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PSYCO 105 > Chapter 12 - Development over the Lifespan > Flashcards

Chapter 12 - Development over the Lifespan Flashcards

1
Q

what does developmental psychology do

A

examine changes in our biological, physical, and behavioural processes as we age

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2
Q

cross-sectional design

A

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

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3
Q

pros of cross-sectional design

A

Data from many age groups can be collected quickly

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4
Q

cons of cross-sectional design

A

different age groups grew up in different historical periods. Thus the results may be due to environmental differences, rather than ageing

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5
Q

what is a cohort

A

an age group

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6
Q

longitudinal design

A

repeatedly test the same cohort as it grows older

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7
Q

cons of longitudinal design

A

Time consuming
Sample may shrink as people drop out of study, move, die.
results may be due to developmental experiences unique to the cohort, not due to ageing

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8
Q

sequential design

A

combines cross-sectional and longitudinal

repeatedly test several age cohorts as they grow older

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9
Q

cons of sequential design

A

most time-consuming and costly

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10
Q

pros of sequential design

A

most comprehensive

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11
Q

what are the three types of research designs that psychologists use to investigate age related changes?

A

cross-sectional design
Longitudinal design
Sequential design

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12
Q

adolescence

A

period of development and gradual transition between childhood and adulthood

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13
Q

what age range is adolescence

A

12 to 18 years olds

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14
Q

what age range is young adulthood

A

20 to 40 years old

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15
Q

what age range is middle adulthood

A

40 to 60 years old

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16
Q

what age is late adulthood

A

65 and older

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17
Q

what is the puberty landmark in girls

A

The first menstrual flow

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18
Q

what is the puberty landmark in boys

A

sperm production and the first ejaculation

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19
Q

T/F The hormones that steer puberty affect brain function, mood, and behaviour

A

true

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20
Q

does early maturation result in fewer negative outcomes for boys or for girls?

A

boys

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21
Q

what happens to the brain in adolescence

A

overall growth slows, while still establishing new neural connectionsPrunes away at a massive number of other connections, streamlining neural networks

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22
Q

T/F vision, hearing, reaction time, coordination or at peak levels in the mid-20s

A

true

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23
Q

T/F Active visual field begins to shrink in the 20s

A

true

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24
Q

T/F during middle adulthood, muscles become weaker and stiffer, base metabolic rate slows down

A

true

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25
Q

what is menopause, when does it occur

A

ovaries stop producing estrogen, lose their fertilityAround age 50

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26
Q

do men ever hit an age where they are no longer fertile?

A

no, but with age, reduced fertility

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27
Q

adolescent egocentrism

A

A self absorbed and distorted view of one’s uniqueness and importance

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28
Q

what are the parts of adolescent egocentrism

A

overestimating the uniqueness of their feelings and experiencesFeeling like everybody is watching how they look and what they do

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29
Q

T/F adolescents who think more egocentrically are less likely to engage in risky behaviours

A

false more likely

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30
Q

what happens to reasoning and information processing in adolescence

A

abstract reasoning abilities increaseProcess information fasterMore efficient working memoryBetter able to ignore distracting infoBetter focus

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31
Q

post formal operational thinking

A

people can reason logically about opposing points of views and accept contradictions and irreconcilable differences

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32
Q

what happens to information processing and memory in adulthood

A

decline in reaction timeMemory for the new info declinesSpatial memory declinesRecall declines prospective memory declines

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33
Q

fluid intelligence

A

ability to perform mental operations(Abstract and logical reasoning, solving special problems)

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34
Q

crystallized intelligence

A

verbal skills and factual knowledge

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35
Q

what happens to fluid intelligence in adulthood

A

decline at an earlier age than crystallized intelligence

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36
Q

T/F adults who retain their level of cognitive functioning, tend to engage in more cognitively stimulating jobs and personal activities

A

true

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37
Q

what are the different ways to classify the identity status of an adolescent/young adult

