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Developmental Psychology Flashcards

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1
Q

When were children actually depicted in their own costumes and pictured at play

A

Renaissance era

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2
Q

John Locke along with

Thomas Hobbs/George Berkeley, David Hume, James Mill, and John Stuart

A

Formed British Empiricist school of thought

All knowledge is gain by experience

mind is tabula rasa/blank slate

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3
Q

Jean-Jacques Rousseau

A

Opposed Locke
Society opposes optimal development

Book: Emile: Concerning Education

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4
Q

Late 18th century baby biographies

A

Dairies that detailed physical/psych development

Most informative/useful kept by Charles Darwin= evolution

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5
Q

Functionalist system of thought

A

Mind’s function to help individual adapt to the environment.

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6
Q

G. Stanley Hall

A

one of the first to do empirical research on children

Founder of APA

Founder of child/adolescent psych

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7
Q

John Watson: Behaviorist

A

Psychology as the Behaviorist View it, criticized psychology for focuses too much on mental stuff, not on the environment.

Parents hold all responsibility for children
Emotions and thought acquire by learning

Goal is predict behavioral responses to particular stimuli
Psych shouldn’t look at consciousness, imagination, mental states

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8
Q

Arnold Gesell: Nativist

A

Development as maturational/biological process

Nativist: development is biologically based

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9
Q

Sigmund Freud: Psychodynamic

A

Psychodynamic orientation- arose from clinical work

Theories stress the role of subconscious conflicts in the development of functioning and personality

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10
Q

Jean Piaget: Cognitive Structuralist

A

children active in their own development

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11
Q

Cross sectional

A

I’m looking at 3 different ages groups

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12
Q

Longitudinal

A

I’m looking at the same group, across 3 different times

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13
Q

Sequential cohort

A

combine cross sectional and longitudinal methods

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14
Q

Clinical method/case study method

A

a detailed look at the development/environment of a particular child

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15
Q

Basic unit of heredity

A

gene

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16
Q

alternative forms of genes

A

allele

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17
Q

Humans have ___ chromosomes. ___ homologous pairs, ___ autosomes

A

46
23
22 autosome pairs

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18
Q

You have __% genes in common with each parent and __% genes in common with each sibling

A

50% for both

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19
Q

R.C Tyon’s studies on inheritance of rat maze running

A

Maze bright vs. Maze dull

Differences got stronger with each generation
Performance of the two groups was different only on the type of maze he used

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20
Q

___ studies cannot distinguish shared environment factors from genetic factors

A

Family studies

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21
Q

What helps distinguish effects of shared environment and genetics?

A

Twin studies.

Show personality somewhat heritable

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22
Q

Is IQ heritable?

A

Yes, adopted children’s IQ more similar to biological parents

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23
Q

Lewis Terman’s study (IQ)

A

First to look at gifted children

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24
Q

Disorders: Down’s Syndrome

A

3x chromosome 21
intellectual disability
older parents

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25
Q

Disorders: Phenylketonuria (PKU)

A

Degenerative disease of nervous system

enzyme needed to digest phenylalanine, amino acid in milk and other foods, is lacking

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26
Q

Disorders: Klinefelter’s syndrome

Turner’s syndrome

A

K: XXY, sterile and intellectual disability

T: X, physical abnormalities

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27
Q

Conception

A

in fallopian tubes, the gametes meet

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28
Q

Fertilized egg

A

zygote

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29
Q

Germinal Period

A

2 weeks from conception. Fertilized eggs travels down fallopian tube and implants into the uterine wall

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30
Q

Embryonic Stage

A

lasts 8 weeks.
Embryo increases in size by about 2 million percent, or about 20,000 times.

Develops human appearance. Fingers, toes, genitals. first behaviors occur, nerve cells develop.

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31
Q

Fetal period

A

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

continues to grow in size

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32
Q

Fetal Environment

A

Temperature/chemical balance are homeostatically controlled and remain relatively constant.

Attached to uterine wall/placenta by umbilical cord

Placenta transmits nutrients to fetus while returning waste-laden blood to the mother..

Maternal blood supplies much of the proteins and amino acids needed for growth, although embryo begins to produce them as well.

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33
Q

Infants whose mothers get rubella or German Measles before the end of the second month run risk of

A

cataracts, deafness, heart defects, and intellectual disability

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34
Q

Thalidomide

A

drug that made babies have missing limbs, heart defects, defects in eyes/ears, digestive tract, kidneys

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35
Q

Leading cause of abnormal development in infants?

A

Maternal malnutrition

protein deficiency: retard growth, intellectual disability, reduce immunities to disease

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36
Q

Reflex

A

behavior that occurs automatically in response to given stimulus.

