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Psy 101 > Chapter 3: Human Development > Flashcards

Chapter 3: Human Development Flashcards

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1
Q

Developmental Psychology

A

the study of changes in behavior and mental processes over time and the factors that influence the course of those changes

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2
Q

Nature (genetic inheritance)
Endogenous

A

Look at development as maturation-process biologically programmed to happen sequentially

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3
Q

Nurture (environment)
Exogenous

A

believes experience have greater influence on how we develop

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4
Q

Qualitative shift

A

Making developmental jumps.
Characterizing development as stages in life.
Babies go through different sequences- drawl then walk

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5
Q

Quantitative shift

A

Development is from constantly acquiring information. Believes that big jumps are results of accumulation of smaller changes.
Accounts for individual differences in timing of milestones

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6
Q

Critical period

A

in animals.
Points in development where an organism is extremely sensitive to environmental input, making it easier to acquire certain brain functions and behaviors.
All or nothing. If environmental stimuli does not occur at this stage, then development will be thrown off track.

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7
Q

Sensitive period

A

In human
we can recover at least partially even with deprivation during key periods.
Largely experience driven

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8
Q

Cross-sectional design

A

compares groups of different aged people

cons:
- some differences may be solely due to age (cohort effect)
- does not provide explanation of how or when age related changes may have occurred.

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9
Q

Longitudinal design

A

follows the same group of people over a period of time

cons:
- need lots of time and money
- many people drop out mid way

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10
Q

Cohort sequential design

A

bend of cross sectional and longitudinal. Follows at least 2 age group over time.

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11
Q

Prenatal period

A

from conception to birth

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12
Q

Genotype

A

a person’s genetic inheritance

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13
Q

Phenotype

A

the observable manifestation of genotype

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14
Q

Homozygous

A

both parents contribute the same genetic material for a particular trait

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15
Q

Heterozygous

A

parents contribute two different alleles to offspring

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16
Q

Dominant trait

A

trait that is expressed in phenotype, no matter whether the genotype is homozygous or heterozygous

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17
Q

Recessive trait

A

trait that is only expressed if genotype is homozygous

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18
Q

Three different phenotype from heterozygous combination

A
  1. dominant trait shows
  2. shows mixture
  3. express bth (codominance)
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19
Q

Discrete traits

A

trait that results as product of single gene pairing

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20
Q

Polygenic trait

A

trait that manifests as result of combination of multiple genes

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21
Q

Temperament

A

biologically based tendencies to respond to certain situations in similar ways throughout our lifetimes

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22
Q

Conception

A

sperm fertilizes egg and forms zygote

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23
Q

Germinal stage (2 weeks after conception)

A
  1. zygote divides and multiply
  2. zygote moves up fallopian tube to the uterus
  3. formation placenta
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24
Q

Embryonic stage (2-8 weeks)

A
  1. body structures and inner organs are formed
  2. most vulnerable to miscarriage
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25
Q

Fetal stage (9 weeks to birth)

A
  1. developing muscular and skeletal system.
  2. brain grows
26
Q

Teratogens

A

environmental agents that can interfere with a fetus’s development during gestation

27
Q

Infancy

A

birth to 2 years

28
Q

Proximodistal Pattern

A

pattern where growth and development proceed from the center to the extremities. (first)

29
Q

Cephalocaudal Pattern

A

pattern where growth and development proceed from top to bottom. (second)

30
Q

Which sense are developed at birth? Which are not?

A

Developed: taste, smell, touch
Not: sight, hearing

31
Q

4 Different Reflexes

A

Rooting- touch the corner of infants mouth and the infant will turn towards the stimulation

Grasping- press finger against infant’s palm and the infant will grasp the finger

Moro- let infant’s head lose support and the infant will fling arms outward and make hugging motion

Babinski- stroke soles of infant’s foot and the toes will spread out

32
Q

Brain growth in first 2 years

A
  1. increase in brain connections among neurons
  2. myelination, which helps speed up electric impulses
33
Q

Synapse Pruning

A

Experiences help strengthen connections and synapse that are not used will weaken and dissipate

34
Q

Jean Piaget

A

Focused on cognitive development in children.
Used naturalistic observation
schemata, assimilation, accommodation

35
Q

Schemata

A

Piaget’s proposed mental frameworks for understanding and thinking about the world

36
Q

Assimilation

A

Defined by Piaget as inclusion of new information or experiences into preexisting schemata

37
Q

Accommodation

A

Defined by Piaget as alteration of preexisting schemata to take in new information

