Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 250 > Exam 1 > Flashcards

Exam 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

5 characteristics of development

A 
multidirectional
multicontextual
multicultural
multidisciplinary
plasticity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

critical period

A

time when a particular type of developmental growth must happen if it’s ever going to happen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

sensitive period

A

time when a certain development is most likely to happen (ex: language)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

different patterns of developmental growth

A

growth in stages
linear growth
growth and decline
unpredictable growth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

historical context: cohort

A

refers to all people born around the same time who experience the same historical events and cultural shifts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

SES

A

combination of income, education, occupation, and neighborhood characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

culture

A

shared beliefs, norms, behaviors, expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

ethnic group

A

people whose ancestors were born in the same region and often share a language, culture, and religion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

race

A

group of people who are regarded by themselves or others distinct based on physical appearance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

difference-equals-deficit error

A

if someone is different than me, they must be less than

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

plasticity

A

the possibility of change

human traits can be molded/shaped while people maintain a durability of identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

plasticity example: david

A

born with premature disabilities but enriching environment allowed him to thrive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

differential susceptibility

A

some people are more vulnerable than others to certain experiences (ie genetics)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

parts of scientific method

A 
formulate research question
develop hypothesis
test hypothesis
draw conclusions 
make findings available
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

common research methods

A

scientific observation (naturalistic vs observatory)
experiment
survey
case study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

cross sectional study

A

examines groups of people of different ages at the same point of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

longitudinal study

A

data collected repeatedly on the same individuals over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

cross sequential study

A

studies several groups of people of different ages then follows those groups longitudinally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

developmental theory

A

systematic statement of general principles that provides a framework for understanding how/why people change over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

theories do what

A

produce hypotheses
generate discoveries
offer practical guidelines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

3 important theories

A

psychoanalytic theory
behaviorism (learning theory)
cognitive theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

psychoanalytic theory

A

behavior motivated by unconscious drives
dreams reflect unconscious mind
defense mechanisms
sexuality major motivating force

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

id ego superego

A

id: what you want (pleasure principle)
ego: what you actually do (impulse control)
superego: what you should do (moral ideal)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

freud psychosexual stages

A 
oral
anal
phallic
latency
genital
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

erikson’s theory of psychosocial development

A

8 stages characterized by a developmental crisis, spans lifetime

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

operant conditioning: reinforcement vs punishment

A

reinforcement: makes behavior more likely
punishment: makes behavior less likely

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Bandura social learning theory

A

behavior learned through observation and imitation

bobo doll experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

piaget’s cognitive development theory: stages

A

sensorimotor
pre-operational
concrete operational
formal operational

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

piaget: cognitive disequilibirum

A

a state of disequilibrium results in cognitive growth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

assimilation

A

incorporate new info into existing schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

accommodation

A

alter existing schemas to include new info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

the emergent theories

A

sociocultural theory
universal perspective (evolutionary theory)
ecological systems theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Vygotsky’s sociocultural theory

A

development results from the dynamic interaction b/w the person and their culture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

guided participation

A

children learn culturally meaningful skills from more knowledgeable members of society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

zone of proximal development

A

range of skills learner can perform w/ assistance but not independently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

evolutionary theory

A

humans are driven by basic need to survive and reproduce

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

evolutionary theory: cramer et al

A

women bothered more by partner having deep emotional connection
men bothered more by partner having sex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Bronfenbrenner’s ecological systems theory

A

the interaction b/w individual and the changing environment is key

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q 
microsystem
mesosystem
exosystem
macrosystem
chronosystem
A

microsystem: immediate environment, family, school, peers
mesosystem: interactions among microsystems
exosystem: larger community setting
macrosystem: cultural values, laws
chronosystem: change over life course and history

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

additive heredity

A

genetic effects add up to create the phenotype (ex: skin color, height)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

genetic imprinting

A

some genes function differently depending on which parent they come from
chemical marker activates either mother or father’s gene

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

copy number variation

A

involves genes with repeats or deletions of base pairs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

non-shared environment & adolescent development (NEAD) project: major finding

A

genes impact every characteristic, but family structure and parenting style modify genes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

___ is most common correlate of chromosomal abnormalities

A

maternal age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

trisomy 21

A

down syndrome
facial features: thick tongue, slanted eyes
physical problems
mental slowing and faster aging

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

eclectic perspective

A

apply aspects of each theory rather than just picking one

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

3 stages of prenatal development

A

germinal (0-2 wks)
embryonic (3-8 wks)
fetal (9 wks-birth)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

germinal period

A
  • conception in fallopian tubes
  • cell differentiation/multiplication (blastocyst, embryonic disk (fetus) and trophoblast (placenta/umbilical cord) form)
  • implantation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

embryonic period

A

embryonic disk forms:

