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Developmental Psychology > Dev Psych Exam #1 > Flashcards

Dev Psych Exam #1 Flashcards

1
Q

Freud: first 3 stages

A

oral - infancy
anal - early childhood
preschool - phallic stage

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2
Q

oral

A

lips, tongue, and gums are the focus of pleasurable sensations
sucking feeding are most stimulating activities

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3
Q

anal

A

anus is focus of pleasurable sensations

toilet training is most important activity

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4
Q

phallic

A

penis is most important part of body
pleasure derived from genital stimulation
boys proud
girls wonder why they don’t have one

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5
Q

Freud: nature of conflict

A
  • development characterized by managing the pleasure principle
  • nature of parent-child relationship presents conflicts at each stage
  • how this conflict is dealt with has implications for adult life
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6
Q

Erikson: first 4 stages

A 
trust vs. mistrust: 0-1
autonomy vs. shame & doubt: 1-3
initiative vs. guilt: 3-6
industry vs. inferiority: 6-11
identity vs. role confusion: 12-19
intimacy vs. isolation: 20-25
generativity vs. stagnation: 26-64
integrity vs. despair: 65-death
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7
Q

trust vs. mistrust

A

trust that others will satisfy their basic needs, including nourishment, warmth, cleanliness, and physical contact
OR
develop mistrust about care of others

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8
Q

autonomy vs. shame/doubt

A

either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking
OR
doubt their own abilities

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9
Q

initiative vs. guilt

A

either try to undertake many adultlike activities
OR
internalize the limits and prohibitions set by parents
either adventurous or guilty

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10
Q

industry vs. inferiority

A

busily practice and master new skills
OR
feel inferior, unable to do anything well

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11
Q

Erikson: nature of conflict

A
  • development characterized as a series of conflicts
  • how you resolve each stage can have effects later on in life
  • each stage has 2 extremes but most people fall in middle
  • biological and sexual drives matter
  • more emphasis on social environment
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12
Q

operant conditioning

A

-focused on voluntary (learned) responses
process
-associate a response (behavior) w/ its consequences (contingencies)
-desirable results (reinforce) –> repeat behaviors
-undesirable results (punish) –> avoid behaviors
the behavior matters, what we think does not

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13
Q

Bandura: social learning

A

an extension of behaviorism that emphasizes the influence that other people have over a person’s behavior.
Every individual learns many things through observation and imitation of other people

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14
Q

Bandura: modeling

A

also called observational learning
central process of social learning, by which a person observes the actions of others and then copies them
learning occurs through modeling what others do

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15
Q

Piaget: major characteristics of cognitive and moral development

A

as individuals interact with the world, their thinking about the world changes
knowledge is actively constructed
how people think is more important that what we think

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16
Q

schema and associated terms

A 
schema
-organizes and interprets information
assimilation (no change)
-interpret new experiences in terms of existing schemas
-fit practice to theory
accommodation (change)
-adapt current understandings (schemas) to incorporate new information
-fit theory to practice
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17
Q

Piaget: 4 stages of development

A

sensorimotor
preoperational
concrete operational
formal operational

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18
Q

sensorimotor

A
  • birth to 2
  • use senses and motor abilities to understand the world
  • gain: object permanence
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19
Q

preoperational

A

2-6
children think symbolically
-imitation and understanding of the world around them
egocentric - perceive from their own perspective
gains: imagination flourishes, language becomes means of self-expression

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20
Q

concrete operational

A 
6-11
understand and apply logic
thinking limited by direct experience
gains
-grasp concepts of conservation, number, classification, and other scientific ideas
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21
Q

formal operational

A

12 through adulthood
use abstract and hypothetical concepts
can use analysis, not only emotion
gains: ethics politics, social and moral issues become fascinating

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22
Q

heteronomy vs. autonomy

A

heteronomy: primarily influenced by parents and other adults
autonomy: primarily influenced by peers