38
Q

Piaget’s Four Stages of Cognitive Development

A

Sensorimotor (birth-2)
Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (11 and on)

39
Q

Sensorimotor (birth-2)

A

“thinks” by using senses and motor skills.
No thought beyond immediate experiences.
Develops object permanence at around 8 months

40
Q

Preoperational (2-7)

A

Able to hold ideas of object in imagination
Unable to consider another point of view (egocentrism) or distinguish between cause and effect
Irreversibility and lack of conservation

41
Q

Concrete Operational (7-11)

A

Can think about complex relationships
Understands conservation
Unable to think abstractly or hypothetically

42
Q

Formal Operational (11 and on)

A

Able to think abstractly and hypothetically

43
Q

Critics of Piaget

A
  • Piaget often looked at what children could not do and use that to determine their abilities. Today, psychologists focus on what children can do
  • More quantitative growth instead of qualitative shifts
  • development actually occurs earlier than what Piaget thought
44
Q

Attachment Theory

A

Human tends to become attached to one caregiver (usually mom). Early positive experience with that caregiver is critical to health and well-being and that it shapes how well the individual functions emotionally, socially, and even cognitively later in life.

45
Q

Mary Ainsworth’s Strange Situation Experiment

A

Observes how baby reacts when mother leaves the baby in a room with a stranger.

46
Q

4 Attachment Styles

A

Secure Attachment: infant sad when mom leaves and happy when she returns

Anxious/avoidant Attachment: infant is unresponsive when mom leaves and indifferent when she returns

Anxious/ambivalent Attachment: infant reacts strongly when mother leaves but shows mixed emotions when she returns

Disorganized/disoriented Attachment- Infant displays confused and contradictory behavior when mother returns

47
Q

Parenting Style

A

Authoritative- warm, sensitive to child’s needs, make reasonable remands and encourages appropriate autonomy

Authoritarian- cold, critical, makes coercive demands

Permissive- warm, accepting, overindulgent, inattentive

Uninvolved- emotionally detached, little time in child rearing

48
Q

Childhood

A

2-6 yr is early childhood
6-12 is middle childhood

49
Q

Brain development in Childhood

A

Myelination is concentrated in association regions (coordinate the activities of other regions)
Leads to more sophisticated planning and problem-solving abilities
Synaptic connections begin to stabilize

50
Q

Scaffolding

A

Incremental assistance and giving prompters. Not helping the children completely

51
Q

Zone of Proximal Development

A

Gap between what child can accomplish alone and what they can accomplish with help from ithers

52
Q

Kolhberg’s Theory of Moral Development

A

Preconventional (up to 9)- morality center on what you can get away with. Obey rules to avoid punishment or get rewards

Conventional (adolescent)- morality centered on societal values and expectations

Postconventional (adult)- morality based on the individual understanding of universal ethical principles

53
Q

Differences between girl and boy moral judgement

A

Boys focus more on abstract moral values like justice and fairness

Girls focus more on maintaining relationships and caring

54
Q

Adolescence

A

12 to 20 year old

55
Q

Erikson’s Stages of Psychosocial Development

A

Trust vs Mistrust (birth-1): infants develop basic trust in others. If their needs are not met by caregivers, mistrust develops

Autonomy vs Shame (1-3): children exercise new motor and mental skills. If caregivers are encouraging, children develops a sense of autonomy

Initiative vs Guilt (3-6): Supportive caregivers promote feelings of power

Industry vs Inferiority (6-12): Children learn productive skills and develop capacity to work with other. If not, they feel inferior

Identity vs Role Confusion (12-20): Adolescent seek to develop satisfying identity and sense of their role I. society. If not, they will feel confused about their adult roles

Intimacy vs Isolation (20-30): Young adults work to establish intimate relationships. If not, they feel isolated

Generativity vs Stagnation (30-65): Middle age adults seek to influence welfare of next generation. If they fail, they may become self absorbed.

Integrity vs Despair (65+): Older people reflect on their lives. Fear death if they do not feel a sense of satisfaction.

56
Q

Menopause

A

Series of changes in hormonal function occurring in women during their 50s.
End of menstrual cycle and reproductive capabilities

57
Q

Cellular Clock Theory

A

We age because cells have built in limits. Telomeres grow shorter each time until the cell cannot reproduce anymore.

58
Q

Wear-and-Tear Theory

A

We age because our bodies wear out

59
Q

Free Radical Theory

A

We age because free radical build up in our body and causes destabilization

60
Q

Conduct Disorder

A

In children and adolescents. Associated with emotional and behavioral problems

Psy 101 (12 decks)

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