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Psych > Chapter 9- Human Development > Flashcards

Chapter 9- Human Development Flashcards

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1
Q

zygote

A

sperm and egg combined

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2
Q

germinal stage

A

the zygote goes down the fallopian tube and attaches to the uterus (2 weeks)

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3
Q

What is the possibility of success for the zygote to attach to the uterus?

A

50%

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4
Q

embryonic stage

A

limbs grow, heartbeat is heard, estrogen or testosterone is released (2-8 weeks)

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5
Q

fetal stage

A

neurological development (8 weeks until birth)

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6
Q

teratogens

A

harmful substances that can affect unborn children
ex: alcohol, caffeine, mercury, tobacco, ibuprofen

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7
Q

Fetal Alcohol Syndrome

A

the infant develops brain abnormalities and cognitive deficits because of alcohol consumption during the pregnancy

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8
Q

Cephalocaudal-Proximodistal

A

children learn motor skills head to foot, occurs from the inside to the outside

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9
Q

Jean Piaget (1896-1980)

A

studied intelligence in children, wanted kids to be “little scientists”, kids “need to understand the world and then understand their relation to that environment”

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10
Q

was Jean Piaget flexible or rigid with the age ranges?

A

rigid, though modern experiments say that kids can enter stages earlier than Jean Piaget expected

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11
Q

Jean Piaget’s 4 stages of development

A

Sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

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12
Q

Sensorimotor stage

A

birth through infancy, children need to be exploring things and develop beliefs and patterns “schemas”

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13
Q

schema

A

interpreting a new concept

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14
Q

assimilation

A

process of taking in and fully understanding information or ideas

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15
Q

Accommodation

A

changing schemas/how you think or understand something

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16
Q

object permanence

A

you know an object or person still exists even when they are hidden and you can’t see or hear them

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16
Q

Preoperational stage

A

(2-6 years) has an active imagination and pretend-plays, egocentric

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17
Q

egocentrisim

A

children are selfish/center of the universe

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18
Q

what is linked to the idea that abusers are often abused but not everyone who is abused becomes an abuser?

A

egocentrism

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19
Q

Concrete Operational Stage (6-11 years)

A

Starts to get a better concrete understanding of the world/conservation

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20
Q

conservation

A

the ability to understand that a quantity remains the same despite changes to its container, shape, or apparent size.

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21
Q

Formal Operational Stage (11+)

A

thoughts are abstract (justice, morality), consequences are expected, moral reasoning, theory of mid

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22
Q

Lev Vygotsky

A

sociocultural theory of cognitive development, kids should be trained on how to function in the world

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23
Q

theory of mind

A

no longer focusing on yourself, you realize your actions can impact other people who have a life, feelings, thoughts, and opinions

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24
Q

Scaffolding

A

support that helps kids develop and explore how to function and operate (parents, elders, community)

25
Q

Social referencing

A

we take social cues from other people to understand what we need to do (how social norms are made)

26
Q

Harry’s Harlow Monkeys Experiement

A

monkeys got a wire fake mom that dispensed food or a stuffed animal, even though the wire one dispensed food the monkeys went to the stuffed animal

27
Q

What did Harlow’s monkey experiment show?

A

Monkeys/humans formulate attachment with comfort

ex: skin to skin contact

28
Q

Konrad Lorenzo’s Ducks

A

imprint on whatever they see first when they hatch or are around them the most

29
Q

John Bowlby’s interest in humans

A

asked how humans formulate attachment. (interaction, physical contact, closeness)

ex: babies cry to keep parents close by

30
Q

primary caregiver

A

the person that responds to the baby’s responses the most is the person children attach to, isn’t always paternal

31
Q

Mary Ainseworth

A

made the “strange situation” to understand human attachment with kids to their caretakers, the study isn’t concrete

32
Q

Strange Situation Experiment

A

Puts baby in a room and has mom come and go. What is the kids reaction to mother leaving? What is the kids reaction to mother coming back?

33
Q

Secure attachment

A
  • kid sad when mom leaves, happy when she comes back
  • child centered home
    -kids needs priority
34
Q

Avoidant attachment-

A

kid doesn’t react to mom leaving, kid doesn’t react when mom comes back. Mary said child is neglected, parent-centered home, parents’ needs take priority

34
Q

Insecure attachment styles:

A

avoidant, ambivalent, disorganized

35
Q

Longitudinal research

A

study same participants for years, expensive, and hard. These studies are really good for solid evidence

35
Q

Disorganized attachment

A

no clear pattern, but when the mom came back the kid would stop then slowly approach the mom. Mary said the kid was abused, kid doesn’t know how mom will react

35
Q

Ambivalent attachment

A

kid will not let mom go, kid is hsyerical when mom leaves, when mom comes back the kid is happy but the kid gives distance to mom. Mary said there was inconsistency, either present or neglectful.

36
Q

nature makes _________, extro/interoversion come from _______

A

personality, nature

37
Q

who explored longitudinal research?

A

Mary Maine

38
Q

What did longitudinal research done by Mary Maine explore?

A

relationships (similar to attachments)

39
Q

Secure relationships

A

secure people that have trust in their relationship

40
Q

Avoidant relationships

A

you have something they want, they ask about you (great daters) they want to get something from you

41
Q

Ambivalent relationships

A

no trust in relationship, lots of attention/obsessive/clingy, “love bombing”

42
Q

Disorganized relationships

A

abusive in the relationship

43
Q

Jonathan Haidt

A

social psychologist who studied morality and claims “morality is intuition”, people will come to a moral conclusion and find things to justify that opinion

44
Q

Realism to Relativism

A

kids moral reasoning in the beginning is seen as right or wrong, very black and white views; as we grow up we see the gray area (“you do you”)

45
Q

Prescriptions to Principles-

A

kids are given rules/limitations (sharing, patience → fairness) are turned into something abstract like fairness and equity which beocmes our personal values

46
Q

Outcomes and Intentions

A

kids care about the outcome, adults don’t hold people as morally accountable if the intent to cause harm/pain was not there

47
Q

Lawrence Kohlberg

A

moral physcologist, wanted to show there were superior ways of thinking in moral situations

48
Q

Preconventional stage

A

-lowest quality
-looks at consequences or the outcomes
-bad feelings result of bad behavior (in Kohlbergs opinion)

49
Q

Conventional stage

A

middle quality of moral reasoning, maintaining social harmony, looking at rules/laws, not consequences (in Kohlbers opinion)

50
Q

rooting

A

a newbron reacting to touch by searching for a nipple

51
Q

withdraw

A

when a newborn feels pain, it moves away

52
Q

babinski

A

brushing an infants foot will make its toes fan out

53
Q

moro/startle

A

a baby will extend its arms when startled or falling

54
Q

grasping

A

a newborn will hold anything placed in its hand

55
Q

stepping

A

putting hte baby’s foot on a flat surface will cause them to move in a walking motion

56
Q

crying

A

babies cry to alert parents

57
Q

restricted breathing

A

when a cloth covers a babibes airway, the baby will either move it off or move their head side to side to breathe

Psych (12 decks)

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