Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Psychology > 9- Developmental Psychology > Flashcards

9- Developmental Psychology Flashcards

0
Q

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

A

Zygote

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

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

A

Developmental psychology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

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

A

Embryo

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The developing human organism from 9 weeks after conception to birth

A

Fetus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

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

A

Teratogen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Decreasing responsiveness with repeated stimulation; getting used to something

A

Habituation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Prefer sights and sounds that facilitate social responsiveness

A

Child’s preferences/novelties

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

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

A

Brain development in infancy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Shuts down excess connections and strengthens others

A

Pruning process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

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

A

Maturation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Learning to walk is a part of …

A

Motor development in infancy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

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

A

Infantile amnesia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

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

A

Cognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Interested in children’s cognitive abilities in the 1920s

A

Piaget

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

A concept or framework that organizes and interprets information

A

Schema

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Interpreting our new experiences in terms of our existing schemas

A

Assimilation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Adapting our current understandings to incorporate new information

A

Accommodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

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

A

Piaget’s theory and current thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The awareness that things continue to exist even when not perceived

A

Object permanence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

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

A

Stranger anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
The principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects
Conservation
25
The preoperational child's difficulty taking another's point of view
Egocentrism
26
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
Concrete operational stage
27
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
Formal operational stage
28
People's ideas about their own and other's mental states- about their feelings, perceptions, and thoughts- and behaviors these might predict
Theory of mind
29
Studied how a child's mind feeds on the language of social interaction
Lev Vygotsky
30
- Development is more continuous - influential theory - larger emphasis on social factors
Piaget's theory
31
The zone between what they could learn with and without help
Zone of proximal development
32
A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of other's states of mind
Autism
33
An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress upon separation
Attachment
34
Body contact
Harlow's studies
35
An optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development
Critical period
36
The process by which certain animals form attachments during a critical period very early in life; studied by Konrad Lorenz with birds
Imprinting
37
A person's characteristic emotional reactivity and intensity
Temperament
38
A
Secure attachment
39
A
Insecure attachment
40
A sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers
Basic trust
41
Our understanding and evaluation of who we are
Self-concept
42
How we feel about who we are
Self-esteem
43
Begins when we recognize ourselves in a mirror; how our behavior affects others
Self-awareness
44
Parents who impose rules and expect obedience; children have less social skills and low self-esteem
Authoritarian parents
45
Parents who submit to their child's desires; children are more aggressive and immature
Permissive parents
46
Parents who are both demanding and responsive; children have high self-esteem, social competence, and self-reliance
Authoritative parents
47
Studied parenting styles and their child's behavior
Baumrind
48
The biologically and socially influenced characteristics by which people define male and female
Gender
49
- More socially dominant - more directive - over represented in government - professions pay more - play in large groups and competitively
Male social development
50
- more democratic - professions pay less - not as much represented in government - bond the family together - turn for help in times of stress
Female social development
51
Physical or verbal behavior intended to hurt someone
Aggression
52
- Physical aggression - relational aggression- intentionally excluding someone - verbal aggression
Types of aggression
53
X and Y chromosomes
Sex chromosomes
54
Found in both men and women; females- 2; males- 1
X-chromosome
55
Found only in males; produces a male child when paired with an X from the mother
Y-Chromosome
56
Most important of the male sex hormones; additional levels of this hormone in males stimulates the growth of male sex organs
Testosterone
57
A set of expected behaviors for males or for females
Gender role
58
A set of expectations about a social position, defining how those in the position ought to behave
Role
59
Our sense of being male or female
Gender identity
60
The acquisition of a traditional masculine or feminine role
Gender typing
61
Theory that we learn social behavior by observing and imitating and by being rewarded
Social learning theory
62
Developed set of rules for being male or female and putting people into groups based on your rules
Gender schema
63
Impoverished environment-->impoverished brain cells | Enriched environment-->enriched brain cell
Experience and brain development
64
Influence our peer group, religious faith, college and career choices, and political views
Parental influences
65
Influence the way we talk, act, and dress
Peer influences
66
The transition period childhood to adulthood, extending from puberty to independence; longer today than before; now 12-25
Adolescence
67
The period of sexual maturation, during which a person becomes capable of reproducing
Puberty
68
Required for reproduction; ovaries, testes, and external genitalia
Primary sex characteristics
69
Nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair
Secondary sex characteristics
70
The first menstral period
Menarche
71
Studied Morality in humans
Kohlberg
72
Before age 9, morality focuses on self-interest (avoiding punishment and gaining rewards)
Pre-conventional morality
73
By early adolescence, morality focuses on caring for others and on upholding laws and social rules
Conventional morality
74
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
Post conventional morality
75
Moral feeling precedes moral reasoning
Social intuitionism account of morality
76
Studied psychosocial development
Erikson
77
Trust vs mistrust
Infancy
78
Autonomy vs shame and doubt
Toddlerhood
79
Initiative vs guilt
Preschool
80
Industry vs inferiority
Elementary school
81
Identity vs role confusion
Adolescene
82
Intimacy vs isolation
Young adulthood
83
Generatively/work vs stagnation
Middle adulthood
84
Integrity vs despair
Late adulthood
85
Our sense of self
Identity
86
The "we" aspect of our self-concept
Social identity
87
The ability to form close, loving relationships
Intimacy
88
In modern culture, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood
Emerging adulthood
89
Crest during the mid-twenties
Physical abilities
90
The time of natural cessation of menstraution; biological changes a women experiences as her ability to reproduce declines
Menstraution
91
- males more prone to dying - women outlive men by 4-5 years - anger and depression increase the risk of ill health and premature death
Life expectancy
92
- 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
Sensory abilities
93
- disease fighting immune system weakens - often suffer fewer short-term ailments - brain functions important to memory begin to diminish during aging - exercise promotes neurogenesis
Health changes later in life
94
Mental erosion
Dementia
95
Strikes 3% of the world's population by age 75; first memory deteriorates then reasoning; deterioration of neurons that produce acetylcholine
Alzheimer's
96
- 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
Aging and memory
97
A study in which people of different ages are compared with one another
Cross-sectional study
98
Research in which the same people are restudied and retested over a long period
Longitudinal study
99
Our accumulated knowledge and verbal skills; tends to increase with age
Crystallized intelligence
100
Our ability to reason speedily and abstractly; tends to decrease during late adulthood
Fluid intelligence
101
Cognitive decline typically accelerates the last 3-4 years of life
Terminal decline
102
Around forty, when we realize our life is mostly behind us instead of in front of us
Midlife crisis/transition
103
The culturally preferred timing of social events such as marriage, parenthood, and retirement
Social clock

Psychology (18 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions