Exam 1 Flashcards
What is the new way that we study nature and nurture?
The interaction of both
Nature
genetics determine behavior, personality, and traits
Nurture
environment, upbringing, and life experiences determine behavior
Continuous Development
gradually adding skills that one already has (quantitative changes)
Discontinuous development
New ways of understanding and responding to the world (qualitative changes)
Equifinality
different pathways that (from average) lead to the same outcome
Multifinality
same pathway as average that leads to a different outcome role of child in development
active development
forming your own traits and abilities
passive development
characteristies are molded by others like parents
Id
basic intellectual drive (self motivated)
Ego
self motivated but understands real world
Superego
Moral principles that work against the Id
Psychoanalytic Theory
Freuds Theory that in the way that we deal with biological urges moves us through a series of stages that shape our personalities
Psychosocial stages
Erick Ericksons theory based on
a central conflict to be resolved involving the social world and development of identity
Behaviorism
Theory developed by Watson where he believed that we all enter this world as a blank slate
Classical Conditioning
process by
which a stimulus (unconditioned stimulus) that naturally evokes a certain response (unconditioned response) is paired with a neutral stimulus
Reinforcement
anything that follows a behavior and increases the likelihood that the behavior will continue Or happen again
Positive Reinforcement
occurs when you get something you like
and want.
ex. person talking smiles
Negative Reinforcement
occurs when something disagreeable is removed
ex getting away from an annoying sound
Punishment
intended to decrease the likelihood of a response
Positive Punishment
adding an averisive stimulus ex. scolding a student In class
Negative Punishment
Involves removing a reinforcing stimulus ex. not allowing playtime because child failed an exam
Social Cognitive Theory
people learn through others
What are the cognitive components of the Social Cognitive Theory?
attention, memory, motivation
Experimental Research Design
experimental group is administered treatment and outcome is compared to control group
QuasiExperimental
where
members of groups ale selected because they represent
different treatment conditions
Correlational
Examining the relationship between two or more variables
Longitudual
follows a group of individuals and gathers data from them at several points in time
Cross-Sectional
research design that uses multiple groups of participants who represent the age span of interest to the researcher
Sequential
research design that uses multiple groups of participants to follow over time
Cohort Effect
Differences between groups in cross-sec or sequential study attributable to the fact that participants have different life experiences
Microgenetic
research design that frequently observes participants during a period of time or transition
Molecular Genetics
chromosomes, hair/eye color, height
Behavioral Genetics
traits like personality or intelligence
genotype
genetic makeup
phenotype
physical characteristics
Canalized
the degree to which a gene is influenced by the environment
epigenetics
a system by which genes are activated or silenced in response to events in an environment
passive gene-environment correlation
a situation where a child’s family shares his own genetically determined abilities and interests
evocative gene-environment correlation
child’s genetics evoke certain responses from those around them
active gene-environment correlation
genetic endowment becomes a driving force to seek experience that fits their genetics
teratogen
any environmental agent that can disrupt prenatal development and cause a structural abnormality
germinal period
weeks 1-2
embryonic period
weeks 3-8
fetal period
weeks 9-38
age of viability
between 22 & 26 weeks
neurons
cells of the nervous system
synapse
the place where an axon from one neuron meets a dendrite
synaptogenesis
development of new synapses
myelination of neurons
affected by our experiences
experience-expectant brain development
occurs when we experience events that are normal to our brains
experience-dependent brain development
individual experiences to specific and personal events
assimilation
fitting new experiences into mental schemas
equilibration
an attempt to resolve uncertainty to return to a comfortable cognitive state
accommodation
changing mental schemas to fit new experiences
sensorimotor stage
infants understand the world through their senses not intuitively
preoperational stage
use mental symbols cannot use logic and thinks egocentrically
concrete operations stage
can think logically but not abstractly
formal operations stage
can think both logically and abstractly
