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Developmental Psychology Flashcards

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1
Q

What is a cross-sectional study?

A

compare groups of subjects at different ages

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2
Q

What is a longitudinal study?

A

specific group of people over a period of time

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3
Q

What is a sequential cohort study?

A

several groups of different ages are studied over a period of time

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4
Q

What is a case study?

A

in depth study about a particular child

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5
Q

What initiated the study of genetics?

A

Gregor Mendel

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6
Q

What was RC Tryon’s contribution to psychology?

A

studied the inheritance of maze-running ability in rats; used selective breeding to differentiate between maze-bright and maze-dull rats; difference between the two increased over the generations; only out-performed maze-dull rats at mazes, not other tasks

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7
Q

What are monozygotic twins?

A

Identical

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8
Q

What are dizygotic twins?

A

Fraternal

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9
Q

What is downs syndrome?

A

extra 21st chromosome; parents’ age seems to be associated

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10
Q

What is phenylketonuria (PKU)?

A

degenerative disease of the immune system; can’t digest an amino acid found in milk; can control with diet; first genetic disease that could be tested in large populations

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11
Q

What is Klinefelter’s Syndrome?

A

males have an extra X chromosome; sterile; mental retardation

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12
Q

What is Turner’s syndrome?

A

females with only one X chromosome; no secondary sex characteristics; physical abnormalities including short fingers and unusually shaped mouths

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13
Q

What is a zygote?

A

fertilized egg

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14
Q

Describe the germinal period.

A

Cell divides into 2, 4, 8, 16, etc.

Cell mass moves down fallopian tubes, implanted into uterine wall

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15
Q

What is the embryonic period?

A

8 weeks following germinal period; embryo increases in size by 2 million percent; begins to take on human characteristics

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16
Q

What is the fetal period?

A

begins in the third month; measurable electrical activity in the fetus’ brain

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17
Q

What is rooting?

A

infants automatically turn their heads in the direction of stimuli applied to the cheek (breastfeeding)

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18
Q

What is moro?

A

infants react to abrupt movements of their heads by flinging out their arms, extending their fingers, and bringing their arms back to their bodies and hugging themselves

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19
Q

What is babinski?

A

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

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20
Q

What is grasping?

A

infants close their fingers around objects place in their hands

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21
Q

What is a schema?

A

organized patterns of thoughts/behaviors

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22
Q

What is assimilation?

A

add to schema

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23
Q

What is accommodation?

A

change schema

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24
Q

What is adaptation?

A

assimilation or accommodation

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25
Q

Describe Piaget’s 4 stages of development

A
  1. Sensorimotor: primary and secondary circular reactions; object permanence develops
  2. Preoperational: ego-centrism; doesn’t understand conservation
  3. Concrete operational: masters conservation; trouble with abstract thought
  4. Formal operation: ability to “think like a scientist”
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26
Q

What is the sensorimotor stage?

A

Piaget

primary and secondary circular reactions; object permanence develops

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27
Q

What is the preoperational stage?

A

Piaget

ego-centrism; doesn’t understand conservation

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28
Q

What is the concrete operational stage?

A

Piaget

masters conservation; trouble with abstract thought

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29
Q

What is the formal operational stage?

A

Piaget

ability to “think like a scientist”

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30
Q

What is the zone of proximal development?

A

Vygotsky

skills and abilities that have not fully developed but are in the process of developing

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31
Q

What is phonology?

A

sounds of language

32
Q

What is categorical perception?

A

ability to discern sounds that denote differences in meaning from those that are not

33
Q

What are phenomes?

A

Smallest unit of language

there are ~40 phenomes or speech sounds in English

34
Q

What is semantics?

A

word meanings

35
Q

What is syntax?

A

how words are put together to form sentences

36
Q

What is pragmatics?

