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Psychology 1100 > Development > Flashcards

Development Flashcards

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1
Q

genetic disposition, hereditary

A

nature

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2
Q

life experiences (the environment)

A

nurture

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3
Q

your genetic profile

A

genotype

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4
Q

scientific field that attempts to identify and understand links between genetics and behavior

A

behavior genetics

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5
Q

used to evaluate relative contributions of genetics and the environment

A

twin studies

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6
Q

the probability that a trait in one person will be shared by another

A

concordance rates

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7
Q

compare adopted children to their biological and adoptive parents

A

adoption studies

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8
Q

the likelihood that variations observed in a population are due to genetics
- refers to population not individuals
- ranges from 0 to 1

A

heritability

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9
Q

the likelihood that variations observed in a population are due to genetics

A

heritability

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10
Q

what is hereditary influenced by

A

the environment

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11
Q

the study of gene-enviornment interactions in the production of phenotypes

A

epigenetic

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12
Q

suggests that cognition developed through regular stages

A

Piaget’s theory of cognitive development

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13
Q

what are the stages in Piaget’s theory of cognitive development

A

Sensorimotor
Pre-operational
Concrete operational
Formal operational

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14
Q

characterized by coordination of sensory input and motor responses
- ability to sense and ability to move
- active exploration of the environment

A

sensorimotor (birth - 2 years)

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15
Q

begins to develop schemas, or theories about or models of the way the world works

A

sensorimotor

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16
Q

representation that we of the world around us

A

schemas

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17
Q

incorporation new learning into an existing schema without revising the schema

A

assimilation

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18
Q

child sees a different breed of dog and assimilates it into its schema for “dog”

A

assimilation

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19
Q

incorporate new learning into an existing that requires schema revision

A

accommodation

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20
Q

child sees a zebra for the first time and creates a new schema for zebra

A

accommodation

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21
Q

the ability to form mental representations of objects that are no longer present
- emerges around the age of 8 months
- coincides with development of the frontal lobe

A

object permanence

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22
Q

child begins to represent things with words and images but lacks logical reasoning
- language acquisition
- immature, illogical reasoning
- do not grasp concept of conservation

A

pre operational (2 - 6 years)

23
Q

understanding that changing an objects form/appearance does not change its quantity

A

conservation

24
Q

limitations on the ability to understand the point of view of other people

A

egocentrism

25
Q

refers to the understanding that others have thoughts that are different from one’s own

A

theory of mind (TOM)

26
Q

child can reasons logically about concrete objects, but cannot yet think abstractly

A

concrete operational (6 - 11 years)

27
Q

child can reason abstractly and think in hypothetical terms
- answers “what if” questions
- think through alternatives to solve problems

A

formal operational (11+ years)

28
Q

is cognitive development more continuous or stage-like?

A

continuous

29
Q

prevailing patterns of mood, activity, and emotional responsiveness

A

temperament

30
Q
  • social
  • vocal
  • happy
  • active
A

surgency / extraversion

31
Q
  • angry
  • fearful
  • shy
  • frustrated
A

negative affect

32
Q
  • pay attention
  • inhibit behavior
A

effortful control

33
Q

emotional bonding linking an infant and a caregiver

A

attachment

34
Q
  • distressed when mom leaves, but happy when she returns
  • mom is a secure base to explore from
A

secure attachment

35
Q
  • diverse patters
  • indifference or inconsistent reactions
A

insecure attachment

36
Q

what are the types of insecure attachment?

A
  • avoidant
  • anxious-ambivalent
  • disorganized
37
Q
  • indifferent
  • no distress when mom’s gone, do not approach her when she returns
A

avoidant

38
Q
  • anxious all the time, even with mom!
  • show great distress for her leaving, but reject her when she returns
A

anxious-ambivalent

39
Q
  • inconsistent
  • seems dazed and confused
A

disorganized

40
Q

empathy and recognizing child’s perspective

A

parental support

41
Q
  • supervising behavior
  • consistent discipline
  • clear expectations
A

behavioral regulation

42
Q
  • high parental support
  • high behavioral regulation
A

authoritative parent

43
Q
  • low parental support
  • high parental regulation
A

authoritarian parent

44
Q
  • high parental support
  • low behavioral regulation
A

indulgent parent

45
Q
  • low parental support
  • low behavioral regulation
A

uninvolved parents

46
Q

period of development beginning with puberty and ending at young adulthood

A

adolescence

47
Q

a period of bodily changes leading to sexual maturiey

A

puberty

48
Q
  • preconvential morality
  • conventional morality
  • post conventional morality
A

Kohlberg’s stages of moral reasoning

49
Q

moral choices are made according to expectation of punishment

A

pre conventional morality

50
Q

moral choices are made according to law of public opinion

A

conventional morality

51
Q

moral choices are made according to personal standards are reason

A

post conventional morality

52
Q

a constant, unified sense of self

A

identity

53
Q
  • menopause for women; graying hair
  • tends to remain relatively stable
  • big changes in social work roles
A

midlife

54
Q
  • gradual declines in sensory abilities
  • tends to remain relatively stable, only a minority of population experience dementia
  • increase emotional well being
A

late adulthood

Psychology 1100 (12 decks)

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