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Psych 202 > Chapter 10: Development > Flashcards

Chapter 10: Development Flashcards

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1
Q

prenatal stage

A

development that ends at birth

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2
Q

zygote

A

a fertilized egg that contains genetic material from both the egg and the sperm

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3
Q

germinal stage

A

the 2 week period that begins at conception
- migrates down the fallopian tube and implants itself in the wall of the uterus
- continuously dividing cells

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4
Q

embryo

A

when the zygote implants itself in the uterine wall
- continues to divide

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5
Q

embryonic stage

A

a period that starts at about the 2nd week after conception and lasts until about the 8th/9th week

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6
Q

fetus

A

9 weeks in womb
- has a skeleton and muscles
- brain cells begin to generate axons and dendrites that allow them to communicate with other brain cells

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7
Q

fetal stage

A

a period that lasts from about the 9th week after conception until birth

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8
Q

why are humans born with such underdeveloped brains?

A
  1. never pass through its mother’s birth canal
    2.development occurs within their environment
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9
Q

teratogen

A

any substance that passes from other to unborn child and impairs development

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10
Q

examples of teratogen

A
  • mercury
  • lead
  • alcohol
  • tobacco
  • stress
  • caffeine
  • cannabis
  • poverty
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11
Q

fetal alcohol syndrome (FAS)

A

a developmental disorder that stems from heavy alcohol use by the mother during pregnancy

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12
Q

infancy

A

the stage of development that begins at birth and last between 18 and 24 months

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13
Q

motor development

A

the emergence of the ability to execute physical actions

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14
Q

motor reflexes

A

motor responses that are triggered by specific patterns of sensory stimulation

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15
Q

root relax

A

causes infants to move their mouths toward any object that touches their cheek

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16
Q

sucking reflex

A

causes them to suck any object that enters their mouth

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17
Q

cephalocaudal rule

A

describes the tendency for motor skills to emerge in sequence from the head to the feet
- gain control over their heads first and feet last

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18
Q

proximodistal rule

A

describes the tendency for motor skills to emerge in sequence from the center to the periphery
- control their trucks before elbows

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19
Q

Jean Piaget

A

studied cognitive development

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20
Q

cognitive development

A

the process by which infants and children gain the ability to think and understand

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21
Q

Four discrete stages of cognitive development

A

the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage

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22
Q

sensorimotor stage

A

infants acquire information about the world by sensing it and moving around within it
- birth to 2 years
- learns object permanence
- separation anxiety

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23
Q

schemas

A

theories about the way the world works

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24
Q

assimilation

A

fitting new information into existing schemas

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25
Q

accommodation

A

modifying existing schemas to fit new information

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26
Q

object permanence

A

the fact that objects exist even when they are visable

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27
Q

childhood

A

the period that begins at about 18 to 24 months and lasts until about 11 to 14 years

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28
Q

preoperational stage

A

children develop a preliminary understanding of the physical world
- two to six years
- egocentrism
- does not understand conservation

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29
Q

concrete operational stage

A

children learn how various actions, or “operations,” can transform the concrete objects of the physical world.
- 7 to 11 years
- begins to understand conservation
- cannot think abstractly

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30
Q

conservation

A

the understanding that the quantitative properties of an object are invariant, despite changes in the object’s appearance

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31
Q

formal operational stage

A

children learn to reason about abstract concepts
- 12 and up
- hypothetical thoughts

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32
Q

false-belief task

A

fail to realize that other people don’t always know what they know
- language skills are an excellent predictor of how well they perform on false-belief tasks

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33
Q

theory of mind

A

the understanding that the mind produces representations of the world and that these representations guide behavior

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34
Q

what are things Piaget got wrong about cognitive development

A
  1. development is more continuous
  2. transitions between stages generally occur earlier
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35
Q

three essential skills that allow children to learn from others

A
  1. joint attention
  2. imitation
  3. social referencing
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36
Q

joint attention

A

the ability to focus on what another person is focused on
- I see what you see

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37
Q

imitation

A

the tendency to do what another person does
- I do what you do

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38
Q

social referencing

A

the ability to another person’s
- I think what you think

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39
Q

primary caregiver

A

the person that quickly become the emotional center of the infant’s universe

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40
Q

attachment

A

emotional bond with a primary caregiver

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41
Q

attachment styles

A

characteristic patterns of reacting to the presence and absence of one’s primary caregiver

