Human Development Mid-Term

People are not the source of their own actions. They are passive & reactive (don't do anything until something from outside causes them to react). If a part is broken it can be fixed or replaced.

Development occurs in stages, each stage different from previous. Change comes from within rather than environment

The environ and ind are both important contributors to development. Change is an interaction of the two. Development is ongoing, dynamic process

4 ways that experience or context can influence developmental outcomes

Most proximal ecological layer; consists of direction interactions b/t indiv and other ppl or structures; most development research focuses on this

System of relationships among the ind's microsystem; ex: interaction b/t child's parents and teacher

defines larger social system in which ind don't function directly; structures in this layer impact ind's dev by interacting with some structure in his microsystem (ex: parent's work schedule)

Culture or subcultures in which individual develops; most distal layer of influence

transitions, entries, exits, milestones, and turning points (i.e. normative age-graded, normative historical, non-normative ind differences)

indiscriminate responsiveness to humans; prefer face to other visual stimuli

social responses become much more selective; onset of true social smile (gradually respect to familiar people); usually prefer 2-3 ppl, and one in particular

intense attachment and active proximity seeking; fear of strangers; social referencing (explore environment using mother as secure base); adjust movements to regain prox to mom; separation anxiety

communicates with words, less distress at separation with secure attachment

actively explore environment when mother is present; if distressed during separation, the mom's return reduces distress and baby returns to exploration

avoid contact with mothers after separation or ignore their efforts to interact; show less distress at being alone than other babies

very cautious in presence of strangers; when caregiver returns, infant appears to want to be close but is angry abt departure and hard to soothe

baby has no consistent strategy; contradictory, unpredictable; fear, confusion

positive view of self and others, comfy with closeness and intimacy

negative views of self and others; have a fear of, and desire for, closeness

negative view of self and positive view of others; high level of closeness and fear of abandonment

positive view of self and negative view of others, uncomfy with closeness, overly self-reliant

contributors to reproductive success

defenses typical in early childhood; coping with reality by rearranging external reality in your mind so you don't have to deal with it

defenses most common during adolescence

refusing to acknowledge a situation exists

"neurotic" denial of internal reality (not external); includes distraction (drinking, drugs, sex)

unacceptable wishes or feelings are attributed to someone else. Ex: reality: "I hate my teacher" rephrased as "my teacher hates me"

defenses common in everyone; can have short-term advantages but may cause long-term problems

expressing behavior that is opposite what you feel

optimizes one's ability to have normal relationships and take pleasure in life

provide the motivational force to do good and to avoid doing bad; evoked by self-reflection and self-evaluation

promotes defensiveness and interpersonal separation and distance, disrupts ability to form empathic connections, related to expressions of anger and tendency to blame other factors than self

leads to reparative actions such as confessing and apologizing, promotes constructive pursuits and other-oriented empathy, less likely to engage in indirect and displaced aggressions

characterized by formation of increasingly complex sensory and motor schemes that person to organize & exercise some control over environ; object permanence accomplished

able to rep world using symbols and language, includes imagination, called the period of play

gaps in preoperational thought

only able to focus on one feature of an object at a time, leads to lack of conservation

inability to separate self from other and take another's perspective

ability to impute mental states to the self and others; false belief task is litmus test for crediting a child with this

more logical prblm solving; more successful solving problems tied to physical reality; beginning to develop decentration, conservation, & more advanced classification skills

abstract thought, metacognition, hypothetical thinking, relativist thinking, adolescent egocentrism (imaginary audience, personal fable)