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Development Flashcards

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1
Q

Conception

A

Merger of DNA from a single male sperm (1 out of 200 million) and the female egg in the ovary

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2
Q

Zygote

A

the egg then shuts out the rest of the sperm and the nuclei combine for a unique DNA sequence

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3
Q

Gestation Period

A

the period of development and growth
of the fetus/child from conception to birth.

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4
Q

Teratogen

A

an agent such as a chemical or virus that can harm the embryo during embryotic development. Some examples include drugs, alcohol, chicken pox, arsenic, lead, toxic chemicals, etc. Such teratogens can result in physical handicaps, deformation, behavioral issues, and diminished cognitive abilities.

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5
Q

Fetal Alcohol Syndrome

A

can result in an epigenetic effect on the genes of the fetus, resulting in both physical and cognitive abnormalities that follow the child for the rest of their life. A teratogen from too much alcohol exposure

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6
Q

Maturation

A

he biological growth processes that enables orderly changes in behavior.

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7
Q

Schemas

A

mental representations

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8
Q

Stranger Anxiety

A

when around strangers, and absent their parents or another
familiar face, babies become anxious, less comfortable playing, and prone to crying. Happens around 8 months old when a schema for mom and dad has formed

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9
Q

Attachment Bond

A

dependent emotional connection to a parent that can be seen in a child’s behavior around age 1. Discovered by Mary Ainsworth

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10
Q

Basic Trust

A

a sensitive, loving, caring attitude of trust rather than fear of other people, as well as a positive sense of self & others. Discovered by Erik Erikson

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11
Q

Self-Concept

A

a concrete idea of who they are and how they feel about who they are. From 12-18, most continue to develop their identities and assimilate them into society. Studied by Erik Erikson

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12
Q

Critical Period

A

the optimal period early in life of an organism when exposure to certain stimuli or experiences produces normal development.

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13
Q

Imprinting

A

the process by which certain animals form strong attachments during an early-life critical period. Imprinting is often developed at a young age in animals. Not in humans? Research done by Konrad Lorenz— ducks can imprint to anything

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14
Q

Temperament

A

one’s characteristic emotional reactivity and intensity—is also largely hereditary.

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15
Q

Difficult Babies

A

Irritable, intense, and unpredictable babies

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16
Q

Easy Babies

A

cheerful, relaxed, and predictable in feeding and sleeping

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17
Q

Jean Piaget’s Sensorimotor Stage

A

0-2. during which infants know the world mostly in terms of their sensory impressions and motor activities. Lacked object permanence at the start. Object permanence and separation anxiety develop during this stage.

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18
Q

Jean Piaget’s Preoperational Stage

A

2-6/7. During which a child learns to use language but does not yet comprehend the mental operations of concrete logic. Uses symbols (words and images) to represent objects. Child is egocentric. Theory of mind- people’s ideas about their own and other’s mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict.

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19
Q

Jean Piaget’s Concrete Operational Stage

A

7-11/12. During which children gain the mental operations that enable them to think logically about concrete events. Child understands conservation.

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20
Q

Jean Piaget’s Formal Operational Stage

A

12- adult. During which people begin to reason abstractly and think in hypothetical terms.

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21
Q

Autism Spectrum Disorder (ASD)

A

A disorder that appears in childhood and is marked by significant deficiencies in communication and social interactions, and by rigidly fixated interests and repetitive behaviors

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22
Q

Harry and Margaret Harlow’s Research

A

Gave monkeys a wire feeding mother and a soft nonfeeding mother. The monkeys gained attachment to the soft mother.

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23
Q

Secure Attachment

A

Demonstrated by infants who comfortably explore environments in the presence of their caregivers, show only temporary distress when the caregiver leaves, and finds comfort in their return

24
Q

Insecure Attachment

A

Demonstrated by infants who display either a clinging, anxious attachment or an avoidant attachment that [can’t read my cursive] closeness

25
Q

Basic Trust Better Definition Later in my Notes

A

A sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.

26
Q

Authoritarian Parenting Style

A

Parents are coercive. They impose rules and expect obedience

27
Q

Permissive Parenting Style

A

Parents are unrestraining. Few demands, few limits, and little punishment

28
Q

Negligent Parenting Style

A

Parents are uninvolved. Not demanding nor responsive. Careless, inattentive, and don’t seek a closer relationship

29
Q

Authoritative Parenting Style

A

The one you want. Parents are confrontive. Both demanding and responsive. Setting rules but also encourage open discussion.

30
Q

Schemata

A

concepts or frameworks that organizes and interprets information.