A

identity diffusionForeclosureMoratoriumIdentity achievement

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38
Q

identity diffusion

A

hadn’t yet gone through an identity crisisunconcerned about identity issues

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39
Q

foreclosure

A

individuals have not yet gone through an identity crisis because they had committed to an identity and set of values before experiencing a crisis

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40
Q

moratorium

A

these people want to establish a clear identity, currently experiencing a crisis but hasn’t resolved it

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41
Q

identity achievement

A

they had gone through an identity crisis, successfully resolved it, emerge with a coherent set of values

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42
Q

T/F The majority of teens report not enjoying spending time with their parents

A

false

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43
Q

T/F most adolescents believe that if they have a serious problem, they can’t confide in their parents

A

false

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44
Q

T/F those who report more conflict with parents also display more risky behavior, more antisocial behavior, lower self-esteem

A

true

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45
Q

T/F Peer pressure supporting misconduct has a stronger affect then peer pressure against misconduct

A

false

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46
Q

what is the major developmental challenge of early adulthood

A

intimacy versus isolationThis is the period of adulthood in which many people for close friendships, fall in love, and marry

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47
Q

what is The major developmental challenge of middle adulthood

A

Generativity versus stagnationdoing things for others and making the world a better place

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48
Q

what is the major developmental Challenge in late adulthood

A

integrity versus despairpeople are either fulfilled with their life or regret that they had not lived their lives in a more fulfilling way

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49
Q

what are characteristics of a successful marriage

A

emotional closenessPositive communication and problem-solvingAgreement on basic values and expectationsWillingness to accept and support changes in the partner

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50
Q

what happens to marital satisfaction after a baby is born

A

decreases in the year or two after the first child is born

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51
Q

T/F most middle aged couples experience the “empty nest” symptoms (depression after all the children leave home)

A

false

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52
Q

T/F married people tend to live longer and be happier than unmarried adults

A

true

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53
Q

what are the stages we go through regarding establishing a career

A

growth stageExploration stageEstablishment stagemaintenance stageDecline stage

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54
Q

growth stage

A

from childhood through mid 20sForm initial impressions about the types of jobs we like or dislike

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55
Q

exploration stage

A

after growth stage, we form tentative ideas about a preferred career and pursue the necessary education or training

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56
Q

establishment stage

A

mid 20s to mid-40sThey begin to make their markMay experience some job instability/changing careers

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57
Q

maintain and stage

A

careers become more stable

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58
Q

decline stage

A

peoples investment in work tends to decrease,They eventually retire

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59
Q

is the “Midlife crisis” phenomenon true?

A

there is not sufficient evidence to suggest so

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60
Q

under what conditions can retirement cause psychological problems

A

they have strong work values and miss their jobsmarital stress can increase after a spouse retires, especially if the other spouse still working

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61
Q

what are the five stages of coping with impending death

A

denialAngerBargainingdepressionAcceptance

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62
Q

are infants nearsighted, have normal vision, or farsighted

A

very nearsighted

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63
Q

preferential looking procedure

A

studying what infants prefer to look at by recording their eyes to see how long they looked at each stimulus.

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64
Q

do infants prefer complex patterns or simple patterns

A

complex

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65
Q

what do newborns do when presented with off-center auditory and tactile, and olfactory targets

A

they turn towards it

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66
Q

do infants prefer looking at novel (new) things or familiar things?

A

novel

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67
Q

T/F since infants enjoy looking at novel things more, they prefer seeing a female strangers face over their mothers face

A

false

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68
Q

can newborns learn through classical conditioning?what study exemplifies this?

A

yesby following a tap to the head with feeding the baby milk, the baby came to associate getting a tap on the head with getting fed.

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69
Q

can newborns learn through operant conditioning? what study exemplifies this?

A

yesbabies learned to suck a plastic nipple in a certain pattern to be rewarded with their mothers voice

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70
Q

can newborns learn through imitation? how do we know

A

yesnewborns will often imitate adult facial expressions, like sticking their tongue out after seeing an adult do it

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71
Q

how well does visual acuity develop?