  • ectoderm: neural tube/CNS
  • mesoderm: bone, connective tissue
  • endoderm: GI, lungs, etc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

fetal period

A 
growth and finishing phase
1st trimester (fetus 3mo, 3oz, 3in)
2nd trimester (quickening/feeling moving)
3rd trimester (brain maturation)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

age of viability

A

age baby can survive if born early
22 weeks
weight crude predictor, critical factor is brain maturation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

teratogen

A

anything that can impair prenatal development and result in birth defects/death

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

factors determining risk of teratogens

A
  • timing of exposure (critical period most vulnerable)
  • amount of exposure (threshold and interactions)
  • genetic vulnerability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

examples of specific teratogens

A

illegal drugs, tobacco, alcohol (FAS), infectious disease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

FAS

A 
heavy drinking (5+ per day)
causes severe cognitive, physical, behavioral deficits
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

3 stages of labor

A
  1. dilation and effacement of cervix
  2. delivery of baby
  3. delivery of placenta
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

other maternal factors affecting prenatal risk

A

nutrition, stress, maternal age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

doula

A

someone who helps a women with labor, delivery, and breastfeeding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

APGAR scale

A 
appearance (color)
pulse
grimace (reflexes)
activity (muscle tone)
respiration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

average birth weight and height

A

7.5 lbs and 20 inches

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

low birth weight (LBW)

A

less than 5.5 lbs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

preterm

A

baby born 2 or more weeks early

may be appropriate weight for length of pregnancy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

small for gestational age (SGA)

A

may be born at due date or preterm

below expected weight for length of pregnancy

64
Q

possible causes of LBW

A 
lifestyle choices
malnutrition
multiple births
prescription drugs
other unknown causes
65
Q

La Familia support

A

social/cultural context critical for prenatal/postnatal development
mexican mothers w/ high la familia support linked to fewer LBW births

66
Q

immigrant paradox

A

immigrant women have healthier babies (bc of support they have)

67
Q

parental alliance

A

cooperative working relationship b/w partners is important for prenatal/postnatal care

68
Q

head sparing

A

when nutrition is poor, the brain keeps growing

69
Q

influences on early growth

A

heredity
nutrition
emotional well being

70
Q

benefits of breast feeding

A

baby: correct balance of fat/protein, nutritional completeness, protection against disease
mother: reduced risk of breast cancer, osteoporosis

71
Q

how much do newborns sleep

A

15-17+ hours a day
most sleep through night by 1 yo
sleep needs decline to 12 hrs by age 2

72
Q

co sleeping pros and cons

A

pros: easier response time, less exhaustion, more convenient
cons: higher SIDS rate, parents may not sleep well later

73
Q

how much do newborns cry

A

2-3 hours a day

peaks at 6 weeks before declining w/ maturation of CNS

74
Q

transient exuberance

A

rapid proliferation of new neural connections in infancy

75
Q

synaptic pruning

A

makes the brain more efficient by eliminating underused connections

76
Q

fusiform face area

A

part of the brain dedicated to face perception

babies primed to look at faces

77
Q

own race ffect

A

babies recognize faces from own race more easily than other races

78
Q

Scott and Monesson face recognition experiment

A

when names were attributed to monkeys faces, babies distinguished monkeys’ faces easier later on

79
Q

experience-expectant brain functions require:

A

basic common experiences

ex: no matter where an infant lives, an infant hears sounds/language

80
Q

experience-dependent brain functions depend on:

A

exposure to particular events

ex: exposure to particular sounds/language varies across infants

81
Q

sensitive periods in brain development example

A

children raised in romanian orphanages and adopted later by british families:

  • dramatic catch up in physical size once adopted
  • cognitive gains not as great for children adopted after 6 months
  • longer length in orphanage, more defects
82
Q

sensation ___ perception

A

precedes

83
Q

sensation vs perception

A

sensation: when a sensory system detects a stimulus
perception: mental processing of sensory info

84
Q

infant senses: hearing

A

not good at birth
newborns react to sudden noises
infants prefer a human voice

85
Q

infant senses: vision

A

least mature sense at birth
binocular vision develops around 3 months
adult vision by 1 yo

86
Q

hearing milestones

A

2 mo: locate/orient to sounds
4-7 mo: sense of musical phrasing
6-8 mo: screen out sounds from other languages
7-9 mo: recognize familiar words

87
Q

vision milestones

A

2-3 mo: focus and color vision, binocular vision
6 mo: acuity, scanning, tracking
6-7 mo: depth perception
1 yr: 20/20 vision

