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Dev Psych > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

True facts/false statements

A

Dualism

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2
Q

TE of Dualism:

A

Legitimate uncertainty

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3
Q

“All opinions are equal”

A

Multiplicity

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4
Q

TE of Multiplicity:

A

Support opinions with facts, arguements

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5
Q

“Theories”:

A

Relativism

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6
Q

TE of Relativism:

A

Facts are explained by causal theories

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7
Q

Steps in stage theories:

A

Stage 1) Dualism, Stage 2) Multiplicity Stage 3) Relativism, Stage 4) Commitment

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8
Q

Equilibrium and disequilibrium in stage theories:

A

Try to maintain equilibrium, can’t, get disequilibrium and this leads to transition experience

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9
Q

Who did William Perry Study?

A

At Harvard, students about their coursework. Cognitive and intellectual development.

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10
Q

Problems with causality:

A

Spurious, directionality, third variable explanations

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11
Q

Is there a theory or logical structure to explain the observed relation of the variables?

A

Spurious

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12
Q

What is the temporal relation of the variable? Does one occur before the other?

A

Directionality

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13
Q

Can another variable explain the relation between the two?

A

Third variable explanations

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14
Q

Approximation of the population in interest:

A

Representative sample

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15
Q

Groups in study randomly assigned:

A

Random Assignment

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16
Q

Why do quasi-experimental designs provide LIMITED evidence of causation:

A

1) too many variables (of as many as 3)

2) measure the variables over time to measure directionality

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17
Q

Advantages of cross-sectional designs:

A

quick and easy to administer. Grab kids at diff. age groups and measure them.

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18
Q

Disadvantages of cross-sectional designs:

A

Not longitudinal. Can’t compare within person change.

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19
Q

This is what happens when you have different eras and try to compare them:

A

History/Cohort effects

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20
Q

Advantages of longitudinal studies:

A

helps understand long periods of time

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21
Q

Disadvantages of longitudinal studies:

A

expensive, time consuming, attrition (people dropping out of the study)

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22
Q

Advantages of microgenetic designs:

A

Helps understand real changes over time, can capture an event as it is happening, can observe differences between children

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23
Q

What is microgenetic designs:

A

Consistent study of the same children during very short periods of time when you know (or expect) to see development

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24
Q

Disadvantages of microgentic designs:

A

expensive and time consuming

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25
Q

Are the findings replicable? Are the variables consistent and measured accurately?

A

Reliability

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26
Q

How well do the measures correspond with and generalize to the rest of the world?

A

Validity

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27
Q

What are some types of measurement?

A

Direct/Natural observation, artificial/controlled observation, surveys/interviews

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28
Q

Why is context important for causality?

A

No one thing is always the exact cause of the event.

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29
Q

Germinal:

A

Conception to 2 weeks

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30
Q

Embryonic

A

3rd-8th week

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31
Q

Fetal

A

9 weeks to birth (38 weeks)

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32
Q

Germinal, embryonic, and fetal represent _____ shifts in development

A

qualitative

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33
Q

Trimesters represent ______ shifts in development

A

quantitative

34
Q

What are the 4 processes in prenatal developmental?

A

1) cell division (mitosis)
2) cell migration
3) cell differentiation
4) cell death (apoptosis)

35
Q

What occurs in the germinal period?

A

Neural tube creation (brain and spinal cord), implantation of uterine lining, inner cell mass into hollow sphere

36
Q

What is the embryo hand plate? and when does it occur?

A

when finger start to emerge. apoptosis of cells: if not, then webbed hands.
7 weeks

37
Q

What occurs in the embryonic period?

A

Primitive heart beat, arm and leg buds, cells differentiate and start forming the structures of what they will become

38
Q

Spina bifida:

A

Lack of folic acid

39
Q

What plays a vital role in the dev. of the spinal cord?

A

Folic acid

40
Q

What occurs during the first part of fetal period?

A

Nose, mouth, palate, neural tube develops, basic structures form, lots of movement (but so small you cant tell).

41
Q

What happens at 9 weeks into fetal period?

A

Rapid brain growth, internal organs present, sexual differentiation starts

42
Q

What happens to the fetus at 11 weeks?

A

Heart in its basic structure, spine and ribs visible

43
Q

Fetus at 16 weeks?

A

Lower body growth accelerates, genitalia develop, some reflexes

44
Q

Fetus at 18 weeks?

