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psych 105 > Chapter 11: Development > Flashcards

Chapter 11: Development Flashcards

1
Q

Developmental psychology

A

Study of continuity and change across the life span

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2
Q

Conception

A

-Moment when a sperm fertilizes an egg resulting in the formation of a zygote.
-Typically occurs 1-2 days after intercourse
-Rapid cell division

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3
Q

Zygote

A

-Fertilized egg
-Zygote migrates down the fallopian tube and implants itself in the wall of the uterus
-50% chance of success rate due to being defective or inappropriate implanting

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4
Q

Embryo

A

-Zygotic successfully planted into uterus
-Continuation of cell division
-Major organs and body systems begin to form; beating heart, female reproductive organs; male testosterone hormone production
-Highly vulnerable to environmental factors

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5
Q

Fetus

A

-Has skeleton and muscle that make it capable of movement
-Rapid braid growth
-Myelination
-Compared to other primates, human brain is 25% of adult size

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6
Q

Myelination

A

Formation of fatty sheath around the axons of a neuron

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7
Q

Womb

A

Environment that affects an unborn baby in many ways

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8
Q

Placenta

A

-Organ that links the mother’s bloodstream to the unborn baby
-Permits exchange of materials

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9
Q

Teratogens

A

-Agents (drug and viruses) that pass from mother and impair the process of development

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10
Q

Touch

A

Can detect touch and pressure from and can respond to gentle stroking and pressure on skin

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11
Q

Taste

A

Can detect different tastes such as sweet or sour

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12
Q

Hearing

A

Can detect sounds outside the womb from around; hears the mothers voice, heartbeat, and other external sounds

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13
Q

Vision

A

-Detects light and dark
-Can detect the mother’s emotional state and respond to stress and anxiety

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14
Q

Balance and movement

A

Develops a sense of balance and movement

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15
Q

Newborns and vision

A

-Have poor distance vision
-See things that are 20-30 cm away
-Habituate to visual stimuli
-Can see squares, triangles, diagonal lines
-Track shapes with facial features longer
-Can mimic facial expressions within the first hour of life

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16
Q

Motor development

A

-Emergence of ability to execute physical action such as reaching, grasping, crawling and walking
-Cephalocaudal rule
-Proximodistal rule

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17
Q

Cephalocaudal rule

A

-“Top-to-bottom” rule
-Describes the tendency for motor skills to emerge in sequence from the head to feet

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18
Q

Proximodistal rule

A

-“Inside-to-outside” rule
-Describes the tendency for motor skills to emerge in sequence from the center to the periphery

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19
Q

Motor reflexes

A

-Specific patterns of motor response that are triggered by specific patterns of sensory stimulation
-Innate; disappear as infants learn to execute more sophisticated motor behavior

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20
Q

Scale errors

A

-Not yet coordinated perceptual and motor systems
-Eg) Small toy car, kid tries to sit inside the small toy car even though the car is too small

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21
Q

Cognitive development

A

Emergence of the ability to think and understand

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22
Q

Jean Piaget

A

-Suggested four stages of cognitive development in which infants and children learn how the physical world works, how their minds represent it, how other minds represent it

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23
Q

Piaget’s four stages of cognitive development

A

-Sensorimotor
-Preoperational
-Concrete operational
-Formal operational

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24
Q

Sensorimotor (18-24 months after birth)

A

-Infant experiences the world by sensing it and moving in it
-Develops schemas
-begins to act intentionally
-shows understanding of object permeance
-Assimilation
-Accommodation

