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PSYCH 101 > CH 4 Human Development (Terms) > Flashcards

CH 4 Human Development (Terms) Flashcards

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1
Q

Human Development

A

Scientific study of age-related changes across physical, cognitive, social and behavioural domains

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2
Q

Multidisciplinary

A

Includes developmental psychology

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3
Q

Developmental Psychology

A

The study of how behaviour and mental processes change over a lifespan

ex. language and self-control development

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4
Q

Lifespan Perspective

A

Changes occur within the entire duration of the human lifespan (not just child-adulthood)

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5
Q

Post-hoc Fallacy

A

The false assumptions that because on event occurred before another, it must have caused it

  • Correlation ≠ Causation

ex. parent notices ADHD symptoms in a child after several years of playing video games

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6
Q

Bidirectional Influences

A

Parents influence children; Children influence parents

ex. Temperaments & personality relationship with parenting style

  • Many relationships are bidirectional throughout development
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7
Q

Critical Periods

A

Specific periods in development when an organism is especially sensitive to the presence/absence of some particular kind of experience

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8
Q

Sensitive Period

A

A span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence

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9
Q

Epigenome

A

The sum total of inherited and acquired molecular modifications to the genome that leads to changes in gene regulation without changing the DNA sequence of the genome

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10
Q

Cohorts

A

Groups of individuals who are born within a particular span of years and share the same historical experiences at the same point in their development

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11
Q

Cohort Effect

A

Effect observed in a sample of participants that results from individuals in the sample growing up at the same time

Can confound the ability to attribute differences to age

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12
Q

Cross-sectional Research Design (definition, advantage, disadvantages)

A

Research focused on age-related changes

Investigates people of different ages at a single point in time

  • Advantage: Convenient
  • Disadvantage: Cannot disentangle cohort vs. aging effects
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13
Q

Longitudinal Research Design (definition, advantage, disadvantages)

A

Research focused on age-related changes

Investigates development in the same group of people on multiple occasions over time

  • Advantage: Watching age unfold
  • Disadvantage: Limited knowledge of other cohorts, time/resources, and attrition
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14
Q

Cohort-Sequential Research Design (2)

A

Research focused on age-related changes

Investigates several age cohorts followed and tested longitudinally

  • Combines cross-sectional and longitudinal research
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15
Q

Conception (3)

A
  • Ovum is fertilized by sperm
  • Gametes contain 23 unpaired chromosomes ➡️ combine at conception to form Zygote
  • Zygote divides into more cells and moves towards uterus ➡️ blastocyst implants
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16
Q

Germinal Stage (4)

A
  • 1st stage of Prenatal Development

Conception to Implantation

  • Zygotes rapidly divides ➡️ blastocyst
  • Implantation and placental development
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17
Q

Embryonic Stage (4)

A
  • 2nd stage of Prenatal Development

Implantation to end of week 8

  • Foundational structure building for all parts of the body
  • Neural tube is formed
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18
Q

Fetal Stage (4)

A
  • 3rd stage of Prenatal Development

Week 9 to Birth

  • Increases in size
  • Refinement of organ systems: brain and lungs
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19
Q

Neuronal Proliferation

A

Neurons are generated

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20
Q

Migration

A

Movement of brain cells to permanent location

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21
Q

Teratogens (4)

A

Environmental factors that can exert a negative impact on prenatal development

  • Teratogens can have differing effects depending on the timing of exposure; brain is particularly susceptible
  • Viral infections, drugs, environmental chemicals, diet, age, chronic illness, mental health

ex. Alchohol ➡️ FASD

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22
Q

Genetic Disorders (3)

A

Result from DNA mutations or wrong amount of genetic material

  • Autosomal or sex-linked (ex. sickle-cell disease, Huntington’s disease)
  • Chromosomal errors (e.g., Down syndrome)
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23
Q

Preterm Infants (3)

A

Born to live before 27 weeks

  • Babies born before 22 weeks rarely survive
  • Viability point: 23-25 weeks
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24
Q

