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Psychology > Chapter 8: Human Development > Flashcards

Chapter 8: Human Development Flashcards

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1
Q

examines the physical, cognitive, and socioemotional changes across the lifespan.

A

DEVELOPMENTAL PSYCHOLOGY

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2
Q

Show development because of heredity, or because our interactions with the environment.

A

Nature vs Nurture

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3
Q

examines people of different ages at a single point in time

A

The Cross-Sectional method

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4
Q

examines one sample of people over a period of time, to determine age related changes

A

Longitudinal Method

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5
Q

examines groups of people from different ages, following them across time. Combination of cross-sectional and Longitudinal

A

Cross-Sequential Method

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6
Q

a single cell formed by the union of the sperm cell and an egg

A

Zygote

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7
Q

mom has one egg, and dad has one sperm. That zygote splits in half. 100% genetically the same

A

Monozygotic twin (identical)

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8
Q

Mom has two eggs and dad has two sperm. Two zygotes growing at the same time. Genetically different

A

Dizygotic twin (fraternal)

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9
Q

from conception to the end of the second week. Conception occurs at the end of two weeks. End when it implants itself to the uterine wall.

A

Germinal period

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10
Q

third through the eighth week. It becomes an embryo.

A

Embryonic period

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11
Q

in the germinal period, all the cells are the same. They become different in the embryonic period

A

Cells differentiate

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12
Q

first two months of pregnancy

A

Major organs systems form:

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13
Q

time frame when an organism is sensitive to the environmental factors.

A

Critical period

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14
Q

environmental agents, that can damage the growing zygote, embryo, or fetus. Drugs (smoking: Sudden infant death syndrome), environmental factors, infections, and maternal disease.

A

Teratogens

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15
Q 
automatic inborn responses to stimuli some are necessary for survival, others serve no obvious purpose, but may be evolutionary in nature
Ex: Rooting 
        	Sucking
        	Grasping
        	Babinski
        	Stepping
        	Moro (startle)
A

Reflexes

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16
Q

Crying: starts at birth
Cooing: vowels. Begins between two and three months.
Babbling: ba ba ba, ma ma ma, 4-6 months first word
Telegraphic speech:two word phrases, 18 months.

A

The sequence of acquisition

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17
Q

use senses and motor skills to learn about their world

A

Sensorimotor Stage (birth-2)

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18
Q

milestone of the sensorimotor stage, Infant realizes that objects and people exists even when they’re out of mind or touch

A

Object permanence

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19
Q

children start to use language to explore and understand their world.

A

Preoperational Stage (2-7)

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20
Q

hard time seeing the perspective of others. Person is only able to image the world from his or her own perspective

A

Egocentrism

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21
Q

unchanging properties of volume mass or amount in relation of appearance. Kids in the preoperational stage can’t perform conservation tasks

A

Conservation

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22
Q

children begin to think more logically, but mainly in reference to concrete objects and circumstances. Can perform conservation tasks

A

Concrete Operational Stage (7-11)

23
Q

children begin to think more logically and systematically.

A

Formal Operational Stage (11 +)

24
Q

Social interactions and culture affected the child development.

A

VYGOTSKY AND COGNITIVE DEVELOPMENT

25
Q

characteristics differences in behavioral patterns and emotional reactions that are evident from birth. Influenced by nature and nurture

A

Temperament

26
Q

follow a regular pattern of eating and sleeping, easy to care for, easily scheduled (40%)

A

Easy

27
Q

difficult to care for. Don’t follow sleeping and eating patterns. Don’t transition to changes in environment. Often irritable. (10%)

A

difficult

28
Q

Not irritable or active as Difficult babies, but not fond of change, will adapte. (15%)

A

Slow to Warm Up

29
Q

degree to which an infant feels an emotional attachment to primary care givers. Formed in early childhood and affects later relationships in life.

A

Attachment (Mary Ainsworth Strange Situation)

30
Q

babies monkeys prefer the soft cloth covered mother over the food but wired mother.

A

The Harlows and Their Monkeys

31
Q

infant use mom as a secure base. Explore, play, and come back to mom and check in. played more when mom was in the room, cried a bit when she left, but warmly welcomed her back.

A

Secure attachment

32
Q

paid little attention to mom when she was in the room. Went off to explore easily, didn’t cry when she left, and didn’t pay attention when she came back.

A

Avoidant attachment

33
Q

Clung to mom. Didn’t want to play with toys. When mom left, there was a high level of stress. Hard to comfort when she came back in the room

A

Ambivalent

34
Q

Develop in stages. Earlier stages affects us in later stages.

A

ERIKSON’S PSYCHOSOCIAL STAGES

35
Q

you develop a sense of trust in the caregiver and the environment, or you learn to mistrust them. (them attending to your needs or not)

A

Trust v mistrust (birth-one year)

36
Q

where you learn independence, or you learn shame and self doubt when freedom to explore is restricted

A

Autonomy v shame and doubt (1-3 years, toddler)

37
Q

become responsible or develops guilt when unable to handle responsibilities. (coloring doggie pink and your mother says good job, or says that’s wrong)

A

Initiative v guilt (3-6 preschool)

38
Q

learn to become productive and involved. Develop skills in physical, cognitive, and social.

A

Industry v interiority (6-puberty elementary school)

39
Q

ack of direction with respect to one’s role in life or public identity.

A

Identity v Role confusion (13- early 20’s)

40
Q

organs associated with reproduction

A

Primary sex characteristics

41
Q

developed during puberty, but not associated with reproduction. (Pubic hair, underarm hair, breast development)

A

Secondary sex characteristics

42
Q

Menstruation begins. (usually 12-13 years old)

A

Menarche

43
Q

boy’s first ejaculation

A

Spermarche

44
Q

Everyone is focused on them. (I have a pimple, everyone is looking!) Nothing bad can happen to me, only to others. Take more risks.

A

Egocentrism (Elkind)

45
Q

the limbic system is in overdrive, processing emotions and perceiving rewards and punishment. Prefrontal cortex, thinking and planning, hasn’t fully developed. Fully developed at age 25

A

The adolescent brain

46
Q

right and wrong are determined by consequences. He shouldn’t have stolen because hed goo to jail if he was caught.

A

Pre conventional moral reasoning (ten years old)

47
Q

right and wrong are based on the expectations of society and important others, not based on personal consequences. Should steal it: it’s his duty to take care of his wife, or he shouldn’t: it’s against the law.

A

Conventional moral reasoning (13 years)

48
Q

right and wrong are determined by individual’s belief about morality, which might be inconsistent with society rule. He should steal it because the law fails this.

A

Post conventional moral reasoning (16 years)

49
Q

knowledge we gained through learning and experience. (Vocabulary) Doesn’t decrease with age.

A

Crystallized intelligence

50
Q

decreases with age. Ability to think with abstract and create associations among concepts. Ability to think on your feet.

A

Fluid intelligence

51
Q

Rule the roost. Strict rules and poor communication skills. Children: low self esteem, less autonomy, more problems in social settings. (rigid)

A

Authoritarian parenting

52
Q

(good communication skills) high expectations. Strong support and respect for children. Children: self assured, independent, responsible and friendly.

A

Authoritative parenting

53
Q

low demands and few limitations. Children: lack self control, and have no boundaries with others.

A

Permissive parenting

54
Q

indifference, lack of emotional involvement. Children: behavioral problems, poor school performance, immaturity.

A

Uninvolved parenting

Psychology (13 decks)

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