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PSYCH 1XX3 > Development > Flashcards

Development Flashcards

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1
Q

development

A

gene enviroment interactions across an individuals lifespan

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2
Q

evolution

A

gene-environment interactions across the evolutionary history of a species

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3
Q

neuroscience

A

study of the nervous system

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4
Q

learning

A

relatively permanent changes in our thoughts/behaviour/ feelings as a result of our experiences. The acquisition of neuronal representations of new information

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5
Q

Maturation

A

the biologically timed unfolding of change within an individual according to that persons individual genetic plan

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6
Q

learning

A

through learning processes, you can make once controlled processes automatic

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7
Q

interactionist perspective

A

maturation and learning interact during development.
learning > maturation
learning < maturation

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8
Q

habituation

A

will show a burst of activity, once habituated will decrease responsiveness

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9
Q

dishabituated

A

increase in responsiveness

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10
Q

event-related potential (ERP)

A

cap with electrodes placed on the scalp that detects changes in neuron electrical activity

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11
Q

high amplitude sucking methos

A

rate of sucking indicate preference
basline sucking: no interest
fast sucking: interest / preference for stimulus

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12
Q

preference method

A

put in looking chamber see where atttention is drawn

infants prefer big patterns with lots of black and white contrast, and human faces

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13
Q

competance performance distinction

A

jsut because individual may not be able to do task may not mean they lack the cognitive ability may just not be able to perform the activity for that activity

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14
Q

longitudinal design

A

repeatedly measure one individual at multiple ages
canauncover links between earl and alter life
expensive and time consuming

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15
Q

quasi experiment

A

subjects grouped based upon existing levels of variable (age, gender)

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16
Q

cross sectional design

A

compare individuals at one time from different age groups

faster and cheaper

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17
Q

monozygotic twins

A

100% gentically alike

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18
Q

dizygotic twins

A

share about 50% of genetics

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19
Q

zygote

A

single cell with 46 chromosomes

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20
Q

chromosome

A

thread like structure of DNA, provides chemical coding for development

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21
Q

who determines sex of baby?

A

father

22
Q

genotype

A

an individuals inherited genes

23
Q

phenotype

A

expression of the individuals genoytype in observable traits

24
Q

dominant- recessive inheritance

A
  • homozygous (XX)
  • heterozygous (Xy)
  • dominant allelle expressed in phenotype, recessive still inheritable
25
Q

polygenic inheritance

A

expression of trait is determined by the interaction of multiple genes

26
Q

co-dominance inheritance

A

when 2 dominant allelles equally are expressed to produce comproise phenotype

27
Q

sex-linked inheritance

A

genes expressed on X chromosome, sex linked recessive gene disorders are less common in females

28
Q

behaviourist view

A
  • nurture

- external factors alone influence development

29
Q

genetic view

A
  • nature

- development inherited all from genes

30
Q

nature vs nurture

A

most people believe they work together

31
Q

canalization principle

A

dictates that all individuals are restricted to a similar phenotype dispite variations in their enviroment

32
Q

range of reactions principle

A

how our genotype limits us to a range of possible phenotypes and how the enviroment guides our phenotype within that range

33
Q

Passive correlations

A

this enviroment cjoice will likely reflect your genes (reflect how parents raised you)

34
Q

Evocative Correlations

A

traits you have inhertited affect how other react to and behave towards us

35
Q

Active Correlations

A

this enviroment change will reflect your genes (natural athletic ability > try out for hockey team)

36
Q

twin studies

A

allow us to look at the relative contribution of genes and the enviroment

37
Q

Critical period / Sensitive period

A
  • now sensitive period

- a specific time window that certain experiences are required for normal development

38
Q

critical period for vision

A

4-6 weeks of age

39
Q

implications of critical period

A
  • likely to impact parental decisions
  • likely to impact decision to adopt
  • affects public policy on child intervention
40
Q

problems with critical periods

A

-extreme cases not necessarily comparable

41
Q

brain circuitry

A

brain remains malleable thoughtout lifespan

42
Q

experience expected brain growth

A

ordinary levels of visuals, auditory, and social imput ensure that brain properly develops

43
Q

experience dependent brain growth

A

our brains develops according ti our own personal experiences

44
Q

piaget

A
  • suggest specific stages each with specific characeristics
  • children have better grasp on reality than he thought
  • but he still made major contribution
45
Q

fluid intelligence

A

the speed of our intellectual processing decreases with age

46
Q

crystallized intelligence

A

our accumulated knowledge can inrease with age

47
Q

marmellow experiment

A

high restraint children have shown to later in life have better performance across a variety of measures

48
Q

John B Watson

A

said enviroment input was the most importatnt part of development

49
Q

synaptic pruning

A

many more synaptic nerves in infant than adult

50
Q

Mozart affect lasts ____

A

~15 minutes

51
Q

babbling principle

A

all infants babble same speech sounds

canalization principle

52
Q

cross-sequential design

A

a research design that combines cross-sectional and longitudinal studies

PSYCH 1XX3 (11 decks)

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