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Psychology Exam 3 > Development > Flashcards

Development Flashcards

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1
Q

Developmental Psychology

A 
Universal aspects of lifespan development from conception through death;  Identifies cultural variations ex) Death and birthing processes & spirits 
Explores physical (carrying babies on back), cognitive (how children come to see the world), social and emotional development (developing friendships, self esteem)
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2
Q

Germinal Phase

A

conception-2 weeks

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3
Q

Zygote

A

fertilized egg; divides and implants itself in the wall of the uterus

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4
Q

Placenta

A

structure that allows oxygen and nutrients to pass into fetus from mother’s bloodstream; allows waste to pass out

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5
Q

Embryonic stage

A 
2-8 weeks
Head, face and neck develop
Buds for limbs form and grow
Major organs/digestive system differentiating
Heartbeat begins
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6
Q

Fetal Stage

A

8th week-birth

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7
Q

3rd month

A

digestive organs begin to function
buds for teeth form
sex organs develop rapidly
arms/fingers move

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8
Q

4th month

A

face looks human
lower body outgrows head
bones are defined

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9
Q

5th month

A

fingernails and toenails appear

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10
Q

Lanugo

A

fine, wooly hair over body

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11
Q

Vernix

A

waxy coating collects

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12
Q

6th month

A

eyebrows/lashes well defined

eyes completely formed

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13
Q

7th month

A

fetus capable of life outside uterus, age of viability has changed and now considered to be 24 (used to be 27-28)

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14
Q

8th/9th month

A

fat is deposited for later use
fingernails beyond fingertips
lanugo is shed
myelination of brain takes place in the fetal stage
chief organs increase functioning
vernix covers body

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15
Q

Cephalocaudal

A

“top to bottom” motor skills emerge from the head to feet; gain control of head first
“Cep->cap->head”

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16
Q

Proximodistal

A

“inside-to-outside rule” motor skills emerge in a sequence of center moving outward; ex) buds->arms->finger movement

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17
Q

Teratogens

A

: harmful toxins that affect development resulting defect, damage or anomaly

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18
Q

important concepts with teratogens

A

Dose – length of use of antibiotic
Genetics/Heredity: stability; how a particular substance affects you, immune system
Interaction with environmental influences: stress, nutrition, lack of medical care
Age of organism at exposure

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19
Q

Thalidomide

A

helped identify how certain drugs could alter development; babies born with malformed limbs

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20
Q

Stress

A

prolonged stress linked with prematurity and low birth weight; can change cortisol levels & associated with low birth weight or premature babies

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21
Q

Smoking

A

nicotine is mild stimulant; increases fetal activity; low birth weight, perceptual and attentional problems, increased Sudden Infant Death Syndrome; (primary/secondary/tertiary smoke exposure)

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22
Q

Marijuana

A

low birth weight, disturbed sleep in newborns, reduced attention to environment

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23
Q

Heroin

A

premature birth weight, tremulous behavior, poor sucking and feeding reflexes, risk of SIDS

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24
Q

Cocaine

A

premature size/weight, tremulous, high pitched crying, respiratory & regurgitation problems, rigidity, withdrawal symptoms, deformities

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25
Q

Comorbidity

A

abuse of multiple substances likely

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26
Q

alcohol

A

Leading teratogen in the United States causing mental retardation – We do not know safe levels, so do not drink

Physical Symptoms: growth retardation (smaller), head and facial abnormalities, microcephaly (significantly smaller head), skeletal, brain and heart damage
Behavioral Symptoms: poor impulse control, poor attention, hyperactivity and cognitive deficits
Fetal Alcohol Effects: some symptoms of FAS, but less physical symptoms (ARND)

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27
Q

Vision of infants

A

Poor fixation ability
limited ability to discriminate color
estimated visual acuity of between 20/200 and 20/400
preference for human faces

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28
Q

hearing of infants

A

fetus can hear sounds around 6 months in utero

Recognize mother’s voice

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29
Q

taste and smell of infants

A

both present at birth, preference for sweet

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30
Q

touch of infants

A

heat, cold, pressure and pain all present at birth

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31
Q

reflexes

A

inborn, automatic responses to a particular form of stimulation.

