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Psych 1XX3 > Chapter 1; Development > Flashcards

Chapter 1; Development Flashcards

1
Q

Development

A

The changes and continuities that occur within the individual between conception & death.

Includes maturation and learning

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2
Q

Maturation

A

The biologically timed unfolding of changes within the individual according to that individual’s genetic plan

Nature

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3
Q

Learning

A

Relatively permanent changes in our thoughts, behaviours, and feelings as a result of out experiences

Nurture

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4
Q

Interactionist perspective

A

The view that maturation and learning interact during development

They cause each other

ex. can’t learn to walk till you have leg muscles

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5
Q

When are the biggest / most dramatic changes

A

In early life

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6
Q

Habituation

A

Decreased response to a stimulus following repeated presentation

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7
Q

Dishabituation

A

Increased responsiveness to a new stimulus that is DIFFERENT than the habituated one

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8
Q

4 methods to study development

A
  1. Habituation procedure
  2. Event-related potentials (ERP)
  3. High-amplitude sucking method
  4. Preferential looking method
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9
Q

Habituation procedure

A

Can the infant tell the stimulus has changed

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10
Q

Event-related potentials (ERP)

A

How does the brain react to a stimulus

Measure brain’s electrical activity evoked by presentation of stimuli

Measured by electrode cap

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11
Q

High-amplitude sucking method

A

How much they like a stimulus

Sucking rate; faster = they like the stimulus

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12
Q

Preferential looking method

A

Which stimuli they like more

In a room with two stimuli, whichever they look at more = they prefer

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13
Q

Competence - performance distinction

A

An individual may fail a task not because they lack those cognitive abilities, but because they are unable to demonstrate them

ex. preverbal so can’t say preference

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14
Q

Developmental studies

A

Look at how certain abilities change over a lifetime

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15
Q

Longitudinal study design

A

A developmental research design in which the same individuals are studied repeatedly over some subset of their lifespan

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16
Q

Pros of longitudinal study design

A
  • accurate + direct comparisons over time
  • within-participants design
  • find patterns common to all people
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17
Q

Cons of longitudinal study design

A
  • time consuming + costly
  • selective attrition: some people are more likely to drop out of a study than others (lifestyle/death), making samples non-representative of the original population
  • practice effects: change in participants’ responses due to repeated testing
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18
Q

Cross-sectional study design

A

A developmental research design in which individuals from different age groups are studied at the same point in time

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19
Q

Pros of cross-sectional study design

A
  • faster comparisons between age groups
20
Q

Cons of cross-sectional study design

A
  • can’t distinguish age vs. generational effects (ex. education “back in the day”)
  • can’t directly assess individual developmental change
21
Q

Zygote cells

A
  • sperm + ovum
  • 46 chromosomes (23 from each parent)
  • chromosomes are made of DNA, which provide 30-40 thousand genes
  • Zygotes divide at an exponential rate
  • 64 trillion genetic combination possibilities
22
Q

Monozygotic twins

A
  • Genetically identical
  • Same sperm and ovum
23
Q

Dizygotic twins (fraternal)

A
  • Share 50% of genes
  • Different sperm / ovum / zygotes
24
Q

How do males determine the sex of their child

A
  • The 23rd chromosome determines sex
  • Females have xx so they can only give an x
  • Males have xy so they give one or the either (aka they determine the sex)
25
Genotype
An individual's inherited genes * Genotypes determine phenotypes
26
Phenotype
The expression of an individual’s genotype in terms of observable characteristics (aka the way they look)
27
Simple dominant-recessive inheritance
A pattern of inheritance where the expression of a trait is determined by a single pair of alleles * think punnett square probability
28
Polygenetic inheritance
The expression of a trait is determined by the interaction of multiple genes - No single gene can account for most complex behaviours
29
Codominance
The expression of a trait is determined equally by two dominant alleles Are both equally and fully expressed ex. blood types
30
30
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Sex-linked inheritance
When the expression of a trait is determined by genes on the X or Y chromosome * Y linked disorders only pass from males to males **Sex linked recessive gene disorders are less common in females (they can be carriers)
31
Nurturists
Believe that external factors alone ultimately influence development
32
Naturists
Believe that genes predetermine the path of development
33
Canalization Principle
Within a species, genotype restricts the phenotype to a small number of possible developmental outcomes Some developmental processes are buffered against environmental variability Ex. all babies babble regardless of culture / country / deafness Ex. humans can only be within a certain range of heights
34
Range-of-Reaction Principle
Genotype establishes a range of possible phenotypes in response to different kinds of individual life experiences Ex. Access to proper nutrition = taller
35
Passive Genotype / Environment Correlations
The environment that parents choose to raise their children in was influenced by the parents’ own genes, so it will likely complement the child’s genes. Ex. active parents create physical playroom with many physical toys, or intelligent parents create a playroom with intellectual stimulation
36
Evocative Genotype / Environment Correlations
The traits that we have inherited affect how others react to and behave towards us. Ex. difficult temperament = negative reactions from caregivers
37
Active Genotype / Environment Correlations
Our genotypes influence the kinds of environments that we seek Ex. sensation seeking temperament = choose environments that satisfy thrill-seeking urges
38
Twin studies intelligence result
Monozygotic = 0.86 correlation (raised together) / 0.72 correlation (raised apart) Dizygotic = 0.6 correlation
39
Critical Period
A window of opportunity within an individual’s development in which particular environmental stimulation is necessary in order to see permanent changes in specific abilities. Within the first 4-6 weeks of life
40
Experience-Expectant Brain Growth
Our brains have evolved to expect a certain amount of environmental input, and with this input our brains develop normally Expectant → sufficient stimulation + normal development
41
Experience-Dependent Brain Growth
Our brain develops according to our own personal experiences Dependent → unique stimulation + beyond normal development
42
Sensitive Periods
Developmental periods during which a specific type of learning takes place most easily, less rigid than critical periods, flexibility in the timing and type of stimulation required for normal development

Psych 1XX3 (2 decks)

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