AP Psych unit three Flashcards
developmental psychology
branch of psych. that studies physical, cognitive, and social change throughout life
cross sectoinal studies
comparing people of different ages ath the same point in time
longitutidanl studies
follows and retests the same people over time
teratogens
agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development that can cause harm
- why moms are advised not to drink or smoke
habituation
decreasing responsivness with repeated stimulation
- as infants gain familiarity with repeated exposure to a stimlus their interest wanes and they look away sooner
maturation
biological growth processes that enable orderly changes in behavuior, relatively uninfluenced by expirence
-nature
critical period
an optimal period early in the life of a orhanism when exposure to certain stimuli or expirences produce normal development
adoloscne
tradition period from childhood to adulthood, extending from puberty to independence
puberty
period of sexual maturation, during which a person usually becomes capable of reproducing
sex
biologically influnced charateristics by which peiople define male, female, or intersex
gender
attitudes, feeling, and behaviors that a given culture associates with a persons bilogical sex
intersex
possesing male and femal biological secual characterisrtics at brith
relational aggression
an act of aggression (physical or verbal) intended to harm a person’s relationship or social standing
- done slightly more by women
aggression
any physical or verbal behavior intended to harm someone physically or emotinally
- men are generally more aggressive
x chromosomes
sex chromosomes found in females and males. females typically have two XX
y chromosomes
sex chromosome typically found only males XY
testosterone/Estogens
most important male hormone stimulayes testes to develope sex organs during FETAL PERIOD and development of male sex traits during PUBERTY
Same thing for woman but with estogens
- 7 weeks and they are produced
- babies brain is flooded with either one at 4 to 5 months
primary sex characteristics
body structures that make sexual reproduction possible
secondary sex characteristics
non-reproductive sexual traits
spermarche
males first ejaculation, male pubery landmark
menarche
females first mensural cycle, girls puberty landmark
roles
set of norms about a social position, defining how those in that position ought to behave
gender roles
set of expected attitudes, traits, and behaviors for men and women
gender identity
our personal sense of being male, female, or neither, or some combo regardless of wehether this identity maatches our assigned sex at birth, and the social affiliation that many result from this identity
social learning theory
we learn social behavior’s by observing and imitating and by being rewarded or punished
_“Big boys don’t cry”
gender typing
acquisition of typical male or female rolle
androgyny
blending male and female psychologicla characteristics
sexuality
our thoughts, feelings, and actions related to our physcial attractions
asexual
people who are not sexually attracted to anyone
social scripts
cultured modled guide for how to act in various situations
sexual orientation
a person’s sexual and emotinal attraction to another person and the behavior/social affiliation tha tmay result from that attraction
sensorimotor stage
(0-2)
infants know the world mostly in terms of their SENSORY impressions and MOTOR activities
- touching, hearing, seeing, grasping, and tasting
object permanace
awarness that things continue to exist even when not percievied
preoperational stage
(2- 6 or 7)
kids learn to use language but not yet conmprehend mental operations of concrete logic
- lack concpet of conversion
-egocentrism
- antimism
concrete operational stage
(7-11) can preform the mentla operations that enable them to think logically about concrete (actual phsycial) events
- understand conversion
-can’t think abstractly yet
formal operational stage
(after 12) people think about abstracts concepts and think logically
- what is equality?
- what is democracy?
-what is the meaning of life?
scaffold
(vygotsky’s theory) framework that offers children temporary support as they develop higher levels of thinking
- giving children new words and ‘mentoring’ them
theory of mind
poepls ideas about their own and others mentla states- about their feelings, perceptions, and thoughts and the behaviros these might predict
language
our agreed upon system of spoken, writtten, or signed words and the ways ew combine them to communicate MEANING
phonemes
in langauge, the smalles distinctice sound unit (-ch, -th) there is no meaning to these sounds on their own
morphemes
in langauge, the smalles unit that carries MEANING: may be a word or part of a word (-ed, -ing)
grammar
system of rules that enables us to understand/ communicate with each other
- syntax: order of words
- semantics: set of rules to derive meaning
univerisal grammar (UG)
humans innate predisposition to understand grammar
babbling stage
(around four months) stage in speech development where an infants spontanously utters various sounds that aren’t related to household langage
- after ten mopnths babbling sounds different in different languages
one word stage
(around one to two years)
sppech development where a child speakls mostly in single words
- ex: “Doggy!” means “Look there is a dog!”
