development pt1- exam 2

Question 1

monozygotic vs. dizygotic twins

Answer 1

Monozygotic: Single fertilized egg, genetically identical
Dizygotic: Two fertilized eggs, share 50% of their genes like regular siblings
Raised in same womb, but genetic similarity differs

Question 2

twin and adoption study

Answer 2

Compare identical vs. fraternal twins to assess genetic vs. environmental influences
Separated identical twins: control for genetics, test effects of different environments
Adoption studies: Compare adopted children with biological and adoptive parents

Question 3

imprinting

Answer 3

Rapid, automatic bonding seen in chicks and other animals
Konrad Lorenz: first thing seen by chicks is imprinted upon
Ensures offspring stay close to mother figure post-hatching

Question 4

visual preferences in newborns

Answer 4

Infants prefer patterns over solids
Newborns show preference for proper human faces
Can differentiate between proper and scrambled face configurations

Question 5

Mark Johnson’s studies of face recognition

Answer 5

Subcortical system: innate face detection, basic face preferences
Cortical system: learns face specifics from experience
Combined systems help infants focus on faces and later recognize individuals

Question 6

abilities of infants: looking time studies

Answer 6

Infants look longer at objects/events that violate physical expectations
Early knowledge of physics (e.g., object permanence) is suggested
Can detect numerical changes, indicating nascent mathematical abilities

Question 7

Piaget

Answer 7

Theory of cognitive development in 4 stages
Development is gradual and stage-like
Emphasizes that each stage involves distinct modes of thinking

Question 8

assimilation

Answer 8

Interpreting new information through existing cognitive structures (schemas)
Incorporating experiences into pre-existing ways of thinking
Example: Child calls all four-legged animals “dog”

Question 9

accomodation

Answer 9

Adjusting cognitive structures (schemas) to fit new information
Changing understanding to better align with experience
Example: Learning that not all four-legged animals are “dogs”

Question 10

sensorimotor stage

Answer 10

Ages 0-2 years
Experience the world through senses and actions
Develop object permanence and learn through trial and error

Question 11

object permanence

Answer 11

Understanding objects exist even when out of sight
Key achievement of the sensorimotor stage
Develops around 8-9 months

Question 12

preoperational stage

Answer 12

Ages 2-7 years
Can use language and symbols, but thinking lacks logic
Egocentrism and failure of conservation are hallmarks

Question 13

egocentric

Answer 13

Inability to take another person’s perspective
Seen in the preoperational stage of development
Example: Child struggles with three-mountain task

Question 14

conservation tasks

Answer 14

Ability to recognize physical properties remain unchanged despite changes in form
Lacking in the preoperational stage
Includes tasks for number, volume, and mass

Question 15

concrete operations

Answer 15

Ages 7-11 years
Can perform logical operations such as reversibility and classification
Achieves conservation and understands concepts like cause and effect

Question 16

formal operations

Answer 16

Ages 12+
Can engage in abstract, hypothetical, and counterfactual reasoning
Found primarily in specialized areas of expertise or learning

Question 17

criticisms of piaget

Answer 17

Underestimated children’s cognitive abilities (e.g., object permanence and conservation)
Development may be more continuous than discrete stages
Egocentrism and conservation abilities may appear earlier with different tasks