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Psychology 100 > Chapter 4 > Flashcards

Chapter 4 Flashcards

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1
Q

teratogens

A

environmental agents that negatively impact human development during pregnancy and physical development and cognitive functioning later in life

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2
Q

still face paradigm

A

mother adopts a still face and examine how the infant responds

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3
Q

longitudinal research

A

studies whether growth over time is characterized by stability of change; studying same people over time

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4
Q

cross-sectional research

A

examine age-related development within children of various ages

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5
Q

ovulation

A

egg released from woman’s ovaries

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6
Q

period of the zygote

A

rapid cell division

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7
Q

blastocyst

A

hollow ball of exponentially growing cells

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8
Q

ectopic pregnancy

A

fertilized egg implants into fallopian tube

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9
Q

monozygotic/identical twins

A

fertilized eggs divide into two with identical genetic info, including gender

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10
Q

dizygotic/ fraternal twins

A

two eggs fertilized by different sperm

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11
Q

period of the embryo

A

starts after fertilized egg implants into uterus, ends when all bodily structures are formed but embryo cannot survive outside uterine environment

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12
Q

cephalocaudal development

A

significant changes in brain and head before extremities

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13
Q

proximodistal development

A

change at centrally-located features, such as heart of lungs, before peripheral locations like hands or fingers

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14
Q

period of the fetus

A

refinements and finishing touches as well as significant growth, including brain development

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15
Q

self-report data

A

questionnaires or interviews

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16
Q

bheavioural data

A

cognitive or social-emotional assessments

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17
Q

psychophysiological data

A

blood, urine, or saliva samples

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18
Q

Fetal Alcohol Spectrum Disorder (FASD)

A

range of conditions with prenatal alcohol exposure (ex. Fetal Alcohol Syndrome).

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19
Q

Thalidomide

A

reduce sensation of nausea but shortened limbs of infants (later used to treat other illnesses such as leprosy and cancer)

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20
Q

Zika Virus

A

may be associated with microcephaly (small infant sizes), stillbirth; passed on from mosquitos

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21
Q

Jean Pieget

A

father of the study of cognitive devleopment

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22
Q

constructivist

A

theoretical perspective that children construct their own knowledge

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23
Q

dialectical

A

growth of cognitive structures occurs when individuals encounter conflict that alters their existing perspectives on the world

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24
Q

assimilation

A

similar info added to what they already know

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25
Q

accommodation

A

creates a new cognitive structure to account for info that does not fit anywhere else

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26
Q

equilibration

A

when disequilibration (info that is not represented in created cognitive structures), assimilation or accommodation occurs so that equilibration is maintained

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27
Q

schemas

A

“folders” or concepts

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28
Q

sensorimotor period

A

learn about world through actions on it

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29
Q

primary circular reactions

A

engage in repeated actions on their own bodies

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30
Q

secondary circular reactions

A

repeated actions on objects outside their own bodies

31
Q

object permanence

A

do not realize that objects exist when they cannot be seen

32
Q

combine secondary circular reactions

A

make a sequence of events come to pass

33
Q

A-not-B

A

children still choose A even though they see the object put under B - infants show rudimentary mnemonic abilities

34
Q

tertiary circular reactions

A

“little scientists”; i.e. banging on objects to hear various sounds

35
Q

mental representation

A

start using language to represent what is going on in the world around them, engage in rudimentary forms of pretend play

36
Q

symbolic thinking

A

more adept with language to convey thoughts and feelings and readily engage in pretend play

37
Q

animism

A

preschool kids may ascribe lifelike properties to things that are not alive

38
Q

egocentrisms

A

trouble understanding another individual (ex. buying a present that they would like but is not preferred by the friend)

39
Q

conservation tasks

A

children have problems with conservation of liquid, mass, number, or length

40
Q

concrete operational period

A

children limited to here-and-now thinking; hypothetical situations is challenging; understand transformative principles with identity, compensation, and inversion

41
Q

formal operation period

A

engage in much more complex reasoning

42
Q

Lev Vygotsky

A

sociocultural theory

43
Q

sociocultural theory

A

portrayed cognitive development as a continuous process intimately linked to the context where children are raised

44
Q

scaffold

A

using assembled structures to achieve more than they could without assistance (adults to young children)

45
Q

zone of proximal development

A

distance between what a child can accomplish alone and with some assistance

46
Q

psychological tools

A

utility of tools in shaping the way individuals structure their thinking

47
Q

egocentric speech

A

talking to oneself out loud to help solve difficult problems

48
Q

bidirectional

A

impacts our thinking and thinking impacts language

49
Q

Erik Erikson

A

proposed theory that tracks development of personality across lifespan

50
Q

attachment style

A

how we interact with primary caregivers as infants and romantic partners as adults

51
Q

Konrad Lorenz - imprinting

A

young organisms are biologically predisposed to form relationships with adults of their species

52
Q

Harry Harlow

A

non-human primates spend most time on cloth mother than food mother

53
Q

John Bowlby and Mary Ainsworth

A

The Strange Situation - different combinations of child, caregiver, and stranger in room

54
Q

securely attached

A

comfortable in room with mother and stranger, became distressed when mother left but happy when she came back

55
Q

insecure-resistant

A

clingy to mother and fearful of stranger when left alone, still mad when mother reappeared

56
Q

insecure-avoidant

A

minimal stranger anxiety and little distress when mother reappears

57
Q

disorganized attachment

A

extreme fear and dissociation; odd behavious

58
Q

secure attachments

A

even and positive manner; comfortable and confident in ability to be emotionally close while also independent

59
Q

anxious-preoccupied

A

(like insecure-resistant) uncomfortable with independence and need constant intimacy and closeness

60
Q

dismissive-avoidant

A

(like avoidant attachment) comfortable without close emotional relationships

61
Q

fearfully avoidant

A

(like avoidant attachment) desire intimacy but are hyperaware of pain from relationships

62
Q

Lawrence Kohlberg

A

presented individuals with vignettes (short stories) to better understand how humans react to moral dilemmas

63
Q

pre-conventional morality

A

children yet to develop moral code independent of adults around them; choices dictated by rewards or punishments

64
Q

conventional morality

A

based on conforming to societal pressures

65
Q

post-conventional morality

A

based on internal principles and not entirely dictated by society of other individuals; human rights or justice

66
Q

high amplitude sucking paradigm

A

infants given sterilized pacifier to suck on for a certain period of time; preferred listening to speech relative to non-speech

67
Q

novelty preference

A

infants look at new info longer than old info

68
Q

habituation paradigms

A

presenting infants with interesting stimulus until they lose interest

69
Q

theory of mind

A

understanding that others have feeling, thoughts, and desires through voluntary behaviours

70
Q

false belief paradigms

A

child doubts themselves and believes that what was actually in the band-aid box (candies) will be guessed by the next individual

71
Q

recall memory

A

ability to recount specific episodes or events from the past

72
Q

elicited imitation

A

infants and young kids interact with 3D event sequences that are unlike toys at home

73
Q

Institutional Review Boards (IRBs)

A

govern approval of studies

74
Q

assent

A

indicate willingness to participate, when 7 or older

Psychology 100 (7 decks)

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