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Psychology GRE > Chapter 2 - Developmental Psychology > Flashcards

Chapter 2 - Developmental Psychology Flashcards

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1
Q

Developmental Psychology

A

Describe and explain changes in human behavior over time

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2
Q

John Locke

A

Tabula Rasa

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3
Q

Jean-Jacques Rousseau

A

opposed Tabula Rasa, society was not only unnecessary but also a detriment to optimal development

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4
Q

Charles Darwin

A

Evolutionary theory stressed the functionalist system of thought, also caused researchers to become interested in the study of individual differences in abilities such as hearing, seeing, and problem-solving

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5
Q

Functionalist System of Thought

A

The importance of studying the mind as it functioned to help the individual adapt to the environment

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6
Q

G. Stanley Hall

A

father of developmental psychology

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7
Q

John Watson

A

criticized a focus on mentalistic concepts, agreed with tabula rasa, believed emotions as well as thought were acquired through learning

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8
Q

Arnold Gesell

A

developmment occured as a biological process, blueprint from birth, “nativist”

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9
Q

Psychodynamic Orientation

A

system of thought that arose out of clinical settings, stress the role of subconscious conflicts in the development of functioning and personality, Freud

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10
Q

Cognitive Structuralists

A

strongly influenced by Piaget, opposition to the behaviorists

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11
Q

Cross-sectional studies

A

compare groups of subjects at different ages

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12
Q

Longitudinal Studies

A

compare a specific group of people over an extended period of time

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13
Q

Sequential Cohort Studies

A

Combine cross-sectional and lognitudinal research methods, int his combined approach, several groups of different ages are studies over several years

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14
Q

Clinical Method/Case STudy Method

A

Looking at the development of a particular child

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15
Q

Nature/Nurture Controversy

A

polarity has largely disappeared, development is the result of a dynamic interaction

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16
Q

Gregor Mendal

A

hypothesized the existence of the gene

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17
Q

R.C. Tryon

A

Inheritance of maze-running ability in laboratory rats, one of the clearest example of the heredity of behavior (1942)

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18
Q

Twin studies

A

monozygotic (MZ) and dizygotic (DZ) MZ twins tend to be more similar in regard to cognitive social and emotional characteristics, suggesting some genetic influence

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19
Q

Lewis Terman

A

compared group of children with high IQs to typical, first study to focus on “gifted” children and a large-scale longitudinal study followed every 5 years

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20
Q

Down’s Syndrome

A

Extra 21st chromosome, older parents have increased risk

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21
Q

Phenylketonuria (PKU)

A

genetic disorder, degenerative disease of nervous system. first genetic disease that could be tested in large populations

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22
Q

Klinefelter’s Syndrome

A

possession of an extra X in males, sterile and often have mental retardation

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23
Q

Turner’s Sydrome

A

Females with only one X, physical abnormalities

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24
Q

Gamates

A

Ovum or egg cell and sperm, sex cells

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25
Q

Zygote

A

Fertilized Egg Cell

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26
Q

Germinal Period

A

The fertilized egg travels down the fallopian tube and is implanted into uterine wall

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27
Q

Embryonic Period

A

the 8 weeks following the germinal period; embryo increases in size by 2 million percent

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28
Q

Fetal period

A

Begins in the third month with measurable electrical activity int he fetus brain

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29
Q

Rooting Reflex

A

automatic turning of the head in the direction of a stimulus that touches the cheek

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30
Q

Moro Refle

A

Infants react to abrupt movements of their heads by flinging out their arms, exxxtending their fingers, bringing their arms back to their body and then hugging themselves

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31
Q

Babinski Reflex

A

Infants’ toes automatically spread apart when the soles of their feet are stimulated

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32
Q

Grasping

A

Infants automatically close their fingers around objects placed in their hands

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33
Q

Jean Piaget

A

qualitative differences between adult and child thought, four stages of cognitive development, cognitive growth as a continuous process, believed that development of thought that directs development of language

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34
Q

Schema

A

Organized patters of behavior and/or thought

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35
Q

Adaptation

A

adaptation takes place through two complementary processes - assimilation and acocommodation

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36
Q

Assimilation

A

interpreting new information in terms of existing schemata, (part of Piaget’s adaptation)

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37
Q

Accommodation

A

when new information doesn’t really fit into existing schemata, (part of Piaget’s adaptation)

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38
Q

Sensorimotor

A

Piaget’s First Stage of Cognitive Development, primary and secondary circular reactions; object permanence develops

