Chapter 7: Quiz

Question 1

the scientific study of biological, cognitive, social, and personality development throughout the life span.

Answer 1

development psychology

Question 2

the fertilized egg that is formed from the union of the sperm and the egg cells; 1-2 weeks.

Answer 2

zygote

Question 3

the attachment of the zygote to the wall of the uterus at the start of pregnancy

Answer 3

implantation

Question 4

the basic unit of genetic instruction; these are short segments of chromosomes.

Answer 4

gene

Question 5

molecules of DNA that hold the genetic instructions for every cell in our body.

Answer 5

chromosomes

Question 6

Every cell of a normal human has ___ pairs of chromosomes, one of each pair coming from the mother and one from the father. The zygote will have a complete ___.

Answer 6

23;46

Question 7

During the _______ stage, (from about two weeks to about two months) the major structures and organs of the body begin to develop, and the ______ starts to resemble a human being.

Answer 7

embryo

Question 8

During the _______ stage (from about two months following conception to birth), the developing organism is called a ______, through very rapid growth, the body structures and organs complete their development.

Answer 8

fetus

Question 9

are environmental agents (such as drugs or viruses), diseases (such as German measles), and physical conditions (such as malnutrition) that prenatal development and lead to birth defects or even death.

Answer 9

teratogens

Question 10

occurs when mothers consume alcohol during pregnancy, resulting in a range of severe effects including mental retardation and facial abnormalities in the child.

Answer 10

Fetal Alcohol Syndrome (FAS)

Question 11

Leads infants to suck anything that touches their lips; this is one of the reflexes that we are born with and is part of our motor development.

Answer 11

sucking reflex

Question 12

leads infants to turn their mouths toward anything that touches their cheeks and search for anything to suck on; this is one of the reflexes that we are born with and is part of our motor development.

Answer 12

rooting reflex

Question 13

the act of having the power to move from one place to another; learning walking, sitting, crawling, etc…

Answer 13

locomotion

Question 14

a decrease in the physiological responding to a stimulus once it becomes familiar

For example, infants intensify their sucking of a pacifier in their mouth when confronted with a novel, unfamiliar stimulus. When they get use to the stimulus, the sucking returns to normal.

Answer 14

habituation

Question 15

Starts at about six or seven months; the rhythmic repetition of various syllables, including both consonants and vowels.

Answer 15

babbling

Question 16

At about 10 months we may be able to make out something that a child says; At about one year of age, infants begin the _________. Their first words usually refer to their caregivers and objects in their daily environment.

Answer 16

one word stage

Question 17

is the application of a newly learned word to objects that are not included in the meaning of the word. Occurs during the one word stage.

For example, children tend to call any male “daddy”

Answer 17

overextension

Question 18

is the failure to apply the new word more generally to objects that are included within the meaning of the new word.

For example, children do not extend the categories of “dog” or “cat” to dogs and cats beyond the family’s pet dog or cat.

Answer 18

under extension

Question 19

between 18 and 24 months children engage in _______, using two word sentences with mainly nouns and verbs. These two-word statements begin to be expanded, and between the ages of two and five years, children acquire the grammar of their native language.

For example, “Dada gone.” and “Throw ball.”

Answer 19

telegraphic speech

Question 20

______ viewed children as little scientist because they are figuring things out by trial and error in the world.

Answer 20

Piaget

Question 21

from birth to about age two, infants learn about the world through their sensory and motor interactions with it.

Answer 21

sensorimotor stage

Question 22

from age two to age six, children’s thinking becomes more symbolic and language-based, but remains egocentric and lacks the mental operations that allow logical thinking.

For example, they now can point to a picture of a dog and say “doggie” or crawl around and pretend to be a dog by barking like a dog.

Answer 22

properational stage

Question 23

is the inability to distinguish one’s own perceptions, thoughts, and feelings from those of others. This means that a proportional child cannot perceive the world from another person’s perspective.

For example, proportional children don’t realize what they are doing when they block the view of the television. They assume that another’s view is the same as their own.

Answer 23

Egocentrism

Question 24

A pre operational child’s thinking also reflects _______- the tendency to focus on only one aspect of a problem at a time.
For example, in the liquid beaker problem, the child may only focus on the heights of the beakers and conclude that one has more because it is taller. Obviously, both the height and width of the beakers need to be considered in order to make a correct judgment.

Answer 24

centration

Question 25

from about age 6 to 12, children gain a fuller understanding of conservation and other mental operations that allow them to think logically, but only about concrete events. (real, literal)

For example, conversation of continuous quantity, number, and mass are acquired rather early, but conversation of length is more difficult and is acquired later in this stage.

Answer 25

concrete operational stage

Question 26

starting at age 12 or so, children gain the capacity for such hypothetical-deductive thought. This capacity allows adolescents to engage not only in hypothetical thought but also in systematic deduction and tests of hypotheses, what could be referred to a scientific thinking. (abstract, hypothetical)

Answer 26

formal operational stage

Question 27

In ______ theory, the _________ is the difference between what a child can actually do and what the child could do with the help of others. This is the development between the levels of actual development and potential development. It means that there are thinking skills that the child can display with the help of others but cannot perform independently.

