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Psychology 100 > Chapter 9 > Flashcards

Chapter 9 Flashcards

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1
Q

Development

A
  • New people change over their life span physically, cognitively, and socially.
  • Study of how people are different at different stages of life
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2
Q

Nature

A

Provides suceptability to certain things and push toward things

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3
Q

Nuture

A

learning

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4
Q

Behavioral genetics

A

How humans are genetically driven to engage in certain behaviors

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5
Q

Evolutionary Psychologists

A

Seeing similarities across cultures (fear of spiders, heights, etc.)

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6
Q

Continuity development

A
  • on a line

- develop slowly

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7
Q

Stage development

A

develop in fits or levels

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8
Q

Cross-Sectional Research Design

A

Different participants of various ages are compared at one point in time to determine age-related DIFFERENCES

Group 1: 20 year olds
Group 2: 40 year olds
Group 3: 60 year olds

Research done in 2014

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9
Q

Longitudinal Research Design

A

The same participants are studied at various ages to determine age-related CHANGES

Study 1: 20 year olds
Study 2: Same people at 40 yrs
Study 3: Same people at 60 yrs

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10
Q

Cross-Sequential Design

A

Different participants of various ages are compared at several points in time, to determine both age-related DIFFERENCES and age-related CHANGES

Study 1:
G1: 20 year olds
G2: 40 year olds

Study 2:
G1: now 25 year olds
G2: now 24 year olds

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11
Q

Chromosome

A
  • In nucleus

- coiled chain of DNA

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12
Q

Gene

A
  • small segments of DNA; code for proteins
  • made of base-pair combinations
  • Base-pair mutation: source of genetic diversity

*AT GC

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13
Q

Polygenic inheritance

A

gene complexes

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14
Q

Identical Twins (Monozygotic)

A
  • One egg splits into two organisms

- genetically identical

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15
Q

Concordance rate

A

When one twin has it, what is the likelyhood that the other twin has it too?

ex: Concordance rate for bipolar disorder as high as 80-90% =, tells you influence of genes is profound

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16
Q

Fraternal Twins (Dizygotic)

A
  • Genetic inheritance, 50% is shared

- 2 separate eggs

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17
Q

Adoption studies

A
  • Identical twins but raised in different families
  • Environment has NO impact on personality traits
  • Environment DOES influence attitude, values, manners, faith, and political stances
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18
Q

Environmental Influences are important

A

Prenatal: human twins sometimes share the same placenta and are more alike

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19
Q 
Germinal period (zygotic)
*Prenatal
A

First 2 weeks, dividing

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20
Q

Embryonic period

*Prenatal

A
  • 3-8 weeks

- Critical period: baby most at risk, maximally sensitive to environmental influence

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21
Q

Teratogens

A

Alter formations of major systems by hazards such as:

  • radiation
  • industrial chemicals (mercury PCBs)
  • diseases/viruses (syphilis, genital herpes, aids)
  • drugs
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22
Q

Fetal period

*Prenatal

A
  • looking distinctly human
  • rapid growth
  • major systems are maturing
  • mo. 4: can feel the baby move
  • mo. 5: have all brain cels needed **
  • distinct wake sleep cycles
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23
Q

Newborn reflexes

A

-Grasping, startle, stepping, rooting, sucking

Visual system: least developed system

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24
Q

Infant Brain vs. Body

A
  • Brain development is much more dramatic than body
  • Brain = 25% of adult weight
  • Body = 5% of adult weight
  • Brain cells pruning: Glial cells help and grow
  • Infantile Amnesia

Motor Stages:

  • sitting up and walking
  • milestones help track normal development
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25
Q

Piaget’s Stage Theory

A

Age related stage. sequential movement through stages

-from one to the next to the next

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26
Q

Sensorimotor

*Piaget

A

0-2 years

  • Schemas: cognitive framework for something
    ex: what you see on farm, cows, barn, etc.
  • Assimilation: absorbing something into schema, framework
    ex: Getting a cat and bunny confused
  • Accommodation: adapting to schema, altering the schema
    ex: differentiating between the two, correcting

Theory of mind: Sally and Ann test
-One has their own mind and mental state

-Stranger anxiety

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27
Q

Preoperational

*Piaget

A

2-7 years

Symbolic learning: numbers signifying quantity, attaching meanings to words

Symbolic play: toys represent things that happen in real life (toy cars)

Egocentrism: They can’t see the world through someone else’s eyes (developing this throughout stage)

Conservation: Thinking about quantity, how a quantity is conserved (stays the same) *develop this at the end of stage
(video of little boy)
-Irreversibility: inability to reserve the process (water going from a short glass to a tall glass)
-Centration: focusing on one aspect of what they see (little girl drawing head huge because she’s focusing on one aspect)

