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psyc100 > chapter 12 > Flashcards

chapter 12 Flashcards

1
Q

nature vs nurture environmental influences

A

diet
phsycial touch
experience

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2
Q

reaction range

A

: the range of possibilities that a genetic code allows

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3
Q

critical period

A

an age range during which certain experiences must occur

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4
Q

sensetive period

A

an optimal range for certain experiences

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5
Q

cont vs discont

A

is development continuous and gradual, or is it discontinuous, progressing through qualitatively distinct stages?

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6
Q

Stability versus Change

A

do our characteristics remain consistent as we age?

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7
Q

cross sectional research

A

compares people of different ages at the same point in time.

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8
Q

Longitudinal research

A

investigates behavior as participants age.

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9
Q

germinal stage

A

zygote

repeated cell division

attached to mother uterus 10-14 after conceptipn

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10
Q

embryo

A

2-8 weeks

zygote has a brain hearts other organs

organs are visible

placenta and umblical cord

embryonic period=2 weeks after conception, developping individual

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11
Q

fetus

A

8 weeks to birth

evidence of simple behaviors and some learning

movements become strong

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12
Q

age of viability

A

fetus can survive if born prematurely

oragnisms are susceptible of certain kind of stimuli

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13
Q

Prenatal development

A

through sensetive period

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14
Q

Pheheight weight

A

after 38 weeks, 7 pound 20 inch

preterm before 38 weeks

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15
Q

Phenylketonuria (P K U):

A

cannot produce an enzyme required for normal development.

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16
Q

Tay-Sachs disease

A

usually die by age 3 or 4 because of the body’s inability to break down fat; most often found in Jews of Eastern European ancestry.

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17
Q

Teratogens

A

environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect.

Mother’s nutrition;
Mother’s illness;
Mother’s emotional state;
Mother’s use of drugs, alcohol, and/or nicotine.

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18
Q

effect of alcohol while pregnant

A

Facial abnormalities and small, malformed brains
Mental retardation, attentional and perceptual deficits, irritability, impulsivity

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19
Q

Fetal alcohol spectrum disorders (FASD)

A

a group of abnormalities that results from varying kinds of prenatal exposure to alcohol

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20
Q

cocaine

A

low birth weight

Mental retardation, attentional and perceptual deficits, irritability, impulsivity

“natural born addicts”

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21
Q

neonate

A

new born

Squeezing of the incompletely formed bones during the trip through the mother’s birth canal.

Vernix: a white, greasy covering, for protection before birth.

Lanugo: a soft fuzz over the entire body, similarly for protection.

Puffy eyelids due to an accumulation of fluids in an upside-down position.

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22
Q

reflexes

A

Rooting reflex: turning of the head toward things that touch their cheeks.

Sucking reflex: prompts infants to suck at things that touch their lips.

Gag reflex: clearing of the throat.

Startle reflex: a series of movements in response to a sudden noise.

Babinski reflex: fanning out of the toes when the foot is stroked.

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23
Q

Habituation

A

the decrease in the response to a stimulus that occurs after repeated presentations of the same stimulus.

24
Q

first year of life children

A

Gain triple their birth weight.

Increase in height by half.

25
Q

young brain

A

rapid development of neutral networks

first to mature = basic survival functions, heartbeat, breathing

Last = frontal cortex = highest level cognitive functions

Brain= Myelinization

Formation of new synapses and loss of unused ones

Maturation of association areas

Specialization of the cerebral hemispheres

26
Q

newborn learning

A

Newborns can acquire classically conditioned responses

Evidence for operant conditioning in 3-day-old infants (sucking a nipple in order to activate a tape recording of their mothers’ voice).

can imitate facial expressions

27
Q

sensory capabilites

A

love scannig environment

preference for mother’s face within hours after birth

sense of taste

respond to touch discrimination

distinguidh different odors

preference for human voice

distinguish mothers voice

28
Q

Jean piaget + Alfred Binet

A

same age = same mistakes

childrens thinking chnages with age

29
Q

Schemas

A

Assimilation=new experiences are incorporated into existing schemas

Accomodation=new experinces cause existing schemas to change

disequilibrium=imbalance between existing schemas and new experinces

30
Q

Piaget, cognitive thinking

A

Sensimotor stage=birth to 2 years,using images, language, or other symbols

Object permanence: Awareness that objects continue to exist even if they are out of sight

Preoperational stage: Period from 2 to 7 years of age that is characterized by language development

Principle of conservation: Knowledge that quantity is unrelated to the arrangement and physical appearance of objects

Concrete operational stage: Period from 7 to 12 years of age that is characterized by logical thought and a loss of egocentrism

Formal operational stage: Period from age 12 to adulthood that is characterized by abstract thought

31
Q

new borns emotions

A

Sense of self emerges at around 18 months of age
(self-awareness/ self-conscious emotions)
Begin to display pride, shame, and guilt at around age 2
Empathy, envy, embarrassment

32
Q

Emotional regulation

A

the processes by which we evaluate and modify our emotional reactions

33
Q

Emotional competence

A

influences social behaviour and popularity
Children who frequently display sadness or who cannot control their anger are less likely to be popular, and emotional competence remains important for well-being as children develop.

