DEVELOPMENTAL PSYCHOLOGY

DEVELOPMENTAL PSYCHOLOGY QUESTIONS AND ANSWERS FOR A STUDENTS. What is the primary focus of developmental psychology? The study of how people grow and change throughout their lifespan, including physical, cognitive, emotional, and social development. Who is considered the father of developmental psychology? Jean Piaget. What is the main idea behind Piaget’s theory of cognitive development? Children progress through distinct stages of cognitive growth, each characterized by specific abilities and ways of thinking. What are the four stages of Piaget’s cognitive development theory? Sensorimotor, Preoperational, Concrete Operational, and Formal Operational stages. What does the term "object permanence" mean in Piaget’s theory? The understanding that objects continue to exist even when they cannot be seen or heard. At what stage does object permanence typically develop according to Piaget? During the Sensorimotor stage, around 8-12 months of age. What is Vygotsky’s concept of the Zone of Proximal Development (ZPD)? It refers to the difference between what a learner can do independently and what they can achieve with guidance and support. How does scaffolding relate to Vygotsky’s theory of development? Scaffolding involves providing temporary support to help a learner accomplish tasks within their Zone of Proximal Development. What is Erik Erikson’s theory of psychosocial development? A theory that outlines eight stages of development, each marked by a specific conflict that must be resolved for healthy psychological growth. What is the central conflict during Erikson’s first stage of development? Trust vs. Mistrust. What is the focus of attachment theory? Understanding the emotional bond between a child and their caregiver and how it impacts social and emotional development. Who is most associated with attachment theory? John Bowlby. What did Mary Ainsworth’s "Strange Situation" experiment aim to study? Patterns of attachment between infants and their caregivers. What are the three main attachment styles identified by Ainsworth? Secure, Avoidant, and Ambivalent/Resistant attachment. What is the term for the belief in adolescence that "everyone is watching me and judging me"? The imaginary audience. What is the concept of the personal fable in adolescent development? The belief that one's experiences are unique and that no one else can understand them. How does temperament differ from personality? Temperament refers to biologically-based tendencies to feel and behave in specific ways, while personality is shaped by both temperament and experiences. What is the main idea behind Kohlberg’s theory of moral development? Moral reasoning progresses through three levels: Preconventional, Conventional, and Postconventional, each with two stages. What is the primary focus of the Preconventional level of moral development? Moral reasoning is based on consequences such as rewards and punishments. What is the importance of play in early childhood development? Play promotes cognitive, social, emotional, and physical development by encouraging exploration, problem-solving, and social interaction. What is the critical period in development? A specific time during which an organism is particularly sensitive to environmental influences for learning specific skills or behaviors. What role does genetics play in developmental psychology? Genetics provide the biological blueprint that interacts with environmental factors to shape growth and development. How does adolescence differ from childhood in terms of cognitive development? Adolescents develop the ability to think abstractly, reason logically, and consider hypothetical situations, which is characteristic of Piaget’s Formal Operational stage. What is the significance of social referencing in infancy? Infants use caregivers’ emotional cues to guide their reactions to unfamiliar situations or objects. What is the main focus of life-span developmental psychology? Understanding growth, change, and stability in behavior across the entire life span, from conception to death. developmental science the study of change and constancy throughout the lifespan Domains of Development physical, social, cognitive and emotional Components of Developmental Science scientific process that uses the average person as a standard, applied knowledge for intervention, and interdisciplinary Theory an orderly, integrated set of statement describes, explains, predicts behavior. Gives us an organizing framework to guide and give meaning to what we see influences by cultural values and beliefs systems, but depends on scientific observations. FRAMES the way you see and interpret the world around you Continuous vs. Discontinuous the extent to which development involves gradual, cumulative change or distinct stages One course vs. many courses of development The role of context in development. Various environmental factors. Nature vs. Nuture involves the debate of whether development is primarily influenced by biology or the environment stability vs. plasticity the degree to which development remains constant over time or has the capability to change. Human Development An open system because various factors can affect this as well as the person can affect the environment Equifinality the idea that in open systems an "end state" may be achieved beginning at different points, and be accomplished via many different paths; different initial states but one final state. Multifinality a system where the final outcome could VARY despite the same initial state; same initial state but different final states Prenatal Development Time period from conception to birth Subjective vs. Objective The extent to which development varies from person to person. Physical Development changes in body size, proportions, appearance, function of body systems, perceptual and motor capacities, and physical health Cognitive Development changes in intellectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and language Emotional and Social Devleopment changes in emotional communication, self-understand, knowledge about other people, interpersonal skills, friendships, intimate relationships and moral reasoning/behavior Age-graded an influence on development; predictable in when they occur and are often a result of biological factors History-graded an influence on development; unique to a particular era Non-normative an influence on development; irregular, unpredictive events that happen to just a few people, very random and can be powerful Natural Selection species have characteristics that are adapted (or fitted) to their environments Survival of the Fittest individuals best adapted to their environments survive to reproduce; their genes are passed to later generations Ontogeny recapitulates phylogeny Not necessary true, but propelled research in developmental psychology; early prenatal growth is similar across species; Led some scientists to think that an organism's development would reiterate its evolutionary history. Normative Approach Hall, Gesel, Measured large numbers of people, Age-related averages Mental Testing Movement Binet and Simon, Intelligence tests Freud and Erikson Headed the psychoanalytic perspective Psychoanalytic perspective People move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety Moderator Any given trajectory may DEPEND and thus DIFFER on another variable Mediator The relationship between two variables is EXPLAINED by this. id largest portion of the mind, unconscious, present at birth, source of biological needs/desires ego conscious, rational part of mind, emerges in early infancy, redirects id impulses acceptably superego the conscience, develops from ages 3 to 6 from interactions with caregivers Behaviorism Approach that regards directly observable events- stimuli and responses- as the appropriate focus of study and views that development of behavior as taking place through classical and operant conditioning Classical Conditioning Stimulus-response Operant Conditioning Reinforcers and punishment Social Learning