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AP psycology > chapter 3 and 4 exam > Flashcards

chapter 3 and 4 exam Flashcards

1
Q

Developing Morality

A

Kohlberg (1981, 1984) sought to describe the development of moral reasoning by posing moral dilemmas to children and adolescents, such as “Should a person steal medicine to save a loved one’s life?” He found stages of moral development.

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2
Q

Kohlberg Research Method

A

Interview Method
No influence from the group
Subjects share personal information
Follow-up interviews find the subject more compliant due to the researcher establishing a personal relationship with subject.

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3
Q

Preconventional Morality

A

: Before age 9, children show morality to avoid punishment or gain reward.

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4
Q

Conventional Morality:

A

By early adolescence, social rules and laws are upheld for their own sake.

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5
Q

Postconventional Morality:

A

Affirms people’s agreed-upon rights or follows personally perceived ethical principles.

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6
Q

Moral Feeling

A

Moral feeling is more than moral thinking. When posed with simulated moral dilemmas, the brain’s emotional areas only light up when the nature of the dilemmas is emotion-driven.

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7
Q

Moral Action

A

Moral action involves doing the right thing. People who engage in doing the right thing develop empathy for others and the self-discipline to resist their own impulses.

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8
Q

Criticisms of Kohlberg

Carol Gilligan

A

Based on the responses of boys.

Can’t assume boys and girls come to the same conclusions in the same way.

Gilligan believed that women pay attention to situational factors more than moral absolutes.

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9
Q

Zygote:

A

conception to 2 weeks

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10
Q

Embryo:

A

2 weeks – 8 weeks

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11
Q

Fetus:

A

9 weeks to birth

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12
Q

Conception

A

A single sperm cell (male) penetrates the outer coating of the egg (female) and fuses to form one fertilized cell.

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13
Q

Prenatal Development

A

A zygote is a fertilized cell with 100 cells that become increasingly diverse. At about 14 days the zygote turns into an embryo (a and b).

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14
Q

Prenatal Development/ teratogens

A

At 9 weeks, an embryo turns into a fetus (c and d). Teratogens are chemicals or viruses that can enter the placenta and harm the developing fetus.

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15
Q

stage
Infancy

what is the span

A

Newborn to toddler

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16
Q

stage
childhood

what is the span

A

toddler to teenager

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17
Q

Maturation

A

Growth processes through orderly changes
Experience does not control it, but helps
adjust

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18
Q

Maturation

As Seen Through Motor Development

A

First, infants begin to roll over. Next, they sit unsupported, crawl, and finally walk. Experience has little effect on this sequence.

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19
Q

sitting unsupported

A

6 months

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20
Q

crawling

A

8-9 months

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21
Q

beginning to walk

A

12 months

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22
Q

walking independetly

A

15 months

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23
Q
  1. Brain Development
A

Neurons overproduced
23 billion at birth
Most in frontal lobe

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24
Q

The earliest age of conscious memory is around

A

3 and ahalf yeas

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25
Q

A 5-year-old has

A

a sense of self and an increased long-term memory

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26
Q

Infants are born with

A

reflexes that aid in survival

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27
Q

Reflexes are specific

A

inborn, automatic
responses to certain,
specific stimuli.

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28
Q

Examples of Reflexes Evident at Birth

A 
sucking Reflex
Grasping Reflex
rooting reflect 
Moro Reflex
Babinski Reflex
29
Q

Motor Development Differences

A
  1. timing
  2. culture
    Experience/Maturing Nervous System
    Identical Twins (Genetics)
30
Q

Cognitive Development

piaget

A

Piaget believed that the driving force behind intellectual development is our biological development amidst experiences with the environment. Our cognitive development is shaped by the errors we make.

31
Q

Piaget’s Core Idea

A

Children are active thinkers, constantly trying to construct more advanced understandings of the world.

32
Q

Schemas

A

A concept or framework that organizes and

interprets information.

33
Q

Assimilation

A

Interpreting one’s new experience in terms

of one’s existing schemas.

34
Q

Accommodation

A

The process of adjusting our schemas and

modifying it to be more specific in correctl identifying things

35
Q

Sensorimotor Stage

A

In the sensorimotor stage, babies take in the world by looking, hearing, touching, mouthing, and grasping. Children younger than 6 months of age do not grasp object permanence, i.e., objects that are out of sight are also out of mind.

36
Q

Sensorimotor Stage: Criticisms

A

Piaget believed children in the sensorimotor stage could not think —they do not have any abstract concepts or ideas.
However, recent research shows that children in the sensorimotor stage can think and count.
Children understand the basic laws of physics. They are amazed at how a ball can stop in midair or disappear.
Children can also count. Wynn (1992, 2000) showed that children stared longer at the wrong number of objects than the right ones.

37
Q

Preoperational Stage

A

Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stage—too young to perform mental operations.

