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PSYC > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Nature vs nurture

A

How do genes and experiences guide development
Nature: focuses on biological maturation through STAGES easy to quantify
Nurture: experiments tend to see development as CONTINUOUS

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2
Q

Change and stability

A

In what way do we change/stay the same as we age?

We experience both stability and change. Some of our characteristics, such as temperament, are very stable

Life requires both stability and change. Stability provides our identity. Change gives us our hope for a brighter future, allowing us to adapt and grow from experience.

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3
Q

The competent newborn: in born skills

A

Roofing reflex, sucking, reflex, and crying when hungry

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4
Q

Maturation

A

Change that occurs because of the passage of time. Biologically driven growth enables orderly change. Experiences can adjust the timing, but maturation sets the sequence.

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5
Q

Infantile ameasia

A

The brain forms memory differently as a child

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6
Q

Procedural memories

A

Can do can’t explain

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7
Q

Cognitive development

A

Refers to the mental activities that help us function
Problem-solving, inner thought, language, retrieving knowledge

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8
Q

Jean Piaget

A

Piaget identified significant cognitive milestones and stimulated worldwide interest in how the mind develops. His emphasis was less on the ages at which children typically reach specific milestones than on their sequence.
Schemas, assimilation
4 development stages: semimotor…

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9
Q

Schemas

A

A mental container we build to hold experiences, images, models, or concepts

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10
Q

Assimilation

A

new experiences—we interpret them according to our current schemas (understandings). Having a simple schema for dog, for example, a toddler may call all four-legged animals dogs.

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11
Q

Birth to 2y

A

Senorimotor: Experiencing the world through senses and actions (looking, hearing, touching, mouthing, and grasping)

Object permanence Stranger anxiety

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12
Q

2 to 6-7

A

Preperational: Representing things with words and images; using intuitive rather
pretend to play egocentrism

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13
Q

7 to 11

A

Concrete operational: Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations

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14
Q

12 up

A

Formal operational: abstract logic potential for moral reasoning

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15
Q

Theory of the mind

A

The ability to understand that others have their own thoughts and perspective

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16
Q

Social development

A

Eric Erickson

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17
Q

Attraction

A

Who one is romantically or sexually attracted to?

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18
Q

Identity

A

One identifies their gender based on their understanding of gender

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19
Q

Sex

A

Biological traits, someone is born with

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20
Q

Expression

A

The way one presents their gender

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21
Q

Gender

A

The physical, social and behavioral characteristics that are culturally associated, male or female

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22
Q

Gender rules society solidifies are harmful to children

A

For girls child marriage pregnancy STI. For boys, substance-abuse and suicide.

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23
Q

Hegemonic

A

Men are the dominate sex

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24
Q

Gender and social power

A

Men have attitudes and reputations that help them attain more social power. Men tend to interact in more dominant ways than woman.

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25
Q

Your sex is

A

Genetic, gonadal, and phenotypic.

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26
Q

Gonadal

A

glands that produce hormones that are involved in reproduction and other functions of the body
Test ties and ovaries

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27
Q

Phenotypic

A

What do you see? observable characteristics of an individual resulting from the interaction of its genotype with the environment

28
Q

Puberty timing

A

The sequence is predictable time onset varies

29
Q

Gender roles

A

The influence of culture, the behaviors expected of people related to their identity.

30
Q

Social learning theory

A

We learn general behavior by imitation

31
Q

Gender typing

A

When a child becomes aware of their sex and then adopt values

32
Q

Transgender

A

Sense of sexual identity or gender expression that is different from what is culturally typical for the biological sex/gender they were born with

33
Q

Sensation

A

The brain receives input from our sensory organs

34
Q

Perception

A

The brain makes sense out of the input from sensory organs

35
Q

Bottom up processing

A

Taking in sensory information and then assembling and integrating it

36
Q

Top down processing

A

Using models ideas and expectations to interpret sensory information

37
Q

Sensation and three steps

A
  1. Reception the stimulation of sensory receptor cells by energy
  2. Transduction transforming this cell simulation into neural impulses.
  3. Transmission delivering this neural information to the brain to be processed.
38
Q

Sensory adaptation

A

When constantly exposed to an unchanging stimulus, we become less aware of it because our nerve cells fire less frequently.

