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Developmental Psychology > Dev Psych Exam #1 > Flashcards

Dev Psych Exam #1 Flashcards

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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
Q

Vygotsky: zone of proximal development

A

the skills, knowledge, and concepts that the learner is close to acquiring but cannot yet master without help

26
Q

Vygotsky: scaffolding

A

give a task with elements out of the child’s ability

allows a more knowledgeable other to help them understand

27
Q

stages of fetal (pre-natal) development

A

germinal period
embryonic period
fetal period

28
Q

germinal period

A

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
Q

embryonic period

A

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
Q

fetal period

A

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
Q

affordances

A

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
Q

knowledge base

A

middle childhood

a broad body of knowledge in a particular area that makes it easier to master new information in that area

33
Q

control processes

A

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
Q

metacognition

A

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
Q

information processing theory

A

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
Q

separation anxiety

A

1st 2 years
clinging and crying when a familiar caregiver is about to leave
attachment theory

37
Q

stranger wariness

A

1st 2 years
fear of unfamiliar people, especially when they move too close, too quickly
attachment theory

38
Q

synchrony

A

1st 2 years
describes early parent-child interactions
a coordinated exchange of responses between a caregiver and an infant

39
Q

myelination

A

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
Q

lateralization

A

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
Q

zygote

A

the resulting cell of the two gametes

42
Q

genotype

A

the organism’s genetic inheritance - the genes of the chromosomes
genetic potential

43
Q

phenotype

A

the observable characteristics of a person, including appearance, personality, intelligence, and all other traits

44
Q

polygenic

A

a trait that is influenced by many genes

45
Q

multifactorial

A

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
Q

epigenetics

A

the effects of environmental forces on the expression of a genotype

47
Q

development of prefrontal cortex

A 
responsible for abstract and analytical thinking
maturation must occur in early childhood
-children less likely to throw tantrums
-capacity for self-control
CLASS
48
Q

newborn survival reflexes

A 
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
Q

fine vs. gross motor skills

A 
gross
-large, whole body movements
-running, jumping, sports moves
fine
-harder to develop
-writing
-pouring juice
-cutting food
50
Q

language expansion

A

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
Q

qualitative language development

A

CLASS

52
Q

quantitative language develpment

A

CLASS

53
Q

moral development influences

A

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
Q

moral orientations

A

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
Q

theory of mind

A

personal theories about others’ mental (thoughts) and emotional (feelings) states
generally emerges around 4 y/o

56
Q

theory of mind false belief example

A

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
Q

nature and TOM

A

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
Q

nurture and TOM

A

children with greater verbal fluency are more likely to demonstrate TOM

59
Q

types of temperament

A

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
Q

temperament and experience (4 months to 4 years)

A 
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
Q

temperament causational factors

A

genetics

nurturing parents can make a child less fearful

Developmental Psychology (3 decks)

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