Reflexes

A

Automatic motor responses to stimuli

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25
Q

Motor behaviours (3)

A

Bodily motions that occur a a result of self-initiated force that moves the bones and muscles

  • Depends on brain, nervous system, and physical (bodily systems) development
  • Experience and cultural factors also play a role in development
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26
Q

Fine Motor Skills

A

The ability to make movements using the small muscles in our hands and wrists

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27
Q

Gross Motor Skills

A

The movements we make with large muscles (legs, arms and torso)

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27
Q

Puberty

A

Collective term for the changes in both seen and unseen, that result in sexual maturity

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28
Q

Sexual Maturation (primary/secondary sex characteristics; 2)

A
  • Primary sex characteristics: growth/development of sex organs
  • Secondary sex characteristics: other changes that signal sexual maturity
29
Q

Menarche

A

Beginning of menstrual cycle

30
Q

Secular Trend

A

Girls get into puberty much more earlier than previous historic records

31
Q

Spermarche

A

First ejaculation for boys

32
Q

Timing of Puberty (2)

A
  • Lots of variation
  • Lifestyle factors contribute; genetics may play a role
33
Q

Psychological Peak in Early Adulthood (11)

A
  • Maximum athletic performance: Muscles, Bone Density, Cardiovascular and respiratory function peak
  • Eyesight, Hearing, Smell, Fine Motor Skills, and Immune Function peak
34
Q

Declines in Performance in Adulthood (6)

A

After early peak, performance gradually declines through adulthood:

  • Strength and speed decrease
  • Reproductive capacities peak in mid-30s (women) and early 40s (men)
  • Immune functions decline
  • Sensory abilities decline
  • Motor abilities decline
35
Q

Cognitive Development

A

How we acquire the ability to learn, think, communicate, and remember over time

36
Q

Piaget’s Cognitive-Developmental Theory (8)

A

Stage-based theory of cognitive development

  • Children go through similar patterns or sequences as they develop their thinking
  • Children actively learn

Important Concepts:

  • Schemes
  • Assimilation
  • Accommodation
  • Equilibration
37
Q

Schemes (3)

A
  • Important Concept f Piaget’s Cognitive-Developmental Theory

Internal cognitive structures that provide an individual with procedures that can be followed in specific circumstances.

  • Begin life with a small collection of schemes
38
Q

Assimilation (2)

A
  • Important Concept f Piaget’s Cognitive-Developmental Theory

The process of using schemes to interpret events or experiences.

39
Q

Accommodation (2)

A
  • Important Concept f Piaget’s Cognitive-Developmental Theory

Change our schemes as a result of new information

40
Q

Equilibration (2)

A
  • Important Concept f Piaget’s Cognitive-Developmental Theory

Process of balancing assimilation and accommodation

41
Q

Sensorimotor Stage (3)

A
  • 1st stage of Piaget

Basic sensory and motor schemes; interaction with environment teaches children about how the physical world operates

Limitation: Lack object permanence

42
Q

Pre-operational Stage

A
  • 2nd Stage of Piaget

Symbolic schemes are acquired (language); simple problem solving

Limitation: Cannot perform mental operations; limited by egocentrism; no conservation

43
Q

Concrete Operational Stage (3)

A
  • 3rd stage Piaget

Logic/reasoning develops but is tied to the physical world; problem solving improves (e.g., conservation)

Limitation: Cannot think hypothetically or abstractly

44
Q

Formal Operational Stage

A
  • 4th stage Piaget
  • Abstract logic develops; reason hypothetically
  • Think “scientifically” on the pendulum task
45
Q

Vygotsky’s Sociocultural Theory (2)

A

Complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations

Social interaction with more knowledgeable others is key

46
Q

Scaffolding (2)

A
  • Vygotsky’s Sociocultural Theory

Learning is guided by an adult or more knowledgeable child who structures learning according to a zone of proximal development

47
Q

Self-Concept (3)