A

efficient use of language

37
Q

Lennenberg, Rebelsky, Nichols (1965)

A

babbling begins at the same age for hearing children and deaf children with any kind of parents; for hearing children: steady increase with peak 9-12 mos

Deaf: stops almost immediately

38
Q

Petitto and Marentette (1991):

A

deaf children with parents using sign language babble with their hands

39
Q

What is a language acquisition device?

A

Chomsky believes children have an innate capacity for language development: language acquisition device; thought to be triggered by exposure to language

Critical period: 2-puberty

Genie = unfortunate test case; isolated from human contact 2-13; struggled with language

40
Q

Describe Erik Erikson’s theory of development

A

Believed that development is a sequence of central life crises; development occurs through resolutions of conflicts between personal needs and social demands

  1. Trust vs. Mistrust (0-1)
  2. Autonomy vs. Shame and Doubt (1-3)
  3. Initiative vs. Guilt (3-6)
  4. Industry vs. Inferiority (4-6)
  5. Identity vs. Role confusion (adolescence)
  6. Intimacy vs. Isolation (young adulthood)
  7. Generativity vs. Stagnation (middle age)
  8. Integrity vs. Despair (old age)
41
Q

Thomas and Chess

A

Studied temperamant: individual’s pattern of responding to environment – somewhat inheritable; emerges in infancy, stable over time, pervasive across situations

Proposed three categories of infant emotional and behavioral style

  1. Easy: positive; easily adapts
  2. Slow to warm up: withdraws; then adapts
  3. Difficult: negative; withdraws
42
Q

Wolff

A

3 types of crying:

  1. Hunger cry
  2. Anger cry
  3. Pain cry – even non-parents react with heart rate acceleration to pain cry

Social smiling: at first, any face; 5 mos, only familiar faces
Fear response: at first undifferentiated to increasingly specific (notable changes after one year)

43
Q

Bowlby

A

Studied children brought up in institutions where needs met but not a lot of contact – more timid

Identified phases of attachment process:

  1. First weeks: infant reacts identically to every smiling face
  2. 3 mos: able to discern familiar and unfamiliar faces
  3. 6 mos: seeks out and responds to mom
  4. 9-12 mos: stranger anxiety
  5. 2nd year: separation anxiety
  6. 3rd year: okay
44
Q

Ainsworth

A

strange situation” to study attachment style

  • A. insecure-avoidant
  • B. resistant
  • C. secure
45
Q

Lorenz

A

imprinting: rapid formation of an attachment bond between and organism and an object in the environment
- critical periods conducive to this
- others critique

46
Q

Stages of Moral Development

A
  1. Preconventional morality: right and wrong defined by punishment and reward (defined by punishment and obedience, instrumental relatives stage; orientation toward reciprocity)
  2. Conventional Stage: based on social rules (good girl stage – seek approval from others; law and order orientation – rules as defined by authority)
  3. Post-Conventional Morality: social contract orientation – moral rules seen as a convention designed to ensure the greater good; universal ethical principle

Heinz Dilemma

47
Q

Kholberg’s Gender Stages

A
  1. Gender labeling (2-3 years): achieve gender identity
  2. Gender stability (3-4 years): can predict will still be x gender when grown up but superficial and based on physical characteristics
  3. Gender consistency (4-7): understand permanency of gender
48
Q

What is gender schematic processing?

A

(Martin and Halverson): as soon as children are able to label themselves, they being concentrating on those behaviors that seem to be associated with their gender and pay less attention to those they believe are associated with opposite gender

49
Q

Diana Baumrind

A

Parenting Styles

  • authoritarian: high standards/cold
  • authoritative: high standards/warm
  • permissive
  • authoritative = most well-adjusted
50
Q

Presence of HY antigen vs. absence

A

presence causes testis to form; absence causes ovaries

51
Q

Neonate

A

newborn

52
Q

Palmar reflex

A

grasping/hand-holding

53
Q

Androgen

A

testosterone

54
Q

Circular reactions

A

repeated behavior intended to manipulate environment; typical of babies in sensorimotor stage of Piaget’s developmental theory

