Chapter 9: Human Development Flashcards

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1
Q

What is Development?

A

Development is a series of changes

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2
Q

Domains of Development

A
  • Intelligence
  • Memory
  • Mental
  • Psychosocial
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3
Q

Chronological Age

A

The number of months or years since an individual’s birth

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4
Q

Developmental Age

A

The chronological age at which most children show a particular level oh physical or metal age.
Example. The developmental age for walking without assistance is 12 months old

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5
Q

Normative Investigations

A

Research efforts designed to describe what is characteristic of a specific age or developmental stage

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6
Q

Longitudinal Design

A

The same participants are observed repeatedly, sometimes over many years
Example. Tracking the same individual over time

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7
Q

Cross-sectional Design

A

Groups of participants of different chronological ages are observed and compared at a given time
Example. Comparing babies of different ages

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8
Q

Advantages Of Longitudinal Design

A

1) Researchers can identify individual differences
2) Researchers can examine relationships early and later events and behaviours

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9
Q

Disadvantages of Longitudinal Design

A

1) Time Consuming & Costly
2) Data are easily lost (high drop-out rate)
3) Data might be contaminated

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10
Q

3 Ways Data Might Be Contaminated In Longitudinal Design

A

1) Biased Sampling
2) Practice Effects
3) Cohort Effects

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11
Q

Cohort

A

A group of people who develop in the same time period and are influenced by particular cultural and historical conditions

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12
Q

Cohort Effect

A

Are effects of cultural-historical change on the accuracy of findings

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13
Q

Advantages Of Cross-Sectional Design

A

1) Takes less time to complete
2) Less costly
3) Not subject to practice effects

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14
Q

Disadvantages Of Cross-Sectional Design

A

1) Cannot tell if important individual differences exist
2) Cannot tell if an early event has an impact on a later event
3) Cohort Effects (especially comparing two cohorts with a big age difference)

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15
Q

What age group does performance decline for speed of processing, working memory, and long-term memory?

A

Decreases the older you get

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16
Q

Fluid Intelligence

A

Your ability to process new information, learn and solve problems

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17
Q

Crystallized Intelligence

A

Is your stored knowledge, accumulated over the years

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18
Q

A) Which Intelligence increases with age? B) and which Intelligence decreases after early adulthood?

A

A) Crystallized
B) Fluid

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19
Q

Aging does NOT affect what types of memory?

A

-Semantic Memory (general knowledge)
-Episodic Memory (personal events)

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20
Q

Is Free Recall or Recognition affected by age?

A

Free Recall

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21
Q

Age affects which type of memory more significantly?

A

Age affects NEW MEMORY greater than it affects REMOTE MEMORY

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22
Q

Transience

A

The tendency to lose access to information across time

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23
Q

Absent-Mindedness

A

Failure to remember information because of insufficient attention

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24
Q

Misattribution

A

Remembering a fact correctly but attributing it to an incorrect source or context

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25
Q

Suggestibility

A

The tendency to incorporate information provided by others into your own recollection and memory representation

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26
Q

Memory Deficit Explanations

A

-Neurological changes in the brain
-Lack of organization in older adults
-Reduced ability to pay attention in older adults

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27
Q

Infantile/Childhood Amnesia

A

Inability to remember events and experiences that occurred during the first two to three years of life

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28
Q

Synaptogenesis

A

Explosion of synapse formation between neurons during early brain development

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29
Q

What Age Is Peak Of Level Number Of Synapses

A

2 to 3 years old

30
Q

Synaptic Pruning

A

After hitting peak period of synaptic growth, the brain removes synapses it no longer needs

31
Q

What Did Piaget Look For?

A

Qualitative differences between children and adults and tried to document the orderly progression of cognitive development from childhood to adulthood

32
Q

What Is Piaget’s View

A

Intellectual growth involves the gradual emancipation from the here and now of the immediate, concrete present to a conception of the world in symbolic and abstract terms

33
Q

What Are Piaget’s Four Stages Of Cognitive Development?

