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Introduction to Psychology > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

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1
Q

The branch of psychology that studies the patterns of growth and change that occur throughout life.

A

Developmental Psychology

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2
Q

These are causes of behavior that are influenced by parents, siblings, family, friends, schooling, nutrition, and all the other experiences where a child is exposed.

A

Environmental

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3
Q

These are causes based on an individual’s genetic makeup that influences growth and developmental throughout life.

A

Hereditary

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4
Q

The issue of the degree to which environmental and hereditary influence behavior.

A

Nature and Nurture Issue

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5
Q

Hereditary causes like those based on an individual’s genetic makeup that influence growth and development throughout life.

A

Nature

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6
Q

Environmental causes of behavior such as the influence of parents, siblings, family, friends, schooling, nutrition, and all other experiences to which a child is exposed.

A

Nurture

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7
Q

It study the effects of hereditary on behavior, and the theories of evolutionary psychologists, who identity behavior patterns that result from our genetic inheritance.

A

Behavioral Genetics

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8
Q

They agreed that genetic factors not only provide the potential for specific behaviors or traits to emerge, but also place limitations on the emergence of such behavior or traits.

A

Developmental Psychologists

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9
Q

One source of our adaptability.

A

Adolescence

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10
Q

2 Developmental Research

A
  1. Cross-Sectional Research
  2. Longitudinal Research
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11
Q

It compares people of different ages at the same point in time or simply at the same time.

A

Cross-Sectional Research

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12
Q

It assess changes in behavior of the same individuals over time.

A

Longitudinal Research

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13
Q

The influence of parents, siblings, family, friends, schooling, nutrition, and all other experiences to which a child is exposed.

A

Environmental Causes

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14
Q

Those based on an individual’s genetic makeup that influence growth and development throughout life.

A

Hereditary Causes

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15
Q

Twins who are genetically identical.

A

Identical Twins

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16
Q

A group of people who grow up a similar times.

A

Cohort

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17
Q

It is when a male’s sperm cells penetrates a female’s egg cell.

A

Conception

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18
Q

A red shaped structures that contain all basic hereditary information.

A

Chromosome

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19
Q

The parts of the chromosomes through which genetic information is transmitted.

A

Genes

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20
Q

The new cell formed by the union of an egg and sperm.

A

Zygote

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21
Q

A developed zygote that has a heart, a brain, and other organs.

A

Embryo

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22
Q

A developing individual from 8 weeks after conception until birth.

A

Fetus

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23
Q

The point at which a fetus can survive if born prematurely.

A

Age of Viability

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24
Q

The period where the first 2 weeks or three days after fertilization, though, the zygote increases to around 32 cells and within a week it has grown to 100-150 cells.

A

Germinal Period

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25
Q

It lasts from week 2 through week 8 and where the developing individual enter after 2 weeks after conception.

A

Embryonic Period

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26
Q

It is where the developing individual enters to after week 8and continuing until birth.

A

Fetal Period

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27
Q

It is the time when organisms are particularly susceptible to certain kinds of stimuli.

A

Sensitive Periods

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28
Q

They are born before week 38 and they are not been fully developed and are at higher risk for illness. future problems, and even death.

A

Preterm Infants

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29
Q

A child born with this illness cannot produce enzyme that is required for normal developments.

A

Phenylketonuria (PKU)

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30
Q

4 common genetic and chromosomal difficulties

A
  1. Phenylketonuria (PKU)
  2. Sickle-cell Anemia
  3. Tay-Sachs Disease
  4. Down Syndrome
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31
Q

A disease that gets its name from the abnormally shaped red blood cells it causes.

A

Sickle-cell Anemia

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32
Q

A disorder most often found in Jews of Eastern European ancestry and usually causes death by age 3 or 4 because of the body’s inability to break down fat.

A

Tay-Sachs Disease

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33
Q

One of the causes of intellectual disability and occurs when the zygote receives an extra chromosome at the moment of conception.

A

Down Syndrome

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34
Q

Environmental agents such as a drug, chemical, virus, or other factor that produce a birth defect.