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32
Q

rooting reflex

A

survival value, stroke cheek and baby will turn head toward the stimulation

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33
Q

stepping reflex

A

basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around 2 months)

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34
Q

Sucking reflex

A

place a finger in mouth and baby will suck; permits feeding

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35
Q

Eyeblink reflex

A

shine a bright light or clap, they will close eyelids. Protects from strong stimulation

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36
Q

Babinski Reflex

A

stroke the heel to see reactions of the toes which flex/fan out; normal in infants, if persists can indicate neurological problems

37
Q

Gross (large) and fine (small) motor development

A

Individual differences exist, normative expectations for these skills and abilities often called milestones. Many cross-cultural similarities identified.
Ex) removing simple clothing items, using a spoon effectively, tying shoes (age 6)

38
Q

Gender Differences

A

boys ahead of girls in force and power; girls ahead in fine motor and gross motor skills which involve good balance
Ex) girls have advantage in skipping over boys

39
Q

Temperament

A

relatively constant basic disposition which is inherent/hardwired in a person that underlies and modulates his/her behavior, you are born with it (maybe environment can influence)
Ex) video of older & younger brother; older gave younger candy even after he kept bothering him

40
Q

Thomas and Chess

A

identified three basic temperaments for infants: difficult, slow to warm and easy

41
Q

Population of Babies in Sample Examined in US

A

Difficult (10%) often wail, cry and are negative in new situations, eat and sleep irregularly
Slow-to-Warm-Up (15%) often inactive, adapt slowly and can be withdrawn and show a negative moodEasy (40%) cheerful, adaptable, easily establish routines
Mixture (35%)

42
Q

Goodness of Fit

A

the match between the characteristics of the infant and his/her family is critical to development. Some are better matches than others!

43
Q

Kagan

A

found that infants who react fearfully to novel stimuli tend to be more subdued, less social and less positive at 4 years of age

44
Q

Attachment

A

the dynamic/affectional bond between an infant and its caretaker

45
Q

Strange Situation

A

look up!

46
Q

Seperation Anxiety

A

Infants express their wish to be attached by wishing to be close to their caretaker and showing signs of distress when their caretaker departs.

47
Q

Stranger Anxiety

A

develops when infants are around 6-7 months ending around 18 months. If a stranger approaches, the infant becomes afraid and reaches for the caregiver for comfort and reassurance

48
Q

Securely Attached

A

child uses parent as a safe base to explore, when separated the child may not cry during absence, seek contact when parent returns, decrease crying if present (~60% of US infants)

49
Q

Avoidant Attachment

A

unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when she returns, ~20% show this pattern in US

50
Q

Ambivalent/Resistant Attachment

A

seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, cannot be comforted, ~15% US

51
Q

disorganized/Disoriented Attachment

A

greatest amount of insecurity, in reunion show disorganized, confused behaviors. Seem confused, glazed and spacey. Mothers are more avoidant and inconsistent with a lack of sensitivity to infant’s needs. ~5% infants in US

52
Q

Authoritarian

A

restrictive parenting; insist on obedience, rigid rules – think “extra r=rigid”; no explanations/need to justify and insensitivity. Preschoolers were moody; easily annoyed, unfriendly, less motivated

53
Q

Authoritative

A

assume control with flexibility; reasonable demands; provide reasons for rules/decisions. Preschoolers were cheerful, socially responsible; achievement oriented and cooperative

54
Q

Permissive

A

accepting and lax with few demands; little monitoring; few controls. Preschoolers were impulsive, aggressive, bossy self centered, low in independence and achievement; Parents that don’t want their kids to be unhappy & don’t set appropriate rules ex) Video of girl & golden ticket in Willy Wonka

55
Q

Uninvolved

A

removed or hostile parenting; overwhelmed with own stressors have little time or energy to parent. Children high in aggression, temper tantrums, perform poorly in classroom

56
Q

Attachment Deprivation: Harlow Monkey Studies

A

Reared Monkeys in isolation or with a surrogate mother
After 6 months sent back to colony
Isolated monkeys showed indifference, were terrified or were aggressive with other monkeys, failed to form relationships with opposite sex, were abusive to their offspring
Warmth/touch from mothers is a primary need for both animals and humans as seen with wire mother vs. cloth mother

57
Q

Attachment and Contact Comfort

A

hypothesized that animals/humans need warmth, comfort as a primary need; instinctive need

