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Pyschology 105 > Chapter 10; Human Development > Flashcards

Chapter 10; Human Development Flashcards

1
Q

development psychology

A

the study of how behaviour and mental processes change over the lifespan

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2
Q

post hoc fallacy

A

mistaken assumption that because A comes before B, A must cause B

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3
Q

bidirectional influences

A

childrens experiences (nurture) influence their development, but their development (nature) also influences their experiences

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4
Q

cross-sectional design

A

design in which researchers examine people of different age groups at the same time

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5
Q

cohort effects

A

in cross-sectional designs there are effects due systematic generational differences

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6
Q

what are longitudinal designs and what do they allow us to examine?

A

tracking the development of the same group of subjects over time, allows us to examine developmental effects: changes over time as a consequence of ageing

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7
Q

attrition

A

in longitudinal designs participants can drop out before the study is complete

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8
Q

selective attrition

A

in longitudinal designs when the droupouts are disproportionately from a particular group

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9
Q

externalizing behaviours

A

acting out, ex. breaking rules, defying authority, committing crimes

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10
Q

what are the 2 myths concerning development

A
  1. infant determinism: assumption that extremely early experiences are almost always more influential than later experiences in shaping us as adults
  2. childhood fragility: belief that children are delicate creatures who are easily damaged
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11
Q

gene-environment interaction

A

the effects of genes depend on the environment and vice-versa, ex. low MAO gene+maltreatment= antisocial behaviour

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12
Q

nature via nurture

A

children with certain genetic predispositions often seek out and create their own environments, ex. highly fearful children select safer environments, making it appear that growing up in a safe environment created fearfulness, when the environment is actually a consequence of genetic predisposition

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13
Q

gene expression

A

when environmental experiences turn genes on and off through development, ex. weed/schizophrenia, highly stressful event/anxiety

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14
Q

what develops prenatally?

A

learning, memory, and preferences for sounds/body positions

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15
Q

zygote

A

fertalized egg

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16
Q

what are the 3 stages of prenatal development

A
  1. germinal stage
  2. embryonic stage
  3. fetal stage
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17
Q

germinal stage

A

0-2 weeks, zygote divides and doubles forming a blastocyst: ball of identical cells that haven’t differentiated yet

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18
Q

embryonic stage

A

3-8 weeks, cells start to differentiate, limbs, facial features, major organs (heart lungs brain) begin to form, during this stage things are most likely to go wrong like miscarriage and defects

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19
Q

fetal stage

A

9 weeks-birth, bulking up stage, embryo becomes a fetus, major organs are established, heart starts beating

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20
Q

what are teratogens and give examples

A

environmental factor that can negatively impact prenatal development, ex. illness, x-rays, alcohol, tobacco, cannabis

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21
Q

proliferation

A

when neurons in the brain develop at an astronomical rate, starting with the brain stem, 18 days - the end of month 6

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22
Q

what is migration of cells and when does it occur?

A

neurons sort themselves out, moving to their final positions in specific structures of the brain such as hippocampus/cerebellum, 4 months onward

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23
Q

what are the 3 ways fetal development is disrupted

A
  1. exposure to hazardous environmental influences
  2. biological influences from genetic disorders or errors in cell duplication
  3. premature birth
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24
Q

FASD

A

fetal alcohol syndrome disorder, causes learning disabilities, delays in physical growth, facial malformations, behavioural disorders

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25
Q

premature babies

A

are born before 36 weeks

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26
Q

viability point

A

point in pregnancy when infants can survive on their own, 25 weeks

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27
Q

infant reflexes

A

sucking reflex, rooting reflex: if you stroke a baby’s cheek it turns its head

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28
Q
A
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29
Q

motor behaviours

A

bodily movements that occur as a result of self-initiated force

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30
Q

what are the 6 major motor milestones and when do they occur?

A

sitting up (6 months), crawling (9 months), standing unsupported (11 months), cruising (12 months), walking (13 months), and running (18-24 months)

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31
Q

motor patterns

A

are innately programmed and become active at specific time points

32
Q

what triggers puberty?

A

pituitary gland simulates physical growth and reproductive system releases estrogens and androgens (ex. testosterone)

33
Q

secondary sex characteristics

A

breats, broader shoulders, deeper voice, ect.

34
Q

puberty

A

sexual maturation/attainment of physical potential for reproduction

35
Q

menarche

A

onset of menstruation

36
Q

spermarche

A

first ejaculation

37
Q

menopause

A

termination of menstruation triggered by reduction in estrogen

38
Q

cognitive development

A

how we acquire the ability to learn, think, communicate, and remember over time

39
Q

what are the 3 ways cognitive theories differ?