A

Teratogens

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35
Q

6 major prenatal environmental influences on the fetus

A
  1. Mother’s nutrition
  2. Mother’s illness
  3. Mother’s emotional state
  4. Mother’s use of drugs
  5. Alcohol
  6. Nicotine use
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36
Q

The inability to become pregnant and a result from low production of male sperm.

A

Infertility

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37
Q

It is a procedure in which a woman’s eggs are removed from her ovaries and a man’s sperm is used to fertilize the egg in a laboratory.

A

In Vitro Fertilization (IVF)

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38
Q

2 procedures in which an egg and sperm or fertilized egg are implanted in a woman’s fallopian tubes.

A
  1. Gamete Intrafallopian Transfer (GIFT)
  2. Zygote Intrafallopian Transfer (ZIFT)
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39
Q

A woman who agrees to carry the child to term.

A

Surrogate Mother

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40
Q

A newborn child in a form that hardly meets the standards of beauty against which we typically measure babies.

A

Neonate

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41
Q

Unlearned, involuntary responses that occur automatically in the presence of certain stimuli.

A

Reflexes

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42
Q

A white greasy covering for protection before birth.

A

Vernix

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43
Q

A soft fuzz, over the entire body for a similar purpose of the vernix.

A

Lanugo

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44
Q

It causes neonates to turn their heads toward things that touch their cheeks.

A

Rooting Reflex

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45
Q

It prompts infants to suck at things that touch their lips.

A

Sucking Reflex

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46
Q

A series of movements in which an infant flings out the arms, fans the fingers, and arches the back in response to a sudden noise.

A

Startle Reflex

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47
Q

A baby’s toes fan out when the outer edge of the sole of the foot is stroked.

A

Babinski Reflex

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48
Q

The decrease in the response to a stimulus that occurs after repeated presentation of the same stimulus.

A

Habituation

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49
Q

The positive emotional bond that develops between a child and a particular individual.

A

Attachment

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50
Q

An animal ethologist that carried put the earliest studies of attachment.

A

Konrad Lorenz

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51
Q

A behavior that takes place during a critical period and involves attachment to the first moving object that is observed.

A

Imprinting

52
Q

A psychologist that progressed the understanding of attachment.

A

Harry Harlow

53
Q

It consists of a sequence of events involving a child and typically his or her mother.

A

Ainsworth Strange Situation

54
Q

Developer of Ainsworth Strange Situation.

A

Mary Ainsworth

55
Q

4 degree of attachment to the mother

A
  1. Secretly attached children
  2. Avoidant children
  3. Ambivalent children
  4. Disorganized-disoriented children
56
Q

It is where children who are securely attached employ the mother as a kind of home base and they explore independently but return to her occasionally.

A

Securely attached children

57
Q

They do not cry when the mother leaves and they seem to avoid her when she returns as if they were indifferent to them.

A

Avoidant children

58
Q

They display anxiety before they are separated and are upset when the mother leaves, but they may shown ambivalent reactions to her return.

A

Ambivalent children

59
Q

These children show inconsistent and often contradictory behavior.

A

Disorganized-disoriented children

60
Q

A developmental psychologist that develops the 4 main categories of different parenting styles.

A

Diana Baumrind

61
Q

4 categories of parenting styles

A
  1. Authoritarian Parents
  2. Permissive Parents
  3. Authoritative Parents
  4. Uninvolved Parents
62
Q

Parents who are rigid and punitive and value unquestioning obedience from their children.

A

Authoritarian Parents

63
Q

Parents who give their children relaxed or inconsistent direction and, although they are warm, require little of them.

A

Permissive Parents

64
Q

Parents who are firm, set clear limits, reason with their children, and explain things to them.

A

Authoritative Parents

65
Q

Parents who show little interest in their children and are emotionally detached.

A

Uninvolved Parents

66
Q

A basic, inborn characteristic way of responding and behavioral style.

