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GRE psychology Extras > Developmental Psych > Flashcards

Developmental Psych Flashcards

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1
Q

Klinefelter’s Syndrome

A

Males with XXY chromosomes
Sterile
Mental retardation

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2
Q

Turner’s syndrome

A

Females with only 1 X chromosome
No secondary sec characteristics
Physical abnormalities

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3
Q

Prenatal Development

A
  1. Zygote: sperm fertilizes egg
  2. Germinal: 2 weeks, egg implants in uterine wall
  3. Embryonic: 8 weeks, embryo increases in size
  4. Fetal: 3rd month > birth, measurable electrical activity in the brain
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4
Q

Rooting reflex

A

Infants automatically turn their heads in the direction of stimuli when applied to the cheek

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5
Q

Moro reflex

A

infants react to abrupt movements of their heads by flinging out their arms, extending their fingers, bringing their arms back to the body and then hugging themselves.
- disappears after 4 months

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6
Q

Babinski reflex

A

infants’ toes automatically spread apart when the soles of their feet are stimulated

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7
Q

Grasping reflex

A

Infants automatically close their fingers around objects placed in their hands

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8
Q

Piaget Development Timeline

A
  1. Sensorimotor: 0-2 years
  2. Preoperational: 2-7 years
  3. Concrete operational: 7-11 years
  4. Formal Operational: 11-onwards
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9
Q

Sensorimotor Stage

A

0-2 years
differentiates self from objects
primary and secondary circular reactions
object permanence achieved

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10
Q

Primary Circular Reactions

A

coordinate separate aspects of movement

repetition = circular

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11
Q

Secondary Circular Reactions

A

directed toward manipulation of objects in the environment instead of just the body

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12
Q

Preoperational Stage

A

2-7 Years

  • have learned about object permanence
  • uses representational vocab
  • centration: focus on only one aspect (like egocentrism)
  • cannot understand conservation
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13
Q

Concrete Operational Stage

A

7-11 years

  • mastered conservation, no more egocentrism
  • cannot understand abstract thought
  • logical thinking
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14
Q

Zone of Proximal Development

A

Vygotsky development theory
Refers to skills and abilities that have not yet fully developed but are in the process of development. The child needs guidance to demonstrate.
EX: child takes a test then retakes a test with guidance from an adult and improves their score. Difference between the two scores = zone

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15
Q

Categorical perception

A

Ability to distinguish between differences in sound that do or do not denote differences in meaning

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16
Q

Timeline of Language development

A

18m: dozens of words, one at a time
18-20m: start combining words
2.5-3y: longer sentences, vocab increases
5y: substantially mastered

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17
Q

Errors of Growth

A

mastering complex general rules of language&raquo_space; overregulation&raquo_space; makes mistakes and creates words they have never heard (runned, hisself)

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18
Q

Frued’s Timeline of Development

A
  1. Oral: 0-1y
  2. Anal: 1-3y
  3. Phallic: 3-5y
  4. Latency: 5- puberty
  5. Genital: puberty - adulthood
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19
Q

Oral Stage

A

gratification through putting objects in mouth/biting/sucking
Fixation = excessive dependency

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20
Q

Anal Stage

A

gratification through elimination/retention of body waste

Fixation = excessive orderliness or sloppiness

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21
Q

Phallic Stage

A

Oedipal conflict (boys) or Electra conflict (girls)

  • envies father’s relationship w/mom, fears castration by father
  • wants to kill father and posses mom but feels guilty
  • guilt&raquo_space; identifying with father, establish sexual identity, internalizing moral values
  • de-eroticizes/sublimates libidinal energy&raquo_space; collecting or focusing on schoolwork
22
Q

Genital Stage

A

if developed correctly, can have healthy relationships. if “sexual trauma” have not been resolved = behaviors like fetishes

23
Q

Erikson’s Timeline of Development

A 
trust vs. mistrust: 0-1
autonomy vs. shame/doubt: 1-3
initiative vs. guilt: 3-6
industry vs. inferiority: 6-12
identity vs. role confusion: puberty
intimacy vs. isolation: young adulthood
generativity vs. stagnation: middle age
integrity vs. despair: old age
24
Q