Answer 27

Vygotsky’s; zone of proximal development

Question 28

In ______, the teacher adjusts the level of help in relation to the child’s level of performance, while directing the child’s learning progress toward the upper level of the child’s zone of proximal development.

Answer 28

scaffolding

Question 29

people of different ages are studied and compared with one another at a single point in time.
compare people not only of different ages but also different generations. Less expensive and less time consuming. No need for continual retesting.

Answer 29

cross-sectional study

Question 30

the same people are studied as in a cross-sectional study but for a long period of time. This involves collecting data periodically on the same people as they age. This assesses changes in people over time, whereas cross-sectional studies assess differences among age groups at a particular point in time. More time consuming and expensive. Sample could be discontinued for them moving away or dying. Type of intelligence being tested is also important.

Answer 30

longitudinal study

Question 31

Different generations can lead to what are called _____ - people of a given age are affected by factors unique to their generation, leading to differences in performance among generations.

For example, there were significant differences in education and educational opportunities for the various generations across the 20th century. Earlier generations generally received less education, which could certainly account for the intellectual decline observed in the cross-sectional studies.

Answer 31

cohort effects

Question 32

the emphasis is avoiding punishment and looking out for your own welfare and needs. Moral reasoning is self-oriented.
external (tell them not to do it)
rewards/punishments

Answer 32

precoventional level of moral reasoning

Question 33

moral reasoning is based on social rules and laws. Social approval and being a dutiful citizen are important.
society norms

Answer 33

conventional level

Question 34

At the highest level, the _________, moral reasoning is based on self-chosen universal ethical principles, with human rights taking precedence over laws, and on the avoidance of self-condemnation for violating such principles.
your own personal moral code.

Answer 34

postconventional level

Question 35

Infant’s first social relationship- between them and their primary caregivers- is important and has been carefully studied by developmental psychologist. This life long emotional bond that exists between the infants and their mothers or other caregivers is formed during the first six months of life and is called _______.

Answer 35

attachment.

Question 36

_______ first thought it was food that formed attachment but through studying infant monkeys _______ found that security or contact comfort is what forms attachment.

Answer 36

Freud; Harlow

Question 37

Each of us is born with a ______, a set of innate tendencies or dispositions that lead us to behave in certain ways. Our ______ is fundamental to both our personality development and also how we interact with others (our social development). Some infants are more responsive, more active, and happier than others. How infant’s ________ matches the childrearing expectations and personality of his caregiver is important in forming the attachment relationship. A good match or fit between the two enhances the probability of a secure attachment.

Answer 37

temperament

Question 38

________ are demanding, expect unquestioned obedience, are not responsive to their children’s desires, and communicate poorly with their children. dictatorship; control not warmth; “because I said so”

Answer 38

authoritarian parenting

Question 39

________ are demanding but set rational limits for their children and communicate well with their children. democracy; children are involved; warmth and control; parents explain why they tell the kids to do something. Has the most positive correlations.

Answer 39

Authoritative parenting

Question 40

________ make few demands and are overly responsive to their children’s desires, letting their children do pretty much as they please. warmth and no control; spoiled; kids make decisions

Answer 40

permissive parenting

Question 41

no warmth or control; pay little to no attention to kids; provide for kids basic needs but little else.

Answer 41

uninvolved parenting

Question 42

__________ psychosocial stage theory covers the whole life span. It’s divided into eight stages of development.

Answer 42

Erikson’s

Question 43

Infants learn that they can or cannot trust others to take care of their basic needs. (birth to 1 year)

Answer 43

trust vs. mistrust

Question 44

Children learn to be self-sufficient in many activities such as toilet training, walking, and exploring. If restrained too much, they learn to doubt their abilities and feel shame.
(1 to 2 years)

Answer 44

Autonomy vs. shame and doubt

Question 45

Children learn to assume more responsibility by taking initiative but will feel guilty if they overstep limits set by parents. (3 to 5 years)

Answer 45

Initiative vs. guilt

Question 46

Children learn to be competent by mastering new intellectual, social, and physical skills or feel inferior if they fail to develop these skills. (5 years to puberty)

Answer 46

Industry vs. inferiority

Question 47

Adolescents develop a sense of identity by experimenting with different roles. No role experimentation may result in role confusion. (adolescence)

Answer 47

Identity vs. role confusion

Question 48

Young adults form intimate relationships with others or become isolated because of a failure to do so. (young adulthood)

Answer 48

Intimacy vs. isolation

Question 49

Middle-aged adults feel they are helping the next generation through their work and child rearing, or they stagnate because they feel that they are not helping. (middle adulthood)

Answer 49

Generatively vs. stagnation

Question 50

Older adults assess their lives and develop a sense of integrity if they find their lives have been meaningful, and a sense of despair if their lives do not seem meaningful.
(late adulthood)

Answer 50

Integrity vs. despair