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ap psych > ch. 9 lifespan developent > Flashcards

ch. 9 lifespan developent Flashcards

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1
Q

developmental psychology

A

the study of how people change physically, cognitively, and socially throughout the lifespan

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2
Q

longitudinal design

A

tracks a particular variable or group of variables in the same group of participants over time

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3
Q

cross-sectional design

A

studies a variable or group of variables among a group of participants at different ages or developmental stages (look for age-related differences)

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4
Q

basic stages of development

A

prenatal, infancy and toddlerhood (0-2), early childhood (2-6), middle childhood (6-12), adolescence (12-18), emerging adulthood (18-25), young adulthood (25-40), middle adulthood (40-65), late adulthood (65- )

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5
Q

critical periods

A

periods during which a child is maximally sensitive to environmental influences

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6
Q

germinal period

A

first 2 weeks of prenatal development, zygote undergoes rapid cell division and implants on the uterus wall, develops into the embryo (cluster of cells)

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7
Q

embryonic period

A

weeks 3 to 8 of prenatal development, rapid growth and intensive cell differentiation, organs and major body systems form, embryo is protectively housed in the fluid-filled amniotic sac and is delivered nourishment via the umbilical cord which is filtered by the placenta

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8
Q

teratogens

A

harmful substances that can cause abnormal development or birth defects, greatest vulnerability during embryonic stage

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9
Q

fetal alcohol syndrome

A

abnormal facial features, poor coordination, learning disabilities, behavior problems, and intellectual disability

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10
Q

neural tube

A

sheet of primitive neural cells, lined with stem cells

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11
Q

fetal period

A

3rd month of prenatal development to birth, longest stage, body systems grow and reach maturity, quickening (mom can feel the fetus moving), unused synaptic connections are pruned

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12
Q

rooting reflex

A

touching a newborns cheek triggers it to turn towards the source of the touch and open its mouth

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13
Q

sucking reflex

A

touching a newborn’s lips will trigger it to suck

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14
Q

grasping reflex

A

touching a newborn’s palms with your fingers will trigger it to grip your finger tightly

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15
Q

cephalocaudal pattern

A

physical and motor skill developments follow a “top to bottom” sequence

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16
Q

proximodistal trend

A

tendency of infants to develop motor control from the center of their bodies outwards

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17
Q

temperament

A

inborn predispositions to consistently behave and react in a certain way (easy, difficult, or slow-to-warm-up or high-reactive or low-reactive)

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18
Q

attachment

A

emotional bond that forms between infants and caregivers during the first year of life

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19
Q

Mary D. Salter Ainsworth

A

conceptualized attachment, caregivers ideally function as a secure base for the infant to explore their environment

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20
Q

secure attachment

A

infant develops when parents are conssitently warm, responsive, and sensitive to the infants needs, infants expects that their needs will be met by their caregivers

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21
Q

insecure attachment

A

develops when an infant’s parents are neglectful, inconsistent, or insensitive to the infants moods or behaviors, reflects ambivalent or detached emotional relationship between infant and caregivers

22
Q

Strange Situation

A

devised by Ainsworth to measure attachment, baby and mother are brought into unfamiliar room with toys, a stranger then enters the room, the mother then leaves the room and returns repeatedly, securely attached babies use mom as a secure base to explore the room, show distress when she leaves, and are easily soothed when she returns, insecurely attached babies are less likely to explore the room, avoid present mothers, hard for mom to soothe babies after return

23
Q

universal grammar

A

possessed by children, a basic understanding of the common principles of language organization

24
Q

infant-directed speech

A

distinct pronunciation, simplified vocabulary, short sentences, high pitch, and exaggerated intonation and expression

25
Q

Jean Piaget’s theory of cognitive development

A

children actively try to make sense of their environment and progress through 4 cognitive stages

26
Q

sensorimotor stage

A

(0-2) infants acquire practical sensory knowledge of the world, gain object permanence at the end of the stage

27
Q

preoperational stage

A

(2-7) children engage in symbolic thought, display egocentrism, through is characterized by irreversibility and centration, inability to understand conservation

28
Q

concrete operational stage

A

(7-11) children become capable of true logical thought, less egocentric, can reverse mental operations, understand conservation, logic is limited to concrete reality

29
Q

formal operational stage

A

(11- ) ability to think logically in abstract and hypothetical situations, increases in sophistication throughout the lifetime but in specific domain of knowledge

30
Q

Renee Baillargeon

A

used visual rather than manual tasks to prove that object permanence occurs earlier than Piaget proposed

31
Q

Lev Vygotsky’s theory of cognitive development

A

children are able to attain higher levels of cognitive development through support and instruction from others

32
Q

zone of proximal development

A

gap between what children can accomplish on their own and what they can accomplish with the help of others who are more competent

33
Q

information-processing model of cognitive development

A

focuses on the development of fundamental mental processes such as attention, memory, and problem solving, cognitive development is viewed as a process of continuous change over the lifespan

34
Q

adolescence

A

the transitional stage between late childhood and the beginning of adulthood

35
Q

puberty

A

the physical process of attaining sexual maturation and reproductive capacity that begins during early adolescence

36
Q

identity

A

sense of self; memories, experiences, and values and beliefs that guide behaviors

37
Q

Erik Erikson’s theory of psychological development

A

each of the 8 stages of life is associated with a particular psychological conflict that can be resolved in a positive or negative direction

38
Q

infancy psychosocial conflict

A

trust vs mistrust

39
Q

toddlerhood psychosocial conflict

A

autonomy vs doubt

40
Q

early childhood psychosocial conflict

A

initiative vs guilt

41
Q

middle and late childhood psychosocial conflict

A

industry vs inferiority

42
Q

adolescence psychosocial conflict

A

identity vs role confusion

43
Q

young adulthood psychosocial conflict

A

intimacy vs isolation

44
Q

middle adulthood psychosocial conflict

A

generativity vs stagnation

45
Q

late adulthood psychosocial conflict

A

ego integrity vs despair

46
Q

moral reasoning

A

how an individual thinks about moral and ethical decisions, changes during adolescence

47
Q

Lawrence Kohlberg’s theory of moral development

A

stages of moral development unfolded in an age-related, step-by-step fashion

48
Q

preconventional level

A

moral reasoning is guided by external consequences (stage 1: punishment and obedience, stage 2: mutual benefit)

49
Q

conventional level

A

moral reasoning is guided by conformity to social roles, rules, and expectations that there person has learned (stage 3: interpersonal expectations, stage 4: law and order)

50
Q

postconventional

A

moreal reasoning is guided by internalized legal and moral principles that protect the rights of all members of society (stage 5: legal principles, stage : universal moral principles) rarely reached

51
Q

emerging adulthood

A

period of development from late teens to mid or late 20s

ap psych (8 decks)

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