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AP Psychology > Developmental Psychology (Modules 13-16) > Flashcards

Developmental Psychology (Modules 13-16) Flashcards

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1
Q

Developmental Psychology

A

The study of how people are continually developing – physically, cognitively and socially from infancy through old age

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2
Q

Three Major Issues in Developmental Psych

A
  1. Nature vs. Nurture: How do genetic inheritance (our nature) and experience (the nurture we receive) influence development?
  2. Continuity vs. Stages: Is development a gradual, continuous process or a sequence of separate stages?
  3. Stability vs. Change: Do our early personality traits persist through life, or do we become different persons as we age?
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3
Q

Zygote

A

The fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo

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4
Q

Embryo

A

The developing human organism from about 2 weeks after fertilization through the second month

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5
Q

Fetus

A

The developing human organism from 9 weeks after conception to birth

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6
Q

Newborns prefer their mother’s voice to their father’s immediately after birth. Why?

A

The fetus is responsive to sound and is exposed to the sound of its mother’s muffled voice constantly while in the womb.

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7
Q

Teratogens

A

Agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm

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8
Q

Fetal Alcohol Syndrome

A

Physical and cognitive abnormalities in children caused by heavy drinking while pregnant

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9
Q

Rooting reflex

A

When something touches an infant’s cheek, babies turn toward it and open their mouths

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10
Q

Habituation

A

Decreasing responsiveness with repeated stimulation. More familiarity = waning interest

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11
Q

Maturation

A

Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience (ex. standing before walking, using nouns before adjectives)

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12
Q

By when do you have most of your brain cells?

A

Birth

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13
Q

Where is brain growth most rapid from ages 3-6?

A

Frontal lobes, which enable rational planning

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14
Q

What are the last areas of the brain to develop?

A

Association areas, responsible for thinking, memory and language

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15
Q

When is the average age of people’s earliest memories?

A

3.5 years

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16
Q

Who is the most famous developmental psychologist?

A

Jean Piaget

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17
Q

Cognition

A

All mental activities associated with thinking, knowing, remembering and communicating

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18
Q

According to Piaget, what is the driving force behind our intellectual progression?

A

An unceasing struggle to make sense of our experiences

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19
Q

Schemas

A

Concepts/frameworks that organize and interpret information

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20
Q

Assimilate

A

Interpreting our new experience in terms of our existing schemas (ex. A moose must be a cow, because cows have four legs.)

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21
Q

Accommodate

A

Adapting our current understandings (schemas) to incorporate new information (ex. Schema is modified to include “moose.”)

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22
Q

Piaget’s Stages of Cognitive Development

A
  1. Sensorimotor Stage
  2. Pre-operational Stage
  3. Concrete Operational Stage
  4. Formal Operational Stage
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23
Q

Sensorimotor Stage

A

Stage during which infants know the world mostly in terms of their sensory impressions and motor activities

Age Range: Birth - 2 years

Important concepts: Object Permanence

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24
Q

Pre-operational Stage

A

Stage during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

Age Range: 2 years - 6 or 7 years

Important concepts: Conservation, Symbolic Thinking, Egocentrism, Theory of Mind

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25
Q

Conservation

A

Those in the pre-operational stage don’t understand conservation, the principle that quantity remains the same despite changes in shape. (Ex. The girl believes the tall, narrow glass has more milk than the shorter glass, but the volume of milk is actually the same.)

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26
Q

Symbolic Thinking

A

The ability to recognize that representations can act as symbols (Ex. using a model room with a hidden model toy to find a real toy in a real room)

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27
Q

Egocentrism

A

The pre-operational child’s difficulty to take another’s point of view; lack of sympathy (Ex. “How would YOU feel is she took your toy?”)

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28
Q

Theory of Mind

A

People’s ideas about their own and others’ mental states – about their feelings, perceptions and thoughts, and the behaviors one might predict

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29
Q

Concrete Operational Stage

A

Stage during which children gain mental operations that enable them to think logically about concrete events

Age Range: 6 to 7 years - 11 years

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30
Q

Formal Operational Stage

A

Stage during which people begin to think logically about abstract concepts

Age Range: 12 years - Adulthood

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31
Q

According to Vygotsky, why do children increasingly think in works and use words to solve problems by age 7?

A

Language provides the building blocks for thinking.