Trust vs. Mistrust

A

Trust: learn to trust environment/parents
Mistrust: Suspicious of the world

25
Q

Autonomy vs. Shame/Doubt

A

Autonomy: feeling of will, ability to exercise choice and self-restraint = competence/autonomy
Shame/Doubt: doubt, lack of control

26
Q

Initiative vs. Guilt

A

Initiative: purpose, initiate activities, enjoy accomplishment
Guilt: fear of punishment &raquo_space; restriction or showing off

27
Q

Industry vs. Inferiority

A

Industry: Competent
Inferiority: inadequancy, inability, low self-esteem

28
Q

Identity vs. Role confusion

A

Identity: fidelity to self, unique person

role confusion: identity confusion, shifting personality

29
Q

Intimacy vs. Isolation

A

Intimacy: intimate relationships with others, commit to another person and goals
isolation: avoidance of commitment, alienation from others, distancing from goals. Withdrawn or can only have superficial relationships

30
Q

Generativity vs. Stagnation

A

Generativity: productive, caring, contributing member of society
Stagnation: self-indulgent, self-centered

31
Q

Integrity vs. Despair

A

Integrity: reflect on life with wisdom, meaning of life, dignity, feeling worthwhile, ready to face death
Despair: bitterness, worthlessness, fear of death

32
Q

Separation Anxiety

A

2yo
reaction to mother leaving
usually gone by 3y

33
Q

Preconventional Morality

A 
Stage 1: punishment, obedience
Stage 2 (instrumental relativist stage): reciprocity
34
Q

Conventional Phase of Morality

A

Stage 3: approval from others (good girl, nice boy)

Stage 4: rules of authority (law and order)

35
Q

Post conventional stage of morality

A

Stage 5: social contract orientation, moral rules ensure the greater good
Stage 6: acting according to a set of universal ethical principles

36
Q

Gender labeling

A

2-3 years

know they are a member of a particular sex and can label it and others

37
Q

Gender Stability

A

3-4 years

children can predict that they will still be a boy or girl when they grow up. superficial understanding

38
Q

Gender Consistency

A

4-7 years

understand the permanency of gender, regardless of what one wears/behavior

39
Q

Gender Schematic Processing Theory

A

Martin and Hlverson
Builds on Kohlberg
as soon as children can label own gender they begin concentrating on those behaviors that seem to be associated with their gender

40
Q

Authoritarian parenting

A

punitive control methods and lack emotional warmth

- Children have difficulties with school and peer relations

41
Q

Authoritative parenting

A

High demands for child compliance, low of punitive control methods, use positive reinforcement, emotional warmth
Children are more socially/academically competent

42
Q

Permissive Parenting

A

low on control and demand

- Children have difficulties with school and peer relations

43
Q

Teratogens

A

Impair physical or cognitive development in the womb

Ex: drugs, alcohol, bacteria, thalidomide

44
Q

Critical Periods

A

biologically determined time periods for the development of specific skills

45
Q

Sensitive Periods

A

Biologically determined time periods when specific skills develop most easily

46
Q

Attachment Styles

A

Secure, avoidant, anxious/ambivalent, disorganized

47
Q

Confabulation

A

When children make things up, possibly from underdeveloped frontal lobes, more likely when asked about personal experiences

48
Q

Theory of Mind

A

The term used to describe the ability to explain and predict other people’s behavior as a result of recognizing their mental state
Tested using false-belief task
Coincides with full development of frontal lobes

49
Q

Telegraphic speech

A

tendency for children to speak using rudimentary sentences that are missing words and grammatical markings but follow a logical syntax

50
Q

Biocultural Systems Theory

A

biology + culture = development

microsystem: most immediate effect (family, classroom)
exosystem: less direct influences (church)
macrosystems: larger sociocultural context (asian culture)
chronosystem: normals and rules in the historical time

51
Q

Group socialization theory

A

Children learn 2 sets of behaviors, one from the home, one for outside. Those taught at home are not useful for outside. Those learned outside the home have long-term effects on personality and adult behavior. Highly criticized

52
Q

Socioemotional selective theory

A

Carstensen
As people grow older they perceive time to be limited and therefore adjust their priorities to emphasize emotionally meaningful events, experiences, and goals

GRE psychology Extras (8 decks)

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