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Psy 101 > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

Nature v. Nurture

A

Genes or Environment

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2
Q

Change and Stablility

A

In what ways do we change

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3
Q

Continuous v. Stages

A

How do we change

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4
Q

Conception

A

When sperm and egg unite and create a zygote (fertilized cell)

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5
Q

Zygote

A

(fertilized cell) 10-14 days, cells divide
Milestone: Cells differentiate into specialized locations and structures.

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6
Q

Implantation

A

The embryo 2-8 weeks, zygote implants into uterine wall
Milestone: Differentiated cells develop into organs and bones

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7
Q

The Fetus

A

“Offspring” Hands and Face develop, at four months many more develop
Milestone: by 6 months fetus might be able to survive outside womb

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8
Q

Teratogens

A

“Monster makers” viruses and chemicals that can damage developing embryo/fetus

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9
Q

Fetal Alcohol Syndrome (FAS)

A

Cognitive, behavioral, body/brain structure abnormalities caused by exposure to alcohol in the fetal stage. corpus callosum (separates sections of the brain) less dense

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10
Q

Responding to sounds

A

Fetuses learn to respond and adapt to sounds previously heard in the womb; mostly 3rd trimester

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11
Q

Assessing Newborn

A

Apgar score
o bad 1 ok 2 optimal

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12
Q

Inborn reflexes

A

rooting, sucking, crying when hungry, facial recognition,

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13
Q

Maturation

A

Changes that occur primarily because of the passage of time
Nurture adjusts timings but Nature sets the sequence

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14
Q

Brain Development

A

In the middle trimester # of neurons grow by around 750,000 per minute

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15
Q

Neuron Development

A

At birth connections proliferate
In infancy growth in connections is less complex (body functions and survival skills)
Early childhood connections proliferate in association areas (controlling attention and behavior (frontal lobe) and thinking, memory, and language

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16
Q

Cognition

A

Mental Activities that help us function
Ex: understanding and using language, problem solving

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17
Q

Jean Pieaget

A

Studies errors in cognition made by children

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18
Q

Schemas

A

Mental box
mental container to hold experiences

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19
Q

Assimilation

A

Take information in and fit it into schema

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20
Q

Accomadation

A

Take information in and adjust/ create new schema

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21
Q

Sensorimotor

A

Birth-2 years
Experience world through senses
Object Permanence; Stranger Anxiety

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22
Q

Preoperational

A

2-6 or 7 years
Representing with words and images
Pretend play/ egocentrism

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23
Q

Concrete Operational

A

7-11 years
Thinking logically about concrete events
Conservation, mathematical transformation

24
Q

Formal Operational

A

12-adulthood
Abstract reasoning
Abstract logic, mature moral reasoning

25
Q

Object permanence

A

Ability to recognize the absence of something does not mean it no longer exists.

26
Q

Conservation

A

Logical thinking ability that allows a person to determine that a quantity will remain the same despite container or position adjustment.

27
Q

Egocentrism

A

Inability to see from other perspectives, selfish

28
Q

Reversibility and Perceptual Centration

A

Things can be reversed to their original state; the tendency to focus on one aspect of a situation and ignore others.

29
Q

Theory of Mind

A

Ability to understand that others have their own thoughts and perspective

30
Q

Autism and Theory of Mind

A

Autistic children do not display advanced mind reading
Earlier detected more mitigated

31
Q

A not B error

A

Change perspective; change results; squeaky duck under paper

32
Q

Lev Vygotsky

A

Alternative to Jean Piaget
focused on learning social communication
Principle: children learn thinking skills by internalizing language from others and developing inner speech

33
Q

Attachment

A

Emotional tie to anther person

34
Q

Secure attachment

A

60%, ideal
distressed when mother leaves and seek contact when she returns

35
Q

Insecure attachment (avoidant)

A

Seeming indifferent to moms departure and return

36
Q

Insecure attachment (anxious)

A

Cling to mother, less likely to explore, reamain upset when mother returns

37
Q

Daycare

A

Time away doesn’t reduce anxiety, interactions can result in attachment, time in daycare correlates with advances thinking skills (and increased aggression and defiance)

38
Q

Self Concept

A

Stable and positive understanding of identity; moves from that’s me to goals and skills

39
Q

Authoritarian

A

“too hard” because I said so

40
Q

Permissive

A

“too soft” no repercussions for child, gives in to child’s desires

41
Q

Authoritative

A

Parents enforce rules and listen to child

42
Q

Lifespan perspective

A

Development is a lifelong process

43
Q

Adolescence

A

transition from childhood to adulthood
period of development from puberty to independence

44
Q

Puberty

A

time of sexual maturation

45
Q

Brain during puberty

A

stops adding new connections and becomes more efficient by “rewiring”
connections being used most coated with myelin to speed nerve conduction
Frontal lobe last to rewire making adolescents risk takers

46
Q

Adulthood

A

sensory changes, memory, commitments

46
Q

Emerging adulthood

A

18-25
added education and later marriage delays full adult independence

47
Q

immune system

A

declines with age but has lifetime accumulation of antibodies

48
Q

exercise

A

stimulates neural connections, improves cognition, and reduces risk for dementia

49
Q

Myelin

A

Enhances neural processing, peaks in teens

50
Q

Brain aging

A

as we get older regions related to memory shrink and frontal lobes atrophy
healthy 80 y/o brain is 5% lighter than in middle adulthood

51
Q

Fluid intellegence

A

Seen in younger population
Think and reason abstractly

52
Q

Crystalized intelligence

A

Learn from past experience and store of facts
Seen in older population

53
Q

Alziemers

A

loss of brain cells and neural network connections
deterioration of memory transmitter neurons
broken protein filaments at tips of neurons

54
Q

Successful aging

A

Biological influences- genes
Psychological - optimistic and active
Social/cultural- Support, meaningful activities, respect for aging

Psy 101 (14 decks)

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