Chapter 2 lifespan psychology

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Created by
Drea Raguseo

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  • how does advanced physical development affect social and emotional development?
    • Children his age look up to him assuming he's older and more knowledgable
    • Older children assume he is their age and at a similar cognitive and physical ability to them when he is not.
    • Teddy may have trouble making appropriate friends
    • He ay be treated differently by adults who assume he is older and more capable than he really is.
  • Type A: insecure-avoidant attachment
    Proximity seeking:
    • infant does not seek proximity with the mother.
    Exploration/secure base:
    • infant is happy to explore but does not use mother as a secure base
    Stranger anxiety
    • shows very little anxiety
    Separation anxiety
    • infant shows no sign of distress when the mother leaves
    Response to reunion
    • infant shows little interest in the mother when she returns and may avoid contact
  • Type B: Secure attachment
    Proximity seeking
    • infant is happy to seek proximity with mother
    Exploration/secure base
    • infant is happy to explore and also uses the mother as a secure base
    Stranger anxiety
    • moderate stranger anxiety
    Separation anxiety
    • moderate separation distress
    Response to reunion
    • infant is happy an seeks comfort from mother
  • Type C: Insecure resistant attachment
    Proximity seeking
    • infant seeks great proximity to the mother
    Exploration/secure base
    • explores very little, and does not use mother as a secure base from which to explore.
    Stranger anxiety
    • high levels of stranger anxiety
    Separation anxiety
    • high levels of separation distress
    Response to reunion
    • infant may approach mother but resists comfort
  • Bowlby's monotropic theory of attachment
    • Children have a biological need.
    • to form an attachment with one main attachment figure/primary caregiver.
  • Maternal deprivation
    • refers to the consequences an individual experiences when they are separated from their mother as a child and attachment is prevented from occurring.
  • Cognitive development

    refers to changes in the ability to think and reason, which includes language changes. Example: Verbal fluency, and tip-of-the-tongue phenomenon
  • Physical development

    described in terms of fine and gross motor skills.
  • social development

    learning values, knowledge and skills that enable them to relate to others
  • Emotional development

    learning what feelings and emotions are, understanding how and why they occur, recognising your feelings and those of others, and developing effective ways to manage those feelings.
  • Piaget's developmental stages
    1. Sensorimotor
    2. Pre-operational
    3. Concrete operational
    4. Formal operational
  • stages of development in chronological order
    1. Prenatal
    2. Infancy
    3. Childhood
    4. Adolescence
    5. Early adulthood
    6. Middle age
    7. Older age
  • The two types of motor skills
    Gross Motor Skills: requires whole body movement and involves large muscles of the body
    Fine motor skills: use small muscles in the hand or wrist for precise movement.
  • Developmental brain plasticity

    Ability of the nervous system to change activity or modify connections in response to stimuli.
  • Infancy

    Physical development
    >Rapid brain and body growth
    >Remarkable improvement in voluntary muscle control (such as walking)
    Cognitive development
    >Improvement in perceptual abilities, understanding and beginning to communicate through language
    >Increase in memory and learning abilities
    Social and emotional development
    >Development of self-recognition and self-identity, and beginning to understand gender identity
    >Enjoyment of family-centred social interactions and basic pretend play
  • Childhood

    Physical development
    >Continued rapid brain development
    >Hand preference established
    Cognitive development
    >Large increase in the use and understanding of language
    >Thoughts generally guided by perceptions rather than logic
    Social and emotional development
    >Rapid acquisition of gender roles
    >More sophisticated pretend play
  • Childhood (school aged)
    Physical development
    >Physical growth slows
    >Motor skills continue to improve
    Cognitive development
    >Attention span improves dramatically
    >More logical thinking
    >Improved memory strategies and problem-solving abilities
    Social and emotional development
    >More independent from parents and carers
    Friendship groups more stable and close, and mainly same-sex
  • Adolescence
    Physical development
    >Dramatic growth spurt, sexual maturity and brain development, especially prefrontal cortex

    Cognitive development
    >Sophisticated and logical thinking skills
    >Gains knowledge and understanding

    Social and emotional development
    >A quest for independence
    >More sophisticated ideas of self: self image, self-esteem and self-identity
    >Emotionally closer friendships, usually with one or two others
  • Early adulthood

    Physical development
    >Peak physical functioning
    Cognitive development
    >Sophisticated cognitive skills, particularly in areas of expertise
    Social and emotional development
    >Continued work on self-identity
    >Intimacy and independence are important
    >Adjustment to new roles such as marriage, parenthood and work
  • Middle age

    Physical development
    >Physical declines become noticeable
    Cognitive development
    >More stable cognitive functioning, peak expertise and creative experiences
    Social and emotional development
    >More stable self-identity (although possible mid-life crisis)
    >Career and family life more stable
  • Old age

    Physical development
    >Continued physical decline
    Cognitive development
    >For many, some cognitive decline (but not inevitable)
    Social and emotional development
    >Self-esteem and life satisfaction is generally very good
    >Close ties to family and friends and involvement in social activities continue
  • accomadation and assimilation

    similarities: both are processes used when trying to understand a new concept/information
    differences:
    • assimilation is making new information fit into current understandings of the world (schema remains the same)
    • accommodation is when new information changes or replaces existing knowledge (may create new schemas)
  • Centration: 

    any example where the child is focused on one problem to the exclusion of all others(eg. The child might focus on a single problem excluding all others such as puppets riding the bike when their legs aren't moving.)
  • Animism

    an example where the child projects human-like qualities onto the puppet (eg. the child was upset because she thought the puppets might hurt each other's feelings because the child projects onto the toys.)
  • The Piagetian task is known as the Three Mountains
    • 3D display of three mountains
    • doll placed at various locations
    • the child asked to choose a photo of mountains from dolls perspective
    • used to test egocentrism
    • whether a child could take on the view of another person
  • is the three mountains test an accurate test of development
    • no
    • concept of mountain views was nonsensical to children/not the real world/not related to their direct experiences of the world
    • other tests for egocentrism have children succeeding lower ages
  • Schema
    • mental representations/structures
    • of how we process/organise the world around us
  • Process of schema formation
    • Assimilation
    • Disequilibrium
    • accommodation
    • equilibrium
  • Stages of brain plasticity
    • Proliferation
    • migration
    • circuit formation
    • Synaptic pruning
    • Myelination
  • Proliferation

    The growth and division of neural cells
  • Migration

    New generated neurons move throughout brain to their final position
  • Circuit formation

    the connection of neurons via synapses
  • Synaptic pruning

    extra neurons and synapses are removed to increase efficiency of neural transmission.
  • Myelination

    an insulating substance begins to grow over the axon permitting faster and more efficient travel of nerve impulses.
  • Adaptive plasticity

    the reorganisation of the brain in response to learning new information or to compensate for lost functions.
  • The aim of Harlow's research
    to investigate whether contact comfort or provision of food is more important for the development of attachment in rhesus monkeys.
  • what did ainsworth use to measure attachment
    Strange situation