1
Q
Zygote
A
Fertilized egg with chromosomes from egg and sperm
2
Q
Prenatal stages-3
A
- Germinal stage
- Embryonic stage
- Fetal stage
3
Q
Germinal stage
A
- 2 weeks
- begins conception
- zygote divides and implants in uterine wall
4
Q
Embryonic stage
A
- week 2-8
- zygote divides in uterine wall
- cells differentiate
- zygote is an embryo
5
Q
Fetal stage
A
- 9th week-birth
- fetus has skeleton and muscles
- myelination of neurons begins
6
Q
Human brain development
A
- mostly happens after birth
- head and brain grow
7
Q
Prenatal environment
A
-influences genes even while fetus develops in the womb
8
Q
Teratogens
A
- agents that destroy development
- ie environmental poisons (lead, paint dust etc)
- alcohol, tobacco
9
Q
Fetal alcoholism
A
- developmental disorder that stems from heavy alcohol use by mother during pregnancy
- facial features, abnormal brain,
10
Q
Tobacco during pregnancy
A
-low birth weight babies
11
Q
Infancy
A
- birth-18 to 24 months
- perceptual and motor development
- cognitive development
- social development
- moral decelopment
12
Q
Motor development
A
- physical actions: reaching, crawling, grasping
- reflexes: motor response to stimulation (ir sucking reflex for breasts feeding)
13
Q
Cephalocaudal rule
A
-motor skills develop head to foot
14
Q
Proximodistal rule
A
Motor skills develop from center to extremities
15
Q
Cognitive development
A
- ability to think and understand
- jean Piaget
16
Q
3 tasks of cognitive development
A
- how physical world works
- how minds represent it
- how other minds represent it
17
Q
Piaget’s 4 stages of cognitive development
A
- Sensorimotor (birth-2)
- Preoperational (2-6)
- concrete operational (6-11)
- Formal operational (11+)
18
Q
Sensorimotor
A
- develop schemas
- object permanence
- assimilation
- accomodation
19
Q
Schemas
A
- theories/models of how the world works
- assimilation can occur
20
Q
Assimilation
A
Apply schemas to other situations
-ie pull object closer and realize that doing the same things to other objects produce the same effect
21
Q
Accommodation
A
- infants revise schemas in light of new information
- ie pull cat closer, cat runs away; child realizes that only pulling inanimate objects makes them come closer
22
Q
Object permanence
A
Objects continue to exist even when they are not visible
23
Q
Childhood- 2 stages
A
- Preoperational
2. Concrete operational
24
Q
Preoperational
-can’t understand
A
- 2-6 yrs
- language
- think symbolically
- can’t understand reversibility, conservation
- can’t perform operations
- egocentrism
- brains can misrepresent the world; things can look different than they are-they don’t realize this
25
Conservation
- quantitative properties don't change even if appearance does
- ie eggs in cups taken out; line of eggs is longer but number doesn't change
- present in concrete operational stage
26
Centration
- focus on one property of object
| - present in Preoperational stage
27
Reversibility
- cant do this in Preoperational stage
| - ie you have a brother but you can't say that your brother has a brother
28
Formal operational stage
- 11+
| - solve non physical problems
29
Egocentrism
- failure to understand the world is different to different observers
- present in Preoperational stage
- ie child tries to show mom picture through phone
30
Concrete operational
- conservation becomes apparent
| - child learns how various operations affect objects
31
Theory of mind
Human behavior is guided by mental representations
- awareness of others and their minds
- each mind represents the world differently
- autistic children fail to develop this
32
Autism
- fail to develop theory of mind
| - don't understand that people can have false beliefs and self-conscious emotions
33
What determines when children acquire theory of mind
- number of siblings
- frequency of pretend play
- imaginary friends
- socioeconomic standing of family
- how caregivers talk to children-using psychological words
34
Piaget's flaws
- children go through cognitive stages gradually
| - children can acquire these abilities earlier than realized
35
3 skills that humans use to learn from others
1. Joint attention
2. Social referencing
3. Imitation
36
Joint attention
- the ability to focus on what another person is focused on
| - ie following gaze
37
Social referencing
- use another persons actions as information about the world
| - ie a baby looking at mom's reaction to toy to see if its dangerous
38
Imitation
Ability to do what another person does/means to do
| -ie infants mimic taking lid off jar even if adults slip up
39
Primary caregiver
- emotional center of infant
- infants keep mental tally of who responds most to them
- form emotional bond or attachment
40
Strange situation test
| -developed by?
- Mary ainsworth
- determines child's attachment style
- determined 4 attachment styles
1. Secure
2. Avoidant
3. ambivalent
4. Disorganized
41
Secure attachment style
Infant is calmed when caregiver is around
42
Avoidant attachment style
Infant is not distressed in absence of caregiver
43
Ambivalent attachment style
Don't like when caregiver leaves but tries to get away when caregiver returns
44
Disorganized attachment style
No consistent pattern when caregiver leaves/returns
45
Internal working model of relationships
- beliefs about self, primary caregiver and relationship between them
- different thoughts for different attachment styles
46
Shift from realism to relativism
- shift in child's moral thinking
- younger children think of it as real, inviolable truths about the world
- get older and realize that some morals are created
47
Shift from prescriptions to principles
- Moral development
- younger: see rules as specific to a certain situation
- older: see general principles
- ie sharing marbles-->fairness and equity
48
Shift from outcomes to intentions
- moral development
- young: unintentional action that causes more harm is worse than an intentional action that causes less harm
- shift when older
49
Kohlberg
- moral reasoning
- 3 stages
1. Preconventional stage
2. Conventional stage
3. Postconventional stage
50
Preconventional stage
- kohlberg
- morality determined by effect of actor
- children
51
Conventional stage
- kohlberg
- mortality determined by how well it conforms to social rules
- adolescent
52
Postcoventional stage
- kohlberg
- morality determined by principles that reflect core values
- adults
53
Moral intuitionist perspective
- emotional reactions explained by distinguishing between right and wrong
- people are upset because of other peoples' emotional suffering
54
Protraction
The period of time between childhood and adulthood has increased
-people take on adult responsibilities at an Older age
Psychology 2
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