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37
Q

Rooting Reflex

A

Infants automatically turn their heads in direction of stimuli applied to cheek

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38
Q

Moro Reflex

A

Infants react to abrupt movements of their heads by flinging out their arms, extending their fingers, brining their arms back to their body, essentially hugging themselves

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39
Q

Babinski Reflex

A

Infants’ toes automatically spread apart when soles of their feet are stimulated

40
Q

Grasping Reflex

A

Infants automatically close their fingers around objects placed in their hands

41
Q

Jean Piaget’s schemata

A

Infants: behavioral schemata, characterized by action tendencies

Older children: operational schemata, more abstract representation of cognition

42
Q

Piaget’s adaption

A

1) Assimilation: process of interpreting new information in terms of existing schemata
2) Accommodation: new information doesn’t fit into existing schemata, modify existing schemata to adapt new information

43
Q

Piaget Stage 1: Sensorimotor Stage

A

The first stage lasting from birth to 18-24 months.

  1. Primary Circular Reactions: infant begins to coordinate separate aspects of movement. (Goal-directed behavior, motions concerned with body)
  2. Secondary Circular Reactions: directed towards manipulation of objects in the environment.
  3. Object Permanence: child realizes objects continue to exist even though the child cannot perceive their existence. Beings of representational thought.
44
Q

Piaget Stage 2: Preoperational

A

Some time between 18-24 months, lasts until 7 years of age

Skills:
Representational thought, creativity, insight milestones signal the transition

Limitations:

  1. Centration: tendency to focus only on one aspect of phenomenon.
  2. Egocentrism: Ex: I know I have a brother, but does my brother have a sister?
  3. Conservation: physical properties of matter don’t change just because the appearance of matter changes
45
Q

Piaget Stage 3: Concrete Operational Stage

A

ages 7-11
master conservation and taking other’s perspectives into account.

Difficulty with abstract thought

46
Q

Piaget Stage 4: Formal Operations

A

Teenager
think like scientists

Ex: pendulum experiment, can hold one variable constant, but change the other ones to find length of string alone effects frequency

47
Q

Piaget’s ideas about language

A

how we use language depends what stage we’re in

Development of thought that directed the development of language

48
Q

Criticism of Piaget

A

Clinical Method, Piaget’s preference of observation > statistics.

49
Q

Lee Vygotsky’s work

A

Sociocultural

internalization of various interpersonal/cultural rules drives cognitive development in children

zone of proximal development- skills/abilities not fully developed but in process of development
(|ability on test - ability on test with adult help|)

50
Q

Phonology

A

actual sound stem of language

51
Q

The 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

A

Categorical Perception

52
Q

English has ___ phonemes, or ___ ___

A

40, speech sounds

53
Q

Semantics

A

learning of word meanings

54
Q

Syntax

A

how words are put together to form sentences

effect of word order on meaning

55
Q

Pragmatics

A

actual efficient use of language

same sentence: depends on how you say it. 
ex: I never said he stole her money. 
ex: I NEVER said he stole her money.
I never SAID he stole her money. 
I never said HE stole her money. Etc.
56
Q

Lenneberg, Rebelsky, and Nichols study on Babbling

A

same age for hearing and deaf parents
reaching highest frequency between 9-12 months

deaf children stop verbal noise when hand babbling begins

57
Q

A toddler’s use of a single word to express a complete thought is known as

A

holophrasis

58
Q

When does a child begin combining words?

A

between 18-20 months

59
Q

What shows knowledge of language?

A

ability to produce novel grammatically correct sentences and spot grammatically incorrect ones

60
Q

Errors of growth

A

I runned to the store
Hisself vs. himself
over generalization

61
Q

Noam Chomsky: innate capacity for language acquisition.

A

children have innate capacity for language, get it by age 5, but older adults struggle to pick up a second language

62
Q

Chomsky: Transformational Grammar

A

Focused on syntactic transformations: changes in word order that differ with meaning.

Effortless, thought to be innate

63
Q

Language acquisition device (LAD)

A

innate capacity for language acquisition

thought to be triggered by exposure to language.
Enables infants to listen to and process sounds

64
Q

Genie’s language development

A

isolated ages 2-13

able to learn some aspects of syntax, unable to master others.

sensitive period instead of critical.

Sensitive period= environmental input has maximal effect on the development of a particular ability.

65
Q

Freud’s Oral Stage

A

0-1 years

gratification by putting things in mouth, biting/sucking.
Libidinal energy at mouth
adult fixation= excessive dependency

66
Q

Freud’s Anal Stage

A

1-3 Years

Libido centered on anus
Gratification by elimination/retention of waste

Fixation = excessive orderliness or sloppiness

67
Q

Freud’s Phallic Stage

A

3-5 Years

Oedipal/Electra conflict
Identify with same sex parent, establish sexual identity and internalizing moral values.