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39
Q

Primary Circular Reaction

A

goal-oriented behavior during sensorimotor stage, ex.sucking indiscriminately, trying to gain satisfaction from putting something in his or her mouth, repitition ocncerned with the body

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40
Q

Secondary Circular Reaction

A

during sensorimotor stage, repetition concerned with the environment (0-2 years of age)

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41
Q

Preoperational Stage

A

Piaget’s Second Stage of Cognitive Development, marked by the beginning of representational thought (demonstrated by object permanence) child has not mastered conservation (2-7 years of age), centration

42
Q

Concrete Operational Stage

A

Third Stage of Piaget’s Cognitive Development Child masters conservation, limited to working with concrete objects, difficulty with abstract thought

43
Q

Centration

A

tendency to be able to focus on only one aspect of a phenomenone, feature of preoperational stage of cognitive development, cannot understand that relationships are reciprocal. egocentrism when related to the self

44
Q

Formal Operational Stage

A

Piaget’s Fourth Stage of Cognitive Development, person has the ability to “think like a scientist” , pendulum experiment

45
Q

Lev Vygotsky

A

driving cognitive development is the child’s internalization of various aspects of culture, zone of proximal development

46
Q

Zone of proximal development

A

Vygotsky, difference between what a child can do with guidance and what a child can do on his own

47
Q

Babbling

A

precursor to language, highest frequency is between 9 and 12 months

48
Q

Lenneberg, Rebelsky, and Nichols (1965)

A

age babbling begins is same for hearing and deaf children with hearing and deaf parents

49
Q

Petitto and Marentett (1991)

A

deaf children with parents using sign babble with their hands

50
Q

Language Acquisition

A

18 and 20 months of age, child begins combining words

51
Q

Errors of growth

A

overregulation, children generalizing some internalized rule suggesting that language acquisition is not the result of imitation and reinforcement, but the active application of a dynamic internalized set of linguistic rules

52
Q

Transformational Grammar

A

changes in word order that differ with meaning, learned effortlessly at an early age - Chomsky

53
Q

Language acquisition Device (LAD)

A

Chomsky’s term for the innate ability to learn language, triggured by exposure to language, critical period between 2 and puberty

54
Q

Sigmund Freud

A

Libido is present at birth, libidal energy and drive to reduce it were what drives the psychoogical process -

55
Q

Five Stages of Psychosexual Development

A

Freud, conflict between societal demands and desire to reduce the libidinal tension

56
Q

Fixation

A

Child is overindulged or overly frustrated during a stage of development, Freud, psychosexual

57
Q

Oral Stage

A

(0 -1 year) putting objects into the mouth, fixation leads to excessive dependency

58
Q

Anal Stage

A

(1-3 years) toilet training occurs during this time; fixation can lead to excesslive orderliness or messiness

59
Q

Phallic Stage

A

(3-5 years) Oedipal Conflict is resolved during this stage, de-eroticizes, identifies with father, establishes secxual identity, internalizes moral values,

60
Q

Electra Complex

A

Oedipal Conflict for Girls, additionally girls are said to have penis envy, expected to be less sex-typed nad less morally developed by Freud though he didn’t talk much about Electra Complex

61
Q

Latency

A

Once libido is sublimated, child ahs entered this stage, lasts until puberty is reached

62
Q

Genital Stage

A

puberty and lasting through adulthood, if previous stages have been successfully resolve,d the person will enter into normal heterosexual relations

63
Q

Erik Eriksonn

A

Psychosocial Theorydevelopment is a sequence of central life crises, resolution of conflicts between needs and social demands

64
Q

Trust Vs Mistrust

A

Erikson’s first stage in psychosocial theory, first year of life - trust his or her environment or suspicious of the world

65
Q

Autonomy vs Shame and Doubt

A

Erikson’s second stage in psychosocial theory, 1-3 years, self-restaint and competence, or doubt and lack of control

66
Q

Initiative Vs Guilt

A

Erikson’s third stage in psychosocial theory, 3-6 years, abilitiy to enjoy accomplishment, or overcome with fear of punishment

67
Q

Industry vs Inferiority

A

Erikson’s fourth stage in psychosocial theory, 6 - 12 years competent and affect the world or sense of inadequacy

68
Q

Identity vs Role Confusion

A

Erikson’s fifth stage in psychosocial theory adolescence, physiological revolution, fidelity or identity confusion

69
Q

Intimacy versus isolation

A

Erikson’s sixth stage in psychosocial theory, young adulthood, ability to have intimate relationships or alienation

70
Q

Generativitiy vs Stagnation

A

Erikson’s seventh stage in psychosocial development, contributing member of society or sense of stagnation self-indulgence

