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INTRO TO PSYCHOLOGY > Chapter 3 > Flashcards

Chapter 3 Flashcards

1
Q

The scientific study of the changes that occur in people as they age from conception until death

A

HUMAN DEVELOPMENT

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2
Q

Research design in which one participant or group of participants is studied over a long period of time

A

LONGITUDINAL DESIGN

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3
Q

Impact on development when a group of people share common time period or life experience

A

COHORT EFFECT

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4
Q

Research design in which several different age groups of participants are studied at one particular point in time

A

CROSS-SECTIONAL DESIGN

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5
Q

Research design in which participants are first studied by means of a cross-sectional design but also Followed and assessed for a period of no more than six years

A

CROSS-SEQUENTIAL DESIGN

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6
Q

The influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social
interactions

A

NATURE

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7
Q

The influence of the environment on personality, physical growth, intellectual
growth, and social interactions

A

NURTURE

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8
Q

Focuses on nature vs. nurture

A

BEHAVIORAL GENETICS

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9
Q

The science of inherited traits

A

GENETICS

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10
Q

Special molecule that contains the genetic material of the organism

A

DNA (deoxyribonucleic acid)

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11
Q

Section of DNA having a certain pattern of chemical elements

A

GENE

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12
Q

2 TYPES OF GENE

A

DOMINANT AND RECESSIVE

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13
Q

Referring to a gene that actively controls the expression of a trait

A

DOMIINANT

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14
Q

Referring to a gene that only influences the expression of a trait when paired with an identical gene

A

RECESSIVE

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15
Q

Tightly wound strand of genetic material or DNA

A

CHROMOSOMES

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16
Q

What disorder does include Down syndrome, Klinefelter’s syndrome, and Turner’s syndrome

A

CHROMOSOMES DISORDER

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17
Q

What disorder include PKU, cystic fibrosis, sickle cell anemia, and Tay-Sachs disease

A

GENETIC DISORDER

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18
Q

the moment at which a female becomes pregnant

A

CONCEPTION

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19
Q

The female sex cell, or egg

A

OVUM

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20
Q

The union of the ovum and sperm

A

FERTILIZATION

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21
Q

Cell resulting from the uniting of the ovum and sperm; divides into many cells, eventually forming the baby

A

ZYGOTE

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22
Q

Identical twins
– formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo

A

MONOZYGOTIC TWINS

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23
Q

Often called fraternal twins
– occur when two eggs get fertilized by two different sperm, resulting in the development of two zygotes in the uterus at the same time

A

DIZYGOTIC TWINS

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24
Q

PERIODS OF PREGNANCY

A
  1. GERMINAL PERIOD
  2. EMBRYONIC PERIOD
  3. FETAL PERIOD
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25
Q

Is the name for the developing organism from two weeks to eight weeks after fertilization

A

EMBRYO

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26
Q

The period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop

A

EMBRYONIC PERIOD

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27
Q

Times during which certain environmental influences can have an impact on the development of the infant

A

CRITICAL PERIOD

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28
Q

Any factor that can cause a birth defect

A

TERATOGEN

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29
Q

The time from about eight weeks after conception until the birth of the child

A

FETAL PERIOD

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30
Q

Name for the developing organism from eight weeks after fertilization to the birth of the baby

A

FETUS

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31
Q

The point at which it is possible for an infant to survive outside the womb, usually about 22-26 weeks

A

VIABILITY

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32
Q

Infants are born with reflexes that help them survive

A
  • GRASPING
  • MORO (STARTLE)
  • STEPPING
  • ROOTING
  • SUCKING
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33
Q

Unused synaptic connections and nerve cells are cleared away to make way for functioning connections and cells

A

SYNAPTIC PRUNING

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34
Q

The development of thinking, problem solving, and memory

A

COGNITIVE DEVELOPMENT

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35
Q

Developed a four-stage theory of cognitive development based on observation of infants and children

A

JEAN PIAGET

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36
Q

Mental concepts formed by children as they experience new situations
and events

37
Q

Jean Piaget’s four-stage theory of cognitive development

A
  1. SENSORIMOTOR STAGE
  2. PREOPERATIONAL STAGE
  3. CONCRETE OPERATIONS STAGE
  4. FORMAL OPERATIONS STAGE
38
Q

Piaget’s first stage of cognitive development, in which the infant uses its senses and motor abilities to interact with objects in the environment

A

SENSORIMOTOR STAGE

39
Q

The knowledge that an object exists even when it is not in sight

A

OBJECT PERMANENCE

40
Q

Piaget’s second stage of cognitive development, in which the preschool child learns to use language as a means of exploring the world

A

PREOPERATIONAL STAGE

41
Q

The inability to see the world through anyone else’s eyes

A

EGOCENTRISM

42
Q

in Piaget’s theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features

A

CENTRATION

43
Q

In Piaget’s theory, the ability to understand that simply changing the appearance of an object does not change the object’s nature

A

CONSERVATION

44
Q

In Piaget’s theory, the inability of the young child to mentally reverse an action

A

IRREVERSIBILITY

45
Q

Third stage of cognitive development, in which the school-aged child becomes capable of logical thought processes but is not yet capable of abstract thinking

A

CONCRETE OPERATIONS STAGE

46
Q

Third stage of cognitive development, in which the school-aged child becomes capable of logical thought processes but is not yet capable of abstract thinking

47
Q

Piaget’s last stage of cognitive development, in which the adolescent becomes capable of abstract thinking