A

improves continually & rapidly

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72
Q

how well does sound localization develop?

A

in a U shapedisappears in 2nd month of life, returns in month 4 or 5

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73
Q

T/F newborns can’t detect changes in sounds from languages that their parents don’t speak

A

false

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74
Q

cephalocaudal principle

A

The tendency for development to proceeding to head to foot directionWhy babies have big heads

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75
Q

proximodistal principle

A

development begins along the innermost parts of the body, continues towards the outermost partsarms develop before handsat birth, infants can control shoulders, not arms or hands

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76
Q

maturation

A

The genetically programmed biological processes that governs our growth

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77
Q

is maturation the only thing that influences development?

A

noThere are environmental and cultural influences as well

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78
Q

what are some environmental influences that affect development

A

dietPhysical touchExperience

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79
Q

how does physical touch affect development

A

massaging premature and full-term human infants accelerates their weight gain and neurological development

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80
Q

how does experience affect development

A

infants that were given practice with either sitting or stepping learned how to walk two months earlier than control groups

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81
Q

how does culture influence development

A

in cultures were parents restrict walking experience, infants walk laterIn cultures where parents exercise their walking, infants walk sooner

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82
Q

what is a schema

A

an organized pattern of thought and actionIt’s like an internal framework that guides our interaction with the world

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83
Q

what are the two key processes involved with cognitive development and schemas

A

assimilationAccommodation

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84
Q

assimilation

A

New experiences incorporated into existing schemasLike a child calling a horse a “Big dog”

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85
Q

accommodation

A

when new experiences cause schemas to changeLike a child realizing that the “big dog” (horse) doesn’t bark, sit, fetch. Forcing the schema to change

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86
Q

what are the stages in Piaget’s stage model for cognitive growth

A

1) sensorimotor stage2) Preoperational stage3) concrete operational stage4) formal operational

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87
Q

what age range is the sensorimotor stage

A

from birth to two years old

88
Q

what occurs in the sensorimotor stage

A

understands world through sensory and motor experiencesachieves object permanence acquire language

89
Q

what age range is the preoperational stage

A

2 to 7 years old

90
Q

what happens in the preoperational stage

A

symbolic thinking/pretend playcan label and represent simple conceptsdon’t understand conservationthinking displays irreversibilityexhibit centrationthinking displays egocentricism

91
Q

conservation

A

The principle that basic properties of objects stay the same even though their outward appearance may change

92
Q

irreversibility

A

it is difficult for children in preoperational stage to reverse an action mentally

93
Q

Centration

A

focussing on only one aspect of the situation

94
Q

egocentrism

A

difficulty in viewing the world from someone else’s perspective

95
Q

what age range is the concrete operational stage

A

7 to 12 years old

96
Q

what happens in the concrete operational stage

A

can think about concrete eventsDifficulty with hypothetical or abstract reasoning understand conservation, reversibilityLess centrationUnderstand serial ordering

97
Q

what age range is the formal operational stage

A

12 years old and onwards

98
Q

what happens in the formal operational stage

A

think logically about both concrete and abstractThink more flexibly

99
Q

what is wrong with Piaget’s theory

A

children get many skills at an earlier age than Piaget believeddevelopment does not proceed in distinct stagesculture influences development.all children don’t necessarily follow this path

100
Q

what does it mean when we say development does not proceed in distinct stages

A

A child may perform at the pre-operational level on one task but solve another task at a concrete operational level

101
Q

what does it mean when we say culture influences cognitive development

A

Western culture focusses on scientific logical thinkingMany other cultures focus on relational thinking and social skills

102
Q

zone of proximal development

A

The difference between what a child can do independently and what they can do with assistance from an adult or more advanced peer

103
Q

why is the zone of proximal development important

A

it shows us that people can help to move a child’s cognitive development forward

104
Q

what did vygotsky do?

