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A.P. Psychology > Development > Flashcards

Development Flashcards

1
Q

developmental psychology

A

studies physical, cognitive, and social changes throughout life span

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2
Q

monozygotic twins vs. dizygotic twins

A

identical vs. fraternal

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3
Q

embryo

A

2-9 weeks

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4
Q

fetus

A

9 weeks to birth

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5
Q

teratogens

A

agents that can harm the embryo or fetus during prenatal development

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6
Q

fetal alcohol syndrome

A

physical and cognitive abnormalities in children caused by heavy drinking during pregnancy

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7
Q

rooting reflex

A

when touched on the cheek, baby will turn head in direction of touch and open mouth

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8
Q

moro reflex

A

when startled baby will fling out limbs then pull them back in

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9
Q

babinski reflex

A

when baby’s foot is stroked, toes will fan out then curl

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10
Q

habituation

A

decrease in responding with repeated stimulation (infants get bored, look away sooner)

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11
Q

pruning

A

lose unused connections between neurons

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12
Q

maturation

A

biological growth processes that enable orderly sequential changes in development resulting from genetic signals

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13
Q

schema

A

concept or framework that we use to organize and interpret information

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14
Q

Piaget’s 2 proposed processes of schemas

A

assimilation and accomodation

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15
Q

assimilation

A

interpreting new object/experience in terms of existing schemas

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16
Q

accomodation

A

alter pre-existing schemas to incorporate new info

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17
Q

Piaget’s stages of cognitive development

A

sensorimotor, preoperational, concrete operational, formal operational

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18
Q

sensorimotor stage

A

birth to 2 years; experience world through senses; stranger anxiety and object permanence

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19
Q

object permanence

A

awareness that things continue to exist even when they cant be perceived, acquired around 8-9 months

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20
Q

preoperational stage

A

2 to 6/7 years; representing things with words and images, using intuition rather than logical reasoning; pretend play, egocentrism

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21
Q

thinking in preoperational stage is

A

1 dimensional, lack conservation

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22
Q

conservation

A

prinsiple that properties remain same even when there are changes in shape/form of objects

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23
Q

egocentrism

A

inability to see another’s perspective

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24
Q

theory of mind

A

people’s ideas about their own and other’s mental states

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25
concrete operational stage
age 7 to 11 years; thinking logically about concrete events, grasping analogies and performing arithmetical operations; has conservations
26
formal operational stage
abstract reasoning, abstract logic, potential for mature morals
27
criticisms of piaget's stages
piaget underestimated kid's abilities, stage theories flawed because development is continuous
28
Vgotsky
kids think in words and use them to problem solve - how they learn in the context of social commmunication - scaffolding
29
scaffolding
other students can help pull a lower level kid up to their level
30
kohlberg's stages of moral development
preconventional morality, conventional, post-conventional
31
level 1 preconventional morality
right/wrong determined by reward/punishment
32
level 1 stage 1
punishment and obedience - wrong behavior
33
level 1 stage 2
rewards, self interest - right behavior
34
level 2 conventional morality
views of others matter, avoid blame, seek approval
35
level 2 stage 3
good intentions, behaving to conform to good behavior
36
level 2 stage 4
obedience to authority, importance of doing one's duty
37
level 3 post conventional morality
abstract notions of justive, rights can override laws
38
level 3 stage 5
difference between moral and legal right, recognition that rules should sometimes be broken
39
level 3 stage 6
individual principles of conscience; universal ethical principles - follow own moral code in all situations no matter what
40
because emotions and gut feeling can trump logic in moral development, this indicates that
the frontal lobe isn't the only part of brain involved in decision making
41
criticisms of kohlberg
may not predict accurately how people behave, cultural bias (level 3 favors individualistic society, communal societies may be different, but no less moral)
42
attachment
close emotional bond between infant and parent
43
harlow's monkey studies
body contact is more important than food for attachment
44
imprinting
process in which young animals follow and form an attachment to the first moving object they see/hear - mostly birds; happens during critical period
45
lorenz
got baby geese to imprint on him
46
infant attachment styles
bowlby and ainsworth
47
stranger anxiety
fear of strangers
48
separation anxiety
distress when parents leave
49
ainsworth's strange situation
observed interaction between infant and mother
50
secure attachment
parents is safe base from which to explore; will explore comfortably wen parent if present distressed when parents leave, calm when returns
51
insecure attachment
avoidant attachment and axious attachment
52
avoidant attachment
may resist being held by parents and will explore new environments
53
anxious/ambivalent attachment
resistant to caregiver, less likely to explore, cling to mother, upset when mother leaves, not easily calmed upon return
54
temperament
a person's characteristic emotional reactivity and intensity (largely due to genetic factors)
55
easy babies
easy going, happy, regular eating and sleeping cycles
56
slow-to-warm-up babies
eventually become easy babies
57
difficult babies
irritable, unpredictable, fearful
58
no-single-category babies
lol
59
Jerome Kagan infant study
temperament differences tended to persist; attachment styles can extend to other relationships later in life; attachment effected by inborn temperament
60
parenting styles
baumrind - authoritarian, permissive, authoritative
61
authoritarian
have rules and ecpect them to be followed; obedience - leads to lower self-esteem and less social competence
62
permissive
parents make few demands if any, little punishment - leads to emotional control problems
63
authoritative
set reasonable rules and explain them; firm but fair - kids have higher self esteem and social competance
64
uninvolved parenting style
parent is emotional withdrawn and inattentive
65
erikson's stages of psychosocial development
others affect how we turn out
66
erikson: infancy to 1 year
infants develop basic trust if needs are dependably met (trust v. mistrust)
67
erikson: 1 to 3 years
toddlers learn to do things for themself or doubt their abilities (autonomy v. shame)
68
erikson: 3 to 6 years
preschoolers learn to initiate tasks or feel guilty about their efforts to be independent (initiative v. guilt)
69
erikson: 6 years to puberty
children learn pleasure of applying themselves to tasks or they feel inferior (industry/competance v. inferiority)
70
erikson: teen to 20s
teens work at refining sense of self, testing roles, forming a single identity or they become confused about who tey are (identity v. role confusion)
71
erikson 20s to 40s
young adults struggle to form close relationships and to gain capacity for intimate love, or they feel socially isolated (intimacy v. isolation)
72
erikson 40s to 60s
middle aged adults discover sense of contributing to the world, usually through family or work, or they may feel lack of purpose (generativity v. stagnation)
73
erikson 60s and up
reflecting on life, older adult may feel sense of satisfaction or failure (integrity v. despair)
74
G stanley hall
first to study adolescence, first APA president - period of storm and stress
75
marcia's identity statuses
form identity through crisis and commitment
76
high crisis, high commitment
identity achieved (crisis past)
77
low crisis, high commitment
foreclosure stasus, commitment without thought
78
low crisis, low commitment
identity diffusion, absence of struggle for identity
79
high crisis, low commitment
moratorium, midst of crisis
80
brain development
frontal lobe is last to mature, emotional limbic system is wired for puberty before frontal lobe - understand consequences but give more weight to potential thrills
81
emerging adulthood
about 18 to mid twenties between adolescence and fully independent adulthood
82
physical development in adulthood
peek in natural physical abilities in 20s
83
menopause
biological changes that occur as woman's reproductive abilities decline and cease
84
alzheimer's
progressive decline in memory and other cognitive abilities
85
neurocognitive disorders (NCDs)
acquired disorders marked by cognitive deficits
86
elizabeth keller ross
stages of grief, can be applied to any great loss don't always go through all stages, can go in any order: denial, anger, bargaining, depression, acceptance

A.P. Psychology (18 decks)

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