A

either stage like or continuous changes in understanding, either domain-general or domain specific, and principle source of learning

40
Q

stage like changes in understanding

A

sudden spurts of knowledge followed by periods of stability, at this age we can expect x to happen

41
Q

continuous changes in understanding

A

gradual, incremental, no clear cut-off

42
Q

domain general

A

development changes in cognitive skills affect most or all areas of cognitive functioning at once

43
Q

domain specific

A

cognitive skill develop independently and at different rates across different domains

44
Q

principle sources of learning

A

physical experience, social interaction, or biological maturation/natural changes

45
Q

Jean Piaget;s theory of cognitive development

A

stage theorist,
domain general
biological maturation
children aren’t miniature adults, understandings differ due to their limited experiences
children aren’t passive observers, but rather active learners
end point of cognitive development is the ability to reason logically about hypothetical problems
cognitive change is marked maintaining a balance between our experience of the world and our thoughts about it

46
Q

assimilation

A

piaget; the process of absorbing new experiences into current schemas during which cognitive skills/worldview remains unchanged

47
Q

accommodation

A

piaget; the altering of a schema to make it more compatible with experience

48
Q

Jean Piaget’s stages of development

A
  1. sensorimotor stage
  2. preoperational stage
  3. concrete operations stage
  4. formal operations stage
    stop pretending chickens fly
49
Q

sensorimotor stage

A

birth -2; marked by focus on the here an now, all info is acquired through perception/observing physical consequences of their actions, lack of object permanence: the understanding that objects still exist when out of view and a lack of deferred imitation: ability to perform action observed earlier

50
Q

preoperational stage

A

2-7, marked by an ability to construct mental representations: the ability to think about things absent from immediate surroundings

51
Q

concrete operations stage

A

7-11, ability to perform mental operations for physical events but poor at performing mental operations in abstract/hypothetical situations, can pass and perform conservation tasks and organizational tasks

52
Q

formal operations stage

A

12+ adolescence, hypothetical reasoning beyond the here and now, experiment systematically with hypotheses and explain outcomes, think about abstract questions, if and the statements, and either or statements

53
Q

horizontal decalage

A

what Piaget called children who were more advanced in one cognitive domain than another

54
Q

cons of piagets theory

A

he underestimated children’s competence and was culturally biased and learning is actually domain-specific and continuous

55
Q

Vygotsky’s theory of cognitive development

A

continuous
domain-specific
social interaction
interested in how social/cultural factors influence learning
scaffolding
zone of proximal development

56
Q

scaffolding

A

learning mechanism where parents provide assistance in children’s learning but gradually remove structure as children become more competent

57
Q

zone of proximal development

A

phase where children are receptive to learning a new skill but aren’t yet successful at it

58
Q

naive physics

A

infants posses a basic understanding of some aspects of how physical objects work

59
Q

Michael McCloskey

A

many adults hold commonsensical, but inaccurate ideas about physics

60
Q

Bloom/Weisburg

A

science is hard because it challenges our assumptions/reliance on impressions, intuitions, and observations

61
Q

self-awareness

A

how much a child has developed a concept of themselves (dot test) children can recognize themselves in a mirror at 18 months

62
Q

theory of mind

A

ability to reason about what other people know, 4-5 years, sally and anne test

63
Q

Adolescence; David Elkind

A

return of egocentrism
imaginary audience (belief that everyone is paying attention to you)
personal fable (belief that you are special and unique and can’t be harmed)

64
Q

what declines with age and what improves with age

A

memory/processing speed declines, but crystalized intelligence and vocabulary improves

65
Q

what is temperament and what are the 3 categories?

A

basic emotional style, genetic, 3 categories:
1. easy (40% of babies)
2. difficult (10% of babies)
3. slow to warm up (15% of babies)
35% of babies don’t fit into the categories

66
Q

what is behavioural inhibition and what does it predict?

A

tendency to react negatively and withdraw when faced with unfamiliar people/situations; predicts high anxiety levels and low impulsivity

67
Q

contact comfort

A

touch can provide positive emotions

68
Q

secure attachment style

A

considers caregiver to be reliable, upset when caregiver leaves, happy upon return

69
Q

what is insecure attachment style and what are the 3 types?

A

avoidant, anxious, disorganized

70
Q

insecure-avoidant attachment style

A

dettached relationship, doesn’t react when caregiver leaves/returns

71
Q

anxious attachment style

A

clingy, nervous about caregiver leaving, upset when they return

72
Q

disorganized attachment style

A

reactions are inconsistent (abuse/neglect)

73
Q

attachment style is a result of what

A

temperment and parenting style

74
Q

Erikson’s Model of Identity Development

A

Each stage is marked by an identity crisis or psychological crisis and how the crisis is resolved impacts later functioning
8 stages:
1. Infancy: trust vs. mistrust
2. Toddlerhood: autonomy vs. shame and doubt
3. Early childhood: Industry vs. inferiority
4. Adolescence: Identity vs. role confusion
5. Young adulthood: intimacy vs. isolation
6. Young adulthood: intimacy vs. isolation
7. Adulthood: generativity vs. stagnation
8. Aging: ego integrity vs. despair

75
Q
A

Pyschology 105 (5 decks)

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