Exam 1 Flashcards
1
Q
Freud’s three parts of personality
A
id, ego, superego
2
Q
Domains of Development
A
Physical Cognitive Emotional and Social
3
Q
6 Periods of development
A
Prenatal Infancy and Toddlerhood Early Childhood Middle Childhood Adolescence Emerging Adulthood
4
Q
Age range of Prenatal period of development
A
Conception to birth
5
Q
Age range of Infancy and Toddlerhood period of development
A
Birth to 2 years
6
Q
Age range of Infancy and Early Childhood period of development
A
2 to 6 years
7
Q
Age range of Infancy and Middle Childhood period of development
A
6 to 11 years
8
Q
Age range of Infancy and Adolescence period of development
A
11 to 18 years
9
Q
Age range of Infancy and Emerging Adulthood period of development
A
18 to 25 years
10
Q
-Inborn, biological givens -Based on genetic inheritance
A
Nature
11
Q
-Physical and social world -Influences biological and psychological development
A
Nurture
12
Q
An orderly, integrated, evidence-based set of statements that Describes, Explains, and/or Predicts behavior
A
Theory
13
Q
What factors offer protection from the damaging effect of stressful lives?
A
-High intelligence and socially endowed talents, including temperament -A warm parental relationship -Social support outside the immediate family -Community resources and opportunities
14
Q
id
A
Largest portion of the mind Unconscious, present at birth Source of biological needs & desires
15
Q
ego
A
Conscious, rational part of mind Emerges in early infancy Redirects id impulses acceptably
16
Q
superego
A
The conscience Develops from ages 3 to 6, from interactions with caregivers
17
Q
Erikson’s Psychosocial Stages
A
Basic trust vs. mistrust (Birth to 1 year) Autonomy vs. shame and doubt (1 to 3 years) Initiative vs. guilt (3 to 6 years) Industry vs. inferiority (6 to 11 years)
18
Q
tabula rasa
A
John Locke’s “blank slate” view (17th Century)
19
Q
store and transmit genetic information.
A
Chromosomes
20
Q
segments of DNA located along the chromosomes.
A
Genes
21
Q
substance of which genes and chromosomes are made.
A
DNA
22
Q
The 22 pairs of chromosomes that are not sex chromosomes
A
Autosomes
23
Q
-23rd pair of chromosomes -Determine sex -XX = female, XY = male
A
Sex Chromosomes
24
Q
Sperm and ova
A
Gametes /Sex Cells
25
Sperm and ovum united
Zygote
26
Two zygotes, or fertilized ova
Fraternal/Dizygotic
27
One zygote that divides into two individuals
Identical/Monozygotic
28
Homozygous
The two alleles are the same
29
Heterozygous
The alleles differ
30
Forms of the same gene on a pair of chromosomes
Allele
31
If homozygous genotypes are represented by BB (normal) and bb (affected) and heterozygous genotypes are represented by ___ (carrier genotype)
Bb
32
DOMINANT trait examples
Dark Hair Curly Hair Facial Dimples Normal Vision Normal Hair Type A Blood
33
RECESSIVE trait examples
Blonde Hair Straight Hair No Dimples Nearsightedness Pattern Baldness Type O Blood
34
X-Linked Inheritance1q1
The X chromosome has one abnormal recessive allele
35
Imprinting
Mother’s or father’s allele is chemically marked and thus activated Often temporary
36
Mutation
Sudden, permanent change in a DNA segment
37
results from problems with the 21st chromosome
Down Syndrome
38
problems with the X or Y chromosomes
Sex Chromosome Abnormalities
39
Periods of Prenatal Development
Zygote, Embryo, Fetus
40
Zygote length and key events
2 weeks. Fertilization Implantation Start of placenta
41
Embryo length and key events
6 weeks Arms, legs, face, organs, muscles all develop Heart begins beating
42
Fetus length and key events
30 weeks Growth and finishing
43
Any environmental agent causing damage during prenatal period
Teratogen
44
Sensitive Periods in Prenatal development
Week 3 (heart) through week 16 (brain)
45
FAS is diagnosed only when a child has the following major clinical manifestations, or signs
-Growth retardation -Characteristic facial features, such as: Small eyes with drooping upper lids , short, upturned nose, flattened cheeks, small jaw, thin upper lip, flattened philtrum (the groove in the middle of the upper lip) -Central nervous system problems -Decreased birth weight -Small skull -Hearing disorders
46
The Apgar Scale
Appearance Pulse Grimace Activity Respiration
47
How is Apgar scored and when does it occur?
Score of 0-10 at 1 minute and 5 minutes after birth
48
-Born weeks before their due date -May be appropriate weight for length of pregnancy
Preterm
49
-May be born at due date or preterm -Below expected weight for length of pregnancy
Small-for-Date
50
-Portion of individual differences attributable to genetics -Obtained from kinship studies -Ranges from 0 to 1.00
Heritability Estimates
51
-What percent of the time do twins both show a trait? -Ranges from 0 to 100%
Concordance
52
inborn automatic responses to particular forms of stimulation
Reflexes
53
closes eyes quickly and protects infant from strong stimulation
eye blink
54
helps the baby find the mother’s nipple – has survival value
rooting
55
permits feeding
sucking
56
helps infant survive if dropped in water
swimming
57
or embracing reflex helps babies survive during our evolutionary past
moro
58
prepares infant for voluntary grasping
palmar grasp
59
prepares infant for voluntary reaching
tonic neck
60
prepares for voluntary walking
stepping
61
Babinski
unknown
62
-affected by brain development and cultural practices -implications for early cognitive progress.
Arousal patterns
63
Infant States of Arousal
Regular Sleep - 8-9 hours Irregular Sleep 8-9 hours Drowsiness varies Quiet alertness 2-3 hours Waking activity and crying 1-4 hours
64
Interpretation of Cry -Adults use cry intensity and context -Accuracy improves with experience Adult Characteristics -Empathy -Child-centered attitude -Perception of control over crying
Adult Responsivenessto Infant Cries
65
Ways to Soothe a Crying Baby
-Hold on shoulder and rock or walk -Swaddle -Pacifier -Ride in stroller, car, swing -Combine methods -Let cry for short time -Massage
66
Unpleasant and uncontrollable, difficult to soothe infants may be more susceptible to \_\_\_\_\_
child abuse
67
Shrill, high-pitched, harsh sounding cries and having a hard time calming down may indicate \_\_\_\_\_
colic
68
Shrill, piercing cry is an indicator of \_\_\_\_
CNS distress
69
-Peaks between 2 and 4 months of age -Leading cause of death of infant mortality in industrialized nations -Quitting smoking, changing an infant’s sleeping position and removing a few bedclothes can reduce
SIDS (Sudden Infant Death Syndrome)
70
Operant Conditioning Terms
Reinforcer/Punisher
71
Reinforcer
Increases probability of behavior occurring again Presenting desirable stimulus Removing unpleasant stimulus
72
Punishment
Reduces probability of behavior occurring again Presenting unpleasant stimulus Removing desirable stimulus
73
Gradual reduction in the strength of a response due to repetitive stimulation Measured by decline in looking, heart rate, and respiration indicating a loss of interest
Habituation
74
A change in the habituated stimulus causes a return from habituation to a high response level
Recovery
75
Imitation
Newborns can imitate Harder to induce in older babies Some suggest it is a reflex Capacity improves with age Helps infants learn Mirror Neurons – specialized neurons that fire when imitating
76
Gross Motor Development
Control over actions that help infants get around such as crawling, standing and walking
77
Fine Motor Development
Smaller movements such as reaching and grasping
78
Milestones in Gross and Fine Motor Development by Age 2
79
Steps in Reaching and Grasping
1- Prereaching 2 - Reaching with two hands, then one 3 - Ulnar Grasp -Adjust grip to object, -Move objects from hand to hand 4 - Pincer Grasp
80
Affordances
Action possibilities offered. In a situation or by an object When child has certain motor capabilities
81
Steps in Depth Perception
Birth -1 month \*Sensitivity to kinetic cues 2-3 months \*Sensitivity to binocular cues 5-12 months \*Sensitivity to pictorial cues \*Wariness of heights
82
Steps in Pattern Perception
-3 Weeks- Poor contrast sensitivity, Prefers large simple patterns -2 months- Can detect detail in complex patterns, Scans internal features of patterns -4 months- Can detect patterns even if boundaries are not really present -12 months- Can detect objects even if two-thirds of drawing is missing
83
84
inner processes and products of the mind that lead to “knowing”
Cognition
85
Examples of cognition
remembering, attending, symbolizing, categorizing, planning, reasoning, problem solving, creating, imagining.
86
Piaget’s Theory
Considers all aspects of cognition
Constructivist approach
Stages are invariant
Stages are universal
87
Piaget’s Theory 4 invariant stages
Sensorimotor
Preoperational
Concrete operational
Formal operational
88
psychological structures
Schemes
89
Building schemes through direct interaction with environment
Adaptation
90
Internal rearrangingand linking of schemes
Organization
91
Using current schemes to interpret external world
Used during equilibrium
Assimilation
92
Adjusting old schemes, creating new ones to better fit environment. Prompted by disequilibrium
Accommodation
93
Piaget’s Sensorimotor Stage
Birth to 2 years
Building schemes through sensory and motor exploration
Circular reactions- when an infant stumbles into a new experience caused by their own motor activity
94
Reflexive Schemes
Newborn reflexes. Birth –1 month
95
Primary Circular Reactions
Simple motor habits centered around own body
1 to 4 months
96
Secondary Circular Reactions
Repeat interesting effects in surroundings
4-8 months
97
Coordination of Secondary Circular Reactions
Intentional, goal-directed behavior; object permanence
8-12 months
98
Tertiary Circular Reactions
Explore properties of objects through novel actions
12-18 months
99
Mental Representations
Internal depictions of objects or events; deferred imitation
18 months to 2 years
100
Object Permanence
Understanding that objects continue to exist when out of sight
Develops in substage 4
101
Internal, mental depictions of information
Mental Representations
102
Deferred Imitation
Piaget: Develops at about 18 months
Newer research:
6 weeks – facial imitation
6 – 9 months – copy actions with objects
12 – 14 months – imitate rationally
18 months – imitate intended,
but not completed, actions
103
How Piaget was right
Timing of:
* Object search,
* A-not-B,
* Make-believe play
104
How Piaget might have been wrong
* Timing of object permanence, deferred imitation, categorization, problem-solving by analogy
* All occur sooner than Piaget thought
105
With age, make-believe gradually becomes:
More detached from real-life conditions
Less self-centered
More complex
Sociodramatic
Development of Make-Believe Play
106
Progression of drawing skills
1.Scribbles: during 2nd year
2.First Representational Forms
lLabel already-made drawings: around age 3
lDraw boundaries and people: 3–4 years
3.More Realistic Drawings: preschool to school age
107
Viewing a symbolic object as both
an object and a symbol
ØMastered around age 3
ØAdult teaching can help
Dual representation
108
Failure to distinguish others’ views from one’s own
Egocentrism
109
Belief that inanimate objects have lifelike qualities
Animistic Thinking
110
Limits on Conservation
Centration - Focus on one aspect and neglect others
Irreversibility - Cannot mentally reverse a set of steps
111
Achievements of the Concrete Operational Stage
Concrete Operational Stage – ages 7-11
Conservation: Decentration and Reversibility
Classification:
Seriation: Transitive inference
Spatial Reasoning:
Directions
Maps
112
Formal Operational Stage Age range
11 years and up
113
Deducing hypotheses from a general theory
Pendulum problem
Hypothetico-deductive reasoning
114
Evaluating the logic of verbal propositions
Propositional Thought
115
Imaginary audience
Sensitivity to criticism
Personal fable
Self-Consciousness & Self-Focusing
116
Cons of Piaget’s Theory
Piaget’s change processes — assimilation, accommodation, and organization — can’t account for patterns of children’s changes observed today
Cognitive development not always self-generating
Cognition not as broadly stagelike as Piaget believed
117
Pros of Piaget’s Theory
Piaget’s theory still inspires research
118
Core Knowledge Perspective
infants start life with innate, special-purpose knowledge systems
Core domains of thought
Core domains prepare us to rapidly develop key aspects of cognition
119
Suggested Domains of Core Knowledge
Physical
Numerical
Linguistic
Psychological
Biological
120
Cons of core knowledge
Amount and nature of inborn knowledge hotly debated
Suggests environment and experience work together, but does not clarify how
Suggests cognitive development is independent; little attention to learning with others
121
Pros of core knowledge perspective
Most serious consideration of beginnings of thinking
122
Vygotsky’s Sociocultural Theory
Cognition is based on:
Social interactions and Language
123
Children’s Private Speech
Vygotsky viewed it as foundation for all higher cognitive processes
Helps guide behavior
Used more when tasks are difficult, after errors, or when confused
Gradually becomes more silent
Children with learning and behavior problems use longer
124
process in which two people begin a task with different understandings and arrive at a shared understanding – creates a common ground for communication – present in very young children; language later facilitates it
Intersubjectivity
125
adjusting the support offered during a teaching session to fit the child’s current level of performance.
Scaffolding
126
refers to shared endeavors between more expert and less expert participants but allows for variations across situations and cultures in precise features of communication
Guided participation
127
Zone of Proximal Development
Tasks child cannot do alone but can learn to do with help
128
Teacher and students take turns leading dialogue
Ask
Summarize
Clarify
Predict
Reciprocal Teaching
129
Cooperative Learning
Small groups of classmates work toward common goals
Cultural variations in ability to learn cooperatively
130
Pros of Vygotsky’s Theory
Helps explain cultural diversity in cognition
Emphasizes importance of teaching
131
Cons of Vygotsky’s Theory
Focus on language deemphasizes observation, other learning methods
Says little about biological contributions to cognition
Vague in explanation of change
132
The view that development is a process of gradually applying more of the sametype of skills that were there to begin with
Continous Development
133
The view that development is a process in which new ways of understanding and responding to the world emerge at specific times.
discontinuous development
134
The ability to adapt effectively in the face of threats to development
resilience
135
John Locke believed that
children were a blank slate "tabula rasa" and their characters were shapen entirely based on experience.
136
Jean-jacques Rousseau beliefs
Children were noble savages, natrally knowing right from wrong and an inate plan for orderly, helathy growth.
137
Having two identical alleles at the same place on a pair of chromosomes.
Homozygous
138
Having two different alleles in the same place on a chromosome.
Heterozygous
139
Homozygous vs heterozygous
Homozygous will display the affected trait heterozygous mean the akkekes will determine the phenotype.
140
Dominant-recessive inheritance
Only one allele affects the child's characteristics. Dominant
The second allele is recessive.
141
In infants a natural stimulus is paired with a stimulus that leads to a reflexive response.
Classical Conditioning
142
Visual acuity
fieness of descrimination. Seen as a result of newborns not being able to focus their eyes,
143
Is Infancy a sensitive period of development?
Yes, in order for a child to to achieve active exploration of their environment and development milestone, the child must have a warm cargiving and stimulating environment.
144
Vygotsky’s Sociocultural Theory
Emphasis on rich social and cultural context for their thinking
145
Mirror Neurons
specialized neurons that fire when imitating