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28
Q

Concrete Operational

*Piaget

A

7-12 years

  • able to think logically with concrete things
  • inability to think hypothetically/abstractly
  • Difficulty explaining things, has to show the person physically
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29
Q

Formal Operational

*Piaget

A

12+ years

  • Abstract and hypothetical thinking (correlation between coming to class and getting good grades
  • May be limited to areas of expertise.special interest (some people are good at math, some english)
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30
Q

Temperament of infant and child development

A

-in born emotional, excitability , well defined at birth, “easy” baby, might be difficult babies then warm up

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31
Q

Attachment in infant and child development

A
  • emotional bond between caregiver and infant
  • emerges at 6 months
  • Harry Harlow’s monkeys (1950s)
  • was interested in how monkeys think, he moved monkeys cages and was going to wash dirty blankets, and monkeys were attached
  • suggested not to touch new born babies because of germs
  • behaviorists suggested not to spoil babies by comfort
  • mother as “food factory”
32
Q

Conclusions on attachment:

-effects later in life on social competence

A

Effects later in life on social competence

  • agressive fights
  • inability to copulate
  • inability to raise offspring
33
Q

Mary Ainsworth

A

Took mother and baby (1-2) years and brought them to a room with toys, stranger walks in and mother leaves

  • Criticisms: whether or not these things persist in life
  • Affects on adults: romantic relationships draw back to type of attachment
34
Q

Secure child

*Mary Ainsworth

A
  • Child plays, then checks in with mom, cycle
  • When mother leaves is distressed and when she returns is soother

*Have a loving and sensitive mom

35
Q

Avoidant child

*Mary Ainsworth

A
  • Willing to explore, but avoids the stranger and mom
  • No big response when mother leaves or returns

*Have a cold, rejecting, insensitive mom

36
Q

Ambivalent child

*Mary Ainsworth

A
  • Clings to mom, doesn’t explore
  • When mom leaves, extreme distress, when mom returns, the child is still distressed, difficult to soothe, and tries to push mother away

*Have mothers who are inconsistent

37
Q

Disorganized/disoriented child

*Mary Ainsworth

A
  • Child was dazed

- Went to mother, but eyes turned away from her

38
Q

Erick Erickson’s Psychosocial Stages

A

Going through crises that are resolved positively or negatively

39
Q

Infant (birth-1)

Trust vs. Mistrust

A

Infants learn a basic sense of trust dependent upon how their needs are met

Successful: If babies’need for food, comfort, etc. are met, they develop a sense of trust in people and expect those needs to be met in future
Unseccessful: If babies’ needs are not met, they develop a sense of mistrust and do not expect their needs to be met in future

40
Q

Toddler (1-3)

Autonomy vs. Shame and Doubt

A

Toddlers begin to understand that they can control their own actions

Successful: Toddlers who are successful in controlling their own actions develop independence
Unsuccessful: Toddlers whose attempts at being independent are blocked, develop a sense of self doubt and shame for failing

41
Q 
Preschool Age (3-5)
Initiative vs. Guilt
A

Preschool children learn to take responsibility for their own behavior as they develop self-control

Successful: If preschoolers succeed in controlling their reactions and behaviors, they feel capable and develop a sense of initiative
Unsuccessful: If preschoolers fail in controlling their reactions and behavior, they feel irresponsible, anxious, and develop a sense of guilt

42
Q 
Elementary Age (5-12)
Industry vs. Inferiority
A

The school aged children must learn new skills in both academic and social world. They compare themselves to others to measure their success or failure

Successful: When children feel they have succeeded at learning these skills, they develop a sense of industry, making them feel competent and improving their self-esteem

Unsuccessful: When children fail or feel that they have failed in learning these skills, they feel inferior when compared to others

43
Q

Adolescence (13- early 20s)

Identity vs. Role Confusion

A

Adolescents must decide who they are, what they believe, and what they want to be as an adult

Successful: adolescents who are able to define their values, goals, and beliefs will develop a stable sense of identity
Unsuccessful: Adolescents who are unable to define themselves remain confused and may isolate themselves from others or try to be like everyone else instead of themselves

44
Q 
Early Adulthood (20s and 30s)
Intimacy vs. Isolation
A

Young adults face the task of finding a person with whom they can share their identity in an ongoing, close, personal relationship

Successful: Young adults who successfully find someone and share their identities will have a fulfilling relationship founded on psychological intimacy
Unsuccessful: Young adults who are unable to find someone will isolate themselves and may experience loneliness, even when involved in shallow relationships with others

45
Q 
Middle Adulthood (40s and 50s)
Generativity vs. Stagnation
A

The focus of this task is to find a way to be a creative, productive person who is nuturing the next generating
Successful: Adults who are able to focus on the next generation will be productive and creative, leaving a legacy for the future

