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PSYC 102 > Development > Flashcards

Development Flashcards

1
Q

Nativism

A

children are born with specific abilities or those that they gain automatically with maturity

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2
Q

Empiricism

A

children MUST acquire certain skills with experience and practice

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3
Q

Domain-generality

A

all aspects of the mind are connected into a unified whole, development of one ability means the development of all others (like “g”)

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4
Q

Domain-specificity

A

development of one ability is independent of the development of others (like multiple intelligences)

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5
Q

Stage theories

A

children develop through a series of universal stages that must be completed in succession, different abilities come from different stages; Abrupt qualitative stages

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6
Q

Continuous theories

A

each child develops according to their own path and any ability can emerge at any time depending on the child’s experiences/genetics; Continuous quantitative change

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7
Q

Cross-sectional design

A

Developmental methodological design where many participants of different ages/cohorts are observed in parallel and compared to each other at one point in time

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8
Q

Cohort effects

A

a third variable problem where differences among younger and older participants may be attributed to changes in socialization, life events, nutrition, or experience rather than age

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9
Q

Longitudinal Design

A

Developmental methodological design where the same person/cohort is observed doing the same study multiple times over their lifetime and scores are compared to their past selves

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10
Q

Sequential design

A

Combines the cross-sectional and longitudinal approaches; Can compare different age groups to each other and to themselves across time

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11
Q

Instinctual behaviors

A

babies do tasks where we measure their natural/evolutionary behaviors

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12
Q

Looking preference

A

measuring where and for how long babies look to determine what they are thinking, since their perceptual systems develop early

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13
Q

Searching and foraging

A

capitalizing on children’s curiosity for foraging and searching for things once they crawl

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14
Q

Embedding into games

A

capitalizing on children’s gravitation towards playing by creating tasks that seem to be games

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15
Q

Habituation

A

decreased response to repeated stimulation but dishabituates when shown a new and different stimulus

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16
Q

Searching ability of babies

A

Toddlers remember up to 3 objects, children’s memory gets more precise with age, memory capacity and spatial development undergo dramatic changes

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17
Q

Children’s propensity to play games and figure out rules

A

When an adult instructs a child how to play with a toy, the child is likely to do just that and spends less time exploring new functions

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18
Q

Germinal stage

A

first 2 weeks of zygote, cells multiply rapidly into a blastocyst, which implants itself in the uterus

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19
Q

Embryonic stage

A

2-8 weeks; inner cells of blastocyst form the embryo and placenta forms where outer cells of blastocyst meet the uterus wall, which acts as a channel between mother and embryo

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20
Q

Teratogens

A

Chemical agents that impair or alter prenatal development usually by changing the expression of various genes

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21
Q

Fetal alcohol syndrome (FAS)

A

disorder caused by exposure to ethanol alcohol during the prenatal period through the placenta

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22
Q

Down Syndrome

A

neurodevelopmental disorder caused by a third copy of chromosome 21; Symptoms: physical changes and delays in motor skills, moderate intellectual disability; A domain-general disorder

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23
Q

Williams syndrome

A

caused by deletion of about 26 genes on chromosome 7; Symptoms: changes in facial appearance (nasal bridge, wide mouth), problems in IQ and visuospatial abilities; A domain-specific disorder as language and social skills remain unaffected

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24
Q

Puberty

A

period of sexual maturation during which males and females become capable of reproduction

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25
Q

Primary sex characteristics:

A

body structures like ovaries, testes, and external genitalia that make reproduction possible

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26
Q

Secondary sex characteristics

A

nonreproductive body structures like hips, torsos, voices, and body hair

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27
Q

Perceptual narrowing

A

Gradual fine-tuning of perceptual abilities through experience and exposure to the world

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28
Q

Own-species effect

A

young babies (<6 months) can distinguish human and non-human faces from one another (universal) but older infants (>9 months) can only differentiate human faces (attuned)

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29
Q

Own-race effect

A

babies struggle to differentiate faces of ethnicities they aren’t exposed to regularly

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30
Q

Imprinting

A

some birds follow the first moving stimuli they see 13-16 hours after hatching believing it’s their mother

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31
Q

Cataracts

A

visual deprivation in both eyes due to cataracts that block light from entering the retina (clouding of the lens) in the first 6 months, disrupts face processing, can be removed surgically

32
Q

Reflexes

A

Very specific and unlearned motor actions triggered involuntarily by specific stimuli usually for self-preservation

33
Q

Rooting reflex

A

touching a cheek gets the baby to turn their head toward it, important for eating/breastfeeding

34
Q

Sucking reflex

A

automatic sucking when mouth is touched when exposed to the voice of their mother

35
Q

Stepping reflex

A

alternating leg movements when foot touches the ground, entirely gone before babies learn how to walk

36
Q

Grasping reflex

A

newborns grasp your finger when you place it in their palm

37
Q

Cephalocaudal rule

A

tendency for growth and motor control to emerge from head first down to feet last

38
Q

Proximodistal rule

A

tendency for growth and motor control to emerge from the center to the periphery

39
Q

Posture-specific learning

A

babies don’t transfer knowledge about depth and danger from one stage to another (sitting to crawling), rather they have to relearn at every new posture or form of locomotion