A

Temperament

67
Q

The ability to overcome circumstances that place them at high risk for psychological or even physical harm.

A

Resilience

68
Q

Development of individuals’ interactions and understanding of each other and of their knowledge and understanding of themselves as members of society.

A

Psychosocial Development

69
Q

The first stage of psychosocial development occurring from birth to age 1 and a half years, during which time infants develop feelings of trust or lack of trust.

A

Trust-versus-mistrust Stage

70
Q

8 stages of Psychosocial Development (Erikson)

A
  1. Trust-versus-Mistrust Stage
  2. Autonomy-versus-Shame-and-Doubt Stage
  3. Initiative-versus-Guilt Stage
  4. Industry-versus-Inferiority Stage
  5. Identity-versus- Role-Confusion Stage
  6. Intimacy-versus-Isolation Stage
  7. Generativity-versus-Stagnation Stage
  8. Ego-integrity-versus-Despair Stage
71
Q

The period during which is toddlers, ages 1 and a half to 3 years, develop independence and autonomy if exploration and freedom are encouraged or shame and self-doubt if they are restricted and overprotected.

A

Autonomy-versus-shame-and-doubt Stage

72
Q

The period during which children ages 3 to 6 years experience conflict between independence of action and the sometimes negative results of that action.

A

Initiative-versus-guilt Stage

73
Q

The last stage of childhood during which children ages 6 to 12 years may develop positive social interactions with others or may feel inadequate and become less sociable.

A

Industry-versus-inferiority Stage

74
Q

The process by which a child’s understanding of the world changes due to the child’s age and experience.

A

Cognitive Development

75
Q

Swiss psychologist that maintained that the stages of development differ not only in the quantity of information acquired at each stage but in the quality of knowledge and understanding as well.

A

Jean Piaget

76
Q

The stage from birth to 2 years during which a child has little competence in representing the environment by using images, language, or other symbols.

A

Sensorimotor Stage

77
Q

The awareness that objects and people continue to exist even if they are out of sight.

A

Object Permanence

78
Q

4 stages of Cognitive Development (Piaget)

A
  1. Sensorimotor Stage
  2. Preoperational Stage
  3. Concrete Operational Stage
  4. Formal Operational Stage
79
Q

The period from 2 to 7 years of age that is characterized by language development.

A

Preoperational Stage

80
Q

A way of thinking in which a child views the world entirely from his or her own perspective.

A

Egocentric Thoughts

81
Q

The understanding that quantity is unrelated to the arrangements and physical appearance of objects.

A

Principle of Conservation

82
Q

The period from 7 to 12 years of age that is characterized by logical thought and a loss of egocentrism.

A

Concrete Operational Stage

83
Q

The period from age 12 to adulthood that is characterized by abstract thought.

A

Formal Operational Stage

84
Q

The way in which people take in, use, and store information.

A

Information Processing

85
Q

An awareness and understanding of one’s own cognitive processes.

A

Metacognition

86
Q

A Russian developmental psychologist that stated that the culture in which we are raised significantly affects our cognitive development.

A

Lev Vygotsky

87
Q

The gap between what children already are able to accomplish on their own and what they are not quite ready to do by themselves.

A

Zone of Proximal Development (ZPD)

88
Q

It provides support for learning and problem solving that encourages independence and growth.

A

Scaffolding

89
Q

The developmental stage between childhood and adulthood.

A

Adolescence

90
Q

The period at which maturation of the sexual organs occurs, beginning at about age 11 or 12 for girls and 13 or 14 for boys.

A

Puberty

91
Q

The first ejaculation of boys that usually occurs around the age of 13.

A

Spermarche

92
Q

A psychologist that stated that people pass through a series of stages in the evolution of their sense of justice and in the kind of reasoning they use to make moral judgement.

A

Lawrence Kohlberg

93
Q

3 level of Moral Reasoning

A
  1. Preconventional Morality
  2. Conventional Morality
  3. Postconventional Morality
94
Q

The main considerations of this level are the avoidance of punishment and the desire for rewards.