Unsuccessful: Adults who are unable to focus outside themselves will remain stagnated, self-centered, and feeling that they have not made a difference

46
Q 
Late Adulthood (60+)
Ego Integrity vs. Despair
A

The task in this stage involves coming to terms with the end of life, reaching a sense of wholeness and acceptance of life as it has been

Successful: Older adults who are able to come to terms with their lives, things they have done and left undone, and able to “let go” of regrets will have a sense of completion and will see death as simply the last stage of a full life
Unsuccessful: Older adults who have not been able to achieve identity or intimacy or generativity, who cannot let go of their regrets, will feel a sense of having left things too late and see death as coming too soon

47
Q

Adolescence Cognitive

A
  • At formal operational stage: abstract reasoning

- Another form of Egocentrism

48
Q

Personal fable

A

Adolescents spend more time thinking about themselves and making themselves feel unique

ex: no one understands me
ex: they think they are invincible, “that will never happen to me”

49
Q

Imaginary audience

A

Extreme self-conscious feelings

50
Q

Lawrence Kholberg

A

Came up with an idea about how we develop morality

51
Q
  1. Preconventinal morality:

* Kholberg’s Stage Theory

A

Governed by external consequences, don’t internalize rules and roles
ex: child who steals a toy from another child and does not get caught does not see the action as wrong

52
Q
  1. Conventional Stage

* Kholberg’s Stage Theory

A

Conformaty and social influence were guided by out social roles and we have expectations of right and wrong (rules)
ex: A child scolds a parent for littering because there is a sign saying not to do so

53
Q
  1. Post Conventional

* Kholberg’s Stage Theory

A

Morally internalized values

ex: people are willing to risk harm to help and stand up for what they believe in

54
Q

Kholberg’s Stage Theory Criticisms

A
  1. Gender differences

2. Given scenarios, what would you do

55
Q

Authoritarian Parent

A
  • high control, low responsiveness
    ex: Hilter, physical punishment

*Kids: emerge with low self-esteem, fearful, do not do well in school

56
Q

Permissive neglectful (indifferent) Parent

A
  • low control, low responsiveness
    ex: no basic rules, no discipline

*Kids- don’t learn responsibility, insecurely attached

57
Q

Permissive indulgent Parent

A
  • low control, high responsiveness
    ex: spoiled

*Kids- feel entitles, self-centered

58
Q

Authoritative Parent

**

A
  • high control, high responsiveness
    ex: establish clear rules, allow communication back and forth, kids help make the rules

*Kids- are well adjusted, happy, socially
competent, high self esteem

59
Q

Why do parents have different effects?

A

-Childs sense of control

High- child will internalize behaviors
ex: “I obey my parents because I’m a good person”

Low- child will externalize behaviors
ex: “I obey my parents of else they’ll punish me”

60
Q

Crystalized Intelligence

*Adults

A

Facts and knowledge

61
Q

Fluid Intelligence

*Adults

A

Problem solving ability

62
Q

Intelligence in Adults

A

-Peaks at 40 years old, both crystalized and fluid

63
Q

Alzheimer’s Diease

A

Progression of problems with cognition

64
Q

Social development

*Adults

A

Midlife transition (midlife crisis)- gentler, more satisfying than midlife crisis

65
Q

Erickson’s theory of social development viewed the ages of 3 to 6, his third stage as being characterized by the major challenge of ______

A

initiative vs. guilt

66
Q

The adage, “out of sight out of mind” is most accurately applied to the early part of the ____ stage

A

sensorimotor

67
Q

A researcher who studies a fixed group of people over a long period of time is, using the

A

longitudial method

68
Q

The mother of a young child who didn’t like to drink milk was trying to coax him to drink some. Taking the glass of milk, she poured it all into a smaller cup and said, “There now you won’t have to drink so much”. She would have never had fooled the child if he had not been in the ______ stage

A

preoperational

69
Q

The period of development from conception to birth is called the

A

prenatal period

70
Q

Developmental norms are useful because they

A

alert parents to extreme developmental deviations

71
Q

A typical statement of someone in the ____ level of Kholberg’s moral development would be, “Im not going to steal because I’ll probably be punished if I do”

A

preconventional

72
Q

The first stage of Erikson’s Personality Theory is known as

A

Trust vs. Mistrust

73
Q

Adjusting behavior or thoughts to fit new environmental demands is called

A

accomodation

74
Q

Katherine is nice to Sally, even though she doesn’t like Sally at all, because most of her friends like Sally. Katherine is in which stage of moral development according to Kholberg?

A

Conventional

75
Q

If a child can tell you what Y is equal to when you give her the equation X=Y+10 then she is in the ____ stage

A

formal operational

76
Q

Dr. Halk is studying a group of 25 youngsters from they time they are born until they reach school age, This is known as _____

A

longitudial research

Psychology 100 (12 decks)

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