68
Q

Freud’s Latency Stage

A

Until puberty reached

libido sublimated

69
Q

Freud’s Genital Stages

A

Puberty

Healthy heterosexual relationships

70
Q

Erik Erikson’s Psychosocial theory

A

development is sequence of central life crises that must be resolved

71
Q

Erikson’s Trust vs. Mistrust stage

A

1st year of life

Resolved: trust his/her environment and themselves
Mistrust: always suspicious of the world

72
Q

Erikson’s Autonomy vs. Shame/Doubt

A

1-3 years

Resolved: feeling of will/choice/self-restraint

unfavorable outcome: I can’t control anything, what happens is due to external forces

73
Q

Erikson’s Initiative vs. Guilt

A

3-6 years

favorable outcomes include purpose, the ability to initiate activities, and the ability to enjoy accomplishment.

If guilt wins, fear of punishment, or overcompensate by showing off

74
Q

Erikson’s Industry vs. inferiority

A

6-12 years

Favorable: competent use of intelligence
unfavorable: inability to act in a competent manner, low self-esteem

75
Q

Erikson’s Identity vs. role confusion

A

Adolescence

Favorable: unique and integrated person

unfavorable: confusion of one’s identity

76
Q

Erickson’s Intimacy vs. isolation

A

Young adulthood

Favorable: love, commitment, intimate relationships
unfavorable: withdrawn, only superficial relationships

77
Q

Erickson’s Generativity vs. Stagnation

A

middle age

favorable: capable of productive member of society
unfavorable: self indulgent, self centered

78
Q

Erickson’s Integrity vs. despair

A

old age

favorable: wisdom, acceptance that life was good
unfavorable: fear of death

79
Q

Temperament

A

central aspect of personality

Pattern of responding to environment

1) heritable (somewhat)
2) emerges early in life
3) stable over time
4) pervasive across situations

80
Q

Thomas and Chess’s temperament

A

easy, slow to warm up, difficult

81
Q

Jerome Kagan’s temperament research

A

temperament strong predictor of adult behaviors

82
Q

Peter Wolff’s Crying

A

basic cry = hunger
angry cry, pain cry

even nonparents have heart rate accelerations to infant pain cry.

2nd month- infants learn caregivers respond to crying

83
Q

Social Smiling

A

smiling associated with facelike patterns

5 months- only familiar faces produce smiles

84
Q

Fear Response

A

undifferentiated to increasingly specific

1) fear =change in level of stimulation (ex: turn on light)
2) 1st year= separation anxiety/stranger
3) after 1st year, fear for sudden absence of individual (mom/dad), or presence of object/person who in the past has been harmful to child.

Emotional response context dependent

85
Q

Harry Harlow’s bonding

A

monkey- wire and cloth

86
Q

John Bowlby’s orphans

A

1940s orphanages- lacked intimate bodily contact
Children were timid and antisocial

1) pre attachment phase- infant reacts identically to every adult and smiling face
2) 3 months- infant discriminates between familiar and unfamiliar faces
3) 6 months- infant seeks out and responses specifically to mother
4) 9-12 months, child expresses stranger anxiety, fear of strangers
5) second year, absence with strong protest (separation anxiety).
6) third year, child is able to separate from mother without prolonged distress

87
Q

Mary Ainsworth

A

strange situation procedure

1) child explores and plays
2) stranger comes in, talks to mom/plays with infant
3) mother leaves and stranger interacts with infant
4) mother comes back and stranger leaves
5) infant alone
6) stranger returns and interacts
7) mom back, stranger leaves

Type A) insecure avoidant
Type B) Secure
Type C) insecure/resistant

88
Q

Konrad Lorenz

A

Imprinting- rapid formation of an attachment bond between an organism and an object in the environment

imprinting during critical and sensitive periods

89
Q

Lawrence Kohlberg

A

Moral stages

1) Preconventional morality - punishment/dessert
- -> punishment/obedience
- -> instrumental relativist stage: orientation toward reciprocity

2) Conventional phase of morality - based on social rules
- -> “good girl, nice boy”- seek approval of others
- -> Authority: law/order orientation

3) Post conventional morality
- -> Social contract orientation- moral rules convention designed to ensure great good
- -> universal ethical principles

90
Q

Heinz’s dilemma Kohlberg’s stages

A

Heinz steals drugs for his wife despite druggist saying he will not lower the price.

Decision not important, process that underlies it.

91
Q

Carol Gilligan criticizing Kohlberg

A

females/males different morality

Females- more relationships and social responsibility

92
Q

Kohlberg’s gender labeling

A

2-3 years

they are a member of a particular sex

93
Q

Kohlberg’s gender stability

A

3-4 years

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

94
Q

Kohlberg’s gender consistency

A

4-7 years

children understand the permanency of gender, regardless of what one wears or how one behaves

95
Q

Martin and Halverson’s Gender schematic processing theory

A

as soon as children can label themselves, they begin concentrating on behaviors associated with their gender, pay less attention to those associated with opposite gender

96
Q

Diana Baumrind AuthoritariAN parents

A

controlling, lack warmth

that good ones are TIVE

GRE Psychology (7 decks)

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