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PSY 3000 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Freud’s three parts of personality

A

id, ego, superego

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2
Q

Domains of Development

A

Physical Cognitive Emotional and Social

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3
Q

6 Periods of development

A

Prenatal Infancy and Toddlerhood Early Childhood Middle Childhood Adolescence Emerging Adulthood

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4
Q

Age range of Prenatal period of development

A

Conception to birth

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5
Q

Age range of Infancy and Toddlerhood period of development

A

Birth to 2 years

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6
Q

Age range of Infancy and Early Childhood period of development

A

2 to 6 years

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7
Q

Age range of Infancy and Middle Childhood period of development

A

6 to 11 years

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8
Q

Age range of Infancy and Adolescence period of development

A

11 to 18 years

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9
Q

Age range of Infancy and Emerging Adulthood period of development

A

18 to 25 years

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10
Q

-Inborn, biological givens -Based on genetic inheritance

A

Nature

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11
Q

-Physical and social world -Influences biological and psychological development

A

Nurture

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12
Q

An orderly, integrated, evidence-based set of statements that Describes, Explains, and/or Predicts behavior

A

Theory

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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

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14
Q

id

A

Largest portion of the mind Unconscious, present at birth Source of biological needs & desires

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15
Q

ego

A

Conscious, rational part of mind Emerges in early infancy Redirects id impulses acceptably

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16
Q

superego

A

The conscience Develops from ages 3 to 6, from interactions with caregivers

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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)

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18
Q

tabula rasa

A

John Locke’s “blank slate” view (17th Century)

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19
Q

store and transmit genetic information.

A

Chromosomes

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20
Q

segments of DNA located along the chromosomes.

A

Genes

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21
Q

substance of which genes and chromosomes are made.

A

DNA

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22
Q

The 22 pairs of chromosomes that are not sex chromosomes

A

Autosomes

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23
Q

-23rd pair of chromosomes -Determine sex -XX = female, XY = male

A

Sex Chromosomes

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24
Q

Sperm and ova

A

Gametes /Sex Cells

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25
Q

Sperm and ovum united

A

Zygote

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26
Q

Two zygotes, or fertilized ova

A

Fraternal/Dizygotic

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27
Q

One zygote that divides into two individuals

A

Identical/Monozygotic

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28
Q

Homozygous

A

The two alleles are the same

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29
Q

Heterozygous

A

The alleles differ

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30
Q

Forms of the same gene on a pair of chromosomes

A

Allele

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31
Q

If homozygous genotypes are represented by BB (normal) and bb (affected) and heterozygous genotypes are represented by ___ (carrier genotype)

A

Bb

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32
Q

DOMINANT trait examples

A

Dark Hair Curly Hair Facial Dimples Normal Vision Normal Hair Type A Blood

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33
Q

RECESSIVE trait examples

A

Blonde Hair Straight Hair No Dimples Nearsightedness Pattern Baldness Type O Blood

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34
Q

X-Linked Inheritance1q1

A

The X chromosome has one abnormal recessive allele

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35
Q

Imprinting

A

Mother’s or father’s allele is chemically marked and thus activated Often temporary

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36
Q

Mutation

A

Sudden, permanent change in a DNA segment

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37
Q

results from problems with the 21st chromosome

A

Down Syndrome

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38
Q

problems with the X or Y chromosomes

A

Sex Chromosome Abnormalities

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39
Q

Periods of Prenatal Development

A

Zygote, Embryo, Fetus

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40
Q

Zygote length and key events

A

2 weeks. Fertilization Implantation Start of placenta

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41
Q

Embryo length and key events

A

6 weeks Arms, legs, face, organs, muscles all develop Heart begins beating

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42
Q

Fetus length and key events

A

30 weeks Growth and finishing

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43
Q

Any environmental agent causing damage during prenatal period

A

Teratogen

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44
Q

Sensitive Periods in Prenatal development

A

Week 3 (heart) through week 16 (brain)

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45
Q

FAS is diagnosed only when a child has the following major clinical manifestations, or signs

A

-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

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46
Q

The Apgar Scale

A

Appearance Pulse Grimace Activity Respiration

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47
Q

How is Apgar scored and when does it occur?

A

Score of 0-10 at 1 minute and 5 minutes after birth

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48
Q

-Born weeks before their due date -May be appropriate weight for length of pregnancy

A

Preterm

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49
Q

-May be born at due date or preterm -Below expected weight for length of pregnancy

A

Small-for-Date

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50
Q

-Portion of individual differences attributable to genetics -Obtained from kinship studies -Ranges from 0 to 1.00

A

Heritability Estimates

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51
Q

-What percent of the time do twins both show a trait? -Ranges from 0 to 100%

A

Concordance

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52
Q

inborn automatic responses to particular forms of stimulation

A

Reflexes

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53
Q

closes eyes quickly and protects infant from strong stimulation

A

eye blink

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54
Q

helps the baby find the mother’s nipple – has survival value

A

rooting

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55
Q

permits feeding

A

sucking

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56
Q

helps infant survive if dropped in water

A

swimming

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57
Q

or embracing reflex helps babies survive during our evolutionary past

A

moro

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58
Q

prepares infant for voluntary grasping

A

palmar grasp

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59
Q

prepares infant for voluntary reaching

A

tonic neck

60
Q

prepares for voluntary walking

A

stepping

61
Q

Babinski

A

unknown

62
Q

-affected by brain development and cultural practices -implications for early cognitive progress.

A

Arousal patterns

63
Q

Infant States of Arousal

A

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
Q

Interpretation of Cry -Adults use cry intensity and context -Accuracy improves with experience Adult Characteristics -Empathy -Child-centered attitude -Perception of control over crying

A

Adult Responsivenessto Infant Cries

65
Q

Ways to Soothe a Crying Baby

A

-Hold on shoulder and rock or walk -Swaddle -Pacifier -Ride in stroller, car, swing -Combine methods -Let cry for short time -Massage

66
Q

Unpleasant and uncontrollable, difficult to soothe infants may be more susceptible to _____

A

child abuse

67
Q

Shrill, high-pitched, harsh sounding cries and having a hard time calming down may indicate _____

A

colic

68
Q

Shrill, piercing cry is an indicator of ____

A

CNS distress

69
Q

-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

A

SIDS (Sudden Infant Death Syndrome)

70
Q

Operant Conditioning Terms

A

Reinforcer/Punisher

71
Q

Reinforcer

A

Increases probability of behavior occurring again Presenting desirable stimulus Removing unpleasant stimulus

72
Q

Punishment

A

Reduces probability of behavior occurring again Presenting unpleasant stimulus Removing desirable stimulus

73
Q

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

A

Habituation

74
Q

A change in the habituated stimulus causes a return from habituation to a high response level

A

Recovery

75
Q

Imitation

A

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
Q

Gross Motor Development

A

Control over actions that help infants get around such as crawling, standing and walking

77
Q

Fine Motor Development

A

Smaller movements such as reaching and grasping

78
Q

Milestones in Gross and Fine Motor Development by Age 2

A
79
Q

Steps in Reaching and Grasping

A

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
Q

Affordances

A

Action possibilities offered. In a situation or by an object When child has certain motor capabilities

81
Q

Steps in Depth Perception

A

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
Q

Steps in Pattern Perception

A

-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
Q
A
84
Q

inner processes and products of the mind that lead to “knowing”

A

Cognition

85
Q

Examples of cognition

A

remembering, attending, symbolizing, categorizing, planning, reasoning, problem solving, creating, imagining.

86
Q

Piaget’s Theory

A

Considers all aspects of cognition
Constructivist approach
Stages are invariant
Stages are universal

87
Q

Piaget’s Theory 4 invariant stages

A

Sensorimotor
Preoperational
Concrete operational
Formal operational

88
Q

psychological structures

A

Schemes

89
Q

Building schemes through direct interaction with environment

A

Adaptation

90
Q

Internal rearrangingand linking of schemes

A

Organization

91
Q

Using current schemes to interpret external world

Used during equilibrium

A

Assimilation

92
Q

Adjusting old schemes, creating new ones to better fit environment. Prompted by disequilibrium

A

Accommodation

93
Q

Piaget’s Sensorimotor Stage

A

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
Q

Reflexive Schemes

A

Newborn reflexes. Birth –1 month

95
Q

Primary Circular Reactions

A

Simple motor habits centered around own body

1 to 4 months

96
Q

Secondary Circular Reactions

A

Repeat interesting effects in surroundings

4-8 months

97
Q

Coordination of Secondary Circular Reactions

A

Intentional, goal-directed behavior; object permanence

8-12 months

98
Q

Tertiary Circular Reactions

A

Explore properties of objects through novel actions

12-18 months

99
Q

Mental Representations

A

Internal depictions of objects or events; deferred imitation

18 months to 2 years

100
Q

Object Permanence

A

Understanding that objects continue to exist when out of sight

Develops in substage 4

101
Q

Internal, mental depictions of information

A

Mental Representations

102
Q

Deferred Imitation

A

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
Q

How Piaget was right

A

Timing of:

