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Psychology - Intro PSB100 > Developmental Psychology 2 > Flashcards

Developmental Psychology 2 Flashcards

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1
Q

Developmental Psychology

A

Study of how individuals grow, change, and remain the same throughout their lives.

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2
Q

Nature-Nurture Debate

A

The ongoing discussion about the relative importance of genetic factors (nature) and environmental factors (nurture) in shaping behavior.

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3
Q

Critical Period

A

Specific time during development when a particular event has its greatest impact and must occur for normal development.

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4
Q

Zygote

A

The fertilized egg formed by the union of sperm and egg during conception.

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5
Q

Embryo

A

The developing organism from two weeks to two months after fertilization.

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6
Q

Fetus

A

The developing organism from nine weeks after conception to birth.

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7
Q

Teratogens

A

Substances that can harm the developing fetus, such as drugs, alcohol, and certain infections.

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8
Q

Attachment

A

Emotional bond that forms between an infant and a primary caregiver, influencing the child’s emotional and social development.

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9
Q

Cognitive Development

A

The development of thinking, problem-solving, and memory abilities.

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10
Q

Sensorimotor Stage

A

Piaget’s first stage of cognitive development (birth to 2 years) characterized by sensory experiences and motor actions.

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11
Q

Object Permanence

A

The understanding that objects continue to exist even when they cannot be seen or heard.

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12
Q

Preoperational Stage

A

Piaget’s second stage of cognitive development (2 to 7 years) marked by the use of symbols and language.

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13
Q

Conservation

A

The understanding that certain properties of an object remain the same despite changes in its appearance.

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14
Q

Concrete Operational Stage

A

Piaget’s third stage of cognitive development (7 to 11 years) characterized by logical thought and conservation.

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15
Q

Formal Operational Stage

A

Piaget’s fourth stage of cognitive development (11 years and older) marked by abstract and hypothetical thinking.

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16
Q

Zone of Proximal Development

A

Vygotsky’s concept of the range between the child’s present level of knowledge and the level of potential development with the help of a more knowledgeable person.

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17
Q

Theory of Mind

A

The ability to understand that others have thoughts, beliefs, and desires different from one’s own.

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18
Q

Autonomy vs. Shame and Doubt

A

Erikson’s second psychosocial stage (1 to 3 years) focused on developing a sense of personal control over physical skills.

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19
Q

Initiative vs. Guilt

A

Erikson’s third psychosocial stage (3 to 6 years) involving the development of a sense of purpose and the ability to initiate and direct activities.

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20
Q

Industry vs. Inferiority

A

Erikson’s fourth psychosocial stage (6 to 12 years) focusing on developing a sense of competence and mastery.

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21
Q

Identity vs. Role Confusion

A

Erikson’s fifth psychosocial stage (adolescence) centered on the development of a clear and integrated sense of self.

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22
Q

Intimacy vs. Isolation

A

Erikson’s sixth psychosocial stage (young adulthood) focused on forming close and meaningful relationships.

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23
Q

Generativity vs. Stagnation

A

Erikson’s seventh psychosocial stage (middle adulthood) involving a focus on contributing to society and future generations.

24
Q

Integrity vs. Despair

A

Erikson’s eighth psychosocial stage (late adulthood) centered on reflecting on one’s life and achieving a sense of fulfillment.

25
Q

Kohlberg’s Moral Development

A

Theory proposing that individuals progress through stages of moral reasoning, from obedience to authority to abstract ethical principles.

26
Q

Identity Achievement

A

The state of having a clear and well-defined sense of self and one’s values and beliefs.

27
Q

Identity Foreclosure

A

The state of prematurely committing to an identity without adequate consideration of alternatives.

28
Q

Identity Moratorium

A

The state of actively exploring and questioning various life choices and identities.

29
Q

Identity Diffusion

A

The state of lacking a clear and defined sense of self and having little interest in exploring identity options.

30
Q

Ego Integrity

A

Erikson’s concept of feeling complete and satisfied with one’s achievements and experiences in late adulthood.

31
Q

Cohort Effect

A

The impact of shared cultural, historical, and social influences on individuals of the same age group.

32
Q

Menarche

A

The onset of menstruation in females, marking the beginning of puberty.

33
Q

Spermarche

A

The first ejaculation in males, marking the beginning of puberty.

34
Q

Midlife Crisis

A

A period of anxiety and reevaluation of one’s life that may occur in middle adulthood.

35
Q

Social Clock

A

Culturally determined norms or expectations for the timing of life events, such as marriage, parenthood, and retirement.

36
Q

Alzheimer’s Disease

A

A progressive and irreversible brain disorder characterized by cognitive decline and memory loss.

37
Q

Kubler-Ross Stages of Grief

A

The five stages (denial, anger, bargaining, depression, acceptance) experienced by individuals facing terminal illness or death.

38
Q

Senescence

A

The gradual physical decline associated with aging.

39
Q

Cross-Sectional Study

A

A research design that compares different age groups at the same point in time.

40
Q

Longitudinal Study

A

A research design that follows the same individuals or cohort over a period of time, often for many years.

41
Q

Cognitive Reserve

A

The brain’s ability to operate effectively even when some areas are damaged.

42
Q

Social Support

A

The aid and assistance exchanged through social relationships and interpersonal connections.

43
Q

Life Review

A

The process of reflecting on and making sense of one’s life, often occurring in late adulthood.

44
Q

Empty Nest Syndrome

A

A sense of loss and loneliness experienced by parents when their children leave home.

45
Q

Sequential Designs

A

Research designs that combine elements of cross-sectional and longitudinal designs. They involve studying different age groups over time, allowing for both age-related and cohort-related comparisons.”

46
Q

Constructivism

A

A learning theory that emphasizes the active role of learners in building their understanding and knowledge through experiences, reflection, and the integration of new information with existing mental structures.

47
Q

Temperament

A

Innate, biologically based behavioral and emotional patterns that are relatively stable across different situations and over time.

48
Q

Attachment Theory

A

A psychological theory that emphasizes the importance of early relationships, particularly the bond between infants and caregivers, in shaping emotional and social development throughout the lifespan.

49
Q

Mary Ainsworth

A

A developmental psychologist known for her groundbreaking work on attachment theory. She developed the “Strange Situation” procedure to assess the quality of attachment between infants and their caregivers.

50
Q

Attachment Styles

A

Patterns of emotional and behavioral responses that infants develop in relation to their primary caregivers. The main attachment styles identified by Mary Ainsworth include secure, insecure-avoidant, and insecure-ambivalent/resistant.

51
Q

Circle of Security

A

An intervention and assessment tool based on attachment theory, designed to enhance the caregiver-infant relationship. It focuses on providing a secure base for exploration and a safe haven for emotional support.

52
Q

Parenting styles

A

Patterns of parental behaviors and attitudes that set the emotional climate in which the parent-child relationship unfolds.

53
Q

Authoritative

A

A parenting style characterized by high warmth, responsiveness, and reasonable demands. Parents in this style encourage independence and self-control in their children.

54
Q

Authoritarian

A

A parenting style characterized by high demands, low warmth, and strict discipline. Parents in this style value obedience and control over individuality.

55
Q

Permissive

A

A parenting style characterized by high warmth and low demands. Parents in this style are indulgent and lenient, allowing considerable freedom and few rules.

56
Q

Uninvolved/Neglectful

A

A parenting style characterized by low warmth, low demands, and little involvement in a child’s life. Parents in this style are often emotionally detached.

Psychology - Intro PSB100 (6 decks)

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