88
Q

infant senses: touch

A

sensitivity to touch is very acute at birth

touch stimulates physical and emotional growth

89
Q

infant senses: taste and smell

A

newborns prefer sweet over sour or bitter

prefer the smell of their lactating mother

90
Q

milestones in face perception

A

0-1 mo: prefer simple, face like pattern
2-4 mo: prefer complex face patterns, distinguish strange from familiar face, prefer mothers face
5-12 mo: perceive emotional expressions on faces

91
Q

intermodal perception

A

ability to integrate simultaneous input from multiple sensory systems by perceiving objects as unified wholes

92
Q

amodal sensory properties

A

info that overlaps 2 or more sensory systems

babies like to focus on these times of stimuli

93
Q

milestones in intermodal perception

A

birth: detect amodal sensory properties
3-4 mo: relate speech sounds to lip movement
4-6 mo: perceive unique face-voice pairings of unfamiliar adults

94
Q

survival reflexes

A

breathing, hiccups, sneezing (oxygen)
crying, shivering, tucking legs (body temp)
sucking, rooting, swallowing (feeding)

95
Q

gross motor vs fine motor skills

A

gross: actions that involve large body movements
fine: actions that involve small body movements

96
Q

moro reflex

A

startle reflex

97
Q

palmar reflex

A

grasp anything placed in hand

98
Q

Piaget’s sensorimotor stage

A

0-2 y.o’s actively think w/ their senses and motor skills

cognitive change takes place via adaptation and organization

99
Q

schemas

A

psychological structures that organize one’s experiences

100
Q

adaptation

A

process of building schemas through direct interaction w/ the environment (assimilation and accommodation)

101
Q

organization

A

internal process of rearranging and linking schemas

102
Q

name the 6 sensorimotor substages

A 
reflexive schemas
primary circular reactions
secondary circular reactions (2 steps)
tertiary circular reactions
mental representations
103
Q

substages 1/2 of sensorimotor intelligence

A

primary circular reactions (infant’s responses to own body):
-substage 1 (0-1m): newborn reflexes
substage 2 (1-4m): first acquired adaptations

104
Q

substages 3/4 of sensorimotor intelligence

A

secondary circular reactions (infant’s responses to objects/people):

  • substage 3 (4-8m): making interesting sights last
  • substage 4 (8-12m): new adaptations and anticipation, goal directed behavior, object permanence
105
Q

object permanence

A

understanding that objects continue to exist when out of sight
8 months

106
Q

renee baillargeon and violation of expectation method

A

habituation: babies look at things they did not expect longer (they expect the world works a certain way)
showed that object permanence emerges before 8 months

107
Q

substages 5/6 of sensorimotor intelligence

A

tertiary circular reactions (creative exploration/experimentation):

  • substage 5 (12-18m): active experimentation, little scientist
  • substage 6 (18m-2y): mental representation, make believe play
108
Q

piaged revised, what do advanced research tools (habituation, fMRI) indicate

A

many cognitive abilities emerge earlier than piaget predicted

109
Q

current research suggests that cognitive development is:

A

gradual
continuous
uneven

110
Q

information processing theory

A

uses computer model of human cognition

focus is on step-by-step description of mechanisms underlying human cognition (affordances, memory)

111
Q

affordances

A

opportunities in the environment for perception and interaction

112
Q

affordances depend on

A

sensory awareness of opportunities
immediate needs and motivation
developmental level (maturation)
past experiences

113
Q

visual cliff: gibson and walk

A

examined infant depth perception
infants willing to cross cliff until 8 months, crawlers avoided it
–> fear of heights NOT emergence of depth perception

114
Q

infantile amnesia

A

refers to notion that we rarely remember events before age 3

115
Q

why don’t we remember prior to age 3

A

theory of mind and sense of self
neurogenesis of hippocampus
autobiographical memory linked to verbal abilities

116
Q

magic shrinking machine: simcock and hayne

A

studied 2-4 y.o.
children nonverbal memory good
under age 3, could not describe shrinking experience
verbal recall increased sharply b/w 3 and 4 y.o

117
Q

very young infants (< 3 months) can remember if:

A

experimental conditions are real life
motivation is high
special measures aid memory retrieval (eg repetition and reminder)

118
Q

operant conditioning and memory study

A

3 and 6 m.o kick and move mobile
1 week later, infants started kicking immediately, indicating memory
2 weeks after, only 6 m.o. babies remembered (3 mo remembered if reminded)

119
Q

theories of language development

A

1: infants need to be taught (behaviorism)
2: social impulses foster language (social pragmatic)
3. infants teach themselves (universal grammar)

120
Q

What did BF skinner argue about language

A

infants learn language via operant conditioning and imitation
parents are teachers, repetition is instructive, and well taught infants become well spoken children

121
Q

Tamis-LeMonda et al.

