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Lifespan Psychology > Exam 1 Study Guide > Flashcards

Exam 1 Study Guide Flashcards

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1
Q

Lifespan perspective:

A

Development is:
1. Lifelong: change occurs throughout life, change can be physical, cognitive, and emotional/social
2. Multidimensional and multidirectional: affected by biological, psychological, and social forces, change can be gains and declines
3. Highly plastic: intellectual performance remains flexible, along with other aspects of life
4. Affected by multiple, interactive forces: biological, historical, social, and cultural
Both continuous and discontinuous

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2
Q

Nature

A

Heredity; received from parents at conception

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3
Q

Nurture

A

Environmental; physical and social forces; influences biological and psychological development

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4
Q

History-graded influences

A

Period of time you live in

People born around the same tome tend to be aline in ways that set them apart from people born at other times

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5
Q

Age-graded influences

A

Events related to age; happens to everyone

Fairly predictable events in when and how long they occur

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6
Q

Non-normative influences

A

Irregular events; do not happen to everyone
Do not follow a timetable
More powerful than age-graded in todays society

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7
Q

G. Stanley Hall

A
  • Influential American psychologist of early 20th century
  • Founder of the child study movement
  • Wrote book on aging - foreshadowing lifespans research
  • Maturational process - development is a genetically determined series of events that unfold automatically
  • Normative approach: measures behavior are taken and averages computed to represent typical development
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8
Q

Theodor Simon

A

Used the normative approach with Alfred Binet to address practical educational concern
Created the first successful intelligence test
Stanford-Binet Intelligence scale

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9
Q

Psychoanalytic theory

A
  • People move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person’s ability to learn, to get along with others, and to cope with anxiety.
  • Sigmund Freud - psychosexual theory: emphasizes that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development
  • id: larges portion of the mind, is the source of basic biological needs and desires
  • ego: conscious, rational part of personality, emerges in early infancy to redirect the id’s impulses into acceptable behaviors
  • superego: 3-6 yo, the conscious develops
  • Erik Erikson - psychosocial: in addition to mediating between the id impulses and superego demands, the ego makes a positive contribution to development. acquiring attitudes and skills that make the individual and active, contributing member of society
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10
Q

Basic trust vs. mistrust

A

Birth - 1 year
Basics of trustworthiness and the environment
Attention/affection - trustworthy/secure world
Pain/stress - life is unpredictable and untrustworthy

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11
Q

Autonomy vs. shame/doubt

A

1-3 years
Discover bodies and how to control them
Succeeding in doing things for yourself leads to self confidence and self control
Fail - shame and doubt

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12
Q

Initiative vs. guilt

A

3-6 years
Explore beyond yourself
Learn to deal with other people and things in constructive way, sense of initiative
Fail - are not able to deal with people

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13
Q

Industry vs. inferiority

A

6-11 years
Develop number skills
Self is enriched by realistic development

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14
Q

Identity vs. role confusion

A

Adolescence
Learn a different roles
It is important to sort out and integrate the various roles into one constant identify
If a child fails to do this, they become what Erikson calls ego diffusion

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15
Q

Intimacy vs. isolation

A

Early adulthood 20-30 years
Ability to share one’s self with another person of either sex without fear of losing one’s own identity
How much you share with other people; how guarded you are

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16
Q

Generativity vs. stagnation

A

Middle adulthood
Men and women are free to direct their attention more fully to the assistance of others
Individuals can direct energy without conflict to the solution of social issues
Failure to resolve earlier conflicts result in preoccupation with one’s self

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17
Q

Integrity vs. despair

A

Late adulthood
Individuals look back on their lives and judge them
If one looks back and is satisfied, it brings a sense of integrity
If one’s life seems to have misdirected energies and lost changes, then life has sense of despair

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18
Q

Erik Erikson

A

Theory of personality and development
Believed personality develops in a series of predetermined stages
Psychosocial not psychosexual
Each stage is a conflict that acts as a turning point in life
Either will develop that quality or fail to

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19
Q

B.F. Skinner associated with:

A

Operant conditioning theory
The frequency of a behavior can be increased by following it with a wide variety of reinforces, such as food, praise, or a friendly smile. It can also be decreased through punishment, such as disapproval or withdrawal of privileges

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20
Q

Characteristics of Fetal Alcohol Syndrome

A
  • Fetal alcohol spectrum disorder (FASD): encompasses a range of physical, mental, and behavioral outcomes caused y prenatal alcohol exposure
  • Facial abnormalities: short eyelid openings, thin upper lip, a smooth or flattened philtrum, or indentation running from the bottom of the nose to the enter of the upper lip
  • Slow physical growth
  • Brain injury causing impairment in: memory, language and communication, attention span and activity level (over activity), planning and reasoning, motor coordination, or social skills
  • Urinary tract defects
  • Immune system defects
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21
Q

Attachment

A

The strong affectionate tie we have with special people in our lives that leads us to feel pleasure when we interact with them and to be comforted by their nearness in times of stress

22
Q

Four Forms of Attachment

A

Secure
Avoidant
Resistant
Disorganized/Disoriented

23
Q

Secure Attachment

A

(60%) Use the parents as a secure base. When separated, they may or may not cry, but if they do, it is because the parents is absent and they prefer to to the stranger. When the parent returns, they actively seek contact, and their crying is reduced immediately

24
Q

Avoidant Attachment

A

(15%) Infants seem unresponsive to the parent when she is present. When she leaves, they usually are not distressed, and they react to the stranger in much the same way as to the parent. During reunion, they avoid are are slow to greet the parent, and when picked up they often fail to cling

25
Q

Resistant Attachment

A

(10%) Before separation, these infants seek closeness to the parent and often fail to explore. When the parents leaves, they are usually distressed, and on her return they combine clinginess with angry, resistive behavior, sometimes hitting and pushing. Many continue to cry after being picked up and cannot be comforted easily.