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42
Q

secure attachment

A

The infant may or may not be distressed when the caregiver leaves the room. When the caregiver returns, the distressed infant goes to them for calming, and the non-distressed infant acknowledges them with a glance or a smile
- confident that primary caregiver will respond

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43
Q

Ambivalent attachment

A

The infant is distressed when the caregiver leaves the room, but when they return the infant refuses to be comforted
- uncertain if that primary caregiver will respond

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44
Q

Avoidant attachment

A

The infant is not distressed when the caregiver leaves the room, and ignores the caregiver when they return
- confident that primary caregiver won’t respond

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45
Q

Disorganized attachment

A

The infant shows no consistent pattern of response to the caregiver’s absence or return
- confused about their relationships with primary caregiver
- possible abuse from mother

46
Q

temperament

A

a biologically based pattern of attentional and emotional reactivity

47
Q

internal working model

A

a set of beliefs about the way relationships work

48
Q

Piaget’s three ways of moral reasoning

A

a shift from realism to relativism, a shift from prescriptions to principles, a shift from outcomes to intentions

49
Q

A shift from realism to relativism

A

realism: moral rules are directed by others
relativism: moral rules are negotiable

50
Q

A shift from prescriptions to principles

A

prescriptions: rules are guidelines for specific actions in specific situations
principles: rules are expressions of general principles

51
Q

A shift from outcomes to intentions

A

outcomes: an unintentional action that causes greater harm is more wrong than an intentional action that causes slight harm
intentions: the morality of an action depends on the motive

52
Q

three distinct stages of moral development (and who created it)

A

preconventional stage, conventional stage, postconventional stage
- Kohlberg

53
Q

preconventional stage

A

a stage of moral development in which the morality of an action is primarily determined by its consequences for the actor

54
Q

conventional stage

A

a stage of moral development in which the morality of an action is primarily determined by the extent to which it conforms to social rules

55
Q

postconventional stage

A

a stage of moral development in which the morality of an action is determined by a set of general principles that reflect core values

56
Q

adolescence

A

the period of development that begins with the onset of sexual maturity (about 11 to 14 years of age) and lasts until the beginning of adulthood (about 18 to 21 years of age)

57
Q

puberty

A

the onset of bodily changes associated with sexual maturity

58
Q

primary sex characteristics

A

bodily structures that change at puberty and are directly involved in reproduction

59
Q

secondary sex characteristics

A

bodily structures that change at puberty but are not directly involved in reproduction

60
Q

why does puberty happen earlier today in girls than in the past?

A

diet, stress

61
Q

gynephilic

A

attracted to women

62
Q

androphilic

A

attracted to men

63
Q

Erikson’s Stages of Psychosocial Development

A

feeding, toilet training, independence, school, peer relationships, love relationships, parenting, reflection on life

64
Q

adulthood

A

the stage of development that begins around 18 to 21 years and lasts for the remainder of life

65
Q

what parts of your brain deteriorate more quickly as you get other?

A

prefrontal cortex and its subcortical connections

66
Q

egocentrism

A

the failure to understand that the world appears different to different people

67
Q

what are the affects of FAS

A

brain abnormalities and cognitive deficits

68
Q

what are the affects of tobacco on the fetus?

A

low birth weight, more likely to be born premature, more likely to have perceptual and attentional problems, deficits in attention and learning

69
Q

Vygotsky’s theory of cognitive development

A

believed that cognitive development was largely the result of the child’s interaction with members of their own culture rather than their interaction with concrete objects

70
Q

periods of development

A

prenatal period, early childhood, middle and late childhood, adolescence, early adulthood, middle and late adulthood, late adulthood

71
Q

early childhood

A

the period from the end of infancy to about 5 or 6 years old

72
Q

middle and late childhood

A

the period extending from about 6 to 11 years of age

73
Q

early adulthood

A

the period that begins in late teens or early twenties and lasts through the thirties

74
Q

middle and late adulthood

A

the developmental period that begins between 35 and 45 years of age and continues into the sixties

75
Q

late adulthood

A

the developmental period that begins in the sixties and lasts until death

76
Q

what are the effects of using alcohol while pregnant?

