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AB PSYCHOLOGY > DEVELOPMENTAL PSYCHOLOGY (CHAP 5) > Flashcards

DEVELOPMENTAL PSYCHOLOGY (CHAP 5) Flashcards

1
Q

describes
development as a series of eight stages, each
with a unique crisis for psychosocial
growth.

A

Erik Erikson

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2
Q

, is an openness to new experience tempered by wariness that occurs
when trust and mistrust are in balance.

A

Hope

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3
Q

At what age is Basic trust vs. mistrust?

A

Infancy

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4
Q

At what age is Autonomy vs. shame and doubt

A

1–3 years

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5
Q

At what age is Initiative vs. guilt

A

3–5 years

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6
Q

Strength of 1–3 years

A

Will

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7
Q

Strength of 3–5 years

A

Purpose

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8
Q

according to Erikson, is a young child’s understanding that he or she can act on the world
intentionally; this occurs when autonomy, shame, and doubt are in balance

A

Will

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9
Q

is achieved with a balance between individual initiative and a willingness to cooperate
with others.

A

Purpose

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10
Q

According to ________________, many human behaviors represent successful adaptation to
the environment.

A

evolutionary psychology

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11
Q

An evolutionary perspective of early human relationships comes from him.
According to
Bowlby, children who form an attachment to an adult—that is, an enduring socioemotional relationship—
are more likely to survive.

A

John Bowlby

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12
Q

During prenatal development and soon after birth, infants rapidly learn to recognize their
mothers by smell and sound, which sets the stage for forging an attachment relationship.

A

Preattachment (birth to 6–8 weeks)

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13
Q

During these months, babies begin to behave differently in the presence of familiar caregivers
and unfamiliar adults. Babies now smile and laugh more often with the primary caregiver.

A

Attachment in the making (6–8 weeks to 6–8 months)

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14
Q

By approximately 7 or 8 months, most infants have singled out the attachment figure—
usually the mother—as a special individual. The attachment figure is now the infant’s stable
socioemotional base.

A

True attachment (6–8 months to 18 months)

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15
Q

Infants’ growing cognitive and language skills and their accumulated experience with their
primary caregivers make infants better able to act as true partners in the attachment
relationship.

A

Reciprocal relationships (18 months on)

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16
Q

_______spend far less time with infants and are far less likely to be
responsible for child-care tasks

A

Fathers

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17
Q

_______typically spend much more time playing with their babies than taking care of them, and even their
style of play differs

A

Fathers

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18
Q

Physical play

A

is the norm for fathers

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19
Q

_________ spend more time reading and

talking to babies, showing them toys, and playing games.

A

mothers

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20
Q

pioneered the
study of attachment relationships using a procedure
that has come to be known as the Strange Situation.

A

Mary Ainsworth

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21
Q

involves a series of episodes,
each about three minutes long. The mother and infant
enter an unfamiliar room filled with interesting toys.
The mother leaves briefly, then mother and baby are
reunited. Meanwhile, the experimenter observes the
baby and records its response to both separation and reunion.

A

Strange Situation

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22
Q

The baby may or may not cry when the mother leaves, but when she returns the
baby wants to be with her, and if the baby is crying it stops

A

Secure attachment

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23
Q

relationship in which infants have come to trust and depend on their mothers

A

secure attachment

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24
Q

The baby is not upset when the mother leaves and, when she returns, may
ignore her by looking or turning away.

A

Avoidant attachment

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25
Q

: relationship in which infants turn away from their mothers when they are reunited
following a brief separation

A

avoidant attachment

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26
Q

The baby is upset when the mother leaves, and it remains upset or even angry
when she returns and is difficult to console.

A

Resistant attachment

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27
Q

relationship in which, after a brief separation, infants want to be held but are
difficult to console

A

resistant attachment

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28
Q

The baby seems confused when the mother leaves and when

she returns, as if not really understanding what’s happening

A

Disorganized (disoriented) attachment:

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29
Q

relationship in which infants don’t seem to understand what’s
happening when they are separated and later reunited with their mothers

A

disorganized (disoriented) attachment

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30
Q

a set of expectations about parents’ availability and
responsiveness, generally and in times of stress.

is infant’s
understanding of how responsive and dependable the mother is; thought to influence close
relationships throughout the child’s life.

A

internal working model

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31
Q

are experienced by people worldwide, and each consists of three elements: a
subjective feeling, a physiological change, and an overt behavior

A

Basic emotions

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32
Q

Overt behaviors such as ___________provides important clues

A

facial expression

33
Q

Facial expressions are only one

component of emotion—the ______________.

A

behavioral manifestation

34
Q

Facial expressions are only one

component of emotion—the ______________.

A

behavioral manifestation

35
Q

___________also involves physiological responses and

subjective feelings.

A

Emotion

36
Q

According to one influential theory, newborns experience only two general emotions

A

pleasure and

distress

37
Q

At this age social smiles first appear

A

2 or 3 months

38
Q

infants become wary in the

presence of an unfamiliar adult, a reaction known as s

A

stranger wariness

39
Q

an important part of

emotion regulation

A

Attention

40
Q

Each youngster plays alone but maintains a keen interest in what another is doing.
• Two toddlers may each have his or her own toys, but each will watch the other’s play, too.