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25
Preoperational (6 years after birth)
-Child acquires motor skills but does not understand conservation of physical properties -Child begins this stage by thinking egocentrically but ends with basic understanding of other minds
26
Concrete operational (11-14 years after birth)
Child can think logically about physical objects and events and understands conservation of physical properties
27
Formal operational (18-21 years after birth)
Child can think logically about abstract problems and hypotheticals
28
Schemas
-Sensorimotor stage -Theories about or models of the way the world works -Developing theories
29
Assimilation
-Sensorimotor stage -Process by which infants apply their schemas (theories) in novel situations -Applying theories
30
Accommodation
-Process by which infants revise their schemas in light of new information -Adjusting theories
31
What did Piaget think of infants and knowledge
-Infants are surprisingly clueless about some of the most basic properties of the physical world and must acquire information about those properties -In reality infants knew more than Piaget suspected
32
Object permeance
Idea that objects continue to exists even when they are not visible
33
Robert Fantz
-Developed preferential looking time technique -Impossible object/events
34
Conservation
-Notion that many of the physical properties of an object do not vary despite changes in the objects appearance -Distinguishing between appearance vs reality -Children in preoperational stage assume the things are as they see them
35
Egocentrism
-Failure to understand that they have minds that mentally represent objects -Therefore world may appear different to different observers -Observed during preoperational stage
36
False-Belief task
-Young children fail to realize that others do not see or know what they know -Eg) initially thinking there are smarties in box, seeing it is pencils and then showing your friend the box and expecting them to assume the box will hold pencils
37
Desires and emotions
-Children can understand that others can have different desires from their own -Children have difficulty understanding different emotional reactions in others until about 6 years in age
38
Theory of mind
-Understanding that they mind produces representations of the world and that these representations guide behavior -Children with autism and deaf children whose parents do not use ASL have difficulty with theory of mind -Language is important for development of this theory
39
Critiques of Piaget's theory
-Modern psychologists see development as more fluid, continuous and less step-like -Piagets theory is too rigid and neat -Children many acquire abilities earlier than proposed
40
Cultural differences and theory of mind
-Research findings suggest a stable difference between Western and Eastern cultures on being disagreeable
41
Lev Vygotsky
-Believed children develop through interactions with members of their own culture -Zone of proximal development -Cultural tools -Joint attention, social referencing, imitation
42
Joint attention
Ability to focus on what another person is focused on
43
Social referencing
-Ability to use another person's reactions as information about how to think about the world -Checking for caregivers approval
44
Imitation
-Ability to do what another does -See someone do something and copy
45
Konrad Lorenz
-Discovered the concept of imprinting in newly hatched goslings -Primary caregiver quickly becomes infants emotional center
46
Primary caregiver
-Emotional center of infants world who provides emotional bond known as attachment -Person available for care
47
Attachment
-Emotional bond that forms between newborns and caregivers
48
What does deprivation of the opportunity to form attachment do?
Presents serious risk for a wide range of physical, mental and emotional impairments
49
Attachment styles
-Mary Ainsworth -Characteristic patterns of reacting to the presence and absence of one's primary caregiver
50
Secure attachment
-Infant not distressed when caregiver leaves -Acknowledges her return
51
Avoidant attachment
-Infant not distressed when caregiver leaves -Does NOT acknowledge her return
52
Ambivalent attachment
-Infant distressed when caregiver leaves -Difficult to calm when she returns
53
Disorganized attachment
No consistent pattern response
54
Nature: Temperament
-Biologically based pattern of attentional and emotional reactivity -Variable and stable -Difficult babies -Slow-to-warm-up babies -Unclassified: 35%
55
Variable and stable
-Biological easy babies -Adjust easily -40%
56
Difficult babies
-Slow to adjust -React negatively -10%
57
Slow-to-warm-up babies
-Difficult first and then easy -15%
58
Internal working model
As a result of interactions with their primary caregivers, infants develop beliefs about the way relationships work
59
Piaget's development Model of Moral reasoning
-Realism (moral rules are real, truth) to relativism (Human's inventions) -Prescriptions to principles -Outcomes to intentions
60
Moral reasoning
Process of using logic to decide if an action is right or wrong
61
Lawrence Kohlberg
-Developed a theory of stages in moral development -Preconventional stage -Conventional stage -Postconventional stage
62
Preconventional stage
-Childhood -Consequence based -Judgements of right and wrong based on actual or anticipated punishment and reward -Based on external authority
63
Conventional stage
-Adolescence -Conformity to social rules -Right and wrong determined by close others -Rules necessary for maintaining social order -Rigidly obeyed
64
Postconventional stage
-Adults -Based on core values -Acceptance of rules is less rigid -Moral thinking more flexible -Personal ethics and conflicts with societal rules -Rules are guidelines but not definitive -Save life VS jail
65
Criticisms of Kohlberg's theory
-Stages are not as discrete as proposed -Development of moral reasoning reflects western societies -Moral reasoning is only a part of moral development
66
Adolescence
-Period that begins with onset of sexual maturity -From about 11-14 up until about 18-21 -Abrupt and well-marked transition )height, weight)
67
Puberty
-Bodily changes associated with sexual maturity -Primary sex characteristics -Secondary sex characteristics (due to hormonal change) -Changes in brain -Second wave of prefrontal cortex proliferation before puberty -second wave of pruning during adolescence
68
Protraction of adolescence
-Variation in onset of puberty between individuals, racial groups, generations -Age of puberty has decreased 5 months every decade in last 25 years -Age of adulthood responsibility decreases -Isolated from adults and wrongly treated like children
69
Consequences of protracted adolescence
-Feeling compelled to protest restrictions and demonstrate their adulthood by doing things such as smoking, drinking, using drugs, having sex, committing crimes -Many adolescents eventually act out and age out
70
Sexual orientation
-Biology and genetics play major roles -Same-sex activity predates civilization itself and is observed in almost all mammals -Brains of gay and lesbian people look in some ways like the brains of opposite-sex straight people -Childs behavior is good predicator of their adult sexual orientation
71
Erik Erikson
-Proposed stages of human development that all humans go through -Adolescence go through the "identity versus role confusion" stage
72
Generational cycle
-Same-sex cliques -Meeting opposite sex in public places -Romantic relationships -Marriage -Children (worry for children when they eventually repeat cycle)
73
Adulthood
-Stage of development that begins around 18 to 21 years and ends in death -Between 26-31 body will start to deteriorate
74
Cognitive decline
-Physical changes lead to psychological consequences -Older brains compensate by calling on other neural structures -Less Bilateral asymmetry (in prefrontal cortex of older brains) -De-differentiation
75
Older VS younger brains
-Older brains show bilateral activation and young brains show unilateral activation
76

psych 105 (7 decks)

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