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Psychology > 9- Developmental Psychology > Flashcards

9- Developmental Psychology Flashcards

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0
Q

Fertilized egg; enters a 2 week period of rapid cell division and develops into an embryo

A

Zygote

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1
Q

A branch of psychology that studies physical, cognitive, and social change throughout the life span

A

Developmental psychology

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2
Q

The developing human organism from about 2 weeks to the 2nd month

A

Embryo

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3
Q

The developing human organism from 9 weeks after conception to birth

A

Fetus

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4
Q

Formed by the outer cells of the zygote; attaches to the uterine wall, and transfers nutrients and oxygen from mother to fetus

A

Placenta

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5
Q

Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm

A

Teratogen

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6
Q

Physical and cognitive abnormalities in children caused by a pregnant women’s heavy drinking; in severe cases, symptoms include noticeable facial mis proportions.

A

Fetal alcohol syndrome (FAS)

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7
Q

Decreasing responsiveness with repeated stimulation; getting used to something

A

Habituation

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8
Q

Prefer sights and sounds that facilitate social responsiveness

A

Child’s preferences/novelties

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9
Q

At birth, we have most of the brain cells we will have

A

Brain development in infancy

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10
Q

Shuts down excess connections and strengthens others

A

Pruning process

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11
Q

Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience

A

Maturation

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12
Q

Learning to walk is a part of …

A

Motor development in infancy

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13
Q

No clear memories prior to age three; immature hippocampus and frontal lobes

A

Infantile amnesia

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14
Q

All the mental activities associated with thinking, knowing, remembering, and communicating

A

Cognition

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15
Q

Interested in children’s cognitive abilities in the 1920s

A

Piaget

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16
Q

A concept or framework that organizes and interprets information

A

Schema

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17
Q

Interpreting our new experiences in terms of our existing schemas

A

Assimilation

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18
Q

Adapting our current understandings to incorporate new information

A

Accommodation

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19
Q

Sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

A

Piaget’s theory and current thinking

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20
Q

The stage (from birth to 2 years) during which infants know the world mostly in terms of their sensory impressions and motor activities; involves object permanence and stranger anxiety

A

Sensorimotor stage

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21
Q

The awareness that things continue to exist even when not perceived

A

Object permanence

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22
Q

The fear of strangers that infants commonly display, beginning about 8 months

A

Stranger anxiety

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23
Q

Stage (from 2 years to about 6 or 7 years) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic; involves pretend play, egocentrism, and the inability to comprehend conservation

A

Preoperational stage

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24
Q

The principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects

A

Conservation

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25
Q

The preoperational child’s difficulty taking another’s point of view

A

Egocentrism

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26
Q

The stage (from 6 or 7 years to 11 years) during which children gain the mental operations that enable them to think logically about concrete events; involves conservation and mathematical transformations

A

Concrete operational stage

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27
Q

Stage (normally begins around 12 years) during which people begin to think logically about abstract concepts; involves abstract logic and potential for mature moral reasoning

A

Formal operational stage

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28
Q

People’s ideas about their own and other’s mental states- about their feelings, perceptions, and thoughts- and behaviors these might predict

A

Theory of mind

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29
Q

Studied how a child’s mind feeds on the language of social interaction

A

Lev Vygotsky

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30
Q
  • Development is more continuous
  • influential theory
  • larger emphasis on social factors
A

Piaget’s theory

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31
Q

The zone between what they could learn with and without help

A

Zone of proximal development

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32
Q

A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other’s states of mind

A

Autism

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33
Q

An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress upon separation

A

Attachment

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34
Q

Body contact

A

Harlow’s studies

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35
Q

An optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development

A

Critical period

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36
Q

The process by which certain animals form attachments during a critical period very early in life; studied by Konrad Lorenz with birds

A

Imprinting

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37
Q

A person’s characteristic emotional reactivity and intensity

A

Temperament

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38
Q

A

A

Secure attachment

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39
Q

A

A

Insecure attachment

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40
Q

A sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers

A

Basic trust

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41
Q

Our understanding and evaluation of who we are

A

Self-concept

42
Q

How we feel about who we are

A

Self-esteem

43
Q

Begins when we recognize ourselves in a mirror; how our behavior affects others

A

Self-awareness

44
Q

Parents who impose rules and expect obedience; children have less social skills and low self-esteem

A

Authoritarian parents

45
Q

Parents who submit to their child’s desires; children are more aggressive and immature

A

Permissive parents

46
Q

Parents who are both demanding and responsive; children have high self-esteem, social competence, and self-reliance

A

Authoritative parents

47
Q

Studied parenting styles and their child’s behavior

A

Baumrind

48
Q

The biologically and socially influenced characteristics by which people define male and female

A

Gender

49
Q
  • More socially dominant
  • more directive
  • over represented in government
  • professions pay more
  • play in large groups and competitively
A

Male social development

50
Q
  • more democratic
  • professions pay less
  • not as much represented in government
  • bond the family together
  • turn for help in times of stress
A