58
Q

Developmental Theories as Stage Theories

A

Individuals must progress through stages in a particular order, stages build on each other

Progress is strongly related to age

Development is marked by discontinuities that result in dramatic transitions

59
Q

Jean Piaget and Cognitive Development

A

How a child thinks, including reasoning, remembering and problem solving

60
Q

Schemas

A

models about how the world works and exists; children are “little scientists”

61
Q

Assimilation

A

how to fit new information into the present system of knowledge

62
Q

Accommodation

A

existing structures don’t fit so a child must develop new schemas – ‘when you CHANGE you have to aCCommodate’

63
Q

Sensorimotor (birth-2 years)

A

Infants learn through concrete motor actions; by touching/tasting/smelling/interacting with the world

64
Q

Preoperational (2-7 years)

A

Gradually improve in mental images
Can pretend
Action Oriented
Develop representational thought
Have NOT mastered conservation: basic properties of an object remain stable even if superficial properties can change
Video: Water in beaker vs. water in graduated cylinder have same amounts

65
Q

Flaws of thinking in Pre-operational Children (Centration)

A

focus on one aspect of a problem and neglect other aspects ex) width & depth; girls think hair short means they are a boy

66
Q

Flaws of thinking in Preoperational Children (Irreversibility)

A

inability to envision reversing an action

67
Q

Flaws of thinking in Preoperational Children

Egocentrism

A

thinking characterized by a limited ability to share another person’s point of view; children only have their perspective to understand the world, difficult time seeing others’ perspectives

68
Q

Concrete Operations (7-11)

A

The child performs operations on tangible objects and events
Show increased flexibility in thinking
Can begin to see cause and effect
Masters reversibility and decentration
Can retrace thoughts
More successful with hierarchical constructs
Ex) Amelia Badelia and double meanings behind words vs. literal meanings

69
Q

Formal Operations (12-up) most developed

A

Begin to see abstract reasoning
Understand metaphor and deductive reasoning
Become more systematic in thinking
Can discuss moral values

70
Q

Adolescent growth spurt

A

rapid growth in height and weight as the body is preparing for hormonal shifts/ maturation

71
Q

Asynchrony

A

certain body parts grow at different speeds leading to a lack of proportion (ex: shoe size vs. body size)

72
Q

Prefrontal Cortex

A

final maturation of the prefrontal cortex takes place in late adolescence and young adulthood. This area is responsible for organization, planning, emotional regulation and impulse control

73
Q

Puberty

A

sexual functions reach maturity; impacts social and emotional development

74
Q

Menarche

A

first occurrence of menstruation

75
Q

Spermarche

A

first occurrence of ejaculation

76
Q

Earlier maturing females

A

greater chance of depression, anxiety, eating disorders

77
Q

impact of early puberty

A

associated with obesity, higher BMI

78
Q

Adolescent Egocentrism

A

way of thinking the world is focused on themselves

79
Q

Imaginary Audience

A

belief that everyone in the environment is concerned with the behavior/appearance of him/herself

80
Q

Personal Fable

A

View him/herself as somehow unique or heroic

81
Q

Invincibility Fable

A

false sense that he/she can’t be harmed

82
Q

Psychosocial Crisis

A

a transition which is organized around social relationships and that personality is determined by these stages

83
Q

Kholberg

A

studied moral development using the Heinz dilemma

84
Q

Heinz Dilemma

A

Found various stages of moral development based on responses to this and similar situations.

85
Q

Lifespan Issues in Development

A

Our country is getting older
Living more productive lives for more years
More career shifts seen in the population

86
Q

Fluid Intelligence

A

basic information processing skills, is more likely to decline with age

87
Q

Crystallized Intelligence

A

application of accumulated knowledge remains more stable

88
Q

Langer and Rodin Study

A

Maintaining a sense of control over one’s life leads to greater psychological well-being in the elderly

89
Q

Ways to promote healthy aging

A 
Promote companionship
Take vitamin supplements
Stay active physically and intellectually
Volunteer or work
Maintain positive relationships with family/friends
Have a positive attitude
Decrease sun exposure
Decrease smoking, drinking
Be a health care consumer; ask questions
Explore medication interactions
Find faith

Psychology Exam 3 (6 decks)

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