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Psychology 220 > Chapter 1 and 2 > Flashcards

Chapter 1 and 2 Flashcards

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1
Q

Developmental psychology

A

The scientific study of age related changes in our bodies,behavior, thinking, emotions, social relationships, and personality

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2
Q

Original sin

A

Augaustine of Hippo

Child’s inherent predisposition: sinful

Intervene to correct

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3
Q

The blank slate

A

John Locke

Neutral predisposition

Shape behaviours

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4
Q

Innate goodness

A

Jean rousseau

Good predisposition

Nature and protect

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5
Q

Domains of development

A

Physical

Cognitive

Social

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6
Q

Continuity

A

Age related change (development) is quantitative

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7
Q

Discontinuity

A

Age related change (development) is qualitative

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8
Q

Universal changes

A

Common to every individual in a species and are linked to specific ages

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9
Q

Group specific changes

A

Shared by all individuals in a particular group growing up together

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10
Q

Cohort

A

Groups of individuals born within some fairly narrow band of years who share the same historical experiences at the same time in their lives

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11
Q

Critical period

A

A specific period in development when an organism is especially sensitive to the presence or absence of some kind of experience

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12
Q

Sensitive period

A

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

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13
Q

Atypical development

A

Development that deviates from the typical developmental pathway

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14
Q

Cross sectional

A

Participants of different ages studied at once

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15
Q

Advantages to cross sectional

A

Quick access to data about age differences

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16
Q

Limitations to cross sectional

A

Ignores individuals differences

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17
Q

Longitudinal research design

A

Participants in one group studied Several times

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18
Q

Longitudinal research advantages

A

Track developmental changes in individuals and groups

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19
Q

Longitudinal research limitations

A

Time consuming, findings may only apply to specific group

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20
Q

Sequential research design

A

Study that combines both cross sectional and longitudinal components

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21
Q

Sequential research advantages

A

Cross sectional and longitudinal data revelant to the same hypothesis

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22
Q

Sequential limitations

A

Time consuming

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23
Q

Variables

A

Characteristics that vary from person to person such as physical size, weight, intelligence

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24
Q

Case studies

A

In depth examinations of single individuals

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25
Q

Naturalistic observation

A

Observe people in normal environments

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26
Q

Surveys

A

Involve the use of interviews and questions

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27
Q

Casual hypothesis

A

Something cause something to happen

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28
Q

Randomly assigned

A

People randomly selected to participate

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29
Q

Experimental group

A

Receive the treatment

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30
Q

Control group

A

Receive no treatment or placebo

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31
Q

Ethnography

A

Detailed description of a single culture or context based on extensive observation

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32
Q

Cross cultural research is important:

A

It identifies universal changes

It identifies specific variables that explain cultural differences

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33
Q

Research ethics (5 parts)

A

Protection from harm

Informed consent

Confidentiality

Knowledge of results

Deception

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34
Q

Physical domain

A

Changes in size, shape, and body characteristics

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35
Q

Cognitive domain

A

Changes in thinking, memory, problem solving

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36
Q

Social domain

A

Changes in variables that are associated with the relationship of an individual to others

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37
Q

General for Hall

A

Established average norms for children, or average ages in which milestones are achieved

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38
Q

General for Gesell

A

Gradual unfolding of genetically programmed sequential pattern of change

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39
Q

General for Piaget

A

Logical thinking develops in four stages

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40
Q

Lifespan perspective

A

The current view that changes occur throughout the entire human life

These changes must be interpreted in light of culture and context

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41
Q

Interactionist model

A

The theory that development results from complex reciprocal interactions between multiple person and environmental factors

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42
Q

Quantitative change

A

Children get taller

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43
Q

Qualitative change

A

Change in characterist, kind, or type

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44
Q

Basic biology review

Our body cells cotains ___ pairs of ________

Each chromosome contains segments called ______

A

23
Chromosomes

Genes

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45
Q

Genome

A

All the DNA that an organism possesses

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46
Q

Proteins

A

Organic compounds that perform most life functions and make up a majority of cellular structures