A

introduced the concept of the zone of proximal development

105
Q

what information processing approaches get better as children age

A

information search strategiesProcessing speed, attention, response inhibition Working memory, long-term memory

106
Q

theory of mind

A

A persons beliefs about the mind and the ability to understand other people’s mental states

107
Q

when do children begin to have an understanding about other people’s mental states

A

starts to develop around age 4By age 6, most children understand

108
Q

T/F those who understand false believes are more likely to lie

A

true

109
Q

T/F parents can tell when their child is lying

A

false

110
Q

T/F police and others trained in lie detection can tell when children are lying

A

false

111
Q

T/F when young children try to elaborate on lies, their lying becomes more detectible

A

true

112
Q

emotional regulation

A

The process by which we evaluate and modify our emotional reactions

113
Q

temperament

A

A biologically-based general style of reacting emotionally and behaviourally to the environment ex: calm and happy, irritable and fussy

114
Q

T/F all infants are born with the same temperament

A

false

115
Q

behavioural inhibition

A

A temperament that involves shynesstendency to withdraw when exposed to unfamiliar people, places, objects, and sounds

116
Q

T/F highly inhibited infants tend to become sociable and talkative seven-year-olds

A

false

117
Q

highly inhibited infants develop into quiet, cautious, and shy seven-year-olds

A

true

118
Q

what did Eric Erickson do

A

developed a model of how personality develops, where each stage deals with the different “crisis”

119
Q

what are the major psychosocial stages

A

Basic trust vs basic mistrust Autonomy vs shame and doubtinitiative vs guilt industry vs inferiority identity vs role confusion intimacy vs isolation generativity vs stagnation integrity vs despair

120
Q

what age is the basic trust versus basic mistrust

A

first year

121
Q

what is the basic trust versus basic mistrust stage

A

depending on how much love and attention we get during the first year of life, we develop a basic trust or mistrust of the world

122
Q

what age is the autonomy vs shame and doubt stage

A

1 to 2 years old

123
Q

what is the autonomy vs shame and doubt stage

A

children are ready to exercise their individualityIf parents restrict children or make harsh demands during this time, children develop shame and doubt about their abilities, lack courage to be independent later

124
Q

what age is the initiative versus guilt stage

A

3 to 5 years old

125
Q

what is the initiative versus guilt stage

A

children are very curious. If allowed to explore, develop initiative. If held back or punished, develop guilt, suppress curiosity

126
Q

what age is the industry versus inferiority stage

A

6 to 12 years old

127
Q

what is the industry versus inferiority stage

A

Children experiencing pride and encouragement, develop industryRepeated failure and lack of praise, develop inferiority

128
Q

imprinting

A

A sudden, biologically primed form of attachment

129
Q

T/F imprinting involves a critical period

A

true

130
Q

what does attachment mean, when referring to humans

A

The strong emotional bond that develops between children and their primary caregivers

131
Q

T/F there is a post birth critical period When contact is required for infant caregiver bonding

A

false

132
Q

is it possible to form strong first attachments to caregivers later in childhood?

A

yes

133
Q

T/F infant – caregiver bonding results primarily from the mother’s role in providing nourishment

A

false

134
Q

T/F contact comfort is more important in fostering attachment than the provision of nourishment

A

true

135
Q

what are the three phases in which attachment develops during infancy

A

indiscriminate attachmentDiscriminate attachmentSpecific attachment behaviour

136
Q

indiscriminate attachment

A

newborns cry, vocalize, and smile to everyone, to receive care from adults

137
Q

discriminate attachment

A

three-month-old infants direct their attachment behaviours towards familiar caregivers over strangers

138
Q

specific attachment behaviour

A

7 to 8 month olds develop their first meaningful attachment to specific caregivers

