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Modules 45-54 Unit IX, module 48 (48-6 (authoritative: children- highest…
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module 48
48-6
authoritative: children- highest self-esteem. self- reliance, self-regulation, and social competence
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authoritarian: children- less social skills and self-esteem; a brain that overreacts when they make mistakes
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48-2
strange situation: a procedure for studying child-giver attachment; a child is placed in an unfamiliar environment while their caregiver leaves and then returns, and the child's reactions are observed
secure attachment: demonstrated by infants who comfortably explore environments in the presence of their caregiver leaves, and find comfort in the caregiver's return
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insecure attachment: demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that resists closeness
strange situation experiments show which kids have a secure attachment and which have insecure attachment
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basic trust: (according to Erik Erikson,) a sense that the world is a predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers
48-1
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stranger anxiety: the fear of strangers that infants commonly display; begins around 8 months of age
48-3
severely neglected children, those who move a lot, or have been prevented from forming attachments have a higher chance of having attachment problems
extreme trauma during childhood can alter the brain; have an affect on stress responses or leaving epigenetic marks
48-4
self-concept: all our thoughts and feelings about ourselves in answer to the question, "Who am I?"
self evaluation, emerges gradually
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by school age, children can describe several of their own traits
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48-5
main parenting styles
permissive: makes few demands, sets few limits, and use little punishment; unrestraining
negligent: neither demanding or responsive; careless, inattentive, and don't seek a close relationship with their children; uninvolved
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authoritative: both demanding and responsive; apply control by setting rules, but encourage open discussions and allow exceptions- usually with older children
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module 54
54-4
social clock: the culturally preferred timing of social events such as marriage, parenthood, and retirement
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an orderly sequence of age related stages are not how adults advance on, chance events can determine life choices
54-1
menopause: the natural time of cessation of menstruation; biological changes a women experiences due to her ability to reproduce reclines
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declining of muscular strength, reaction time, sensory abilities, and the cardiac output start during the mid-twenties and continue onto middle and late adulthood
the immune system starts to weaken during late adulthood, giving a higher chance of catching life-threatening diseases
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54-3
neurocognitive disorders (NCDs): acquired (not lifelong) disorders, marked by cognitive deficits; Alzheimer's disease, brain injury or disease; older adults- dementia
Alzheimer's disease: a NCD marked by neural plaques, often onset after 80 y/o, and entailing a progressive decline in memory and other cognitive abilities
after 5-20 years of this disease one becomes emotionally flat, disinhibited, disoriented, incontinent, and finally mentally vacant
54-6
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strong emotion expressions may not remove grief; bereavement therapy- not significantly more effective than grieving w/o support
module 53
53-1
primary sex characteristics: the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible
secondary sex characteristics: non-reproductive sexual traits, such as female breasts and hips, male quality, and body
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intersex: a condition at birth due to unusual combinations of male and female
chromosome, hormones, and anatomy; possessing biological sexual characteristics of both sexes
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prenatal exposure of females to uncommonly high male hormone levels can adapt to more male-stereotyped activity interests
53-3
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possible teen pregnancy factors:
• minimal to no communication about birth control with parents/caregivers, sexual partners, or peer
• alcohol use
•mass media
predictors of teen sexual caution:
•high intelligence
•religion influence or engagement
•father presence
•participation in service learning programs
53-2
AIDS (acquired immune deficiency syndrome): a life-threatening sexual transmitted infection caused by the human immunodeficiency virus (HIV)
it depletes the immune system, leaving the person vulnerable to infections
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53-4
sexual orientation: the enduring sexual attraction, usually towards members of one's one sex (homosexual) or the other sex (heterosexual orientation); other variations include both sexes (bisexual)
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module 49
49-4
gender identity: our sense of being male female, or some combination of the two
social learning theory: the theory that we learn social behavior by observing and imitating and by being rewarded or punished
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gender role: a set of expected behaviors, attitudes, and traits for male or for females
transgender: an umbrella term describing people whose gender identity or expression differs from that associated with their birth-designated sex
their sexual orientation could be bisexual, heterosexual, homosexual, or asexual
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role: a set of expectations about a social position, defining how those in the position ought to behave
49-2
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relational aggression: an act of aggression (physical or verbal) intended to harm a person's relationship or social standing
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genetic makeup makes us similar in how we see, earn, and remember but are comparable in creativity, intelligence, and emotions
males and females differ in height, life expectancy, age of onset of puberty, and exposure to certain disorders
49-3
work-place gender bias can be influenced/reflected by the male-female differences- perception, benefits, and family responsibility
men tend to have more social power and have a directive style leadership in most societies, while women tend to have a more democratic leadership style
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49-1
sex: in psychology, the biologically influenced characteristics by which people define male and female
gender: in psychology, the socially influenced characteristics by which people define boy, girl, man, and woman
body could define our sex, while mind could define our gender
module 47
47-1
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sensorimotor stage: in Piaget's theory the stage (from birth to 2 years old) during which infants know the world in terms of their sensory impressions and motor activities
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children are able to have more complex ways of thinking when progressing from the sensorimotor stage, they develop object permanence during the process
sensories and actions such as looking, hearing, touching, mouthing, and grasping; as they move their limbs and hands, babies learn to make things happen
cognition: all mental actives associated with thinking, knowing remembering, and communicating
Jean Piaget had a theory on cognitive development; he proposed children actively construct and modify their worldly understanding