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23
Q

Vygotsky: importance of learning

A

learning precedes development

Social interaction valued

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24
Q

Vygotsky: focus on influence of culture

A

culture is integral to development via the social context

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25
Vygotsky: zone of proximal development
the skills, knowledge, and concepts that the learner is close to acquiring but cannot yet master without help
26
Vygotsky: scaffolding
give a task with elements out of the child's ability | allows a more knowledgeable other to help them understand
27
stages of fetal (pre-natal) development
germinal period embryonic period fetal period
28
germinal period
1st two weeks zygote division and multiplication implantation --> organism embeds itself into the placenta that lines the uterus -60% of all zygotes do not grow or implant properly and thus do not survive germinal period
29
embryonic period
weeks 3-8 features -head, brain, spinal column, vertebrae, heart chamber, extremities -no sex organs embryo has all its human organs and parts (except sex) 20% of all embryos are spontaneously aborted (early miscarriage) -due to chromosomal abnormalities
30
fetal period
9 weeks to birth further development of organs, parts, and extremities visible sex organs age of viability auditory communication between fetus and mother 5% of fetuses aborted before age of viability or are stillborn -factors: number of immature (pre) ovum, number of zygotes, male infertility
31
affordances
an object that gives a child the opportunity to act upon the outside world an opportunity for perception and interaction that is offered by a person, place, or object in the environment
32
knowledge base
middle childhood | a broad body of knowledge in a particular area that makes it easier to master new information in that area
33
control processes
middle childhood mechanisms that combine memory, processing speed, and knowledge to regulate the analysis flow of information within the information-processing system include emotional regulation and selective attention
34
metacognition
middle childhood the ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one's performance on that task
35
information processing theory
middle childhood compares how humans think to how computers work info from the environment is transferred through cognitive systems to create new output (how the mind transfers information. sensory - short, moves to long term knowledge base, control processes, metacognition
36
separation anxiety
1st 2 years clinging and crying when a familiar caregiver is about to leave attachment theory
37
stranger wariness
1st 2 years fear of unfamiliar people, especially when they move too close, too quickly attachment theory
38
synchrony
1st 2 years describes early parent-child interactions a coordinated exchange of responses between a caregiver and an infant
39
myelination
the coating of axons w/ a fatty substance that speeds up the transmission of nerve impulses from neuron to neuron faster processing of information
40
lateralization
each side of the brain specializes in certain functions left -right side of body, logical reasoning, detailed analysis, and basics of language right -left side of body, generalized emotional and creative impulses
41
zygote
the resulting cell of the two gametes
42
genotype
the organism's genetic inheritance - the genes of the chromosomes genetic potential
43
phenotype
the observable characteristics of a person, including appearance, personality, intelligence, and all other traits
44
polygenic
a trait that is influenced by many genes
45
multifactorial
a trait that is affected by many factors, both genetic and environmental, that shape the expression of genes may result in a phenotype that is different from the genotype
46
epigenetics
the effects of environmental forces on the expression of a genotype
47
development of prefrontal cortex
``` responsible for abstract and analytical thinking maturation must occur in early childhood -children less likely to throw tantrums -capacity for self-control CLASS ```
48
newborn survival reflexes
``` reflex to maintain oxygen supply -breathing reflex -hiccups, sneezes, thrashing reflex to maintain constant body temp -shiver, push away blankets, grasping reflexes that manage feeding -sucking reflex -rooting reflex: turn face towards anything that touches their cheek -swallowing ```
49
fine vs. gross motor skills
``` gross -large, whole body movements -running, jumping, sports moves fine -harder to develop -writing -pouring juice -cutting food ```
50
language expansion
language milestones -first words, names of familiar people (12 months) -2 word combinations (18 months) -3 or 4 word combinations (24 months) language has a critical period for learning -very good until 7
51
qualitative language development
CLASS
52
quantitative language develpment
CLASS
53
moral development influences
social cognition -how we think about others peer culture -groups that have their own cultures - distinct ways of acting that are separate from adults begins around 3-7: internalize family values
54
moral orientations
early -heteronomy (influenced by parents and other adults -respect for adult but don't demand in return (unilateral respect) -beliefs and rules learned from parents are absolute truth middle -autonomy (influenced by peers) -respect others but demand in return (mutual respect) -beliefs and rules arise out of human relations and are developed amongst equals
55
theory of mind
personal theories about others' mental (thoughts) and emotional (feelings) states generally emerges around 4 y/o
56
theory of mind false belief example
child watches Max (a doll) put a puppy in a red box. when max leaves, the puppy is placed in a blue box, and Max returns "where will Max look for the puppy?" 3-yr old: blue box (lack of understanding of deception) 6-yr olds: red box
57
nature and TOM
brains scans of 4, 5, and 6 yr olds and adults indicate that the maturation of the prefrontal cortex (responsible for abstract and analytical thinking) is crucial more advanced executive functioning
58
nurture and TOM
children with greater verbal fluency are more likely to demonstrate TOM
59
types of temperament
response pattern to stimuli that is stable across time and situation genetically based 3 types -effortful control (able to regulate attention and emotion) -negative mood (fearful, inhibited) -exuberant (positive)
60
temperament and experience (4 months to 4 years)
``` fearful at 4 months -variable (sometimes fearful, sometimes not) - 44% -fearful - 42% -positive - 12% exuberant at 4 months -positive - 80% -variable - 15% -fearful - 5% ```
61
temperament causational factors
genetics | nurturing parents can make a child less fearful

Developmental Psychology (3 decks)

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