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Developmental Psych Flashcards

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1
Q

Developmental Psychology

A

Describe and explain changes in human behavior over time

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2
Q

knowledge gained through experience

A

British Empiricist school of thought (Hobbes, Berkely, Hume, Mill, and Mill)

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3
Q

Rousseau

A

society was not only unnecessary but also a detriment to optimal development; Emile

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4
Q

studying the mind as it functioned to help the individual adapt to the environment

A

Functionalist system of thought

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5
Q

G. Stanley Hall

A

father of developmental psychology

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6
Q

importance of environmental influences in child development; believed emotions, as well as thought, were acquired through learning

A

Watson

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7
Q

development occurred as a maturational (biological) process regardless of practice or training; nativist

A

Gesell

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8
Q

psychodynamic orientation; role of subconscious conflicts in the development of functioning and personality

A

Freud

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9
Q

cognitive structuralists; children are actively involved in their own development

A

Piaget

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10
Q

compares groups of subjects at different ages

A

Cross sectional

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11
Q

specific group over an extended period of time

A

Longitudinal

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12
Q

several groups of different ages are studied over several years

A

Sequential cohort

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13
Q

collate facts about a particular subject and their environment in order to gain a better perspective

A

Clinical method (case study)

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14
Q

human capabilities are innate and individual differences are largely the result of genetic difference

A

Nature

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15
Q

human capabilities are determined by the environment and shaped by experience

A

Nurture

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16
Q

Gene

A

basic unit of heredity

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17
Q

Allele

A

two different forms of a gene; dominant and recessive

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18
Q

total genetic complement

A

Genotype

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19
Q

collection of expressed traits; observable characteristics

A

Phenotype

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20
Q

Tryon

A

maze-bright vs maze-dull rats; learning ability had a genetic basis

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21
Q

Terman

A

first study of gifted children; large scale longitudinal study

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22
Q

Klinefelter’s syndrome

A

possession of an extra X chromosome in males

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23
Q

Turner’s syndrome

A

possession of only one X chromosome in females

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24
Q

Zygote

A

sperm cell fertilizes the egg cell and forms a single cell

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25
Q

fertilized egg travels to uterus and implants in uterine wall

A

Germinal period

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26
Q

eight weeks following germination

A

Embryonic period

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27
Q

Fetal period

A

third month; measurable electrical activity

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28
Q

behaviors that occur automatically in response to a given stimulus

A

Reflexex

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29
Q

turning of the head in the direction of a stimulus that touches the cheek

A

Rooting

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30
Q

Moro

A

infants react to abrupt movements of theirs heads by flinging out the arms, extending their fingers, and then bringing their arms back to their bodies

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31
Q

Babinski

A

toes spread apart when the sole of the foot is stimulate

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32
Q

Grasping

A

infants close their fingers around objects placed in their hands

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33
Q

Schemata

A

organized patterns of behavior and/or thought

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34
Q

Assimilation

A

process of interpreting new information in terms of existing schemata

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35
Q

Accommodation

A

when new information doesn’t fit into existing schemata, modifying existing schemata to adapt to this new information

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36
Q

Piaget’s stages of development

A

Sensorimotor
Preoperational
Concrete operational
Formal operational

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37
Q

Primary circular reaction

A

coordinate separate aspects of movement (Sensorimotor)

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38
Q

Secondary circular reaction

A

directed toward manipulation of objects in the environment (Sensorimotor)

39
Q

Object permanence

A

objects continue to exist even though the child cannot perceive their existence (Sensorimotor)

40
Q

mental representations of external objects and events

A

Representational thought (Preoperational)

41
Q

tendency to be able to focus on only one aspect of a phenomenon

A

Centration (Preoperational)

42
Q

Egocentrism

A

inability to understand reciprocal relationships (Preoperational)

43
Q

Conservation

A

physical properties of matter do not change simply because the appearance of the matter changes (Preoperational)

44
Q

child can conserve and take the perspective of others, but are limited to working with information that is directly available; difficulty with abstract though

A

Concrete operational

45
Q

form hypotheses and make deductions

A

Formal operational

46
Q

Vygotsky

A

internalization of various aspects of culture

47
Q

skills and abilities that have not fully developed; child needs guidance to demonstrate skill