A

infants of parents who spoke more had superior language development

122
Q

Social pragmatic perspective of language

A

babies acquire language to communicate as social beings

social content of speech is universal

123
Q

what did noam chomsky argue about language

A

language is too complex to be learned through step-by-step conditioning
language is innate -> prewired w/ language acquisition device (LAD) in brain

124
Q

universal sequence of language

A 
cooing
babbling
first words
naming explosion
first two-word sentences
multiword sentences
125
Q

cooing and babbling

A

6-9 mo: babies repeat consonant vowel combinations called babbling
experience expectant learning (all babies do it)

126
Q

First words

A

comprehension precedes production

first words appear around 1 year

127
Q

holophrase

A

a single word that expresses an entire thought (eg juice)

128
Q

naming explosion

A

language spurt

around 18 mo

129
Q

first sentences

A 
by 21 mo, two word sentences (telegraphic speech)
grammatically correct (eg more juice)
130
Q

child directed speech (CDS)

A

motherese
high pitched exaggerated expression
short sentences/phrases
simplification

131
Q

interactive activities that facilitate language

A

joint attention
turn taking games
preverbal gestures

132
Q

erikson’s first two psychosocial stages

A

trust vs mistrust: infants learn trust if world is secure place/basic needs met
autonomy vs shame/doubt: gain sense of self rule over their actions/bodies

133
Q

ethnotheory

A

a child rearing theory that is embedded w/in a particular culture/ethnic group

134
Q

keller et al. 2004 findings

A

Nso vs Greek parents
Nso proximal, Greek distal
Nso toddlers didn’t recognize self in mirror but were compliant
Greek toddlers opposite

135
Q

Basic emotions in first year

A

happiness: social smile (6w), laughter (2-4m)
anger: general distress (birth), anger (4-8m)
fear: stranger wariness, separation anxiety (9-14m)

136
Q

self conscious emotions

when do they emerge

A 
shame 
embarrassment
guilt
envy
pride
emerge second year as toddlers become aware of self as separate/unique
137
Q

self awareness

A

realization that one is a unique person separate from others
emerges around 15-18m
dot-of-rouge experiment

138
Q

temperament

A

inborn differences b/w one person and another in emotions, activity, and self control
both genes/child rearing practices affect temperament (epigenetic)

139
Q

new york longitudinal study on temperament

A

easy, difficult, slow to warm up, unclassified

140
Q

different kinds of temperament

A

effortful control: able to regulate attention and emotion, self-soothe
negative mood: fearful, angry, unhappy
exuberant: active, social, not shy

141
Q

goodness-of-fit

A

the match b/w the child’s temperament and the environment

environment has effect on temperament

142
Q

temperament and attachment study findings

A

highly irritable infants who were securely attached were more social and just as adept at exploration as other toddlers
all infants insecurely attached were less social/skilled at exploring

143
Q

synchrony

A

coordinated interaction b/w caregiver and infant that starts process of attachment
critical for socioemotional development

144
Q

still face technique: montirosso et al.

A

mothers face goes flat
socially engaged babies go back to normal soon after
disengaged babies take long to return to normla
negatively engaged stay very upset

145
Q

internal working model

A

a set of expectations formed early in life about the emotional availability of attachment figures

146
Q

strange situation: key behaviors

A 
seeking (or avoiding) proximiting
maintaining (or resisting) contact
level of infant distress
ease of comforting upon reunion
ability to use PCG as secure
147
Q

attachment classifications

A

A: insecure-avoidant
B: secure
C: insecure-resistant
D: disorganized/disoriented

148
Q

Type B secure attachment

A

explores toys
cries when parent leaves
happy to see return
positive long term outcomes

149
Q

Type A insecure-avoidant attachment

A

explores toys
does not cry when parent leaves
avoids/ignores when returns
lonely/depressed in adulthood

150
Q

Type C insecure-resistant attachment

A

little/no exploration of toys
cries when parent leaves
stays upset when returns
adult relationships angry/unpredictable

151
Q

Type D disorganized attachment

A

stumbles over toys
stilling (deer in headlights)
often physically abused

152
Q

factors that affect attachment

A

opportunity for attachment
quality of caregiving
infant characteristics
parents’ internal working models

153
Q

adult attachment interview (AAI)

A

anxious-avoidant –> dismissing
secure –> secure
anxious-resistant –> preoccupied

154
Q

AAI classifications: secure

A

objective evaluation of childhood experiences

155
Q

AAI classifications: dismissing

A

lack of memories and stereotypes descriptions

derogation of attachment

156
Q

AAI classifications: preoccupied

A

conflicted and confused discourse

passivity or involved anger

Psych 250 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions