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Developmental Psychology Flashcards

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1
Q

Developmental Psychology

A

Describes and explain changes in human behavior over time

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2
Q

British Empiricist School of Thought

A

Believe that all knowledge is gained through experience

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3
Q

Tabula Rasa

A

Child’s mind at birth is considered a blank slate ; without predetermined tendencies

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4
Q

Functionalist System of Thought

A

Studies how the mind functions to help the individual adapt to the environment

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5
Q

Psychodynamic Orientation

A

Stressed the roles of subconscious conflicts in the development of functioning and personality

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6
Q

Cognitive Structuralists

A

Emphasize the thinking ability of people during development

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7
Q

Cross-Sectional Studies

A

Compare groups of subjects at different ages

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8
Q

Longitudinal Studies

A

Compare specific groups of people over an extended period of time

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9
Q

Sequential Cohort Studies

A

Several groups of different ages are studied over several years

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10
Q

Case Study (Clinical Method)

A

Look at facts about a particular person and their environment in order to gain a better perspective

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11
Q

Nature / Nurture Controversy

A

Nature - human capabilities are innate (present at birth) and differences are largely due to genetics

Nurture - human capabilities are determined by the environment and shaped by experience

**Capabilities are actually a result of a dynamic interaction between nature and nurture

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12
Q

Family Studies

A

Studying one family to determine degree of genetic influence

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13
Q

Monozygotic Twin Studies

A

Twins are genetically identical (sharing 100% of their genes)

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14
Q

Dizygotic Twin Studies

A

Twins are genetically similar - share approximately 50% of their genes

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15
Q

Adoption Studies

A

Compare the similarities between the biological parents and the adopted child to similarities between the adoptive parents and the adopted child

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16
Q

Down’s Syndrome

A

Genetic anomaly where an individual has an extra 21st chromosome - results in varying levels of mental retardation

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17
Q

Phenylketonuria (PKU)

A

Degenerative disease of the nervous system - the enzyme needed to digest phenylalanine (found in milk and other foods) is lacking

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18
Q

Klinefelter’s Syndrome

A

In males - a possession of an extra X chromosome

They have an XXY configuration - they are often steril and have mental retardation

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19
Q

Turner’s Syndrome

A

Females with only one X chromosome - they fail to develop secondary sex characteristics and have physical abnormalities

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20
Q

Zygote

A

The sperm cells fertilizes the egg cell and forms a single cell

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21
Q

Germinal Period

A

Prenatal stage lasting two weeks after time of conception where the fertilized egg travels down the Fallopian tube and is implanted into the uterine wall

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22
Q

Embryonic Period

A

The 8 weeks following the Germinal Period - embryo increases in size (2 million %); begins to look human and first movements will occur

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23
Q

Fetal Period

A

Begins in the third month - fetus’ brain has measurable electrical activity & the baby grows in size

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24
Q

Prenatal Development Stages (in order)

A
  1. Zygote
  2. Germinal Period
  3. Embryonic Period
  4. Fetal Period
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25
Q

Rooting

A

Infant reflex where they turn their heads in the direction of the stimuli applied to their cheek

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26
Q

Moro

A

Infant reflex where they react to abrupt movements of their heads by flinging out their arms, extending their fingers, bringing their arms back to their body and then hugging themselves

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27
Q

Babinski

A

Infant reflect where toes automatically spread apart when the soles of their feet are stimulated

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28
Q

Grasping

A

Infant reflex where they automatically close their fingers around objects that are placed in their hands

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29
Q

Schema

A

Organized patterns of behavior and / or thought

Concept, Behavior or Sequence of events

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30
Q

Principle of Adaptation

- (Jean Piaget)

A

To process new information

  1. Assimilation - process of interpreting new information in terms of existing schema
  2. Accommodation - modify existing schema to adapt to this new information
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31
Q

Stages of Cognitive Development

- (Jean Piaget)

A
  1. Sensorimotor (infancy)
  2. Preoperational (2-7 yrs)
  3. Concrete Operations (7-11 yrs)
  4. Formal Operational (11+ yrs)
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32
Q

Sensorimotor Stage

A
  • Primary (motions concerned with body) and Secondary (manipulation objects in the environment) repetitive reactions (circular movements) help to coordinate different aspects of the environment.
  • Object Permanence develops - objects still exist even when they are out of view
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33
Q

Preoperational Stage

A
  • Child has not mastered conservation
  • Egocentrism - focus on themselves and do not understand perspective of others
  • Centration - focus on one part of a phenomena
  • Beginning of representational thought
  • Symbolic thinking - pretend, make believe and imagine
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34
Q

Concrete Operational Stage

A
  • Conservation - physical properties of matter remain the same even if appearance may change
  • Able to take the perspective of others into account
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35
Q

Formal Operations Stage

A

Person has the ability to think logically about abstract thoughts / ideas

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36
Q

Lev Vygotsky’s Perspective on Children

A

The engine driving the cognitive development is the child’s internalization of interpersonal and cultural rules and processes (rules, symbols, language, etc…)

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37
Q

Phonology (Phonemes)

A

Actual sound stem of language; smallest sound unit of language

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38
Q

Categorical Perception

A

Distinguishing between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning

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39
Q

Semantics

A

Learning the meaning of words and sentences

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40
Q

Syntax

A

How words are put together to form sentences; grammatical arrangement of words

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41
Q

Pragmatics

A

Consists of the actual efficient use of language, including recognizing inflections and being able to use them

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42
Q

Transformational Grammar / Rules

A

Changes in word order that differ with meaning; Changing one structure into another

43
Q

Language Acquisition Device (LAD)

A

Innate capacity for language acquisition that is triggered by exposure to language

Built in advanced knowledge of rule structures in language

44
Q

Libido

A

Sex drive or Life drive that is present at birth

45
Q

Fixation

A

When a child is overindulge or overly frustrated during a stage of development which when creates a personality pattern based on the stage

46
Q

Oedipal Complex

A

Male child envies his father’s intimate relationship with his mother and fears that the father will castrate him. He wishes to eliminate his father and possess his mother.
Result: identify’s with the father establishing his sexual identity and internalizing moral values

47
Q

Electra Complex

A

Female children develop Penis Envy and ultimately identify with the mother to establish sexual identity

48
Q

Stages of Psychosexual Development

- (Sigmund Freud)

A
  1. Oral (infancy)
  2. Anal (1-3 yrs)
  3. Phallic (3-5 yrs)
  4. Latency (5-13 yrs)
  5. Genital (13+ yrs)
49
Q

Oral Stage

A

Libidinal energy centered on the mouth (biting / sucking)

Fixation: can lead to excessive dependency

50
Q

Anal Stage

A

Toilet training occurs during this time: gratification in eliminating / retaining waste

Fixation: can lead to excessive orderliness (anal retentive) or messiness

51
Q

Phallic Stage

A

Oedipal complex or Electra complex is resolved

52
Q

Latency Stage

A

Libido is largely sublimated during this stage

53
Q

Genital Stage

A

If previous stages have been successfully resolved, the person will enter into normal heterosexual relations

Fixation: Fetishes ; homosexual relations

54
Q

Psychosocial Theory

- Erik Erickson

A

Development is a sequence of central life crises

  1. Trust vs Mistrust (infancy)
  2. Autonomy vs Shame (1-3 yrs)
  3. Initiative vs Guilt (3-6 yrs)
  4. Industry vs Inferiority (6-12 yrs)
  5. Ego Identity vs Role Confusion (12-18 yrs)
  6. Intimacy vs Isolation (18-40 yrs)
  7. Generativity vs Stagnation (40-65 yrs)
  8. Ego Integrity vs Despair (65+ yrs)
55
Q

Trust vs Mistrust

A

Infancy

Trust - Their environment and themselves

Mistrust - Suspicious of the world

“Can i trust the world?”

56
Q

Autonomy vs Shame

A

1-3 yrs

Autonomy - Feeling of will and an ability to exercise choice as well as self restraint; they have a sense of competency and autonomy (independence)

Shame - Doubt and lack of control ; what happens is a result of external influences (external locus of control)

“Is it okay to be me?”

57
Q

Initiative vs Guilt

A

3-6 yrs

Initiative - Purpose, the ability to initiate activities and the ability to enjoy accomplishment

Guilt - Overcome by fear of punishment thus restricting themselves or may overcompensate by showing off

“Is it okay for me to do, move act?”