A

-Sensorimotor (0-2 years)
-Preoperational (2-7)
-Concrete Operations (7-11)
-Formal Operations (11+)

34
Q

Beginning Sensorimotor (0-2 Years)

A

Coordination of sensory impressions are not yet developed

35
Q

Ending Sensorimotor Stage (0-2)

A

Children develop long-term memory

36
Q

Cerebral Cortex: Healthy vs Alzheimers

A

Healthy: Responsible for language and information processing
Alzheimers: Shrivels, damaging areas involved in thinking, planning and remembering

37
Q

Hippocampus: Healthy vs Alzheimers

A

Healthy: Critical to the formation of new memories
Alzheimers: shrinks severely

38
Q

Ventricles In Alzheimer Brain

A

Filled with cerebrospinal fluid; grows larger

39
Q

Preoperational Stage (Deficiency)

A

children lack:
-the ability to take the perspective of another person (egocentrism)
-the concept of conservation (quantity of a substance is conserved despite changes in its shape)

40
Q

What Can Children Do In Concrete Operations Stage?

A

-See from others’ perspective when the subjects of observation are concrete
-Tell that a given quantity remains the same not matter how its shape changes

41
Q

What Are Children Capable Of In Concrete Operations Stage?

A

Mental Operations

42
Q

Formal Operations Stage Features:

A

Final stage of cognitive growth

Features:
-able to think in abstract terms (deductive reasoning)
-able to ponder deep questions of truth, justice, and existence

43
Q

Trust VS Mistrust

A

-Attachment & separation anxiety

44
Q

The Strange Situation Test Results (3 types)

A

1) Securely attached
2) Insecurely attached-avoidant
3) Insecurely attached-ambivalent/resistant

45
Q

Securely Attached Stats

A

70% Of Children

46
Q

Insecurely Attached-Avoidant Stats

A

20% of children

47
Q

Insecurely Attached-Ambivalent/Resistant Stats

A

10% Of Children

48
Q

Insecure-Disorganized Attachment Type

A

-Abusive or neglectful parents
-Child shows unattached, dazed

49
Q

Attachment Styles In Relationships (4)

A

-Secure
-Preoccupied
-Dismissing
-Fearful Avoidant

50
Q

Characteristics Of Adolescence (4)

A

-Storm and Stress
-Role Confusion
-Attempts to achieve independence
-Influence from peers

51
Q

Peer Relationships In Adolescence

A

Turning good (pro-social)
Turning evil (anti-social)

51
Q

Forclosure

A

“I’ve made a choice without thinking”

51
Q

Identity Acheivement

A

“I thought about it and I now know what I should do with my life”

52
Q

Identity Diffusion

A

“I don’t know and I don’t care what I’m supposed to do with my life”

53
Q

Moratorium

A

“I’m thinking about what I should do”

54
Q

Social Development In Adulthood

A

1)social relationships and 2) personal accomplishments take on special priority

55
Q

Generativity

A

Ability to generate something that an individual cares about in life, usually in the form of:
-career
-family w children

56
Q

Adequate Resolution Of Crisis

A

Sense of wholeness, basic satisfaction with life

57
Q

Inadequate Resolution Of Crisis

A

Feelings of futility, disappointment

58
Q

Midlife

A

a time for reflection or reassessment

59
Q

Innate Tendency Bond Is…

A

An adaptive trait

60
Q

Romanian Children In Orphanages in 1980

A

Deprived of nearly all interpersonal relationships

61
Q

Oxytocin

A

related to social behaviors, including infant/caregiver attachment

62
Q

Schemes

A

Ways of thinking based on personal experience

63
Q

Assimilation

A

The process by which new information is placed into an existing scheme

64
Q

Research shows that very young children understand…

A

other people’s intentions, capabilities, and reasoning behind their actions

64
Q

Accommodation

A

a new scheme is created or an existing one is dramatically altered to include new information that otherwise would not fit into the scheme.

64
Q

“More than and less than”

A

Research has indicated that when children are properly motivated, they understand and can demonstrate their knowledge of more than and less than

65
Q

What part of the brain becomes active when children and adolescents are asked to think about other people’s mental states?

A

Prefrontal Brain

66
Q

Prosocial Behavior

A

Seeking to comfort a person who is upset