Theories of Development in Psychology

Theories of Development

• Observational learning: A child refusing new foods but then eating them after seeing a sibling enjoy them exemplifies social cognitive theory. Observing others' actions often influences a child's behavior.
• Vygotsky’s Sociocultural Theory: Independent exploration isn't emphasized. Vygotsky's theory focuses on the zone of proximal development, adult scaffolding, and cultural context as crucial for learning.
• Scaffolding: A parent guiding a toddler during playground exploration is an example of scaffolding. This involves support adjusted to the child's needs.
• Conservation: Understanding that the amount of water stays the same despite being poured into different containers demonstrates mastery of conservation.
• Adolescence and Erikson: Identity vs. Role Confusion is the primary psychosocial conflict during adolescence, according to Erikson.
• Piaget's Theory: Piaget's theory emphasizes schemas, universal stages, and adaptation via assimilation and accommodation. Gradual, continuous development is NOT a core aspect per Piaget's theory.
• Animism: A child believing stuffed animals have feelings demonstrates animism – attributing human characteristics to inanimate objects.
• Observational Learning: Copying another child's behavior is an example of observational learning.
• Bronfenbrenner's ecological system: The Endosystem is not included in Bronfenbrenner's model of ecological systems theory. Key systems include the microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
• Reflexes: A baby grasping a finger is an example of a grasping reflex.

Research Methods

• Longitudinal Studies: Longitudinal studies best suit examining lifelong IQ changes.
• Reverse Causality: The violent video game example highlights how aggressive kids are more drawn to violent games, not the games causing aggression. This highlights reverse causality (behavior influencing choice) instead of direct causation.
• Ethical Research: Manipulating participant stress without debriefing is unethical in developmental research.
• Independent Variable: In the music/silence experiment, music exposure is the independent variable, influencing the dependent variable (toddler outcomes).
• Structured Observation: The marshmallow example illustrates a structured observation method, where lab-created scenarios elicit responses for study.

Biological and Prenatal Development

• Embryonic Development: The mesoderm layer produces bones, muscles, and blood during embryonic cell development.
• Recessive Disorders: Both parents contributing recessive alleles lead to a child inheriting genetic disorders.
• Teratogens: Severe birth defects are most likely to occur during the embryonic period, when the embryo's development is at its peak.
• Age of Viability: The ability of a fetus to survive outside the womb occurs around 20-24 weeks. (not 18 weeks)
• Prenatal development: Prenatal development is characterized by a proximodistal pattern (inner to outer), cephalocaudal pattern (head-to-toe), and rapid cell differentiation at fixed rates. Environmental factors play a role, but the pace of development isn't primarily determined by the environment alone.
• Birth weight: A baby weighing 5 pounds is classified as low birth weight. (not extremely low or very low)
• Amniotic Sac: The amniotic sac's primary function is protecting and cushioning the developing fetus.
• SIDS Risk Factors: Breastfeeding is NOT a risk factor for SIDS. Key risk factors include sleeping on the stomach, exposure to secondhand smoke, and co-sleeping in some circumstances.
• Stages of Birth: The cervix dilates to 10 centimeters during the first stage of labor.
• Prenatal Brain Development: Neuronal migration occurs during prenatal development (6-24 weeks), not in adulthood.

Cognitive, Social, and Emotional Development

• Accommodation: Adjusting understanding of "dog" to include cats is an example of accommodation.
• Egocentrism: A child believing the sun follows them exemplifies egocentrism, a preoperational characteristic.
• Piagetian Stages: Sociocultural is NOT a Piagetian stage. Key stages include sensorimotor, preoperational, concrete operational, and formal operational.
• Preoperational Stage: Children in the preoperational stage frequently depend on symbolic thinking rather than logical problem-solving.
• Synaptic Pruning: The strengthening and elimination of neural connections is called synaptic pruning.
• Zone of Proximal Development: Vygotsky's concept of the zone of proximal development highlights the skills a child can accomplish with assistance.
• Temperament: Temperament is influenced by environmental factors and is biologically-based. Importantly, temperament is not unchangeable across a lifetime.
• Erikson's Stages: Autonomy vs. Shame and Doubt is characteristic of toddlerhood.
• Observational Learning: Imitating older siblings in helping around the house epitomizes observational learning.
• Components of Temperament: Attachment style is NOT a component of temperament, rather a relationship outcome from temperament. Key components include activity level, rhythmicity, and emotional reactivity.

This quiz explores various theories of development, including observational learning, Vygotsky’s sociocultural theory, and Piaget's stages of cognitive development. It also examines crucial concepts such as scaffolding, conservation, and Erikson's psychosocial conflicts during adolescence. Test your understanding of these important topics in developmental psychology!