A

Zone of proximal development

48
Q

Phonology

A

actual sound stem of language

49
Q

Categorical perception

A

ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning

50
Q

Semantics

A

learning of word meanings

51
Q

Syntax

A

how words are put together to form sentences

52
Q

Pragmatics

A

actual efficient use of language

53
Q

Lenneberg, Rebelsky, and Nichols

A

babbling begins at about the same age for hearing children with hearing parents, hearing children with deaf parents, and deaf children

54
Q

Holophrasis

A

use of a single word to express a complete thought

55
Q

Errors of growth

A

increase of grammatical errors as children begin to master complex general rules

56
Q

transformational grammar

A

Chomsky

57
Q

changes in word order that differ with meaning

A

Syntactic transformations

58
Q

Language acquisition device

A

innate capacity for language acquisition

59
Q

Freud’s Stages of Development

A 
Oral
Anal
Phallic (Oedipal)
Latency
Genital
60
Q

gratification is obtained primarily through the putting of objects into the mouth by biting and sucking

A

Oral stage

61
Q

Anal stage

A

gratification is gained through the elimination and retention of waste material

62
Q

de-eroticizes or sublimates libidinal energy

A

Phallic (Oedipal) stage

63
Q

libido is sublimated

A

Latency stage

64
Q

Genital stage

A

if prior development has proceeded correctly, enter into healthy herterosexual relationship

65
Q

Erikson’s 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
Integrity vs. despair
66
Q

development is a sequence of central life crises

A

Psychosocial theory (Erikson)

67
Q

Easy Temperament

A

displayed a positive mood, regularity in bodily functions, easy adaption to new situation

68
Q

Slow to warm up Temperament

A

initially withdrawn, but soon able to adapt to new situations

69
Q

Difficult Temperament

A

negative emotions and irregular bodily functions; tends to withdraw in new situations

70
Q

temperament is a strong predictor of adult behaviors

A

Kagen

71
Q

3 types of Crying (Wolff)

A

Basic–hunger
Angry–frustration
Pain–after painful stimulus

72
Q

smiling associated with facelike patterns

A

Social smiling

73
Q

Fear response

A

follows developmental course from undifferentiated to increasingly specific

74
Q

Contact comfort was more essential in bond formation than providing for physical needs

A

Harlow

75
Q

infant reacts identically to every adult and smiling face

A

Pre-attachment (Bowlby)

76
Q

Separation anxiety

A

child reacts to the mother’s absence with strong protest

77
Q

not distressed when left alone with stranger; avoid contact with mother upon her return

A

Insecure/avoidant (type A) (Ainsworth)

78
Q

mildly distressed during separations from mother, but greet her positively when she returns

A

Secure (Type B) (Ainsworth)

79
Q

-distressed during separation and are inclined to resist physical contact with the mother upon her return

A

Insecure/resistant (Type C) (Ainsworth)

80
Q

Imprinting

A

rapid formation of an attachment bond between an organism and an object in the environment (Lorenz)

81
Q

Kohlberg’s Stages of Moral Development

A

Preconventional morality
Conventional phase or morality
Postconventional morality

82
Q

Preconventional morality

A

right and wrong are defined by punishment and reward

Punishment and obedience

Orientation toward reciprocity (instrumental relativist stage)

83
Q

Conventional phase or morality

A

based on social rules

Good girl, nice boy–seeks approval of others

Law-and-order orientation–defined by the rules or authority

84
Q

Postconventional morality

A

Social contract orientation–moral rules designed to ensure the greater good

Universal ethical principles

85
Q

Criticism of Kohlberg; Males and females adopt different perspectives on moral issues and that these difference stem from the different ways in which boys and girls are raised

A

Gilligan

86
Q

Kohlberg’s Gender Stages

A

Gender Labeling
Gender Stability
Gender Conistency

87
Q

realization that they are a member of a particular sex and accept that they are a boy or a girl and are able to label themselves as such

A

Gender labeling

88
Q

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

A

Gender stability

89
Q

children understand the permanency of gender

A

Gender consistency

90
Q

as soon as children are able to label themselves, they being concentrating on those behaviors that seem to be associated with their gender

A

Gender schematic processing theory (Martin and Halverson)

91
Q

Authoritarian Parent

A

use punitive control methods and lack emotional warmth (Baumrind)

92
Q

Authoritative Parent

A

high demands for child compliance (low punitive control methods), utilize positive reinforcement, and score high on emotional warmth (Baumrind)

93
Q

Permissive Parent

A

very low on control/demand measures (Baumrind)

GRE Psych (9 decks)

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