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Developmental Psychology - Coggle Diagram

- - - - Culture
      - Society
      - Religion
    - - Chromosomal
      - Genetic
  - - - Growth Patterns
      - Nutrition
        
        Obesity::Malnutrition::Balanced Diet
      - Myelination: Myelin (the primary white matter of the brain; the gray matter is the neurons themselves) coats the axons, protecting and speeding signals between neurons.
        
        Myelination is especially evident in the major link between the left and the right hemispheres of the brain.
      - Prefrontal cortex
        
        The entire frontal lobe develops for many years after early childhood; dendrite density and myelination are still increasing in emerging adulthood.
      - Motor Skills: continued maturation of fine and gross motor skills
    - - Theories
        
        Piaget: Preoperational
        
        Symbolic Thought
        
        Animism
        
        Centration
        
        Egocentrism
        
        Focus on Appearance
        
        Static Reasoning
        
        Irreversibility
        
        Vygotsky: Social Learning
        
        Scaffolding
        
        Zone of proximal development (ZPD)
      - Language
      - Executive Functions: Foundational, undergird later cognitive abilities, academics. These are not determined at conception, but developed during childhood.
        
        memory: is memory for what was seen a minute ago or yesterday, not for what happened years ago.
        
        inhibition: the ability to control responses, to stop and think for a moment before acting or talking.
        
        flexibility: (also called shifting) is the ability to see things from another perspective rather than staying stuck in one idea.
    - - Emotional Development
        
        Motivation
        
        Regulation
      - Socialization: Play
  - - - Comprehending more mathematical and reading skills, as well as the ability to understand multiple perspectives in social situations.
      - Ability to focus on tasks for longer periods and recall more complex sequences of information.
    - - Family continues to play an imperative role but children begin looking for an element of independence.
      - Significance of friendships increases; increased understanding of complex social dynamics develops.
    - - Improvements in Fine and Gross Motor Skills: Such as mastering the ability to write clearly and improving in sports or dance.
      - Growth Spurts
    - - Kohlberg
        
        Preconventional moral reasoning is similar to preoperational thought in that it is egocentric, with children most interested in their own personal pleasure or avoiding punishment.
        
        Postconventional moral reasoning is similar to formal operational thought because it uses abstractions, going beyond what is concretely observed, willing to question “what is” in order to decide “what should be.”
        
        Conventional moral reasoning parallels concrete operational thought in that it relates to current, observable practices: Children watch what their parents, teachers, and friends do and try to follow suit.
    - - Piaget’s Theory
        
        Concrete Operational Stage (7-11 years): Middle childhood falls into Piaget's Concrete Operational Stage.
        
        Conservation: Understanding that quantity does not change even when its shape does. An example of conservation could be a child realizing that if you roll out a ball of clay into a long snake shape, it still has the same amount of clay as when it was a compact ball. This shows their understanding that changing the shape of an object does not change its mass or volume.
        
        Classification: The ability to sort objects into different categories based on a common feature. An example of classification can be a child sorting a mix of fruits and vegetables into two separate groups. They recognize that despite differences in color, shape, and size, items can be grouped based on whether they are fruits or vegetables, showing their ability to categorize items based on their type or category rather than just physical attributes.
        
        Reversibility: Understanding that numbers or objects can be changed and returned to their original condition. An example of reversibility is a child understanding that if you have a piece of paper and fold it in half, you can unfold it to return it to its original shape. This demonstrates their grasp of the concept that actions can be reversed, bringing an object back to its starting condition, which in this case, is the unfolded piece of paper.
      - Erikson’s Theory
        
        Industry vs. Inferiority (6-12 years): This stage emphasizes social and cognitive development during middle childhood.
        
        Success in school: Feeling competent and productive by achieving success in school tasks like reading, writing, and math. An example of success in school could be a child feeling proud of completing a book report or reaching a fundraising goal.
        
        Social Interactions: Building self-esteem through social interactions, like participating in group projects or sports. An example is a child feeling part of a team when playing soccer.
  - - - Formal Operational Stage:
        
        Adolescents' ability to think abstractly, logically, and systematically
      - Relation to Moral Development:
        
        The move to abstract thinking allows adolescents to understand complex moral concepts such as justice, rights, and duties
        
        Kohlberg: morality is tied to personal and societal relationships, and the post-conventional level (which some adolescents may reach), where morality is based on abstract principles.
        
        Conventional Level:
        
        Where moral reasoning is based on conformity to social rules and the desire to maintain social order.
        
        Post-Conventional Level:
        
        Moral principles that transcend societal rules.
        
        Influence of Peer and Social Interactions:
        
        Interactions with peers and social groups play a critical role in moral reasoning and ethical behavior.
    - - primary and secondary sexual characteristics
      - growth spurts
      - brain development especially prefrontal cortex
    - - James Marcia's Identity Theory
        
        Identity Statuses: Explore the four statuses of identity and their significance in adolescence.
        
        Moral Identity Development: How exploration and commitment in adolescence contribute to the development of personal values and moral identity.
      - Piaget: Formal Operational Thought -
        
        Hypothetical - Deductive Reasoning
        
        Hypothetical thought
        
        Deductive reasoning
        
        Inductive reasoning
      - Elkin
        
        Adolescent Egocentrism
        
        Rumination
        
        Imaginary Audience
        
        Personal fable/Invincibility fable
  - - - Physical
        
        Young human infants combine immature motor abilities and acute sensory awareness. That combination is the opposite of most mammals (kittens are born deaf, with eyes sealed shut, yet can walk immediately). Human senses are evident from birth on; movement skills take months and years.
        
        Sensation
        
        Sensation occurs when a sensory system detects a stimulus, as when the inner ear reverberates with sound, or the eye’s retina and pupil intercept light.
        