47-1
preoperational stage: in Piaget's theory, the stage (ages 2-7) during which a child learns to use language but doesn't comprehend the mental operations of concrete logic
egocentrism: in Piaget's theory, the preoperational child's difficulty taking another's point of view
theory of mind: people's ideas about their own and other's mental states - their feeling, perceptions, and thoughts, and the behaviors these might predict
during this stage children develop a theory of mind but since they are egocentric, they cannot perform simple logic actions
concrete operational stage on Piaget's theory, the stage of cognitive development (ages 7-11) during which children gain the mental operations that enable them to think logically about concrete events
conservation: the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects
formal operation stage the stage of cognitive development (beginning of age 12) during which people begin to think logically about abstract concepts - Piaget's theory
by this stage, children can consistently reason
scaffold: a framework that offers children temporary support as they develop higher levels of thinking
Lev Vygotsky's studies showed that parents and caregivers equip scaffolds which helps children go into higher levels of learning
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47-2
autism spectrum disorder (ASD): a disorder that appears in childhood and is marked by significant deficiencies in communication and social interactions, and rigidly fixated interests and repetitive behaviors
contributors to ASD are most likely genetic influences, abnormal brain developments, and prenatal environments (altered by infections, hormones, or drugs)
those who have ASD have a hard time with viewing/understanding another's point of view because of an impaired theory of mind
reading or faces and minds is difficult to those with ASD; also inferring and recalling other's thoughts and feelings, appreciating that others have views that are different and might know more than they do
ASD has different levels of severity, ranging from being able to function at a high level to struggling to use language
symptoms; poor communication among brain regions that usually work together to look at another's point of view
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module 52
52-1
identity: our sense of self; according to Erikson, the adolescent's job is to solidify a sense of self by testing and integrating various roles
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social identity: the "we" aspect of our self-concept; the part our answer to "Who am I?" that comes from our group memberships
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52-3
emerging adulthood: a period from age 18 - mid-twenties, when many western cultures are no longer adolescents but have not yet achieved full independence as adults
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earlier sexual maturation and independence that occurs later is making the transition between adolescence and adulthood take longer than before
52-2
during the period of adolescence, peer influence increases as parental influence decreases
most youth take in their peers' style (dressing), ways of acting and communication as their own
parental influences that have more impact during this stage are religion,politics, colleges, and careers
module 45
45-2
embryo: the developing human organism from about 2 weeks after fertilization through the second month
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fetal alcohol syndrome (FAS): physical and cognitive abnormalities in children caused by a pregnant women's heavy drinking
alcohol could cause fetal damage because of its epigenetic effect; leaves chemical marks on DNA ; smoking can also have this affect
teratogens: agents such as drugs or viruses that can damage an embryo or fetus during prenatal development
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250 million sperm race to the released mature egg, only one fuses with the egg
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45-1
developmental psychology: studies physical, cognitive, and social change throughout the life span
Focuses on
•nature and nurture; genetic inheritance interaction with experiences and how it influences our development
•continuity and stages; parts of development are gradual and continuous; parts that change abruptly in different stages
•stability and change; traits that persist through life; change because of aging
we are formed by the interaction of nature and nurture; biological, psychological, and social-cultural
stage theories; propose developmental stages - contributes to the perspective on the whole life span (suggesting how one acts and thinks differently at different ages)
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stability: identity; enables us to depend on others and ourselves
change: gives hope for the future, allows to adapt and grow with experiences
45-3
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babies have sensory equipment and reflexes to help with survival and social interaction, they were born with this
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two adaptive reflexes: the startle reflex (caused by a loud interruption or the sensation of falling) and the grasping reflex
newborns prefer sounds and sights that promote social responsiveness, such as human voices and face-like images
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module 50
50-1
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as experiences trigger the pruning process, the heavily used connections strengthen as the unused ones are weakened
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50-2
future success and motivation of a child can be affected by the expectations of their parents and their family environment
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adopting culture such as accents, slangs, habits, etc. is a way some (children) try to fit in with others
parents have some influence over their children's peer group culture in choosing which schools and neighborhood they attend or live in
module 46
46-1
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maturation: biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience
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right after birth the interconnections are rapidly multiplying, this continues till puberty; as a pruning process begins, unused connections start to shutdown
walking, standing, and walking are considered complex motor skills; they develop in a predictable progression
the brain's branching neural networks enables these motor skills, eventually, after birth
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ages 3-6 ~ rapid growth in frontal lobes = rational planning
•this requires the brain great amounts of energy; energy-intensive process causes fast progress in the ability to have control over attention and behavior
the last cortical areas, the brain association areas (thinking memory, and language) are last to develop
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46-2
consciously we have no memories of happening events before the age of 4; major brain areas were not yet mature
the capability to recall experiences increases as the child matures and the infantile amnesia (the difficulty of recalling memories before the age of 4) decreases
although there is a lack of conscious recall, the brain still stores and process info
module 51
51-1
adolescence: the transition period from childhood to adulthood, extending from puberty to independence
puberty: the period of sexual maturation, during which a person becomes capable of reproducing
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during adolescence and early 20s the brain's frontal lobe start to mature and there is an increase myelin growth, this starts improved judgement, long-term planning, and impulse control
51-2
it is theorized that adolescents emerge a capacity for formal operations; which becomes the foundation for moral judgement
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others think that morality lies in moral intuition and moral actions, also thinking