A

Thumb sucking! greasy coating and hair

45
Q

Fetus at 20 weeks?

A

Head down, facial expressions, cramped quarters

46
Q

Fetus at 28 weeks:

A

Brain/lung development= higher survival rate, eyes experience REM movements, weight x3

47
Q

What is the age of viability now?

A

~22 weeks

48
Q

Neurogenesis:

A

Occurs throughout lifetime in select areas of the brain: hippocampus. ~100 billion neurons at birth, 9-10x more glial cells develop through lifespan: astrocytes

49
Q

Synaptogenesis:

A

Neuron connections= ~1000 with other neurons. Makes each brain uniquely different.

50
Q

Synaptic pruning:

A

Synapses that arent used are removed

51
Q

When can you see prenatal hiccups?

A

7 weeks

52
Q

When have most movements present at birth appeared?

A

12 weeks

53
Q

What are types of fetal behavior?

A

Swallowing, breathing, sight and touch, taste, smell, hearing

54
Q

What is fetal habituation?

A

simplest form of learning. At about 30 weeks fetus decreases responses to repeated or continuous stimulus

55
Q

Prenatal and Postnatal Continuity:

A

Activity level during the prenatal period is correlated with post-natal activity level

56
Q

What is the APGAR?

A

Appearance, Pulse, Grimace, Activity, Respiration

57
Q

What is the NBAS?

A

Created by Brazelton. Measures neonatal behaviors and reflexes.

58
Q

What is the role of the parents personality in the NBAS?

A

The higher their personality and interest the more likely they were to enjoy the NBAS and parenting quality was rated higher

59
Q

Genotype:

A

Genetic make up, inherited

60
Q

Phenotype:

A

What you can see

61
Q

Polygenic inheritance:

A

Traits that are governed by more than one gene. Behavioral scientists are interested bc it applies to most traits and behaviors/ EX. shyness, aggression

62
Q

Epigenetics:

A

How genes and environment interplay.

63
Q

Regulator genes:

A

Switch on and off genes

64
Q

All phenotypes that could theoretically result from a genotype, given all possible environmental differences.

A

Norm of reaction

65
Q

Parents genetic make up contributes to the child’s genotype AND to the environment the child is provided.

A

Passive environment interactions

66
Q

Children evoke certain responses from others

A

evocative gene-environment correlations

67
Q

actively select surroundings and experiences that support their interests, talents, and personality characteristic

A

active gene-environment correlations

68
Q

occurs when specific types of methyl builds up in the DNA. The rate at which this happens can be influenced by stress. Stressful environments have been shown to increase the level of methylation in DNA. Is thought to change or dampen the expression of genes.

A

Methylation

69
Q

100% shared genetic makeup

A

Monozygotic twins

70
Q

50% shared genetic makeup

A

dizygotic twins, siblings

71
Q

fatty sheaths of myelin that form around axons to increase speed of information-processing

A

Myelination

72
Q

Explanation for thrill seeking:

A

dopamine decreases from childhood to adolescence= increase in sensation seeking.
density of oxytocin receptors increase from childhood to adolescence= presence of peers makes rewards more rewarding

73
Q

Risky behavior decrease?

A

Prefrontal cortex development

74
Q

Formation of certain brain structures occur as a result of “universal” experiences
“that every human who inhabits any reasonably normal environment will have”
Developmental impairment results if expected experience is not available.

A

Experience-Expectant plasticity

75
Q

Neural connections are created and reorganized throughout life as a function of an individual’s experience.
Examples: hippocampus size in London taxi drivers.

A

Experience-dependent processes

76
Q

environmental agents that have the potential to cause harm during prenatal development.
Timing is a crucial factor in the severity of the effects of potentially harmful agents.
Many agents cause damage only if exposure occurs during a sensitive period in development.

A

Teratogens

77
Q

The most sensitive or critical period of prenatal development is the embryonic period.

A

Sensitive period

78
Q

Increases in exposure to potential teratogens (cumulative effect) are associated with greater probabilities of fetal defects and with more severe problems.

A

Dose-response relation

79
Q

Successful development in the face of multiple and seemingly overwhelming developmental hazards.

A

Resilience

80
Q

_________ children often experience responsive care from a particular caregiver and possess personal characteristics such as intelligence and responsiveness to others.

A

resilient

Dev Psych (4 decks)

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