40
Q

Moving room task

A

infants change their weight distribution to compensate for the apparent movement created by a light in the room

41
Q

Visual cliff task

A

Infants who have already been crawling show head movement and fear of the cliff while pre-crawling infants do not

42
Q

Abstract Thought (theory of cognitive development)

A

Ability to represent, think about, mentally manipulate, and communicate about things that are not in our immediate perception and world around us

43
Q

Sociocultural view of development (Vygotsky)

A

Child’s mind grows through interaction with the social environment

44
Q

Erikson’s Eight Ages of Man

A

(1) Infancy: attachment to mother, lays foundation for later trust in others; trust vs. mistrust (2) Early childhood: gaining some basic control of self and environment; autonomy vs. shame (3) Preschool: becoming purposeful and directive; initiative vs. guilt (4) School age: developing social, physical, and school skills; competence vs. inferiority (5) Adolescence: developing a sense of identity; identity vs. role confusion (6) Early adulthood: establishing intimate bonds of love and friendship; intimacy vs. isolation (7) Middle age: fulfilling life goals, developing concerns that embrace future generations; productivity vs. stagnation (8) Later years: looking back and accepting the meaning of one’s life; integrity vs. despair

45
Q

Sensorimotor Stage (infants and toddlers)

A

Complete absence of abstract thought, out of sight is out of mind

46
Q

Object permanence

A

The knowledge that if something can’t be seen, it continues to exist

47
Q

Schema

A

An organized, stable bit of knowledge about how the world works

48
Q

Assimilation

A

integrating new information into an existing schema or using existing schema to interpret a new experience

49
Q

Accommodation

A

changing or making new schemas to incorporate information from new experiences

50
Q

Pre-operational “abstract” Stage (some toddlers and all preschoolers)

A

Children understand the permanence and abstraction of objects and events but still struggle to think about abstract concepts like minds of other people (egocentrism, lack a TOM)

51
Q

Operations

A

Imaging how things like people or objects might be different than they are or imagining the consequences of some event without needing to see it happen

52
Q

Conservation

A

The ability for children to logically reason that quantity/physical properties of an object is the same despite changes in the object’s appearance, linked to maturation of the frontal lobe (cognitive control)

53
Q

Concrete Operational Stage (school children)

A

Can only apply mental operations to concrete, tangible objects or events; understand reversibility; can’t imagine the world being any other way that it really is (counterfactuals)

54
Q

Formal operational stage (all adolescents)

A

Children become fully capable of logical and abstract thinking, and are no longer dominated by their own perceptions or intuitions about the world; Ability to conceptualize of hypothesis testing, deductive reasoning, and planning what to do and how to achieve it

55
Q

Production/Comprehension Asymmetry

A

The fact that children begin understanding language much earlier than they start producing their own sentences

56
Q

Phonemes

A

basic building blocks (e.g. sounds) out of which words are constructed

57
Q

Syntax

A

grammatical rules we follow to construct meaning from words

58
Q

Semantics

A

meaning that we derive from complete sentences

59
Q

Pragmatics

A

“extra-linguistic” inferences we make from the manner in which we say sentences

60
Q

Babbling

A

first production of speech-like phonemes which betters over the first 12 months of life

61
Q

Morphology

A

English marks for tense or number by adding morphemes at the end of words (e.g. table/tables and clean/cleaned/cleaning) while other languages introduce entirely new words

62
Q

Statistical learning

A

strategy used by infants and toddlers whereby they attend to which sounds co-occur the most and conclude that those must be words

63
Q

Overgeneralization

A

common phenomena whereby children apply a syntactic rule to words they shouldn’t e.g. “I eated it”

64
Q

Fast mapping

A

process where children map a word to a meaning after only a single exposure

65
Q

Mutual exclusivity

A

children assume that every object has only a single label

66
Q

Short-term costs of bilingualism

A

delayed production of speech, slower acquisition of syntax, reduced mutual exclusivity

67
Q

Long-term benefits of bilingualism

A

dual language mastery, self-discipline, benefits for aging

68
Q

Secure attachment

A

children show distress when they notice the caregiver leaving, then calm down when they notice the caregiver return

69
Q

Avoidant attachment

A

children are minimally upset when the caregiver leaves and does not acknowledge when they return

70
Q

Ambivalent/resistant/anxious attachment

A

children are very upset when the caregiver leaves and remain inconsolable/angry when they return

71
Q

Disorganized attachment

A

children show no consistent pattern as parent leaves and returns

72
Q

Authoritarian

A

low on responsiveness and highly demanding

73
Q

Permissive

A

high on responsiveness and low on demanding scale

74
Q

Authoritative

A

very responsive and very demanding

75
Q

Disengaged

A

neither responsive nor demanding

76
Q

Developmental theory of moral reasoning (Lawrence Kohlberg)

A

Children progress through morality stages where each is better and a more advanced form of moral reasoning; Begin with a focus on consequences (preconventional), then rules (conventional), then principles (post-conventional)

PSYC 102 (4 decks)

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