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47
Q

Genotype

A

An individuals unique genetic blueprint

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48
Q

Phenotype

A

Individuals whole set of observable characteristics

Women has brown eyes

49
Q

Dominant recessive pattern

A

A pattern of inheritance in which a single dominant gene influences a person phenotype

But 2 recessive genes are necessary to produce an associated trait

50
Q

Polygenetic inheritance

A

Pattern of inheritance in which many genes influence a trait

51
Q

Mitochondrial inheritance

A

Cells DNA is inherited from the mothers egg and not fathers spent

52
Q

Gene expression

A

Gene sequence is “turned on”

After conception, markers tell the brain genes to be active in making brain tissue

53
Q

Gene silencing

A

Turning off genes

54
Q

Ethology

A

A perspective on development that emphasizes genetically determined survival behaviours presumed to have evolved through natural selection

(Birds are equipped with nest building skills)

55
Q

Ethology example in babies

A

They’re programmed to cry

56
Q

Behaviour generics

A

Traits are influenced by genes when related people are more similar than those who are unrelated

57
Q

Evolutionary psychology

A

The view that genetically inherited cognitive and social traits have evolved through natural selection

58
Q

Evolutionary developmental psychology

A

The view that genetically inherited cognitive and social characteristics that promote survival and adaptation appear at different times across lifespan

So we are not a blank slate

59
Q

Predictive adaptive responses

A

The predates ability to use information about current environment to adjust its psychology in anticipation that will match future environment

60
Q

Psychoanalytic theories

A

Theories proposing that developmental change happens because of the influence or internal drives and emotions on behaviour

61
Q

Freuds psychosexual theories

A

Personality has a structure with 3 parts that develop over time

The id, ego, and superego

62
Q

Id

A

Basic sexual and aggressive impulses

Seeks pleasure

63
Q

Ego

A

Conscious thinking part of the personality

2-3 years

64
Q

Superego

A

Moral judgment

Rules of society

Age 6

65
Q

Defence mechanisms

A

Strategies for reducing anxiety

66
Q

5 psychosexual stages

A 
Oral 
Anal
Phallic
Latency 
Gential
67
Q

Psychosocial stages

A

Erickson’s 8 stages or crises of personality development in which inner instincts interact with cultural and social demands to shape personality

68
Q

8 psychosocial stages

A 
Trust vs mistrust 
Autonomy vs shame and doubt 
Initiative vs guilt 
Industry vs inferiority 
Identity vs role confusion
Intimacy vs isolation 
Generativity vs stagnation 
Integrity vs despair
69
Q

Trust vs mistrust

A

Birth to 1 year

Trust in caretaker

70
Q

Autonomy vs shame and doubt

A

1-3

Will; new physical skills lead to demand in more choices

Say “no” to caretakers

71
Q

Initiative vs guilt

A

3-6

Purpose; ability to organize activities around and some goal

72
Q

Industry vs inferiority

A

6-12

Competence; cultural skills and norms

73
Q

Identity vs role confusion

A

Fidelity; unified sense of self

74
Q

Intimacy vs isolation

A

Love; develop intimate relationship

75
Q

Generativity vs stagnation

A

30 to old

Care; occupational achievement

76
Q

Integrity vs despair

A

Old age

Wisdom; person reviews life

77
Q

Self actualization

A

The process of fulfilling one’s unique personal potential

78
Q

Humanistic approach

A

Most important internal drive is each Individuals motivation to achieve one’s full potential

79
Q

Motives

A

Internal factors or conditions that tend to initiate, direct, or sustain behavior

80
Q

Carl Rogers

A

Focussed on capacity of each of us to become a fully functioning person

81
Q

Inherent optimism

A

It’s never too late for adults to overcome early conditioning or resolve dilemmas

82
Q

Learning theories

A

Focus on how experiences in the environment shape the child

83
Q

Behaviorism

A

The view that defines development in terms of behavior changes cause by environmental influences

84
Q

Classical conditioning

A

Learning that results from the association of stimuli

85
Q

Classical conditioning process

A

When a new stimulus is presented just before or at the same time as the unconditioned stimulus, we learn to associate it with the naturally occurring unconditioned stimulus and response

Eventually, we respond to the conditional stimulus the same way we responded to the unconditional stimulus, even if the unconditioned stimulus is not present