55
Q

Rachel Gelman

A

showed that Piaget might have underestimated the cognitive ability of preschoolers

56
Q

Piaget: Moral Development

A

a. 4-7 years; imitates rule-following behavior; doesn’t question that rules exist
b. 7-11 years: understands rules and follows them
c. 12+ years: applies abstract thinking to rules; can change rules if all parties agree

57
Q

John Watson

A

behavioralist approach to development asserted that children were passively molded by the environment and that their behavior emerges through imitation of their parents

58
Q

Arnold Gessell

A

believed nature only provided blue-print for development through maturation; environment or nurture filled in details

59
Q

Symbolic play

A

1-2 years old – pretend roles

60
Q

Parallel play

A

2-3 years old

61
Q

Holophrastic speech

A

when a young child uses one word (holophrases) to convey a whole sentence

62
Q

Chomsky

A

Transformational grammar

a. Surface structure: way that words are organized
b. Deep structure: underlying meaning

63
Q

Roger Brown

A

researched the areas of social, developmental and linguistic psychology. He found that children’s understanding of grammatical rules develops as they make hypotheses about how syntax works and then self-correct with experience.

64
Q

Katherine Nelson

A

found that language really begins to develop with the onset of active speech rather than during the first year of only listening

65
Q

William Labov

A

studied ebonics and found that it had its own complex internal structure

66
Q

Charles Osgood

A

studied semantics. Created semantic differential charts, which allowed people to plot the means of words on graphs. People with similar backgrounds and interests plotted words similarly. Suggests that words have similar connotations for cultures or subcultures.

67
Q

Binet and Simon

A

Intelligence as an objective away to identify children in public schools who need extra classroom help

68
Q

Terman and Wechsler

A

Wechsler Adult Intelligence Scale – most widely used

a. Verbal comphrension
b. Perceptual reasoning (nonverbal)
c. Working memory
d. Processing speed (nonverbal)

69
Q

William Stern

A

developed idea of intelligence quotient

a. Mental Age/Chronological Age (no longer used)
b. Instead: IQ computed by comparing a particular person to average of other people who are same age

70
Q

Spearman’s G Factory

A

General factor

Positive correlations among scores on different types of mental tests indicate the existence of a single underlying intellectual capacity

When perform a task, draw upon g and s (specific factor)

IQ scores depend mostly on g

71
Q

Thurstone’s Primary Mental Abilities

A

Intelligence consists of 7 separate primary mental capacities

Fundamental abilities that are the components of intelligence and are distinct from other abilities

Ex: verbal comprehension; spatial visualization

72
Q

Catelli and Horn

A

Fluid and Crystallized Intelligence

Fluid intelligence: underlies the creation of novel solutions to problems; ability to reason without relying heavily on previously learned knowledge or procedures

Crystallized intelligence: relies on knowing facts and having the ability to use and combine them

As age, fluid intelligence decreases
Develop at different rates during childhood
Rely on different brain structures
Not equally heritable
Different facets of academic achievement are predicted by the 2 forms of intelligence

73
Q

Carroll’s Three-Stratum of Cognitive Ability

A

a. Sythesis of earlier theories
b. Most widely accepted theory
c. 3 Striate hierarchy: G; 8 broad cognitive abilities (include fluid and crystallized intelligence); Narrower/related abilities

74
Q

Emotional Intelligence

A

Ability to understand and regulate emotions: Perceiving emotion; Facilitating thought with emotion; Understanding emotion; Managing emotion

75
Q

Gifted

A

IQ = 3 standard deviations away from normal

76
Q

Gardner’s Theory of Multiple Intelligences

A

a. Linguistic
b. Spatial
c. Music
d. Logical-Mathematical
e. Bodily-Kinesthetic
f. Intrapersonal
g. Interpresonal
h. Naturalist

Existential??

Evidence:

a. brain damage – inhibit some, not all
b. Learn at different rates
c. Prodigies in X, average at other things

Psychology GRE (10 decks)

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