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Psychology 1100 > Chapter 12 - Development > Flashcards

Chapter 12 - Development Flashcards

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1
Q

Developmental Psychology

A

the scientific study of systematic change across the lifespan

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2
Q

Cross-sectional Designs

A

compare people of different ages at the same point in time

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3
Q

Longitudinal Designs

A

repeatedly tests the same cohort as it grows older

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4
Q

Sequential Designs

A

mixes longitudinal and cross-sectional designs - repeatedly test several age cohorts as they grow older and determine whether they follow a similar developmental pattern

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5
Q

Prenatal development

A

time from conception until birth (8-9 months)

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6
Q

Period of the zygote/Germinal Stage

A

cell replication, 0-2 weeks post conception

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7
Q

Period of the embryo

A

bodily organs and systems begin to form, 2 - 8 weeks post conception

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8
Q

Period of the fetus

A

immense growth and weight gain, 8 weeks post conception to birth

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9
Q

Age of viability

A

point of where survival outside the womb is possible, approx 24 weeks

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10
Q

Teratogens

A

environmental agents that cause abnormal prenatal development

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11
Q

Sensitive/Critical Periods

A

a time during which the nervous system of the individual is highly sensitive to certain environmental stimuli

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12
Q

Rubella

A

Disease in adults that is similar to the measles, fetus may have heart or vision related issues, problems with brain and cortex development, learning disabilities, blindness, and may be terminal for the fetus

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13
Q

Thalidomide

A

treatment for morning sickness, affects development of limbs in infant

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14
Q

Fetal Alcohol Syndrome

A

affects physical and psychological characteristics of child, central nervous system damaged

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15
Q

Eyesight of Infants

A

very nearsighted, visual acuity is 20/800 which is 40 times worse than normal adult acuity of 20/20

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16
Q

Preferential Looking Procedure

A

face preference - tend to track faces rather than patterns

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17
Q

Maturation

A

biological processes that govern our growth

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18
Q

Cephalocaudal Principle

A

the tendency for development to proceed in a head-to-toe fashion

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19
Q

Proximodistal Principle

A

states that development begins along the innermost parts of the body and continues toward the outermost parts

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20
Q

Which sound are infants especially attentive to?

A

voices (especially that of their mother)

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21
Q

Myelination

A

begins prenatally, myelin sheath increases speed of neural impulse transmission, improves brain communication, rapid myelination during first years of life
higher brain centres myelinated in adolescence and/or early adulthood

22
Q

Synaptogenesis

A

the formation of new synapses, occurs rapidly during infancy and childhood

23
Q

Synaptic Pruning

A

less stimulated neurons lose synapses

24
Q

Jean Piaget

A
  • father of cognitive development

- believed children are constructivists

25
Q

Explain “children are constructivists”

A

they learn through acting upon their environment

26
Q

Piaget’s Cognitive Developmental Theory

A

How we gain/modify knowledge (achieve cognitive equilibrium)

  1. Assimilation = interpreting new information using existing belief system
  2. Accommodation = modifying belief system to account for new information
27
Q

Piaget’s Stages of Cognitive Development

A
  1. Sensorimotor Stage
  2. Preoperational Stage
  3. Concrete Operational Stage
  4. Formal Operational Stage
28
Q

Sensorimotor Stage

A
  • 0-2 years of age
  • rely on sensory and motor experiences to explore and understand environment
  • important milestone: object permanence
  • towards the end, rely on language for communication
29
Q

Preoperational Stage

A
  • 2-7 years of age
  • begin to use mental symbols to represent objects and events
  • egocentric
  • fail at conservation tasks
30
Q

Concrete Operational Stage

A
  • 7-12 years of age
  • logical thinking, reality bound
  • lack hypothetic thinking and deductive reasoning
31
Q

Formal Operational Stage

A
  • 17 years of age +

- can apply logical operations to abstract/theoretical ideas

32
Q

Habituation

A

decrease in response due to repeated exposure

33
Q

Dishabituation

A

increased response due to change in stimulus

34
Q

Vygotsky’s Sociocultural Theory

A

much of learning occurs within cooperative or collaborative dialogue with more knowledgable individuals

35
Q

The Zone of Proximal Development

A

the difference between what an individual can do independently and what he can accomplish with the guidance of a more skilled partner

36
Q

Scaffholding

A

tailoring instruction in order to help a novice learn more effectively

37
Q

3 phases of attachment development

A
  1. Indiscriminate attachment = evoke caregiving from all adults
  2. Discriminate Attachment = 3 months of age, direct attachment behaviours more towards familiar caregivers
  3. Specific Attachment = 7-9 months of age, develop first meaningful attachments towards specific caregivers
38
Q

Emergence of Self Awareness

A

the knowledge that one exists independent of other entities

39
Q

Theory of Mind

A

understanding of own and other’s mental states

40
Q

Identity Development

A

the process of exploring and committing to a self definition

41
Q

Moratorium

A

individual wanted to establish a clear identity and were currently experiencing a crisis but had not yet resolved it

42
Q

Identity Achievement

A

individual had gone through an identity crisis, successfully solved it, and emerged with a coherent set of values

43
Q

Identity Diffusion

A

individual had not yet gone through identity crisis, seemed unconcerned/cynical about identity issues, and were not committed to a coherent set of values

44
Q

Foreclosure

A

individual had not yet gone through an identity crisis, as they committed to an identity and set of values before experiencing a crisis

45
Q

Peer Cliques

A

small, interaction-based

46
Q

Peer Crowds

A

large, reputation-based

47
Q

Secure Attachment

A

caregivers who attend consistently and appropriately to their infant’s signals are likely to have securely attached infants

48
Q

Anxious-Resistant Attachment

A

caregivers who are inconsistent in meeting their infants’ needs are likely to have anxious/resistant infants

49
Q

Anxious-Avoidant Attachment

A

Unavailable/rejecting caregivers, those who usually do not respond to infants’ signals and who feel uncomfortable with physical contact tend to have avoidant infants

50
Q

Disorganized Attachment

A

Caregivers who are frightened or who are frightening to their infants are likely to have disorganized infants.

Psychology 1100 (3 decks)

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