Female social development

51
Q

Physical or verbal behavior intended to hurt someone

A

Aggression

52
Q
  • Physical aggression
  • relational aggression- intentionally excluding someone
  • verbal aggression
A

Types of aggression

53
Q

X and Y chromosomes

A

Sex chromosomes

54
Q

Found in both men and women; females- 2; males- 1

A

X-chromosome

55
Q

Found only in males; produces a male child when paired with an X from the mother

A

Y-Chromosome

56
Q

Most important of the male sex hormones; additional levels of this hormone in males stimulates the growth of male sex organs

A

Testosterone

57
Q

A set of expected behaviors for males or for females

A

Gender role

58
Q

A set of expectations about a social position, defining how those in the position ought to behave

A

Role

59
Q

Our sense of being male or female

A

Gender identity

60
Q

The acquisition of a traditional masculine or feminine role

A

Gender typing

61
Q

Theory that we learn social behavior by observing and imitating and by being rewarded

A

Social learning theory

62
Q

Developed set of rules for being male or female and putting people into groups based on your rules

A

Gender schema

63
Q

Impoverished environment–>impoverished brain cells

Enriched environment–>enriched brain cell

A

Experience and brain development

64
Q

Influence our peer group, religious faith, college and career choices, and political views

A

Parental influences

65
Q

Influence the way we talk, act, and dress

A

Peer influences

66
Q

The transition period childhood to adulthood, extending from puberty to independence; longer today than before; now 12-25

A

Adolescence

67
Q

The period of sexual maturation, during which a person becomes capable of reproducing

A

Puberty

68
Q

Required for reproduction; ovaries, testes, and external genitalia

A

Primary sex characteristics

69
Q

Nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair

A

Secondary sex characteristics

70
Q

The first menstral period

A

Menarche

71
Q

Studied Morality in humans

A

Kohlberg

72
Q

Before age 9, morality focuses on self-interest (avoiding punishment and gaining rewards)

A

Pre-conventional morality

73
Q

By early adolescence, morality focuses on caring for others and on upholding laws and social rules

A

Conventional morality

74
Q

Reach upon the gaining the abstract reasoning of formal operational thoughts; not everyone reaches this level; actions are judged “right” because they flow from people’s agreed upon rights; example: civil disobedience; seen more in western cultures

A

Post conventional morality

75
Q

Moral feeling precedes moral reasoning

A

Social intuitionism account of morality

76
Q

Studied psychosocial development

A

Erikson

77
Q

Trust vs mistrust

A

Infancy

78
Q

Autonomy vs shame and doubt

A

Toddlerhood

79
Q

Initiative vs guilt

A

Preschool

80
Q

Industry vs inferiority

A

Elementary school

81
Q

Identity vs role confusion

A

Adolescene

82
Q

Intimacy vs isolation

A

Young adulthood

83
Q

Generatively/work vs stagnation

A

Middle adulthood

84
Q

Integrity vs despair

A

Late adulthood

85
Q

Our sense of self

A

Identity

86
Q

The “we” aspect of our self-concept

A

Social identity

87
Q

The ability to form close, loving relationships

A

Intimacy

88
Q

In modern culture, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood

A

Emerging adulthood

89
Q

Crest during the mid-twenties

A

Physical abilities

90
Q

The time of natural cessation of menstraution; biological changes a women experiences as her ability to reproduce declines

A

Menstraution

91
Q
  • males more prone to dying
  • women outlive men by 4-5 years
  • anger and depression increase the risk of ill health and premature death
A

Life expectancy

92
Q
  • visual sharpness decreases
  • distance perception and adaptation to changes in light level are less acute
  • muscles strength, reaction time, and stamina diminish as well as vision, smell, and hearing
A

Sensory abilities

93
Q
  • disease fighting immune system weakens
  • often suffer fewer short-term ailments
  • brain functions important to memory begin to diminish during aging
  • exercise promotes neurogenesis
A

Health changes later in life

94
Q

Mental erosion

A

Dementia

95
Q

Strikes 3% of the world’s population by age 75; first memory deteriorates then reasoning; deterioration of neurons that produce acetylcholine

A

Alzheimer’s

96
Q
  • Remember more important events from teens and early twenties than events later in life
  • recall more names when introduced at least 3 times
  • prospective emory remains strong when events trigger memory
  • more likely to remember meaningful information
  • learning and verbal skills decline less than verbal skills
A

Aging and memory

97
Q

A study in which people of different ages are compared with one another

A

Cross-sectional study

98
Q

Research in which the same people are restudied and retested over a long period

A

Longitudinal study

99
Q

Our accumulated knowledge and verbal skills; tends to increase with age

A

Crystallized intelligence

100
Q

Our ability to reason speedily and abstractly; tends to decrease during late adulthood

A

Fluid intelligence

101
Q

Cognitive decline typically accelerates the last 3-4 years of life

A

Terminal decline

102
Q

Around forty, when we realize our life is mostly behind us instead of in front of us

A

Midlife crisis/transition

103
Q

The culturally preferred timing of social events such as marriage, parenthood, and retirement

A

Social clock

Psychology (18 decks)

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