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32
Q

What is the difference between Piaget’s and Vygtosky’s emphasis on children’s cognitive development?

A

Piaget emphasized that a child’s mind grows through interaction with the physical environment while Vygotsky emphasized that a child’s mind grows through interaction with the social environment.

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33
Q

Stranger Anxiety

A

Fear of strangers that infants commonly display; marks a new ability to evaluate people as unfamiliar and possibly threatening

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34
Q

Attachment

A

Emotional tie with another person; young children seek closeness to their caregiver and show distress upon separation

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35
Q

Summarize Harry Harlow’s study of attachment on monkeys.

A

Monkeys were raised with two artificial “mothers,” one a bare wire cylinder with a bottle, the other wrapped in cloth with no bottle. Despite a lack of food source, the clothed “mother” was preferred over the wired one. This disproved the idea that infants developed attachment to those who satisfied their need for nourishment.

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36
Q

Besides body contact, what else is important in forming an attachment?

A

One person providing a safe haven when distressed and secure base from which to explore

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37
Q

Critical period

A

An optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development

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38
Q

Lorenz’s imprinting

A

The process by which certain animals form attachments during a critical period very early in life

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39
Q

Do human children imprint?

A

No, but exposure contributes to familiarity and familiarity breeds content.

40
Q

Describe Mary Ainsworth’s types of attachment.

A

Secure attachment: When placed in a strange situation, infants are likely to play comfortably and explore surroundings. Distress comes when she leaves; they cling to her upon return.

Insecure attachment: When in a strange situation and in their mother’s presence, they are less likely to explore and may cling to their mother. They are upset or indifferent when she leaves and returns.

41
Q

Temperament

A

A person’s characteristic emotional reactivity and intensity

42
Q

Erikson’s Basic Trust

A

A sense that the world is predictable and reliable; said to be formed during infancy by appropriate experiences with responsive caregivers

43
Q

Explain two different effects on a child if they are deprived of attachment.

A

Children become withdrawn, frightened or even speechless. As they grow, they can likely become neglectful or aggressive.

44
Q

Self-concept

A

Our understanding and evaluation of who we are

45
Q

What is the difference between self-concept and self-esteem?

A

Self-concept is the understanding of who you are as a person, while self-esteem is a measure of self-worth

46
Q

Parenting Styles

A
  1. Authoritarian
  2. Permissive
  3. Authoritative
47
Q

Authoritarian Parenting Style

A

Parents impose rules and expect obedience. Ex. “Why” Because I said so.”

48
Q

Permissive Parenting Style

A

Parents submit to their children’s desires, making few demands and little punishment

49
Q

Authoritative Parenting Style

A

Parents are both demanding and responsive, setting and enforcing rules while explaining them and encouraging open discussion about them.

50
Q

According to Baumrind, what kinds of parents do kids who have high self-esteem tend to have?

A

Warm, concerned authoritative parents

51
Q

Adolescence

A

Transition period from childhood to adulthood, extending from puberty to independence

52
Q

Puberty

A

Period of sexual maturation during which a person becomes capable of reproducing

53
Q

Primary sex characteristics

A

Body structures (ovaries, testes, external genetalia) that make sexual reproduction possible

54
Q

Secondary sex characteristics

A

Non-reproductive sexual characteristics, such as female breasts and hips, male voice quality and body hair

55
Q

What are the psychological effects on girls who mature early?

A

It’s stressful; girls may experience teasing and sexual harassment as a result of their early maturation. Or, they may associate with other adolescents.

56
Q

What happens to your neurons in your brain during adolescence?

A

Selective pruning occurs; unused neurons and connections are eliminated.

57
Q

What lobe of the brain matures during adolescence?

A

Frontal

58
Q

During early teens, what is reasoning like?

A

Self-focused, believes their private experiences are unique spectacles that cannot be understood by parents

59
Q

Kohlberg’s Stages of Moral Development

A
  1. Preconventional Morality
  2. Conventional Morality
  3. Postconventional Morality
60
Q

Preconventional Morality

A

Before age 9, most children’s morality focuses on self-interest, obeying rules to avoid punishment or gain concrete rewards.

Ex. “I won’t eat a cookie before my meal so I can play with my toy.”

61
Q

Conventional Morality

A

Caring for others and upholding laws and social rules simply because they are laws and rules.

