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PSYC 1200 > Chapter 10 > Flashcards

Chapter 10 Flashcards

1
Q

Cognitive development

A

Study of changes in memory, thought, and reasoning processes that occur throughout lifespan.

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2
Q

Sensitive period

A

Period of time in development during which exposure to different types of environmental stimulus is important for development of specific abilities.

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3
Q

Jean Piaget

A

Studied, tested, and measured his children as they grew up.

Interested in how children think and reason.

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4
Q

2 central processes involved in learning

A

Assimilation
Accommodation

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5
Q

Assimilation

A

Fitting new information into the belief system/understanding you already process

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6
Q

Accommodation

A

Process whereby people modify their way of understanding based on new experiences.

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7
Q

Proposed 4 stages of cognitive development

A

Sensorimotor (0-2 years)
Preoperational (2-7 years)
Concrete operational (7-11 years)
Formal operational (11 years-adult)

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8
Q

Sensorimotor

A

Infants’ thoughts are based on immediate sensory and motor exploration.

“Out of sight, out of mind”

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9
Q

Object permanence

A

Ability to understand that objects exist even when they aren’t being perceived.

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10
Q

Preoperational

A

Focused on language development, symbol use, and pretend play.

Children can understand object permanence, not abstract thinking.
Can only come with experiential learning

Children can count and use numbers but can’t mentally manipulate the info.

Also can’t understand the connection of shape manipulation and how it doesn’t mean amount manipulation.

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11
Q

Conservation

A

Quantity or amount of an object is not the same as the physical arrangement or appearance of that object

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12
Q

Concrete operational

A

Develop logical thinking and number manipulation skills.

Difficulty with abstract versions: A>B, C>A –> C>B

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13
Q

Formal operational

A

Development of advanced cognitive processes such as abstract reasoning and hypothetical thinking.

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14
Q

Core knowledge hypothesis

A

Infants are born with abilities to understand key aspects of their environment.

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15
Q

What did ‘post Piaget’ studies use to study infants’ cognitive abilities?

A

Habituation-dishabituation responses

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16
Q

Habituation

A

Decrease in responding with repeated exposure to an event.

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17
Q

Dishabituation

A

Increase in responding with presentation of new stimulus.

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18
Q

Do infants only 2 days old demonstrate preference for the congruent trials. (No. of shapes = No. of sounds)

A

Yes

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19
Q

Attachment

A

The enduring emotional bond formed between individuals.

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20
Q

Strange situation test (Ainsworth)

A

Measures infant attachment. (humans)

Attachment styles:
Secure attachment
Insecure attachment
Disorganized attachment

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21
Q

Secure attachment

A

Child occasionally ‘checks in’ with parent while exploring.

Child shows some distress when parent leaves, avoids stranger.

Child seeks comfort from parent when they return.

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22
Q

Insecure attachment

A
  1. Anxious/ambivalent
    Very clingy to parent rather than explore on their own.

Similar behavior to secure attachment when parent leaves but when they return, child also resists.

  1. Avoidant
    Child appears to not need parent at all.

Unconcerned when parent leaves, unconcerned by stranger.

Doesn’t seek contact when parent returns.

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23
Q

Disorganized attachment

A

Characterized by instability.

Child views parent as source of fear and comfort.

Demonstrates inconsistent behavior to parent.

24
Q

Self-awareness

A

Ability to recognize one’s individuality.

Young children starts off only considering their own perspective. Eventually demonstrates a ‘Theory of Mind’.

25
Q

Erik Erikson’s (8) stages of psychosocial development

A

Infancy: Trust vs. Mistrust → Developing a basic sense of security toward caregivers

Toddlerhood: Autonomy vs. Shame → seeking independence and gaining self-sufficiency

Early Childhood: Initiative vs. Guilt → Testing boundaries, responsibility of actions, active exploration of the environment, taking personal initiative.

Childhood: Industry vs. Inferiority → Being able to perform at a good level vs. failing to achieve that.

Adolescence: Identity vs. Role Confusion → Establishing sense of self, attachment to particular social groups.

Young Adulthood: Intimacy vs. Isolation → Establishing and maintaining close relationships.

Adulthood: Generativity vs. Stagnation → Productive engagement in the world.