26
Q

Disorganized/disoriented

A

(15%) Reflects the greatest insecurity. At reunion, these infants show confused, contradictory behaviors. Looking away, approach the parent with flat, depressed emotion

27
Q

Four Phases of Attachment

A
  1. Preatcachemtn phase
  2. “Attachment-in-the-making” phase
  3. “Clear-cut” attachment phase
  4. Formation of reciprocal relationship
28
Q

Piaget’s stages

A
  1. Sensorimotor: Out of sight, out of mind
  2. Preoperational: Can’t put yourself in others head space
  3. Concrete operational: Logical thinking
  4. Formal operational: Can think more abstractly
29
Q

Genotype

A

An individual’s genetic information

30
Q

Phenotype

A

An individual’s directly observable characteristics

31
Q

Mitosis

A

Process by which DNA duplicates itself

Produces new body (somatic) cells containing the same genetic information

32
Q

Teratogens

A 
Anything from the environment that can be harmful to the fetus 
Harm done by teratogens is affected by: 
- Dose 
- Heredity
- Age 
- Other negative influences 
Stress can cause a physiological change that can cause harm 
There is concern that people who don’t know they are pregnant are causing harm to their fetus 
First trimester is a big period of development: sensitive period 
Substances: 
- Drugs: 
- Prescriptions
- Nonprescription 
- Illegal 
- Tobacco
- Alcohol 
- Radiation 
- Environmental pollution 
- Infectious disease
33
Q

Cephalocaudal

A

growth trend - head to tail; lower part of body grows later than the head

34
Q

Proximodistal

A

growth trend - near to far; extremities grow later than head, chest, and trunk

35
Q

Neurons

A

nerve cells that store and transmit information

36
Q

Synapses

A

Tiny gaps whee fiber from different neurons come together but do not touch

37
Q

Neurotransmitters

A

Chemicals that are released by neurons and cross the synapse

38
Q

Prefrontal cortex

A

Region of the cerebral cortex responsible for thought, especially:
Consciousness
Inhibition of impulses
Develops overtime
Integration of information
Use of memory, reasoning, planning and problem-solving strategies
Executive function
Undergoes rapid growth in the preschool and school years, and in adolescence
Reasoning develops with age
Integrates information together

39
Q

Gross motor skils

A

Balance improves as center of gravity shifts downward and allows for new movement
Crawl, stand, walk, run, jump, hop, gallop, skipping

40
Q

Fine Motor Skills

A 
Control of the hands and fingers 
Drawing
Scribbles
First representational forms 
More realistic drawings
41
Q

Assimilation

A

Use or current schemes to interpret the external world

42
Q

Accommodation

A

create new schemes or adjust old ones after noticing that our current ways or thinking do not capture the environment completely

43
Q

Schemes

A

Specific psychological structures
Organized ways of making sense of experience
Changes with age

44
Q

Language acquisition device (LAD)

A

An innate system that contains a universal grammar, or set of rules common to all languages. It enables children, not matter which language they hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words

45
Q

Types of temperament

A 
Easy child (40%): quickly establishes regular routines in infancy, is generally cheerful, and adapts easily to new experiences 
Difficult child  (10%): irregular in daily routines, is slow to accept new experiences, and tends to react negatively and intensely 
Slow-to-warm-up (15%): inactive, shows mild, low-key reactions to environmental stimuli, is negative in mood, and adjusts slowly to new experiences
46
Q

Conservation

A

Refers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes

47
Q

Centration

A

Focus on one aspect of a situation, neglecting other important features

48
Q

Child-rearing style: Authoritative

A

Is warm, responsive, attentive, patient, and sensitive to the child’s needs
Makes reasonable demands for maturity and consistently enforces and explains them
Permits the child to make decisions in accord with readiness
Encourages the child to express thoughts, feelings, and desires
When parent and child disagree, engages in joint decision making when possible

49
Q

Child-rearing style: Authoritarian

A

Is cold and rejecting and frequently degrades the child
Makes many demands coercively, using force and punishment
Often uses psychological control, withdrawing love and intruding on the child’s individuality
Makes decisions for the child
Rarely listens to the child’s point of view

50
Q

Child-rearing style: Permissive

A

Is warm but overindulgent of inattentive
Makes few or no demands for maturity
Permits the child to make many decisions before the child is ready

51
Q

Child-rearing style: Uninvolved

A

Is emotionally detached and withdrawn
Makes few or no demands for maturity
Is indifferent to the child’s decision making and point of view

Lifespan Psychology (1 decks)

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