        Senses
        
        Hearing
        
        Seeing
        
        Tasting
        
        Smelling
        
        Touch
        
        Motor Skills
        
        2 more items...
        
        Perception
        
        Sensation occurs when a sensory system detects a stimulus, as when the inner ear reverberates with sound, or the eye’s retina and pupil intercept light.
      - Kinetics
    - - Emotional
        
        Emotional Development
        
        Birth
        
        Distress; contentment
        
        6 weeks
        
        Social smile
        
        3 months
        
        Laughter; curiosity
        
        4 months
        
        Full, responsive smiles
        
        4–8 months
        
        Anger
        
        9–14 months
        
        Fear of social events (strangers, separation from caregiver)
        
        Separation Anxiety
        
        Stranger Wariness
        
        12 months
        
        Fear of unexpected sights and sounds
        
        18 months
        
        Self-awareness; pride; shame; embarrassment
        
        Temperament
        
        Effortful control (regulating attention and emotion, self-soothing)
        
        Negative mood (fearful, angry, unhappy)
        
        Exuberance (active, social, surgent)
      - Social/Synchrony
        
        Mary Ainsworth - 4 Types of attachment
      - Theories
        
        Ainsworth
        
        Piaget
        
        Responses
        
        Formal Operational
        
        Concrete Operational
        
        Preoperational
        
        Sensorimotor
    - - Piaget
        
        Six Stages of Sensorimotor Intelligence: Piaget described the interplay of sensation, perception, action, and cognition as circular reactions, emphasizing that, as in a circle, there is no beginning and no end. Each experience leads to the next, which loops back
        
        Primary Circular Reactions: The first two stages involve the infant’s responses to their own body.
        
        Stage 1: Birth to 1 month: Reflexes
        
        Stage 2: 1-4 months: Acquired adaptations/ Stage of first habits
        
        Secondary Circular Reactions: The next two stages involve the infant’s responses to objects and people.
        
        Stage 3: 4-8 months: Making interesting sights last
        
        Stage 4: 8-12 months: New adaptation and anticipation/ means to the end
        
        Object permanence
        
        Tertiary Circular Reactions: The last two stages are the most creative, first with action and then with ideas.
        
        Stage 5: 12-18 months: "Little Scientist" - New means through active experimentation: experimentation and creativity in the actions of the “little scientist”
        
        Stage 6: 18-24 months:New means through mental combinations: thinking before doing; new ways of achieving a goal without resorting to trial and error/ Mental combinations
      - Language
        
        Core Knowledge:
        To explain infants’ impressive cognition, some scientists suggest that newborns have a basic understanding of physics, part of core knowledge (Stahl & Feigenson, 2017)
        
        Universal Sequence
        
        Newborn:
        
        Reflexive communication — cries, movements, facial expressions.
        
        2 months
        
        A range of meaningful noises — cooing, fussing, crying, laughing.
        
        3–6 months
        
        New sounds, including squeals, growls, croons, trills, vowel sounds.
        
        6–10 months
        
        Babbling, including both consonant and vowel sounds repeated in syllables.
        
        10–12 months
        
        Comprehension of simple words; speechlike intonations; specific vocalizations that have meaning to those who know the infant well. Deaf babies express their first signs; hearing babies also use specific gestures (e.g., pointing) to communicate.
        
        12 months
        
        First spoken words that are recognizably part of the native language.
        
        13–18 months
        
        Slow growth of vocabulary, up to about 50 words.
        
        18 months
        
        Naming explosion — three or more words learned per day. Much variation: Some toddlers do not yet speak.
        
        21 months
        
        First two-word sentence.
        
        24 months
        
        Multiword sentences. Half of the toddler’s utterances are two or more words long.
        
        Theories
        
        Theory 1
        
        Infants need to be taught / Behaviorism / Statistical learners
        
        B. F. Skinner (1957) noticed that spontaneous babbling is usually reinforced.
        
        Theory 2
        
        Social impulses foster infant language/ Sociocultural /
        
        According to this perspective, infants communicate because humans are social beings, dependent on one another for survival and joy.
        
        Theory 3
        
        Infants teach themselves / Noam Chomsky /
        
        Language is experience-expectant, as the developing brain quickly and efficiently connects neurons to support whichever language the infant hears. Because of this experience-expectancy, the various languages of the world are all logical, coherent, and systematic. Then some experience-dependent learning occurs as each brain adjusts to a particular language.
        
        Language acquisition device (LAD)
        
        Chomsky’s term for a hypothesized mental structure that enables humans to learn language, including the basic aspects of grammar, vocabulary, and intonation.
      - Memory
        
        Implicit: Implicit memory comes from old parts of the brain — including the cerebellum and the amygdala (Vöhringer et al., 2018). Those brain parts develop in the first months of life.
        
        Explicit: Explicit memory takes longer to emerge, as it depends on language. It arises mainly from the cortex. Explicit memory improves dramatically throughout childhood (Hayne et al., 2015). Verbal memory, especially vocabulary, continues to increase throughout adulthood.
- - - - Oral
        
        Anal
        
        Phallic
        
        Latency
        
        Genital
    - - Erikson's Psychosocial Stages:
        
        Trust vs. Mistrust
        
        Autonomy vs. Shame & Doubt
        
        Initiative vs. Guilt
        
        Industry vs. Inferiority
        
        Identity vs. Role Confusion
        
        Intimacy vs. Isolation
        
        Integrity vs. Despair
  - - - Pavlov
    - - Skinner
    - - Bandura
        
        Renamed to Social Cognitive
  - - - Responses
        
        Sensorimotor
        
        Preoperational
        
        Concrete Operational
        
        Formal Operational
    - - Information Processing