71
Q

Integrity versus despair

A

Erikson’s eighth and final stage in psychosocial development, old age, deciding whether or not life has been worthwhile

72
Q

Temperament

A

central aspect of an individual’s personality, individual differences as well as an individual’s pattern of responding to the environment, somewhat stable and somewhat heritable

73
Q

Alexander Thomas and Stella Chess

A

longitudinal study to examine temperament, proposed three categories of infant emotional and behavioral style:
easy, slow to warm up, and difficult

74
Q

Wolff

A

three distinct patterns of crying: the basic cry for things like hunger, angry cry for things like frustration, and the pain cry following a painful stimulus

75
Q

Social Smiling

A

to facelike patterns, at 5 months only to familiar faces

76
Q

Fear response

A

firs evoked through any sudden change in level of stimulation, the separation and stranger anxiety, then either for sudden absence of a familiar individual or presence of an object or person who ahd been harmful - context-dependent

77
Q

Harry Harlow

A

bonding between parent and child is also important to emotional behavior - contact comfort was more essential than providing physical needs to make bond, wire monkeys had dysfunctional baby monkeys

78
Q

John Bowlby

A

1940s identified phases of the attachment process, pre-attachment (reacts identically to every adult), 3 months discriminates familiar and unfamiliar, 6 months seeks out and responds specifically to the mother, 9-12 months stranger anxiety, second year child reacts to the mother’s absence

79
Q

Separation Anxiety

A

In the thir dyear, child is able to separate from the mother without prolonged distress

80
Q

Mary Ainsworth

A

“strange situation procedure” mother-child attchment relationship

81
Q

insecure/avoidant attachment (Type a)

A

Ainsworth and the strange situation procedure - not distressed when left alone with stranger, avoid contact with mother upon return

82
Q

Secure Attachment (Type b)

A

Ainsworth and the strange situation procedure - mildly distressed during separations from teh mother but greet her positively when she returns

83
Q

Insecure/Resistant Attachment (type c)

A

distressed during separation and inclined to resist physical contact with the mother upon her return

84
Q

Konrad Lorenz

A

imprinting, imitated the strut of a jackdaw the infant became attached, during a certain critical period

85
Q

Imprinting

A

rapid formation of an attachment bond between an organism and an object

86
Q

Kohlberg

A

Three phases of moral thought consisting of two stages each

87
Q

Preconventional Morality

A

Kohlberg’s first phase
Right and Wrong are defined by the hedonistic consequences of a given action (punishment or reward)
1. Punishment and Obedience
2. Orientation Toward Reciprocity/INstrumental Relativist Stage

88
Q

Conventional Phase of Morality

A

Kohlberg’s second phase
social rules
1. “good girl, nice boy” orientation, looking for approval
2. rules of authority, “law and order orientation”

89
Q

Post conventional morality

A

Kohlberg’s third phase

  1. Social contract orientation, convention designed to ensure the greater good
  2. Universal ethical principles (act with regard to)
90
Q

Heinz Dilemma

A

Kohlberg, actual decision isn’t as imporatnt as the thought processes that underlie it, determine level of individual

91
Q

Carol Gilligan

A

males and females adopt different perspectives on moral issues, kohbergs research was only for males, women adopt an interpersonal orientation, focused on caring and compassion and relationships and social responsibilities

92
Q

Gender Labeling

A

First stage of Kohlberg’s self-socialization, 2-3 years of age, realize they are a member of a particular sex

93
Q

Gender Stability

A

3-4 second stage of Kohlberg’s self-socialization, will still be a boy or girl when they grow up

94
Q

Gender Consistency

A

third stage of kohlberg’s self socialization, 4-7 years old children understand permanency of gender, regardles sof what one wears or how one behaves

95
Q

Gender schematic processing theory

A

Martin and Halverson, as soon as children are able to label themselves, they concentrate on those gender behaviors paying less attention to opposite gender behaviors

96
Q

Diana Baumrind

A

Proposed three distinct parenting styles: permissive, authoritarian and authoritative

97
Q

Authoritarian

A

Baumrind, punitive control methods - difficulties in school and peer relations

98
Q

Authoritative

A

Baumrind, high demands for child compliance, low punitive, utilize positive reinforcement, high emotional warmth - children more socially and academically competent

99
Q

Permissive parents

A

Buamrind, lwow on control/demand measures - difficulties in school and peer relations

100
Q

Gesell, A

A

Believed that development was due primarily to maturation

Psychology GRE (8 decks)

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