31
Q

Assimilation

A

Interpreting our new experiences with our existing schemas.

32
Q

Accommodate

A

Adapt our current understandings to incorporate new information.

33
Q

Zone of Proximal Development

A

theory in which children received the minimum optimal
amount of support to encourage independent growth and development. Research done by Lev Vygotsky

34
Q

Morals

A

The sense of right and wrong that guides our behavior

35
Q

Lawrence Kohlberg’s Preconventional Stage

A

Covering up to about age 9. At this point morals are primarily
driven or understood in terms of self-interest. Children essentially obey rules for reward or to avoid
punishment; their sense of a ‘good boy’ or ‘bad boy’ are primarily linked to what is punishable.

36
Q

Lawrence Kohlberg’s Conventional Stage

A

continuing to around age 12, children understand the purpose and function of upholding laws to maintain social order, and begin to see ‘good’ as whatever either pleases or benefits others.

37
Q

Ethics of Care

A

Made by Carol Gilligan. Men had a masculine view of morality that was centered around individualism and logic, while most women had a more feminine view of morality based on an understanding of responsibilities, care for others, and the cultivating of personality relationships.

38
Q

Jonathan Hadit

A

Morals come from ingrained biases and unconscious snap judgment. Strong nurture component. Morality, as Haidt puts it, ‘binds and blinds’ us to our own set of biases

39
Q

Parenting Styles

A

Research done by Diana Baumrind

40
Q

Adolescence

A

transition period from childhood to adulthood, extending from puberty to independence. better self-control, improved judgement, better and longer focus, as well as the
ability to see or think from the perspective of others. One also develops the ability to analyze hypotheticals, think abstractly, plan for the long-term, weigh legal and moral issues, and a
host of other cognitive abilities.

41
Q

Emerging Adults

A

Semi-dependent adults who make their own decisions about their live, studies, and careers, but remain, at least partially, financially dependent on their parents.

42
Q

Erikson’s Lifespan Development

A

Trust vs. Mistrust— Hope, 0-1.5
Autonomy vs. Shame— Shame, 1.5-3
Initiative vs. Guilt— Purpose, 3-5
Industry vs. Inferiority— Competency, 5-12
Identity vs. Role Confusion— Fidelity, 12-18
Intimacy vs. Isolation— Love, 18-40
Generativity vs. Stagnation— Care, 40-65
Ego Integrity vs. Despair— Wisdom, 65+

43
Q

Biological Sex

A

The set of biological and physical differences between males and females. This refers generally to chromosomal expression of males (XY) and females (XX), their genitalia, as well as their role in the reproductive process.

44
Q

Gender

A

he social constructs of the roles and characteristics by which culture define male and female, and for which there is often no role for anyone unable to clearly fit into a male or female role. While are certainly social and cultural factors that impact one’s behavior, research over the past 25 years suggests it is largely based on biology.

45
Q

MEN

A

prioritize power and achievement and a tend to strive for being socially dominant. On average, seem to prefer direct leadership. Prefer direct, even physical, aggression. Prioritize independence. Use conversation to fix problems or find solutions

46
Q

WOMEN

A

Tend to prefer relational aggression. Tend to prefer more democratic means of leadership. More connected socially. More concerned with making connections. Use conversation to explore and cultivate relationships.

47
Q

national-scale study was done in Sweden

A

Found that even with more equality women want people jobs and men want system and thing jobs more

48
Q

Gender Roles

A

a set of expected behaviors for men and women.

49
Q

Gender Identity

A

a person’s sense of being male or female

50
Q

Social Learning Theory

A

learning social behavior by observing and imitating gender roles and being rewarded or punished for such behavior – they believe individuals can, and legally have the right to, identify as whatever gender they want—be it traditional or not.

51
Q

Gender Expression

A

a person’s behavior, mannerisms,
interests, and appearance that are associated with gender in a particular cultural context.

52
Q

X Chromosome

A

Sex chromosome found in both males and females. Females get two, males one

53
Q

Y Chromosome

A

Comes from the guy. Male child when paired with X chromosome

54
Q

Primary Sex Characteristics

A

The body structures (ovaries, testes, external genitalia) that make sexual reproduction possible

55
Q

Secondary Sex Characteristics

A

Non reproductive sexual traits, such as female breasts and hips, male voice quality, and body hair

56
Q

Sexual Orientation

A

Our enduring sexual attraction, usually toward members of our own sex (homosexual orientation), or the other sex (heterosexual orientation); variations include attraction towards both sexes (bisexual orientation)

Psychology (6 decks)

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