139
Q

stranger anxiety

A

distress over contact with unfamiliar people

140
Q

separation anxiety

A

distress over being separated from a primary caregiver

141
Q

what are the types of attachment that an infant can display

A

Secure attachmentInsecure attachment

142
Q

what are the types of insecure attachment

A

anxious resistantAnxious avoidant

143
Q

Secure attachment

A

distressed when mother leavesHappy when she returns

144
Q

anxious resistant

A

fearful and attention demanding when mother is presentDistressed when mother leavesDoesn’t calm down when she returns

145
Q

anxious avoidant

A

show few signs of attachmentRarely cry when mother leavesDoesn’t seek contact when she comes back

146
Q

T/F female isolate monkeys were highly abusive towards their firstborn’s

A

true

147
Q

what was the difference between victor the wild boy, and the czech twins?

A

Victor was recovered at 12 years, showed limited recoveryThe twins were recovered at age 7, full recovery

148
Q

what are the differences between early and late adoptees

A

late adopter is show more insecure attachment behaviors, more behaviour problems, lower IQ scores, more parental stressAlso, late adoptees show more indiscriminate friendly behaviour

149
Q

what does indiscriminate friendly behaviour indicate

A

lack of specific attachment

150
Q

T/F infancy is a sensitive period

A

true

151
Q

what does a high-quality daycare have

A

stimulating environmentWell-trained caretakerFew children her caretakerLow staff turnover

152
Q

T/F high quality childcare disrupts infant attachment to parents

A

false

153
Q

T/F children who experience childcare have better social behaviour then children who are raised by just their mothers

A

false

154
Q

T/F children who experience childcare have better cognitive performance then those raised exclusively by their mothers

A

false

155
Q

T/F among those in childcare, children exposed a higher quality care had better cognitive performance

A

true

156
Q

styles of parenting

A

authoritativeAuthoritarianIndulgentNeglectful

157
Q

authoritative parenting

A

controlling but warmEstablish rules and enforce themReward compliance with warmth and affection

158
Q

authoritarian parenting

A

controlling and cold

159
Q

what are children with authoritative parents like

A

high self-esteemHigher achieversFewer conduct problems

160
Q

what are children with authoritarian parents like

A

lower self-esteemLess popular with peersPerform more poorly in schools

161
Q

indulgent parenting

A

warm and permissiveDon’t provide guidance and discipline

162
Q

neglectful parenting

A

permissive and cold

163
Q

what are children with indulgent parents like

A

immatureSelf-centered

164
Q

what are children with neglectful parenting like

A

insecure attachmentLow motivationDisturb relationships with peers and adultsImpulsiveAggressive

165
Q

what parenting style is associated with the most positive childhood outcomes

A

authoritative

166
Q

what parenting style is associated with the most negative developmental outcomes

A

neglectful

167
Q

gender constancy

A

The understanding that being male or female is a permanent part of a person

168
Q

at what age do children develop a basic gender identity (labeling themselves and others as being either a boy or a girl)

A

2 to 3 years old

169
Q

socialization

A

The process by which we acquired a believes, values, and behaviours of a group

170
Q

sex typing

A

treating others differently based on whether they are female or male

171
Q

T/F fathers are more likely to encourage their children to take risks and explore their environment

A

true

172
Q

T/F fathers use more physical and verbal probation with sons then daughters

A

true

173
Q

T/F parents are more likely to believe that sons have a greater interest in science, even when their sons and daughters display equal interest in the subject

A

true

174
Q

by what age is stereotyped thinking firmly in place

A

8

175
Q

androgynous gender identity

A

when traditionally masculine and feminine traits are blended within a single person

176
Q

when do children show flexible thinking about gender

A

during the transition to adolescence

177
Q

what did Lawrence Kohlberg do

A

develop a theory of moral reasoning3 stages, with 2 sub stages each

178
Q

what were the stages of Kohlberg’s moral reasoning model

A

PreconventionalConventionalPostconventional

179
Q

Preconventional moral reasoning

A

based on anticipated punishments or rewards

180
Q

very conventional moral reasoning stage one

A

focussed on punishment”Steal the drug, if wife dies, he’ll get into trouble”