39
Q

Perceptual set

A

What you expect to see influences what you do. Top-down processing.
The image of the old and young lady

40
Q

Effects of emotional physical states on perception

A

Destination seems further when tired a hell looks deeper with a heavy backpack or being alone

41
Q

Wave lengths

A

Short waves = blue
Long waves =red
Big amplitude= bright
Small amplitude= dull

42
Q

Pupil

A

Iris flexes and pupil changes lighting light in

43
Q

Pupil

A

Iris flexes and pupil changes lighting light in

44
Q

Cornea

A

Outside layer of eye

45
Q

Iris

A

Colored muscle eye color

46
Q

Lens

A

Focus is light waves to retina

47
Q

Parallel processing

A

Building perception out of sensory detail processed simultaneously in different areas

analyze a visual scene, the brain processes its subdimensions—motion, form, depth, color— simultaneously.

48
Q

3 color theory

A

There are three types of color, receptor, cones, red, green and blue. All of the colors are perceived or created by light waves stimulating these cones.

49
Q

Opponent processing theory

A

The neural process of perceiving white as opposite to see black yellow versus blue red versus green
Flag exercise

red” and “green” messages cannot both travel at once. We see either red or green, not a reddish-green mixture. But red and blue travel in separate channels, so we can see a reddish-blue magenta.

50
Q

Accommodate

A

our schemas to incorporate information provided by new experiences. Thus, the child soon learns that the original dog schema is too broad and accommodates by refining the category.

51
Q

Attachment

A

Refers to an emotional tie to another person
In children, attachment can appear as a desire for physical closeness to a caregiver

52
Q

Deprivation of attachment

A

I If children live without safe, nurturing, affectionate caretaking, they may still be resilient, that is bounce back, attach, and succeed
However, if the child experiences severe, prolonged deprivation or abuse, he or she may
Have difficulty forming attachments
Have increased anxiety and depression
Have lowered intelligence
Show increased aggression

53
Q

Secure attachment

A

mild distress when the mother leaves, seeking contact with her when she returns

54
Q

Insecure attachment

A

Insecure attachment: not exploring, clinging to mother, loudly upset, remains upset when she returns

55
Q

Erick Erikson
Basic trust

A

Erik believed that basic trust is established by relationships with early caregivers and when the child is an INFANT. The baby realizes on environmental factors for safety and security

56
Q

Individualist cultures

A

raising children to be self_reliant, and independent and developing a person identity
In western cultures, parents maintain control over parenting but may pay others to care for their children

57
Q

Collectivist culture

A

raising children to be interdependent, developing a family self (what shames the child, shames the family)
Children in Africa and Asia are often rained in close physical contact with adults, but also raised later by siblings, integrated into webs of mutual support

58
Q

Adolescent- Brain development

A

Adolescents
Brain development
During puberty, the brain stops automatically adding new connections and starts pruning away the neurons and synapses that aren’t being used
The frontal lobes are still forming during this time, still becoming more efficient at conducting signals
The adolescent brain is at its peak of learning ability but not fully able to inhibit impulses (good accelerator, bad breaks)

59
Q

Social development: Erik Erikson

A

The model of lifelong psychosocial development sees adolescence as a struggle to form an identity, a sense of self
Adolescents may in different roles with peers, with parents, and with teachers, try out different “selves”
The challenge in adolescence is to test and integrate the role/selves in order to prevent role confusion
Identity vs. role confusion:
Adolescents have ideally just finished working through the tension of competence vs. interiority
They are ready after adolescence to take on the challenge of intimacy vs. isolation

60
Q

Social development: Erik Erikson

A

contended that each stage of life has its own psychosocial task, a crisis that needs resolution

The model of lifelong psychosocial development sees adolescence as a struggle to form an identity, a sense of self
Adolescents may in different roles with peers, with parents, and with teachers, try out different “selves”
The challenge in adolescence is to test and integrate the role/selves in order to prevent role confusion
Identity vs. role confusion:
Adolescents have ideally just finished working through the tension of competence vs. interiority
They are ready after adolescence to take on the challenge of intimacy vs. isolation

61
Q

Moral reasoning

A

Adolescence see justice and fairness in terms of merit and equity instead of in terms of everyone getting equal treatment
Adolescents may strive to advocate for ideals and political causes
Adolescents think about God, meaning, and purpose in deeper terms than childhood

62
Q

Preconventional morality

A

Follow the rules, because, if you don’t, you’ll get in trouble, if you do you, might get a treat”

63
Q

Conventional morality

A

Uphold laws and rules to gain social approval or maintain social order.

64
Q

Post conventional morality

A

“Sometimes rules need to be set aside to pursue higher principles”

65
Q

Lawrence Kohlerg’s

A

Levels of moral reasoning

PSYC (5 decks)

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