two word stages
(around two years old)
speech developmetn where a child speaks mostly in two words
telegram speech
early speec h stage where a child speacks like a telegram using mostly nouns and verbs “go car”
Brocas V.S Wernicke’s
Broca is a bitch because she is allways TALKING rude
Wernickes is very understanding
linguistic determination
Whorf’s hypothesis that language determins how we think
linguistic relativism
idea that langauge influences how we think
ecological system theory
Urie Bronfenbrenner
theory of social influence on human development using 5 nested stages
-mircosystem: immediate environment
-mesosystem: connection between environment
- exosystem: indierct environment
- macrosystem: social and cultural values
- chronosystem: changes overtime
Harry and Margaret Harlow
pyhsical touch is more important than nurturitoin (monkeys)
stranger anxiety
fear of strangers that babies commonly display beginning by 8 months
attachment
an emotional tie with others: shown in young children by seeking closeness to caregivers and showing distress on seperation
stange situation
Mary Ainsworth
procedure for studying child-caregiver attachment: a child is placed in an unfamiliar enviroment while thier caregiver leaves and then returns, and the child’s reactions are observed
secure attachment
infants who comfortably explore enviromemnt in the pressense of their caregiver show only temporary distress when caregiver leaves. and comfort when care giver returns
insecure attachment
infants who display a clinging, anxious and avoidant attachments that resost closeness and trust ; they either cry loudly and remain upset or are indifferent
temperment
a persons characteristic emotional reactivity intensity
- affected by heredity
basic trust
(Erickson)
sense world is predoctale and trustworthy; said to be formed during infancy by appropriate expirences with repsonisve caregivers
self-concept
all our thoughts and feeling about ourselves, in answer to questions “who am I?” at aorund 12
- understanding yourself
identity
our sense of self
- Erikson’s believed task adolocenses have to soldify their sense of self by testing and intergrating various roles
social identity
the “we” aspect of our self-concept, comes from our group memeberships
emerging adulthood
period from about 18 to mid 20s when many people in prosperous wester cultures aren’t adouloscense but haven’t yet gotten to full independence as adults
social clock
culturally preferred timing of social events such as marriage, parenthood, and retirement
- varies with culture and time
learning
process of acquiring through expirence new and relatively eduring information or behaviors
habituation
decreasng responsiveness with repeated stimulation
- your freind scares you everday the same way, eventualkly you will not be as scared as before
associative learning
learning that certain events occur together. Events may be two stimuli (classical conditioning) OR response and consweunce (operant conditioning)
stimulus
any event or situation that evokes a response
respondent behavior
behavior that occurs as an automatic response to a certain stimulus
operant behavior
behavior that operates on the enviroment producing a consquence
congnitive learning
the awuisition of mental inforamtion, whether by observing events, by watching others, or through language
- ex: observational learning
classical conditioning
type of associative learning where we link two or more stimuli (Ivan Pavlov with the drooling dog)
unconditioned stimulus
in classical conditioning a stimuls that automatically triggers the unconditioned response
unconditioned response
in classical conditioning a naturally occuring response to the unconditioned stimulus
netural stimulus
in classical conditioning a stimulus that elicits no response before conditioning
controled stimulus
an orginal neutral stimulus that, after association with the uncontrolled stimuls, comes to tribber a controlled repsonse
conditioned resoponse
a learned response to a controlled stimulus
acquisition
initial stage of learning whre you link the NS and UCS so that the NS begins to trigger the CR
-UCS HAS TO COME AFTER THE NS
higher order conditioning
a procedure where the CS in one conditioning expirence is paired with a new NS, creating a second (often weaker) CS
- EX: animal learns TONE (CS) means food, but LIGHT (NS) means tone so they now slaivate at just the light (CS)
-light THEN tone THEN food
extinction
diminshing of the CR when an UCS doesn’t follow CS
-EX: tone sounds again and again but no food
spontaneous recovery
the reapperance afrer a pause, of a weakened conditioned repsonse (happens RANDOMLY)
generalization
a similar stimuls to the CS causes a similar repsonse
discrimination
learning how to distinguish between CS and other stimuli
operant conditioning
behavior becomes more likley to recur if followed by a reinforcer OR less likley to recur when followed by a punisher
law of effect
principle that behaviors followed by favorable (or reinforced) consquences become more likley and that behaviors followed by unfavorable (punishing) consweuences become less likley
operant chamber (skinner box)
a chamber containing a bar/key that an animal can manupliate to obtain a food or water reinforcer
shaping
reinfrocers guide behavior towards closer and closer approximations of the desired behavior
discriminative stimuls
a stimulus (inoperant conditioning) that causes a reponse AFTER association with reinforcement (incontrast to related stimuli not associated with reinforcement)
- a stimuli signal that a RESPONSE WILL BE REINFORCED
postitive reinfrocement
increasing a behavior by presenting a pleassurable sitmulus
negative reinforcement
increasing a behavior by stopping/reducing a unliked stimulus
- taking a displeassrubale stimulus away
primary reinforcer
an inately reinforcing stimulus, such as one that satisfies bioloigcal needs (getting food when hungry)
-built in reinfrocers
conditioned reinforcer
a stimulus that gains its reinforcement power through its association with a primary reinforcer
- I want to a job so I can buy food (primary)
- i get good grades so I can get my parents love and affection (primary)
reinfrocement schedules
a pattern that defines how often a desriered repsonse will be reinfroced
continuous reinforcement schedule
getting a reinforcement everytime a desried repsonse is performed
partial reinforcement schedule
reinforcing a reponse only part of the time
-results in slower aquisition BUT higher resistance to extinction than continous
fixed ratio schedule
a reinforcement of a repsonse only after a specified number of responses (you get something every 3rd time)
variable-ratio schedule
reinforcing a response after an unpredicatable umber of responses (addictive, slot machines/gamblers)
fixed-interval schedule
reinforcing a response only after a specified time has elapsed (people chejcing for packages closer to the time/students trying to get good grades towards end of the grading period)
variable-interval schedule
reinforcing repsonses at unpredicted time intervals (checking for messages )
positive punishment
adding a displesurable stimulus in order to stop a behvaior
negative punishment
taking away a pleasurbale sitmulus in order to stop a behavior
instinctive drift
tendency of learned behavior to gradually revert to biological predisposed patterns
cognitive map
a mental representation of the layout of one’s enviorment
latent learning
learning that occurs but is not apparent until there is an incentive to demonstrate it
insight learning
solving problems through sudden insight: contrasts with strategy based solutions
observational learning
learning by observing
modeling
porcess of observing and imitating a specific behavior
mirror neurons
neurons that come scientists believe fire when we preform certain actions or observe others doing so
prosocial behavior
positive, constructive, behlpful behavior `
antisocial behavior
oppositce of prosocial behavior