A

the fetus is more likely to have an intellectual disability, lower birth weight, and facial/limb abnormalities

77
Q

Costs of Prematurity and Low Birth Weight

A

increased risk of learning disability, cerebral palsy, and ADHD

78
Q

Zones of proximal development and who discovered it?

A

things that child can do, things a child can’t do, things that the child can do with assistance
- Vygotsky

79
Q

Scaffolding

A

a theory that focuses on a student’s ability to learn information through the help of a more informed individual

80
Q

Harry Harlow

A

Did research on monkeys and attachment

81
Q

Schanberg and Field

A

designed an intervention for premature infants
- infants that were getting more contact gained more weight

82
Q

In contrast to Piaget, Vygotsky emphasized the role of ____ during development

A

social interactions

83
Q

Mary Ainsworth

A

strange situation, styles of attachment

84
Q

effects of day cares on children

A
  • day care infants more likely to be insecurely attached
  • day care may or may not be associated with increased behavior problems
  • high quality child care associated with increased social and academic competence
85
Q

What is quality day care

A
  • focus on teaching
  • low student/teacher ratio
  • caregivers who are sensitive and responsive
  • ample verbal and cognitive stimulation
  • stable providers
86
Q

parenting styles

A

authoritarian, authoritative, indulgent, neglectful

87
Q

authoritarian

A

set rules and expect them to be followed

88
Q

authoritative

A

set high but realistic standards

89
Q

indulgent

A

make few rules or demands

90
Q

neglectful

A

unconcerned and uninvolved

91
Q

parenting styles and self esteem

A

boys with higher self-esteem are associated with parents with authoritative parenting styles

92
Q

Erikson’s theory of socioemotional development

A

8 stages
1. trust vs mistrust
2. autonomy versus shame and doubt
3. initiative versus guilt
4. industry vs inferiority
5. identity vs confusion
6. learning intimacy vs isolation
7. generativity vs stagnation
8. integrity versus despair

93
Q

trust vs mistrust stage

A

does a child trust at their needs will be met?

94
Q

autonomy versus shame and doubt

A

does the child’s interactions in the world result in doubt or autonomy?

95
Q

initiative versus guilt

A

does the child get positive or negative encouragement from their decisions?

96
Q

industry vs inferiority

A

does the child feel self-competent or inferior?

97
Q

identity vs confusion

A

does the adolescent figure out who they are or do they become lost?

98
Q

learning intimacy vs isolation

A

does the adult find love or not

99
Q

generativity vs stagnation

A

does the adult nurture the generation or are they self-focused

100
Q

integrity versus despair

A

did we make the right or wrong choices in our life

101
Q

Who proposed the idea that children are young apprentices?

A

Vygotsky

102
Q

The speed of neurotransmission in the frontal lobe increases during adolescence due to the growth of

A

myelin

103
Q

The heart begins to beat in the ________ stage of prenatal development

A

embryonic

104
Q

During adolescence, maturation of the ________ lags behind maturation of the ________

A

frontal lobes; limbic system

105
Q

The embryo develops from the

A

the zygote’s inner cells

106
Q

The importance of schemas was most clearly highlighted by

A

Piaget’s cognitive development theory

107
Q

By a week after birth, infants are able to distinguish between their mothers’ ________ and that of another nursing mother

A

smell

108
Q

Newborn infants typically prefer their mother’s voice to their father’s voice because

A

they become familiar with their mother’s voice before they are born

109
Q

children in the preoperational stage seem to lack

A
  • understanding of relational terms
  • the ability to see/understand that others may perceive the world differently
110
Q

In the transition from childhood to adulthood: puberty is a ______ transition: and adolescence is a _____ transition

A

physical, cultural

Psych 202 (14 decks)

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