58
Q

Industry vs Inferiority

A

6-12 yrs

Industry - Feel competent, exercise abilities and intelligence in the world and affect the world in the way they desire

Inferiority - Sense of inadequacy, inability to act in a competent manner and low self-esteem

“Can i make it in the world of people and things?”

59
Q

Identity vs Role Confusion

A

12-18 yrs

Identity - “Physiological Revolution” - fidelity and the ability to see oneself as a unique and integrated person with sustained loyalties

Role Confusion - Confusion of ones identity and an amorphous personality that shifts from day to day

“Who am I? What can I be?”

60
Q

Intimacy vs Isolation

A

18-40 yrs

Intimacy - Love, the ability to have intimate relationships with others, the ability to commit oneself to another person and to one’s own goals

Isolation - Avoidance of commitment, alienation and distancing oneself from others and one’s ideals, withdrawn and only capable of superficial relationships

“Can I love?”

61
Q

Generativity vs Stagnation

A

40-65 yrs

Generativity - Individual capable of being a productive, caring and contributing member of society

Stagnation - Self indulgent, bored, self centered and has little care for others

“Can I make my life count?”

62
Q

Integrity vs Despair

A

65+ yrs

Integrity - Wisdom, detached concern in life, assurance in the meaning of life, dignity and an acceptance of the fact that one’s life has been worthwhile; ready to face death

Despair - Bitterness about ones life, feeling worthless and fear of impending death

“Is it okay to have been me?”

63
Q

Temperament

A

Individual differences as well as an individual’s pattern of responding to the environment

64
Q

Types of Crying

- (Wolff)

A

One way that infants communicate their needs

  • Basic cry associated with hunger
  • Angry cry associated with frustration
  • Pain cry following a painful stimulus
65
Q

Social Smiling

A

smiling associated with face-like patterns

66
Q

Harry Harlow Experiment

A

Rhesus Monkeys prefer “contact comfort” (the terry cloth mother) and considered this more essential in bond formation than providing for physical needs (wire mother with food)

67
Q

Attachment Process

- (John Bowlby)

A
  1. Infant( 1-3 mo) reacts identically to every adult and smiling face
  2. Infant (3-6 mo) discriminates between familiar and unfamiliar faces
  3. (6-9 mo) Seek out & respond to the mother specifically
  4. (9-12 mo) Bonding intensifies and child expresses stranger anxiety (fear of strangers)
  5. (2 yrs) Separation Anxiety - child reacts to the mother’s absence with strong protest
  6. (3 yrs) Child is able to separate from the mother without prolonged distress
68
Q

“Strange Situation Procedure”

- (Mary Ainsworth)

A

Placing a child in unfamiliar room and being exposed to their mother and a stranger in different contexts

  1. Insecure / Avoidant Attachment (Type A) - not distressed when left alone with strange and avoid mother on her return
  2. Secure Attachment (Type B) - mildly distressed during separation from mother but greet her + when she returns
  3. Insecure / Resistant Attachment (Type C) - distressed during separation and resist mother when she returns
69
Q

Imprinting

- (Konrad Lorenz)

A

Rapid formation of an attachment bond between and organism and an object in the environment

70
Q

Phases of Moral Thought

- (Lawrence Kohlberg)

A

As our abilities grow we are able to think about the world in more complex ways; these stages are a progression, as each new stage is adopted the previous one is abandoned

Stage 1: Preconventional Morality: Consequence of moral choice
A. Punishment and Obedience -
B. Orientation toward Reciprocity

Stage 2: Conventional Morality: Understanding and accepting social rules
C. “Good Girl, Nice Boy” Orientation
D. Law-and-Order Orientation

Stage 3: Post Conventional Morality: Social mores (not everyone gets to this stage)
E. Social Contract Orientation -
F. Universal Ethics Principle

71
Q

Self-Socialization - Gender Stages

- (Lawrence Kohlberg)

A
  1. Gender Labeling
  2. Gender Stability
  3. Gender Consistency
72
Q

Gender Labeling

A

(2-3 yrs)

