PSY100 - Ch 11 Development (Lifespan)

a maturational period where our brain is particularly sensitive to a certain type of information

gradual development from infant temperament into later personality

changes in infant mobility, like rolling over or walking

the genetic transmission of characteristics from parents to offspring

an estimate of the genetic proportion of the variation in some specific trait

mental framework that helps process how the world works

The incorporation of new learning into an existing schema that requires revision of the schema

The incorporation of new learning into an existing schema without the need to revise the schema

The process by which a child engages in assimilation and accommodation in order to make sense of the world

Jean Piaget’s stage of development beginning at birth and ending at the age of 2 years and characterized by active exploration of the environment

ability to form mental representations of objects that are no longer present

repetitive actions observed in children during the sensorimotor stage of cognitive development

action on their own body

interest in other objects (4-8 months)

goal-oriented (12 months)

Jean Piaget’s stage of development beginning at the age of 2 years and ending at the age of 6 years and characterized by use of symbols, egocentrism, and limits on the ability to reason logically

data from the same group of participants is collected at intervals across a long period of time (decades)

data is obtained simultaneously from participants of different ages in order to make age-related comparisons

Limitations on the ability to understand the point of view of other people

The ability to understand that changing the form or appearance of an object does not change its quantity

Jean Piaget’s stage of development beginning at the age of 6 years and ending at the age of 12 years and characterized by logical but not abstract reasoning

Jean Piaget’s stage of development beginning at age 12 and extending through adulthood and characterized by mature reasoning capabilities

the understanding that others have thoughts that are different from one’s own

type of task used in theory of mind studies in which a child must infer that others don’t possess the same knowledge that they do

Emotional bond linking an infant to a parent or caregiver

A pattern of infant–caregiver bonding in which children explore confidently and return to the parent or caregiver for reassurance

clings to caregiver, gets upset, both wants and resists comfort

little distress when caregiver leaves, avoids the caregiver upon their return

High parental support and high behavioural regulation

High behavioural regulation and low parental support

Low behavioural regulation and high parental support

Low behavioural regulation and low parental support

every stage of identity features a developmental challenge that must be confronted in order to successfully progress. First lifespan theory of development

trust vs mistrust

identity vs role

intimacy vs isolation

In Vygotsky’s theory, tasks that the child can accomplish with the assistance of more experienced or knowledgeable individuals

the process that enables a child to solve a problem, which would be beyond his unassisted efforts

spontaneous looking and listening behaviours towards visual and auditory stimuli

occurs when someone is confronted with a personally significant stimulus

natural process of the brain eliminating extra synapses between early childhood and adulthood

victim of severe abuse, neglect and social isolation so she wasn’t able to acquire a language because she had not completed a first language before her critical period ended

• research subject of language acquisition

attachement in Rhesus Monkeys

• contradicts behaviourist perspective

semi-structured laboratory procedure that allows us to identify, without lengthy home observation, infants who effectively use a primary caregiver as a secure base