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Psychology 101 > Development > Flashcards

Development Flashcards

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1
Q

Longitudinal design

A

one participant or group of participants is studied over a long period of time

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2
Q

Cross-sectional design

A

several different age groups are studied at one particular point of time

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3
Q

Cross-sequential design

A

participants are first studied by means of a cross-sectional design but also followed and assessed

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4
Q

Nature

A

the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions

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5
Q

Nurture

A

the influence of the environment on personality, physical growth, intellectual growth, and social interactions

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6
Q

4 critical areas of adjustment for the newborn (physical development)

A

Respiration, digestion, circulation, temperature regulation

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7
Q

Infants are born with reflexes that help it survive

A

sucking, rooting, moro (startle) grasping, stepping reflex, babinski (toes fan out when foot is touched)

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8
Q

Human development

A

the scientific study of the changes that occur in people as they age from conception until death

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9
Q

teratogen

A

any substance or factor that can cause a birth defect

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10
Q

critical periods

A

environmental influences can have a heavy impact on infant development

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11
Q

Cognitive development

A

The development of thinking, problem solving, and memory scheme

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12
Q

Schema

A

mental concept formed through experiences with objects and events

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13
Q

Piaget’s stages of cognitive development

A

Sensorimotor, Preoperational, Concrete operations, Formal operations

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14
Q

Sensorimotor stage

A

the infant uses its senses and motor abilities to interact with objects in the environment

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15
Q

object permanence

A

the knowledge that an object exists even when it is not in sight

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16
Q

Preoperational stage

A

the preschool child learns to use language as a means of exploring the world

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17
Q

Egocentricism

A

the inability to see the world through anyone else’s eyes

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18
Q

Centration

A

the tendency of a young child to focus only on one feature of an object while ignoring other relevant features

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19
Q

Conservation

A

the ability to understand that simply changing the appearance of an object does not change the object’s nature

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20
Q

Irreversibility

A

the inability of the young child to mentally reverse an action

21
Q

Formal operations stage

A

development of abstract reasoning, the ability to think of and test hypotheses, can think of logical possibilities for hypothetical events

22
Q

Erikson’s psychosocial stages of development

A

trust vs mistrust → autonomy vs shame and doubt → initiative vs guilt → industry vs inferiority → identity vs role confusion → intimacy vs isolation →generativity vs stagnation → ego integrity vs despair

23
Q

trust vs mistrust

A

0-1 year old

The infant’s basic sense of trust or mistrust develops as a result of consistent or inconsistent care

24
Q

autonomy vs shame and doubt

A

2-3 years old

The toddler strives for physical independence

25
Q

initiative vs guilt

A

3-5 years old
The preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world

26
Q

industry vs inferiority

A

6-13 years old

Child strives for a sense of competence and self-esteem

27
Q

identity vs role confusion

A

13-20something

The adolescent must find a consistent sense of self

28
Q

Gender identity

A

perception of one’s gender and the behavior that is associated with that gender

29
Q

Gender expression

A

the behavior associated with being male or female

30
Q

intimacy vs isolation

A

The young adult is able to share the self with others, or another, without losing individuality

31
Q

generativity vs stagnation

A

The adult is challenged to be creative, productive, and to nurture the next generation

32
Q

Temperament

A

the behavioral characteristics that are fairly well established at birth

33
Q

Easy

A

regular, adaptable, and happy

34
Q

Difficult

A

irregular, nonadaptable, and irritable

35
Q

Slow to warm up

A

need to adjust gradually to change

36
Q

Attachment

A

the emotional bond between an infant and the primary caregiver

37
Q

Secure

A

willing to explore, upset when mother departs but easily soothed upon her return

38
Q

Avoidant

A

unattached; explore without “touching base”

39
Q

Ambivalent

A

insecurely attached; upset when mother leaves and angry with mother upon her return

40
Q

Disorganized

A

disoriented: insecurely attached and sometimes abused or neglected; seemed fearful, dazed, and depressed

41
Q

Vygotsky’s theory of learning

A

scaffolding and zone of proximal development

42
Q

scaffolding

A

process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable

43
Q

zone of proximal development (ZPD)

A

the difference between what a child can do alone and

what that child can do with the help of a teacher.

44
Q

Kohlberg’s levels of morality

A

preconventional, conventional, postconventional

45
Q

preconventional morality

A

the child’s behavior is governed by the consequences of the behavior

46
Q

conventional morality

A

the child’s behavior is governed by conforming to the society’s norms of behavior

47
Q

postconventional morality

A

moral principles are defined and are used to determine right from wrong. These may not always be the same as societal norms

48
Q

concrete operations stage

A

The school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking

Psychology 101 (7 decks)

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