34
Q

Emotion recognition

A

Young infants are also able to recognize emotions in the other people as well.

35
Q

socai referencing

A

the process by which infants use the emotional responses of others to guide their actions.

36
Q

Konrad Lorenz studied attachment with newborn goslings.

A

Labeled the process of imprinting—behavior that takes place during a critical period and involves attachment to the first moving object observed.

Harry Harlow studied attachment with infant monkeys

37
Q

attachment process bowlby

A

attachment that refers to the strong, enduring emotional bond between a child and his caregiver

secure base.

5 phases: Indiscriminate attachment behaviors in newborns

Discriminating attachment behaviors (3 months)

Specific attachment behaviors (7-8 months)

Goal-corrected partnership (age 3-4)
Children and caregivers can maintain their relationships whether together or apart

Lessening of Attachment

38
Q

Parallel play

A

children play physically near each other, but they don’t try to influence each other’s behavior.
Helps children learn physical and emotional self-control***

39
Q

Diana Baumrind 4 types of parents

A

Authoritarian parents: those who are rigid and punitive and value unquestioning obedience from their
children.

Permissive parents: those who give their children relaxed or inconsistent direction and, although they are warm, require little of them.

Authoritative parents: those who are firm, set clear limits, reason with their children, and explain things to them.

Uninvolved parents: those who show little interest in their children and are emotionally detached.

40
Q

Temperament:

A

Basic, innate characteristic way of responding and behavioral style

41
Q

Resilience

A

Ability to overcome circumstances that place children at high risk for psychological or even physical harm

42
Q

Thomas and Chess (1977) identified three basic types of babies

A

Easy (Good-natured, easy to care for, adaptable)
Difficult (Moody and intense, react to new situations and people negatively and strongly)
Slow-to-warm-up (Inactive and slow to respond to new things, and when they do react, it is mild)

43
Q

Kagan

A

shy child tested 4 months 2 years 4 years and 7 yeatrs

44
Q

Erik ERikson, psychosocial development

A

: the development of individuals’ interactions and understanding of each other and of their knowledge and understanding of themselves as members of society.

trust vs mistrust= birth to age 1.5 feeling of trust or lack of trust

autonomy vs shame= 1.5 to 3 autonomy encouraged or shamed

initiative vs guilt= 3 to 6 independence of actions sometimes - consequences

indutry vs inferiortiy =6 to 12 + social relations or less social

45
Q

Puberty

A

11-12 girls
13-14 boys
menstruation, spermarche

46
Q

Adolescent brain

A

Neural networks are streamlined, especially in prefrontal cortex and limbic system that plays an important role in planning and coordinating behaviors that satisfy motivational goals and emotional urges

PFC- Upsurge in activity of dopamine regulates emotional arousal, pleasure and reward and learning

47
Q

Adolescents risk??

A

Immaturity in the adolescent’s prefrontal cortex (difficulty in controlling impuses, which results in impulsivity and risk taking behaviour.

Failing to take dangers seriously, as if they think that they are somehow invulnerable to harm or disease.

Sensation seeking behaviour.

Peer pressure

48
Q

Personal fables

A

believing their experiences are unique

49
Q

ıdentity search(Marcia)

A

Identity diffusion: not yet gone through an identity crisis; uncommitted to a coherent set of values

Foreclosure: not yet gone through an identity crisis; committed to an identity and set of values before experiencing a crisis. Endorsement of authoritarian values.

Moratorium: currently in an identity crisis. Values are either absent or vaguely defined. Active exploration of alternatives.

Identity achievement: resolved identity crisis

50
Q

suicide

A

Males are five times more likely to commit suicide.

Females attempt it more.

Easy access to weapons is a factor, as is bullying.

Suicides sometimes comes in clusters.

51
Q

moral thinking, piagetian

A

Morality of constraint: belief that morals are absolute (before age 9 or 10).

Morality of cooperation: moral rules can be changed if they are not appropriate to the occasion, as long as people invloved agree to do so.

52
Q

Kohlberg’s moral reasoning

A

Proposed that people advance through increasingly sophisticated levels of reasoning about moral issues

Level 1, preconventional morality: the main considerations are the avoidance of punishment and the desire for rewards.

Level 2, conventional morality: membership in society becomes important; people behave in ways that will win the approval of others.

Level 3, postconventional morality: people accept that there are certain broad principles of morality that should govern our actions; and these principles are more critical than the particular laws in a society.

53
Q

Carol Gilligan

A

Men view it primarily in terms of broad principles, such as justice and fairness.

Women see it in terms of responsibility toward others and a willingness to make sacrifices—a morality of caring.

54
Q

Skinner

A

“good” and “bad” behaviors are learned through reinforcement and punishment

Cultural conformity involves:
Understanding that there are moral rules
Being able to control impulses
Experiencing negative emotions when rules are violated

55
Q

Freud

A

: conscience develops through identification with parents
Self-serving
Moral emotions

psyc100 (8 decks)

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