Children achieve gender identity

73
Q

Gender Stability

A

(3-4 yrs)

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

74
Q

Gender Consistency

A

(4-7 yrs)

Permanency of gender regardless of how one behaves or what one wears

75
Q

Gender Schematic Processing Theory

- (Martin & Halverson)

A

As soon as children are able to label themselves they begin focusing on those behaviors that seem to be associated with their gender and pay less attention to those associated with the opposite gender

76
Q

Parenting Styles

- (Diane Baumrind)

A
  • Authoritative
  • Authoritarian
  • Permissive
77
Q

Authoritative Parenting

A

High demands for child compliance; utilize + reinforcement and are emotionally warm

78
Q

Authoritarian Parenting

A

Use punitive control methods and lack emotional warmth

79
Q

Permissive Parenting

A

Do not use a lot of control / demand measures

80
Q

Cognition

A

How the brain processes and reacts to information overload

81
Q

Information Processing Model

A
  1. Thinking requires sensation, encoding and storage of stimuli
  2. Stimuli must be analyzed before responding
  3. Situational modifications - decisions that were previously made can be extrapolated and adjusted to solve new problems
  4. Problem solving is depended on cognitive level, content, context and complexity of the problem
82
Q

Cognitive Development

A

Development of ones ability to think and solve problems across the lifespan

83
Q

Morphology (Morphemes)

A

Structures of words; Smallest unit of meaning in a language

84
Q

Prosody

A

Rhythm, cadence and inflection of voices

85
Q

Nativist (Biological) Theory of Language

- (Noam Chomsky)

A

There is an innate, biologically based ability for language

86
Q

Learning (Behaviorist) Theory of Language

- (B.F. Skinner)

A

Repetition of sounds create value and reliability

Language is acquired through classical conditioning, operant conditioning and or modeling

87
Q

Social Interactionist Theory of Language

A

Language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults; Interplay

88
Q

Whorfian Hypothesis (Linguistic Relativity)

A

Perception of reality (the way we think about the world) is determined by the content of language

Language affects the way we think

89
Q

Zone of Proximal Development

- (Lev Vygotsky)

A

Referring to skills / abilities not fully developed but in the process of development; requires a more knowledgeable other, generally an adult to acquire the skills successfully

90
Q

Preconventional Morality:

A

Stage 1: Consequence of moral choice (Pre-Adolescence)

A. Punishment and Obedience - right and wrong defined by consequences (reward & punishment)

B. Orientation toward Reciprocity - i’ll scratch your back if you scratch mine

91
Q

Conventional Morality:

A

Stage 2: Understanding and accepting social rules (Adolescence to Adulthood)

C. “Good Girl, Nice Boy” Orientation - one is looking for the approval of others

D. Law-and-Order Orientation - morality defined by rules of authority; maintain social order

92
Q

Post Conventional Morality

A

Stage 3: Social mores (not everyone gets to this stage)

E. Social Contract Orientation - Moral rules are seen as convention that is designed to ensure the greater good

F. Universal Ethics Principle - Decisions made in consideration to abstract principles

93
Q

Broca’s Area

A

Articulation center of the brain; controls motor function (muscles) of speech production

94
Q

Wenickes’s Area

A

Language reception and comprehension

95
Q

Aphasia

A

Deficit of language production or comprehension

96
Q

Broca Aphasia

A

Expressive

Word on the tip of the tongue sensation

97
Q

Wernicke’s Aphasia

A

Receptive

Speak nonsensical sounds / wrong word combinations

98
Q

Conduction Aphasia

A

Unable to repeat something that has been said

99
Q

Reference Group

A

Whom we are comparing ourselves to; A measure of our self concept

100
Q

Theory of Mind

A

Ability to sense how another’s mind works

101
Q

Personality

A

Set of thoughts, feeling, traits and behaviors which are characteristic of an individual across time and different locations; How we act and react to the world around us

102
Q

Cognitive Development Theory of Language

A

Language has to do with a child’s capacity for symbolic though, which develops toward the end of the sensorimotor stage

103
Q

Surface Structure of a Sentence

A

Actual word order of the words in a sentence

104
Q

Deep (Abstract) Structure of a Sentence

A

Underlying form that specifies the meaning of the sentence

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