A

Preconventional Morality

95
Q

Membership in society becomes important at this level and people behave in ways that will win the approval of others.

A

Conventional Morality

96
Q

People accept that there are certain broad principles of morality that should govern our actions and these principles are more critical than the particular laws in a society.

A

Postconventional Morality

97
Q

A psychologist that argues that because of men’s and women’s distinctive socialization experiences, a fundamental differences exists in the way each gender views moral behavior.

A

Carol Gilligan

98
Q

A time in adolescence of major testing to determine one’s unique qualities.

A

Identity-versus-role-confusion Stage

99
Q

The distinguishing character of the individual, who each of us is, what our roles are, and what we are capable of.

A

Identity

100
Q

A period during early adulthood that focuses on developing close relationships.

A

Intimacy-versus-Isolation Stage

101
Q

A period in middle adulthood during which we take stock of our contributions to family and society.

A

Generativity-versus-Stagnation Stage

102
Q

A period from late adulthood until death during which we review life-s accomplishment and failures.

A

Ego-integrity-versus-Despair Stage

103
Q

A psychologist that conducted a 22-year study that found considerable support for the fundamental on Erikson’s theory and it was that psychosocial development continues through adolescence and adulthood.

A

Susan Whitbourne

104
Q

A state of self-absorption in which a teenager views the world from his or her own point of view.

A

Adolescent Egocentrism

105
Q

The belief that their experience is unique, exceptional. and shared by no one else.

A

Personal Fables

106
Q

The period beginning in the late teenage years and extending into the mid 20s.

A

Emerging Adulthood

107
Q

The period during which women stop menstruating and are no longer fertile.

A

Menopause

108
Q

It is where menopausal women take the hormones estrogen and progesterone.

A

Hormone Therapy (HT)

109
Q

It is where people in early 40s begin to question their lives and that the idea of life will end at some point that can become more influential in their thinking, which leads them to question their past accomplishment.

A

Midlife Transition

110
Q

The mark of someone’s physical aging and dissatisfaction with one’s life.

A

Midlife Crisis

111
Q

Theories that suggest that human cells have a built-in time limit to their reproduction and that they are no longer able to divide after a certain time.

A

Genetic Programming Theories of Aging

112
Q

Theories that suggests that the mechanical functions of the body simply stop working efficiently.

A

Wear-and-Tear Theories of Aging

113
Q

It involves information processing skills such as memory, calculations, and analogy solving.

A

Fluid Intelligence

114
Q

Intelligence based on the accumulation of information, skills, and strategies learned through experience.

A

Crystallized Intelligence

115
Q

It is an imprecise label that has outlived its usefulness.

A

Senility

116
Q

The theory that suggests that successful aging is characterized by a gradual withdrawal from the world on physical, psychological, and social levels.

A

Disengagement Theory of Aging

117
Q

The theory that suggests that successful again is characterized by maintaining the interests and activities of earlier stages of life.

A

Activity Theory of Aging

118
Q

The process by which people examine and evaluate their lives.

A

Life Review

119
Q

The pioneer of work that brought the subject of death into the open with her observation that those facing impending death tend to move through five broad stages.

A

Elisabeth Kubler-Ross

120
Q

5 broad stage of facing death (Kubler-Ross)

A
  1. Denial
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance
121
Q

In this stage, people resist the idea that they are dying.

A

Denial

122
Q

It is the stage after moving beyond the denial stage, where dying people become angry at people around them who are in good health, angry at medical professionals for being ineffective, and angry at God.

A

Anger

123
Q

It is when the dying try to think of ways to postpone death and they may decide to dedicate their lives to religion if God saves them.

A

Bargaining

124
Q

It is when people come to feel that bargaining is no use and they realize that their lives really are coming to an end which leads to the preparatory grief for their own deaths.

A

Depression

125
Q

In this stage, dying people accept impending death and they are usually unemotional and uncommunicative as if they have made peace with themselves and are expecting death with no bitterness.

A

Acceptance

Introduction to Psychology (13 decks)

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