38
Q

Preoperational Stage: Criticism

A

DeLoache (1987) showed that children as young as 3 years of age are able to use mental operations. When shown a model of a dog’s hiding place behind the couch, a 2½-year-old could not locate the stuffed dog in an actual room, but the 3-year-old did.

39
Q

Egocentrism

A

Piaget concluded that preschool children are egocentric. They cannot perceive things from another’s point of view.
When asked to show her picture to mommy, 2-year-old Gabriella holds the picture facing her own eyes, believing that her mother can see it through her eyes.

40
Q

Theory of Mind

A

Preschoolers, although still egocentric, develop the ability to understand another’s mental state when they begin forming a theory of mind.
The problem on the right probes such ability in children.

41
Q

Concrete Operational Stage

A

In concrete operational stage, given concrete materials, 6- to 7-year-olds grasp conservation problems and mentally pour liquids back and forth into glasses of different shapes conserving their quantities.
Children in this stage are also able to transform mathematical functions. So, if 4 + 8 = 12, then a transformation, 12 – 4 = 8, is also easily doable.

42
Q

Formal Operational Stage

A

Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagined realities to systematically reason. Piaget called this formal operational thinking.

43
Q

Critics of Piaget believe:

A

Development is a continuous process.
Children express their mental abilities and operations at an earlier age.
Formal logic is a smaller part of cognition.

44
Q

Vygotsky

A

Lev Vygotsky believed that through play
and social situations, we learn to think for
ourselves.

45
Q

Origins of Attachment

A

Harlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.

46
Q

Deprivation of Attachment

What happens when circumstances prevent a child from forming attachments?

A

Withdrawn
Frightened
Unable to develop speech

47
Q

Secure Attachments

A

66%
Explore when parents are present
Distressed when parents leave
Come to parents when they return

48
Q

Avoidant Attachments

A

21%
Resist being held by parents
Explore novel environment
Do not go to parents for comfort upon return

49
Q

Anxious/

Ambivalent

A

12%
Ambivalent reactions to parents
Show stress when parents leave
Resist being comforted when they return.

50
Q

Separation Anxiety

A

Separation anxiety peaks at 13 months of age, regardless of whether the children are home or sent to day care.

51
Q

Prolonged Deprivation

A

If parental or caregiving support is deprived for an extended period of time, children are at risk for physical, psychological, and social problems, including alterations in brain serotonin levels.

52
Q

Adolescence – Physical Development

Primary sex characteristics develop quickly

A

Reproductive organs

External genitalia

53
Q

Adolescence Brain Development

A

Until puberty, neurons increase their connections. However, at adolescence, selective pruning of the neurons begins. Unused neuronal connections are lost to make other pathways more efficient.

54
Q

Frontal Cortex

A

During adolescence, neurons in the frontal cortex grow myelin, which speeds up nerve conduction. The frontal cortex lags behind the limbic system’s development. Hormonal surges and the limbic system may explain occasional teen impulsiveness.

55
Q

Erikson’s Psychosocial Development

A

Believed that our personality was influenced by our experiences with others.

At each stage we face an important issue or crisis. How we resolve each crisis shapes our personality and affects our relationship with others.

56
Q

Erikson’s Psychosocial

Trust vs. Mistrust

A

infancy to 1 and a half

57
Q

Erikson’s Psychosocial

2. Autonomy vs. Shame and Doubt

A

1 and a half to 3

58
Q

Erikson’s Psychosocial

Initiative vs. Guilt

A

3-5

59
Q

Erikson’s Psychosocial

Industry (competence) vs. Inferiority

A

5-12

60
Q

Erikson’s Psychosocial

Identity vs. Role Confusion

A

12-18

61
Q

Erikson’s Psychosocial

Intimacy vs. Isolation

A

18-40

62
Q

Erikson’s Psychosocial

Generativity vs. Stagnation

A

40-65

63
Q

Erikson’s Psychosocial

Ego Integrity vs. Despair

A

65+

64
Q

Cross-sectional study

A

A study in which people of different ages are compared with one another.

65
Q

Longitudinal study

A

Research in which the same people are restudied and retested over a long period.

66
Q

Alzheimer’s Biological Causes

A

Damage to neurons that transmit the neurotransmitter acetylcholine.

Tangles are twisted fibers of the protein tau that build up inside of cells.

Plaques are deposits of a protein fragment called beta-amyloid that build up in the spaces between neurons

67
Q

Alzheimer’s - Cognition impact

A

Plaques and tangles seem to begin in areas important for memory, the hippocampus.

Further damage spreads to regions for thinking and planning, the frontal lobe.

Speaking and understanding of language areas also see damage. These would be in the left hemisphere and include the Wernicke’s area and the Broca’s area.

68
Q

Concluded that there are five (5) stages of coping:

A 
Denial
Anger
Bargaining
Depression
Acceptance
69
Q

epigentic researc

A

studies gees and how they change due to environemnt and what it can cause in the body
studey of biological mechanisms that switch genes on and ogg

AP psycology (19 decks)

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