more "feminine"

studies on perspective-taking indicate that it is not until a child attains concrete operational thinking that s/he is able to

distinguishing right from wrong, acting on the distinction between right and wrong, and experiencing pride when doing right and shame when doing wrong

perspective that is MOST concerned with the affective (emotional) component of moral development:

an example of empathy would be

the theoretical perspective that views a child's moral reasoning as more significant than their actual behavior in a moral situation

Buckle up, it's the law

evolutionary theorists have argued that it is in our genetic self-interest to be altruistic because:

it is an automatic response, it must occur within some critical period, and it is irreversible

the theorist that would be MOST LIKELY to agree with the statement "parental impact is way over blown!"

Displaying _________ would indicate the MOST advanced social-cognitive abilities.

the paradox concerning independent behavior in infants

studies of infants raised in deprived orphanages for the first eight or more months of their lives indicate that

a genetic female who was exposed to male sex hormones during the prenatal period and therefore developed male-like external genitals and some masculine behaviors

the vicarious experiencing of another person's feelings

a term meaning subject to authority and referring to the childhood beliefs that rules are handed down by authority figures and are sacred and unalterable and that wrongness should be judged on the basis of consequences rather than intentions, typical of children ages 6-10 years.

the most mature Piagetian stage of morality in which rules are viewed as agreements between individuals that can be changed through a consensus of those individuals and in which the older child or adolescent pays more attention to intentions than to consequences in judging actions

Kolhberg's term for the fifth and sixth stages of moral reasoning, in which moral judgments are based on a more abstract understanding of democratic social contracts or on universal principles of justice that have validity apart from the views of particular authority figures

Kohlberg's term for the third and fourth stages of moral reasoning in which social values are internalized and judgments are based on a desire to gain approval or uphold law and social order

Kohlberg's term for the first two stages of moral reasoning, in which society's rules are not yet internalized and judgments are based on the punishing or rewarding consequences of an act

lacking any sense of morality; without standards of right and wrong

children form a simple in-group/out-group schema based on gender, compare world to own sex-schema, interpret new information so it is consistent with schemata, often distort reality to fit schema

mental organization of meaning of gender

gender-role development depends on stage-like changes in cognitive development, three stages-basic gender identity, gender stability, and gender consistency; criticism is that knowledge of anatomy alone not enough to ensure understanding of gender stability and consistency; problem: children learn gender-role stereotypes and show preference for same-sex activities long before gender stability and constancy are mastered

by age two or three able to recognize males and females distinction

understand that boys become men and girls become women

realizes that one's own sex does not change

children pay closer attention to same-sex models, watch parents to determine gender-roles, children's picture books often depict males and females in stereotypical ways, television characters often reinforce stereotypic sex-role behavior, children who watch more television more likely to hold stereotypic views of men and women, strong traditional gender stereotypes found in video games

differential reinforcement for sex-appropriate behaviors (boys get rewarded for male behavior, girls get rewarded for female behavior)

parents reinforce sex-appropriate behavior and reprimand sons for engaging in feminine behavior, parents provide differential discipline, parents have different emotions toward male and female children, parental behavior does have impact and may create self-fulfilling prophecy,

Freud emphasizes the phallic stage of psychosexual development, identification with same-sex parent to resolve conflicts, oedipus complex (boy's unconscious desire for mother), electra complex (girl's unconscious desire for father), identification leads to girls taking on feminine role and boys masculine role, due to castration-anxiety, boys more driven toward following traditional gender roles,

non-human animals for evidence of biologically-based sex differences, studies of children exposed to "wrong hormones", androgenized females (exposed to excessive levels of "male associated" androgens) display male-like actions, as adolescents, androgenized females dated later, felt marriage should be delayed, and described themselves as homosexual or bisexual, testosterone levels may effect aggression, but experience can also impact by altering nervous system, while influential, biological factors alone do not dictate gender-role development

females sometimes display greater verbal abilities than males, males outperform females on tests of spatial ability, historically, males outperformed females on average tests of mathematical ability, females tend to score slightly higher grades in math classes, girls display greater memory abilities than boys, males are more physically and verbally aggressive then females, starting as early as 17 months

universal aspects of morality that helped with adaptation, "survival of fittest" implies selfishness, altruistic behavior helps ensure family gene will be passed on, argues that we retain more immature forms of moral reasoning and use the one that best fits the situation, unlike Freud, views humans as predisposed to empathy

three year olds see pictures where a kid throws balls, intention: either to play with or hit another kid-crossed with outcome-kid caught and played with it or was hit by it, positive outcome: judged more favorable as Piaget believed, but even three year olds could distinguish intentions

even six year olds can distinguish between: moral rules - hit, steal, lie; social conventions - staying in your seat at school

affective, cognitive, and behavioral

feelings concerning self and others

thoughts of right and wrong

our actions

the understanding that people have mental states (feelings, desires, beliefs, intentions) and that these states underlie and help explain their behavior

a search for ultimate meaning in life that may or may not be carried out in the context of religion

rigidity about gender stereotypes is especially high during the preschool years (around ages 4-7), but then decreases over the elementary school years

female rhesus monkeys exposed prenatally to the male hormone testosterone often:

innate form of learning in which a young animal will follow and become attached to a moving object; automatic and irreversible

time during which attachment is likely, and if it does not occur during this stage, it may never occur

a social equal who functions at a similar level of behavioral complexity

argued that peers are more important than parents, uses behavioral genetics data and says that parental social impact cannot be separated from genetic impact of parents, most important socialization takes place outside home in peer groups

the caregiver's attachment to the infant

appears around three years of age, advanced cognitive skills allow for consideration of other people's goals in considering relationship behavior

method of assessing attachment involving child, parent, and stranger interacting in different combinations

positive acts of helping reflecting concern for others

emotions felt when one does wrong or right

take on moral standards of others

thinking process underlying moral decisions

preschool time when children show little understanding of rules and cannot be considered moral beings