Make a noise, give a candy. Repeat, repeat, make a noise, don’t give candy, but person expects candy —office

86
Q

Classical conditioning is important with kids…

A

When mom or dad are around you often feel safe, you’re either cuddled or kept warm so when you see your parents it triggers pleasant feelings and provides comfort to the Child

87
Q

Operant conditioning

A

Learning to repeat or stop behaviours due to their consequences

88
Q

Reinforcement

A

Happens when a behavior is repeated because of its consequences that follows it

89
Q

Positive reinforcement

A

Involves adding a pleasant consequence to an action to increase probability of action being continued

Don’t pee your pants, you get $6

90
Q

Negative reinforcement

A

Involves the removal of something unpleasant and results in the increase of the probability of the action continuing

(Coughing is unpleasant, taking a medicine usually stops it)

(We make the unpleasant coughing experience go away when we take a spoonful of cough syrup)

91
Q

Punishment

A

Any immediate consequence that follows a behavior and decreases the likelihood that the behavior will be repeated

92
Q

Negative punishment

A

Taking away a condition that leads to a decrease in behavior occurring again

Kid punches dad, take away tv

93
Q

Positive punishment

A

Adding something to stop a behavior

Kickoff your kids in the face because they argued

94
Q

Extinction

A

Decrease in behavior after repeated non reinforcement

95
Q

Shaping

A

Individual learns a complex behavior through the reinforcement of intermediate steps

96
Q

Cognitive theories

A

Theories that emphasize mental processes in development, such as logic and memory

97
Q

Scheme

A

Internal cognitive structure that provides an individual with a procedure to follow in specific circumstance

98
Q

Assimilation

A

The process of applying schemes to experiences

“Same old schemes”

99
Q

Accommodation

A

Involves changing the scheme as a result of new into

“Create new scheme”

100
Q

Equilbrarion

A

Process of balencing assimilation and accommodation to create schemes that fit the environment

We learn what works and what doesn’t work

“Put a pacifier in Mouth opposes to dead bug”

101
Q

4 stages or cognitive development

A

Sensorimotor
Preoperational
Concrete operational
Formal operational

102
Q

Sensorimotor

A

Birth to 18 months

Understand world through senses and motor actions

103
Q

Preoperational

A

18 months to age 6

Child uses symbols, to think she communicate
Develops ability to take other people’s view
Classify objects
Use simple logic

104
Q

Concrete operational

A

6 to 12

Child’s logic develops greatly, can have conversations and class inclusion

Near the end can consider “what if”

105
Q

Formal operational

A

12+
Child begins to manipulate ideas and objects

Hypothetically thinks

What if questions are easy

106
Q

Information processing theory

A

Theoretical process that uses the computer as a model to explain how the mind manages information

107
Q

Encoding

A

Organizing info to be stored into memory

108
Q

Storage

A

Keeping info

109
Q

Retrieval

A

Getting info out of memory

110
Q

Socio cultural theory

A

Complex forms of thinking have their origins in social interactions

111
Q

Scaffolding

A

Process in which the learning of new cognitive skills is guided by someone who is more skilled

112
Q

Zone of proximal development

A

Skillls too hard for child to do by himself but easy enough to do with adult

113
Q

Observational learning

A

Learning by watching others

114
Q

Reciprocal determinism

A

Human development is based on 3 factors

Personal
Behavioral
Environmental

115
Q

Self efficacy

A

Belief in one’s own capacity to cause an intended event to occur or to perform a task

116
Q

Systems approach

A

The view that personal and external factors from a dynamic integrated system

117
Q

Holism

A

The “whole” is primary and greater than the sum of parts

Load of bread is more important than eggs, flour…..

118
Q

Bioecological systems theory

A

Bronfenbrenners theory that explains development in terms of relationship between people and their environment

Or contexts over the passage of time (chronosystem)

119
Q

Bioecological system theory diagram explained

A

Chronosystem: changes over lifespan

Macrosystem: the values and beliefs of the culture in which a child is growing up

Ecosystem: institutions of culture that affect children’s development indirectly

Microsystem: variables that directly expose people (school, religion, neighbourhoods)

Psychology 220 (10 decks)

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