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A.P. Psychology > Development > Flashcards

Development Flashcards

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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
Q

concrete operational stage

A

age 7 to 11 years; thinking logically about concrete events, grasping analogies and performing arithmetical operations; has conservations

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26
Q

formal operational stage

A

abstract reasoning, abstract logic, potential for mature morals

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27
Q

criticisms of piaget’s stages

A

piaget underestimated kid’s abilities, stage theories flawed because development is continuous

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28
Q

Vgotsky

A

kids think in words and use them to problem solve - how they learn in the context of social commmunication - scaffolding

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29
Q

scaffolding

A

other students can help pull a lower level kid up to their level

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30
Q

kohlberg’s stages of moral development

A

preconventional morality, conventional, post-conventional

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31
Q

level 1 preconventional morality

A

right/wrong determined by reward/punishment

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32
Q

level 1 stage 1

A

punishment and obedience - wrong behavior

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33
Q

level 1 stage 2

A

rewards, self interest - right behavior

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34
Q

level 2 conventional morality

A

views of others matter, avoid blame, seek approval

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35
Q

level 2 stage 3

A

good intentions, behaving to conform to good behavior

36
Q

level 2 stage 4

A

obedience to authority, importance of doing one’s duty

37
Q

level 3 post conventional morality

A

abstract notions of justive, rights can override laws

38
Q

level 3 stage 5

A

difference between moral and legal right, recognition that rules should sometimes be broken

39
Q

level 3 stage 6

A

individual principles of conscience; universal ethical principles - follow own moral code in all situations no matter what

40
Q

because emotions and gut feeling can trump logic in moral development, this indicates that

A

the frontal lobe isn’t the only part of brain involved in decision making

41
Q

criticisms of kohlberg

A

may not predict accurately how people behave, cultural bias (level 3 favors individualistic society, communal societies may be different, but no less moral)

42
Q

attachment

A

close emotional bond between infant and parent

43
Q

harlow’s monkey studies

A

body contact is more important than food for attachment

44
Q

imprinting

A

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
Q

lorenz

A

got baby geese to imprint on him

46
Q

infant attachment styles

A

bowlby and ainsworth

47
Q

stranger anxiety

A

fear of strangers

48
Q

separation anxiety

A

distress when parents leave

49
Q

ainsworth’s strange situation

A

observed interaction between infant and mother

50
Q

secure attachment

A

parents is safe base from which to explore; will explore comfortably wen parent if present
distressed when parents leave, calm when returns

51
Q

insecure attachment

A

avoidant attachment and axious attachment

52
Q

avoidant attachment

A

may resist being held by parents and will explore new environments

53
Q

anxious/ambivalent attachment

A

resistant to caregiver, less likely to explore, cling to mother, upset when mother leaves, not easily calmed upon return

54
Q

temperament

A

a person’s characteristic emotional reactivity and intensity (largely due to genetic factors)

55
Q

easy babies

A

easy going, happy, regular eating and sleeping cycles

56
Q

slow-to-warm-up babies

A

eventually become easy babies

57
Q

difficult babies

A

irritable, unpredictable, fearful

58
Q

no-single-category babies

A

lol

59
Q

Jerome Kagan infant study

A

temperament differences tended to persist; attachment styles can extend to other relationships later in life; attachment effected by inborn temperament

60
Q

parenting styles

A

baumrind - authoritarian, permissive, authoritative

61
Q

authoritarian

A

have rules and ecpect them to be followed; obedience - leads to lower self-esteem and less social competence

62
Q

permissive

A

parents make few demands if any, little punishment - leads to emotional control problems

63
Q

authoritative

A

set reasonable rules and explain them; firm but fair - kids have higher self esteem and social competance

64
Q

uninvolved parenting style

A

parent is emotional withdrawn and inattentive

65
Q

erikson’s stages of psychosocial development

A

others affect how we turn out

66
Q

erikson: infancy to 1 year

A

infants develop basic trust if needs are dependably met (trust v. mistrust)

67
Q

erikson: 1 to 3 years

A

toddlers learn to do things for themself or doubt their abilities (autonomy v. shame)

68
Q

erikson: 3 to 6 years

A

preschoolers learn to initiate tasks or feel guilty about their efforts to be independent (initiative v. guilt)

69
Q

erikson: 6 years to puberty

A

children learn pleasure of applying themselves to tasks or they feel inferior (industry/competance v. inferiority)

70
Q

erikson: teen to 20s

A

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
Q

erikson 20s to 40s

A

young adults struggle to form close relationships and to gain capacity for intimate love, or they feel socially isolated (intimacy v. isolation)

72
Q

erikson 40s to 60s

A

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
Q

erikson 60s and up

A

reflecting on life, older adult may feel sense of satisfaction or failure (integrity v. despair)

74
Q

G stanley hall

A

first to study adolescence, first APA president - period of storm and stress

75
Q

marcia’s identity statuses

A

form identity through crisis and commitment

76
Q

high crisis, high commitment

A

identity achieved (crisis past)

77
Q

low crisis, high commitment

A

foreclosure stasus, commitment without thought

78
Q

low crisis, low commitment

A

identity diffusion, absence of struggle for identity

79
Q

high crisis, low commitment

A

moratorium, midst of crisis

80
Q

brain development

A

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
Q

emerging adulthood

A

about 18 to mid twenties between adolescence and fully independent adulthood

82
Q

physical development in adulthood

A

peek in natural physical abilities in 20s

83
Q

menopause

A

biological changes that occur as woman’s reproductive abilities decline and cease

84
Q

alzheimer’s

A

progressive decline in memory and other cognitive abilities

85
Q

neurocognitive disorders (NCDs)

A

acquired disorders marked by cognitive deficits

86
Q

elizabeth keller ross

A

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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