A

FORMAL OPERATIONS STAGE

48
Q

VYGOTSKY’S THEORY

A

SCAFFOLDING AND ZONE OF PROXIMAL DEVELOPMENT

49
Q

Process in which a more skilled learner gives help to a less skilled learner, then reduces the amount of help as the less skilled learner becomes more capable

A

SCAFFOLDING

50
Q

The difference between what a child can do alone and what that child can do with the help of a teacher

A

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

51
Q

Vygotsky viewed this as a way for a child to “think out loud” and advance cognitively

A

PRIVATE SPEECH

52
Q

Children attend to higher-pitched, repetitious, sing-song speech

A

CHILD-DIRECTED SPEECH

53
Q

STAGES OF LANGUAGE DEVELOPMENT

A
  1. COOING
  2. BABBLING
  3. ONE-WORD SPEECH
  4. TELEGRAPHIC SPEECH
  5. WHOLE SENTENCE
54
Q

Behavioral characteristics that are fairly well established at birth

A

TEMPERAMENT

55
Q

TYPES OF TEMPERAMENT

A

EASY, DIFFICULT, SOW TO WARM UP TO

55
Q

TYPES OF TEMPERAMENT

A

EASY, DIFFICULT, SOW TO WARM UP TO

56
Q

The emotional bond between an infant and the primary caregiver

A

ATTACHMENT

57
Q

TYPES OF ATTACHMENT

A

SECURE, AVOIDANT, AMBIVALENT, DISORGANIZED-DISORIENTED

58
Q

Willing to explore; upset when mother departs, but easily soothed upon her return

59
Q

Unattached; explores without “touching base”

60
Q

Insecurely attached; upset when mother leaves and then angry with mother upon her return

A

AMBIVALENT

61
Q

Insecurely attached and sometimes abused or neglected; child seems fearful, dazed, and depressed

A

DISORGANIZED-DISORIENTED

62
Q

ERIKSON’S FIRST FOUR STAGES OF PERSONALITY DEVELOPMENT

A
  1. TRUST VS. MISTRUS
  2. AUTONOMY VS. SHAME AND DOUBT
  3. INITIATIVE VS. GUILT
  4. INDUSTRY VS. INFERIORITY
63
Q

First stage of personality development
– the infant’s basic sense of
develops as a result of consistent or inconsistent care

A

TRUST VS. MISTRUST

64
Q

Second stage of personality development
– the toddler strives for physical independence

A

AUTONOMY VS. SHAME AND DOUBT

65
Q

Third stage of personality development
– the preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world

A

INITIATIVE VS. GUILT

66
Q

Fourth stage of personality development
– the adolescent strives for a sense of competence and self-esteem

A

INDUSTRY VS. INFERIORITY

67
Q

The period of life from about age thirteen to the early twenties, during which a young person is no longer
physically a child but is not yet an independent, self-supporting adult

A

ADOLESCENCE

68
Q

The physical changes that occur in the body as sexual development reaches its peak

68
Q

The physical changes that occur in the body as sexual development reaches its peak

69
Q

Young people believe themselves to be unique and protected from harm

A

PERSONAL FABLE

70
Q

Young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are

A

IMAGINARY AUDIENCE

71
Q

KOHLBERG’S LEVEL OF MORALITY

A

-PRECONVENTIONAL MORALITY
-CONVENTIONAL MORALITY
-POSTCONVENTIONAL MORALITY

72
Q

Behavior is governed by the consequences of the behavior

A

PRECONVENTIONAL MORALITY

73
Q

Behavior is governed by conforming to society’s norms of behavior

74
Q

Behavior is governed by moral principles that have been decided on by the individual

A

POSTCONVENTIONAL MORALITY

75
Q

Fifth stage of personality development
– the adolescent must find a consistent sense of self

A

IDENTITY VS. ROLE CONFUSION

76
Q

Women experience a physical decline in the reproductive system called the ________

A

CLIMACTERIC

77
Q

Ends at about age fifty with
___________: the cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability

78
Q

Gradual changes in the sexual hormones and reproductive system of males

A

ANDROPAUSE

79
Q

LAST THREE STAGES OF PERSONALITY DEVELOPMENT

A
  • INTIMACY VS ISOLATION
  • GENERATIVITY VS STAGNATION
  • EGO INTEGRITY VS DESPAIR
80
Q

An emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self

A

INTIMACY VS ISOLATION

81
Q

Providing guidance to one’s children or the next generation, or contributing to the well-being of the next generation through career or volunteering

A

GENERATIVITY VS STAGNATION

82
Q

Sense of wholeness that comes from having lived a full life and the ability to let go of regrets; the final completion of the ego

A

EGO INTEGRITY VS DESPAIR

83
Q

Theory of aging based on the idea that cells only have so many times that they can reproduce
– once that limit is reached, damaged cells begin to accumulate

A

CELLULAR CLOCK THEORY

84
Q

Theory of aging as time goes by, repeated use and abuse of the body’s tissues cause it to be unable to repair all the damage

A

WEAR-AND-TEAR-THEORY

85
Q

Theory of aging Oxygen molecules with an unstable electron move around the cell, damaging cell structures as they go

A

FREE RADICAL THEORY

86
Q

Theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby

A

ACTIVITY THEORY

87
Q

STAGES OF DEATH AND DYING

A
  • DENIAL
  • ANGER
  • BARGAINING
  • DEPRESSION
  • ACCEPTANCE

INTRO TO PSYCHOLOGY (8 decks)

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