  • Object search,
  • A-not-B,
  • Make-believe play
104
Q

How Piaget might have been wrong

A
  • Timing of object permanence, deferred imitation, categorization, problem-solving by analogy
  • All occur sooner than Piaget thought
105
Q

With age, make-believe gradually becomes:

More detached from real-life conditions
Less self-centered
More complex
Sociodramatic

A

Development of Make-Believe Play

106
Q

Progression of drawing skills

A

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
Q

Viewing a symbolic object as both

an object and a symbol

ØMastered around age 3
ØAdult teaching can help

A

Dual representation

108
Q

Failure to distinguish others’ views from one’s own

A

Egocentrism

109
Q

Belief that inanimate objects have lifelike qualities

A

Animistic Thinking

110
Q

Limits on Conservation

A

Centration - Focus on one aspect and neglect others
Irreversibility - Cannot mentally reverse a set of steps

111
Q

Achievements of the Concrete Operational Stage

A

Concrete Operational Stage – ages 7-11
Conservation: Decentration and Reversibility
Classification:
Seriation: Transitive inference
Spatial Reasoning:
Directions
Maps

112
Q

Formal Operational Stage Age range

A

11 years and up

113
Q

Deducing hypotheses from a general theory
Pendulum problem

A

Hypothetico-deductive reasoning

114
Q

Evaluating the logic of verbal propositions

A

Propositional Thought

115
Q

Imaginary audience
Sensitivity to criticism
Personal fable

A

Self-Consciousness & Self-Focusing

116
Q

Cons of Piaget’s Theory

A

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
Q

Pros of Piaget’s Theory

A

Piaget’s theory still inspires research

118
Q

Core Knowledge Perspective

A

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
Q

Suggested Domains of Core Knowledge

A

Physical
Numerical
Linguistic
Psychological
Biological

120
Q

Cons of core knowledge

A

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
Q

Pros of core knowledge perspective

A

Most serious consideration of beginnings of thinking

122
Q

Vygotsky’s Sociocultural Theory

A

Cognition is based on:

Social interactions and Language

123
Q

Children’s Private Speech

A

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
Q

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

A

Intersubjectivity

125
Q

adjusting the support offered during a teaching session to fit the child’s current level of performance.

A

Scaffolding

126
Q

refers to shared endeavors between more expert and less expert participants but allows for variations across situations and cultures in precise features of communication

A

Guided participation

127
Q

Zone of Proximal Development

A

Tasks child cannot do alone but can learn to do with help

128
Q

Teacher and students take turns leading dialogue
Ask
Summarize
Clarify
Predict

A

Reciprocal Teaching

129
Q

Cooperative Learning

A

Small groups of classmates work toward common goals

Cultural variations in ability to learn cooperatively

130
Q

Pros of Vygotsky’s Theory

A

Helps explain cultural diversity in cognition
Emphasizes importance of teaching

131
Q

Cons of Vygotsky’s Theory

A

Focus on language deemphasizes observation, other learning methods
Says little about biological contributions to cognition
Vague in explanation of change

132
Q

The view that development is a process of gradually applying more of the sametype of skills that were there to begin with

A

Continous Development

133
Q

The view that development is a process in which new ways of understanding and responding to the world emerge at specific times.

A

discontinuous development

134
Q

The ability to adapt effectively in the face of threats to development

A

resilience

135
Q

John Locke believed that

A

children were a blank slate “tabula rasa” and their characters were shapen entirely based on experience.

136
Q

Jean-jacques Rousseau beliefs

A

Children were noble savages, natrally knowing right from wrong and an inate plan for orderly, helathy growth.

137
Q

Having two identical alleles at the same place on a pair of chromosomes.

A

Homozygous

138
Q

Having two different alleles in the same place on a chromosome.

A

Heterozygous

139
Q

Homozygous vs heterozygous

A

Homozygous will display the affected trait heterozygous mean the akkekes will determine the phenotype.

140
Q

Dominant-recessive inheritance

A

Only one allele affects the child’s characteristics. Dominant

The second allele is recessive.

141
Q

In infants a natural stimulus is paired with a stimulus that leads to a reflexive response.

A

Classical Conditioning

142
Q

Visual acuity

A

fieness of descrimination. Seen as a result of newborns not being able to focus their eyes,

143
Q

Is Infancy a sensitive period of development?

A

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
Q

Vygotsky’s Sociocultural Theory

A

Emphasis on rich social and cultural context for their thinking

145
Q

Mirror Neurons

A

specialized neurons that fire when imitating

PSY 3000 (3 decks)

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