Ex. Not running a red light because it’s the law

62
Q

Postconventional Morality

A

Actions are judged “right” because they flow from people’s rights or basic ethical principles

Ex. Civil Rights Movement sit-ins; civil disobedience

63
Q

What happens to children who learn to delay gratification?

A

They become more socially responsible, academically successful and productive.

64
Q

According to Erikson, what is the main crisis during adolescence?

A

Identity vs. Role Confusion; solidify a sense of self or identity

65
Q

Identity

A

Our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles

66
Q

Social Identity

A

The aspect of the communal “we” in self-concept; the part of our answer to “Who am I?” that comes from our group memberships

67
Q

Erikson’s Psychosocial Stages of Development

A
  1. Trust vs. Mistrust
  2. Autonomy vs. Shame/Doubt
  3. Initiative vs. Guilt
  4. Industry vs. Inferiority
  5. Identity vs. Role Confusion
  6. Intimacy vs. Isolation
  7. Generativity vs. Self-Absorption
  8. Integrity vs. Despair
68
Q

Trust vs. Mistrust

A

If needs are dependably met, infants develop a sense of basic trust.

Age: Infancy (1 year)

69
Q

Autonomy vs. Shame/Doubt

A

Toddlers learn to exercise their will and do things for themselves, or they doubt their abilities.

Age: Toddlerhood (1-3 years)

70
Q

Initiative vs. Guilt

A

Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent.

Age: Preschool (3-6 years)

71
Q

Industry vs. Inferiority

A

Children learn the pleasure of applying themselves to tasks, or they feel inferior.

Age: Elementary school (6 years to puberty)

72
Q

Identity vs. Role Confusion

A

Teens work at refining a sense of self by testing roles then integrating them into an identity, or they experience confusion about themselves.

Age: Adolescence (teens to 20s)

73
Q

Intimacy vs. Isolation

A

Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel isolated.

Age: Young adulthood (20s to early 40s)

74
Q

Generativity vs. Self-Absorption

A

In middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose.

Age: Middle adulthood (40s to 60s)

75
Q

Integrity vs. Despair

A

Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure.

Age: Late adulthood

76
Q

Intimacy

A

According to Erikson, the ability to form close, loving relationships; a primary developmental task in late adolescence and early childhood

77
Q

In Western cultures, what happens to the child-parent relationship as adolescents form their identity?

A

Adolescents begin to pull away from their parents.

78
Q

What goes hand in hand with positive parent-teen relationships?

A

Positive peer relations

79
Q

Emerging Adulthood

A

Period from late teens to early 20s bridging the gap between adolescent dependence and full independence and responsible adulthood

80
Q

Menopause

A

Natural cessation of menstruation

81
Q

What happens to strength and stamina as you age?

A

Decline

82
Q

Why is physical activity important for older adults?

A

Physical activity contributes to the strengthening of parts of the body that tend to decline naturally

83
Q

What happens to senses as you age?

A

Diminish

84
Q

What happens to your immune system as your age?

A

Weakens

85
Q

What happens to neural processing as your age?

A

Slows

86
Q

Describe how older people remember meaningful information as compared to younger people.

A

Older people are better at recognizing information while younger people are better at recalling.

87
Q

Cross-sectional studies

A

A study in which people of different ages are compared with one another

88
Q

Longitudinal studies

A

Research in which the same people are restudied and retested over a long period of time

89
Q

Crystallized intelligence

A

Our accumulated knowledge and verbal skills; tends to increase with age

90
Q

Fluid intelligence

A

Our ability to reason speedily and abstractly; tends to decrease during late childhood

91
Q

What is terminal decline of mental abilities?

A

The acceleration of cognitive decline when near death (within 3-4 years)

92
Q

Is there really a midlife crisis for most people?

A

Not really’ unhappiness, job dissatisfaction, marital dissatisfaction, job loss, etc. don’t really surge during the early 40s

93
Q

Social Clock

A

The culturally preferred timing of social events such as marriage, parenthood, and retirement

94
Q

Does living together before marriage lead to less divorce?

A

No, a study shows that those couples who did cohabit were more likely to divorce than those that didn’t

95
Q

Is there a such thing as “empty nest syndrome” for most couples when their children go off to college?

A

For the most part, an empty nest is a happy place; many report greater happiness and enjoyment of marriage once children leave.

AP Psychology (15 decks)

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