A

Parallel play

41
Q

Toddlers engage in similar activities and talk or smile at one another. Play has now become truly
interactive.

A

Simple social play

42
Q

Play that is organized around a theme, with each child taking on a different role

A

Cooperative play

43
Q

During the preschool years, cooperative play often takes the form of___________
Examples: Preschoolers have telephone conversations with imaginary partners or pretend to drink
imaginary juice.

A

Make-Believe

44
Q

children rely on realistic props to support their play

A

Early phases of make-believe

45
Q

children no longer need realistic props

A

Later phases of make-believe

46
Q

toddlers have an inkling of the difference between pretend play and reality.

A

Age 16–18 months

47
Q

Preschoolers with_________tend to be more sociable and have more real friends than
other preschoolers.

A

imaginary friends

48
Q

Children with ____________can distinguish fantasy from reality just as accurately
as youngsters without imaginary companions.

A

imaginary companions

49
Q

comes in many forms and most are normal—even healthy.
• Spending playtime alone coloring, solving puzzles, or assembling LEGOs is not a sign of
maladjustment.

A

Solitary play

50
Q

Sometimes children go from one preschool activity center to the next, as if trying to decide what
to do. But really they just keep wandering, never settling into play with others or constructive
solitary play.

A

wandering aimlessly

51
Q

A child stands nearby peers who are playing, watching them play but not participating.
• Over time, these behaviors do not bode well, so it’s best for these youngsters to see a professional
who can help them overcome their reticence in social situations.

A

hovering

52
Q

their actions and remarks tend to

support others and sustain the interaction.

A

enabling

53
Q

Many parents enjoy the role of ___(and many parents deserve an Oscar for their
performances). They use the opportunity to scaffold their children’s play, often raising it to more
sophisticated levels.

A

Playmate

54
Q

It takes two to interact, and young children rely on parents to create opportunities for social
interactions

A

Social director

55
Q

Successful interactions are based on a host of skills, including how to initiate an interaction, make
joint decisions, and resolve conflicts. When parents help their children acquire these skills, children
tend to be more competent socially and to be more accepted by their peers.

A

Coach

56
Q

When young children play, they often disagree, argue, and sometimes fight. However, children
play more cooperatively and longer when parents are present to help iron out conflicts.
• When young children can’t agree on what to play, a parent can negotiate a mutually acceptable
activity.

A

Mediator

57
Q

any behavior that benefits another person

A

Prosocial behavior

58
Q

working together toward a common goal

A

cooperation—

59
Q

behavior that is driven by feelings of responsibility toward other people, such as helping and sharing,
in which individuals do not benefit directly from their actions.

A

Altruism

60
Q

• If two youngsters pool their funds to buy a candy bar to share, this is ____________

A

cooperative behavior

61
Q

• If one youngster gives half of her lunch to a peer who forgot his own, this is__________

A

altruism

62
Q

which is the actual experiencing of another’s feelings

A

empathy

63
Q

Children act altruistically when they feel responsible for the person in need.

A

Feelings of responsibility

64
Q

Children act altruistically when they feel they have the skills to help the person in need

A

Feelings of competence

65
Q

Children act altruistically when they are happy or feeling successful but not when they are sad
or feeling as if they have failed

A

Mood

66
Q

Children act altruistically when such actions entail few or modest sacrifices.

A

Costs of altruism

67
Q

When children see adults helping and caring for others, they often imitate such prosocial
behavior

A

Modeling

68
Q

is a set of cultural guidelines as to how a person should behave,
particularly with other people. The roles associated with gender are among the first that children
learn, starting in infancy.

A

Social role

69
Q

—beliefs and images about males and females that may or may not
be true.

A

gender stereotypes

70
Q

n in which they try to hurt others by

damaging their relationships with peers.

A

relational aggression

71
Q

a sense of the

self as a male or a female.

A

gender identity

72
Q

By age 2 or 3, children understand that they are either boys or girls and label
themselves accordingly.

A

Gender labeling

73
Q

means understanding in preschool children that boys become men and girls
become women.

A

Gender stability

74
Q

understanding that maleness and femaleness do not change over situations or
personal wishes.

A

Gender constancy

75
Q

children begin learning about gender roles after they have mastered
gender constancy—that is, after they know that gender is fixed across time and situation

A

Kohlberg’s theory

76
Q

A theory proposed by Carol Martin addresses how children learn about gender.
Children first decide if an object, activity, or behavior is associated with females or males; then they use this information to decide whether they should learn more about the object, activity, or behavior.

A

Gender-schema Theory

77
Q

is a genetic disorder in which, beginning in prenatal

development, the adrenal glands secrete large amounts of androgen.

A

Congenital adrenal hyperplasia (CAH)

78
Q

The _____________not only masculinizes the genitals in baby girls but also affects the prenatal
development of brain regions critical for masculine and feminine gender-role behavior.

A

androgen

AB PSYCHOLOGY (13 decks)

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