Aging: Ego Integrity vs. Despair → Focusing on accomplishments vs. failures

26
Q

Primary and secondary sex traits

A

Primary: Changes in the body directly related to reproduction.

Secondary: Changes not directly related to reproduction.

27
Q

Preconventional morality

A

Characterized by self-interest in seeking reward or avoiding punishment.

28
Q

Conventional morality

A

Regards social conventions and rules as guides for appropriate moral behavior.

29
Q

Postconventional morality

A

Considers rules and laws as relative. Right and wrong are determined by more abstract principles.

30
Q

Does the basis of moral decision making differ between male and females?

A

Yes

31
Q

Identity

A

One’s sense of the kind of person they are, what types of people they belong with, and their roles in society.

32
Q

Dysphoria

A

Anxiety or discomfort regarding one’s sex assigned at birth.

33
Q

Romantic relationships

A

Shift in attachment needs from safety and security to physical and emotional intimacy.

34
Q

Peer groups

A

Characterized by common social and behavioral interest goals, conventions.

35
Q

3 main areas of personal growth

A

Relationships → Trust, support, establish intimate connections

New possibilities → Freedom to pursue goals and interests

Personal strength → Confidence to overcome life’s challenges

36
Q

What’s being a part of a committed, long-term relationship is associated with?

A

Greater health.
Longer life.
Increased happiness.

37
Q

Gottman’s ‘Love lab’

A

Observation of couples interacting.

Certain behaviors noted as predictive of divorce.

Up to 94% accuracy

38
Q

4 horsemen of the (Relationship) apocalypse

A

Criticism → Focusing on partner’s flaws, expressing disappointments.

Defensiveness → Responding to perceived attacks and counter-attacks.

Contempt → Dismissive eye rolls, sarcastic comments, sharp tone of voice.

Stonewalling → Shutting down verbally and emotionally.

39
Q

Socioeconomical Selectivity Theory

A

Older adults learn to select more positive and nourishing experiences.

Participate in activities that emphasize positive emotions and sharing meaningful connections.

40
Q

What are some challenges with aging?

A

Loss of loved ones.
Health challenges.
Loss of personal freedoms.

41
Q

Aging

A

Associated with decline in grey and white matter volume in the cerebral cortex, hippocampus, prefrontal cortex.

42
Q

Alzheimers

A

Thought to be primarily caused by buildup of protein (plaques) and/or neurofibrillary tangles in the brain.

43
Q

Developmental psychology

A

Study of human physical, cognitive, social, and behavioral characteristics
across the lifespan.

44
Q

Cross-sectional design

A

Measures and compares samples of people at different ages at a given point in time.

Less expensive, lot quicker.

45
Q

Cohort effect

A

Differences between people resulting
from the time period in which they were born.

46
Q

Longitudinal design

A

Follows development of the same set of individuals through time.

47
Q

Attrition

A

Participants dropping out of the study.

48
Q

Fetal brain development

A

Embryonic stage (2 weeks)
Nerve cells develop
Neural tube becomes CNS.

4 weeks
Forebrain, midbrain, hindbrain divisions observable.

7 weeks
Spinal cord development allows movement,
strengthening and coordination of limbs

11 weeks
Cerebral hemispheres, cerebellum, brain stem have all developed.

7 months
Cerebral cortex forms folds and ridges.
Myelin builds up around developing nerve cells.

9 months (birth)
Brain is approx. 25% the size and weight of adult brain.
Approx. 100 billion neurons.

49
Q

Synaptogenesis

A

Forming of new synaptic connections

50
Q

Synaptic Pruning

A

Loss of weak nerve cell connections

51
Q

Teratogens

A

Substances that impair developmental processes.

52
Q

When does visual acuity become comparable?

A

By 6 months

By 8 months infants can perceive shapes and objects as well as adults.

53
Q

Rooting reflex

A

Turning head in the direction of stimulation at corner of the mouth.

54
Q

Moro reflex

A

Reaching out of arms, followed by hugging motion; grimacing.

55
Q

Grasping reflex

A

Clenching of hand in response to stimulation of the palm.

56
Q

Stepping reflex

A

Straightening of leg in anticipation of pressure on the sole of the foot.

PSYC 1200 (7 decks)

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