181
Q

Preconventional moral reasoning stage two

A

focussed on rewards”Steal drug, because then wife will still be with him”

182
Q

conventional moral reasoning

A

based on conformity to social expectations, laws, and duties

183
Q

conventional moral reasoning stage three

A

conformity stems from the desire to gain peoples approval”People will think he’s bad if he doesn’t steal the drug to save his wife”

184
Q

conventional moral reasoning stage four

A

Believe that the laws must be obeyed because the rules need to be followed”Steel drug, it’s his duty to take care of his wife”

185
Q

Postconventional moral reasoning

A

based on well thought out, general moral principles

186
Q

Postconventional moral reasoning stage five

A

recognizing importance of societal laws, but taking individual rights into account”Stealing is illegal, but reasonable because he saved a life”

187
Q

Postconventional moral reasoning stage six

A

based on abstract, ethical principles of justice”Saving life comes before financial gain. The law in this case is unjust”

188
Q

problems with Kohlberg’s stages of moral reasoning

A

Western cultural biasMale bias

189
Q

what are the three stages of prenatal development

A

Germinal stageEmbryonic stageFetal stage

190
Q

when is the germinal stage

A

first two weeks of developmentBegins one sperm fertilizes egg.

191
Q

zygote

A

fertilized egg

192
Q

when is the embryonic stage

A

from the second week to the eighth week

193
Q

what happens to the zygote in the germinal stage

A

undergoes repeated cell division, becomes mass of cells that attach to the uterus

194
Q

what happens to the cell mass in the embryonic stage

A

it is now called the embryostarts developing placenta and umbilical cordorgans and systems begin to formfacial features can be recognized

195
Q

what does the placenta do

A

contain membranes that allows nutrients to pass from mom’s blood to umbilical cord

196
Q

what does umbilical cord do

A

Carry nutrients and oxygen to embryoCarry waste products to the mother

197
Q

when is the foetal stage

A

ninth week until birth

198
Q

what happens to the embryo in the foetal stage

A

it’s called a fetusBody systems continue to developMuscles become stronger

199
Q

what is the age of viability

A

28 weeksLikeliness to survive in case of premature birth

200
Q

how many chromosomes does a gamete (sperm or egg) have

A

23

201
Q

how many chromosomes does a zygote have

A

46or23 pairs

202
Q

what is the 23rd chromosome in an egg?

A

an X chromosome

203
Q

what is the 23rd chromosome in a sperm?

A

50% of the time it’s an X50% of the time it’s a Y

204
Q

what is a genetic females 23rd pair of chromosomes?

A

XX

205
Q

what is a genetic males 23rd pair of chromosomes?

A

XY

206
Q

what is the TDF?

A

testis determining factor gene

207
Q

where is the TDF found?

A

in the Y chromosome

208
Q

what does the TDF do?

A

triggers development of testes

209
Q

when does the TDF gene activate

A

6 to 8 weeks after conception

210
Q

what happens once testes are developed

A

testes secrete sex hormones (androgens)androgens continue to direct male development

211
Q

teratogens

A

environmental agents that cause abnormal prenatal development

212
Q

T/F STD’s can pass from mother to child

A

true

213
Q

fetal alcohol spectrum disorders

A

range of cognitive, behavioral, and physical deficits caused by prenatal exposure to alcohol

214
Q

fetal alcohol syndrome

A

facial abnormalitiesSmall, malformed brainsIntellectual disabilityAttentional and perceptual deficitsImpulsivityPoor social skills

215
Q

T/F it is safe for a pregnant woman to drink so long as she only drinks half a glass of wine per day or less

A

false no amount of prenatal alcohol exposure or has been confirmed to be absolutely safe

216
Q

T/F nicotine is a teratogen

A

true

217
Q

T/F babies of moms who used heroin or cocaine while pregnant are often born addicted

A

true

PSYCO 105 (8 decks)

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