A

Develop a sense that the self is different from others

  • Roots in infancy (preferential looking tasks: Uses habituation paradigm)
  • Self-awareness is developing by 18 months (rouge task)
48
Q

Theory of Mind (2)

A

The ability to reason about what other people think and believe

  • False Belief Task
49
Q

Naive Idealism (2)

A
  • Cognitive change in Adolescence

The real world is compared to an idealized, hypothetical world (mentally constructed)

50
Q

Personal Fable (2)

A
  • Cognitive change in Adolescence

Feelings of profound uniqueness and of living out a story that others are watching; feelings of specialness and (at times) invincibility

51
Q

Stranger Anxiety (2)

A
  • Early Social Development

Fear of strangers develops ~8-9 months; declines after 12-15 months

52
Q

Temperament

A

Basic emotional style that appears early in development and is genetic in origin

53
Q

Attachment (2)

A

An emotional connection we share with those to whom we feel closest

  • The emotional tie to a parent (or caregiver) that is experienced by an infant and from which the child derives a sense of security
54
Q

Strange Situation

A

Infant experiences 8 events and their responses are measured; Determines attachment style

The Strange Situation measures how a child explores their environment in the presence of their caregiver, in their absence, and in the presence of a stranger.

55
Q

Secure Attachment Style (3)

A
  • An infant readily separates from the parent
  • Seeks proximity when stressed
  • Uses the parent as a safe base for exploration
56
Q

Avoidant Attachment Style (2)

A
  • An infant avoids contact with the parent
  • Shows no preference for the parent over other people
57
Q

Ambivalent Attachment Style (3)

A
  • Infant shows little exploratory behaviour
  • Greatly upset when separated from the parent
  • Not reassured by the parent’s return or efforts to provide comfort.
58
Q

Disorganized/Disoriented Attachment Style (2)

A
  • Infant seems confused or apprehensive
  • Shows contradictory behaviour
59
Q

Authoritarian Parenting Style (4)

A
  • High demands and control
  • Little warmth or communication
60
Q

Permissive Parenting Style (4)

A
  • High warmth
  • Low control, demands, and communication
61
Q

Uninvolved Parenting Style (4)

A

Low demands, warmth, control, and communication

62
Q

Authoritative Parenting Style (4)

A

High demands, control, warmth, and communication

63
Q

Erikson’s Psychosocial Theory (4)

A
  • 8 stages

Development of personality results from the interaction between internal drives and cultural demands across eight stages or crises

  • Psychosocial crisis at each stage of development
  • Development continues throughout the lifespan

Normal development must be understood in relation to each culture’s life situation

64
Q

Trust vs. mistrust (3)

A
  • (birth to 1) 1st Stage of Erikson

Hope; trust in primary caregiver is developed through warm, responsive care

65
Q

Autonomy vs. shame and doubt (5)

A
  • (1-3) 2nd Stage of Erikson

Will; physical/motor abilities, self-care, and basic personal responsibility

66
Q

Initiative vs. guilt (4)

A
  • (3-6) 3rd Stage of Erikson

Purpose; goal-oriented behaviour; learn assertiveness/aggressiveness

67
Q

Industry vs. inferiority (5)

A
  • (6-12) 4th Stage of Erikson

Competence; learn school-based skills, social/cultural skills, and tool use

68
Q

Identity vs. role confusion (5)

A
  • (12-18) 5th Stage of Erikson

Fidelity; sexual, social, and occupational identities develop

69
Q

Intimacy vs. isolation (3)

A
  • (18-30) 6th Stage of Erikson

Love; develop intimate relationships with others

70
Q

Generativity vs. stagnation

A
  • (30-late adulthood) 7th Stage of Erikson

Care; raise children, care for others, and productive work

71
Q

Integrity vs. despair (4)

A
  • (late adulthood) 8th Stage of Erikson

Wisdom; reflect on life, self-acceptance, and integration of earlier stages

PSYCH 101 (12 decks)

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