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Developmental Psychology > Exam 2 Review Sheet > Flashcards

Exam 2 Review Sheet Flashcards

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1
Q

celiac disease (3)

A
  • gluten (protein in wheat) triggers immune response that can DAMAGE SMALL INTESTINE (digestive problem)
  • prevents absorption of nutrients from food, STUNTS GROWTH, and delays puberty
  • treatment can lead to catch-up growth
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2
Q

What is the cephalocaudal principle? What are its 3 steps?

A
  • head to tail development

- head grows first, then trunk (1st year), then legs (2nd year)

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3
Q

tanner scale

A

-used to measure progression of a child through puberty

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4
Q

sensation

A

detection and transmission of sensory information

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5
Q

perception

A

interpretation/understanding of sensory input

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6
Q

locomotion

A

the coupling of perception and action carried out by children

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7
Q

presbycusis

A

problems of aging ear, especially in the loss of sensitivity to high frequency or high pitch sounds

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8
Q

somaesthetic senses

A

detection thresholds for touch increases and sensitivity is gradually lost from middle childhood to adult

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9
Q

cytomegalovirus (CMT)

A

-when contracted in utero can cause blindness in babies

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10
Q

centration definition and example

A

-tendency to focus on a single aspect of a problem

Ex. focus on either the height or width of the glasses on conservation of liquid task

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11
Q

decentration - definition and example

A

-ability to focus on 2+ dimensions simultaneously

Ex. focus on both heigh and width of glass on conservation of liquid task

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12
Q

cognition

A

activity of knowing and processing through which knowledge is acquired and problems are solved

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13
Q

zone of proximal development

A

gap between what one can accomplish alone vs with assistance of more skilled partner

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14
Q

habituation - definition and example

A

learn not to respond to a repeatedly presented stimulus (get bored)
Ex. dripping faucet

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15
Q

implicit learning

A

-unintentional, automatic

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16
Q

explicit learning

A

deliberate, effortful

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17
Q

pure recall

A

retrieval without cue

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18
Q

problem-solving

A

using information-processing system to arrive at a decision

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19
Q

private speech

A

speech for the self that guides thought and behavior

20
Q

schemas

A

a set of rules/patterns of thought/action people construct to interpret experience (cognitive structure)

organization of thoughts

21
Q

4 steps to memory and learning (1, 2, 3, 2)

A
  1. Encoding
    - getting information into system
  2. Consolidation
    - information organized into a form suitable for long-term storage
    - event becomes long-lasting memory trace facilitated by sleep
  3. Storage
    - holding information (long-term)
    - memory fades if not appropriately stored
    - constructive, not static
  4. Retrieval
    - getting information out of long-term memory
    - involves recognition memory, recall memory, and cued recall
22
Q

endocrine glands

A

secretes hormones into the bloodstream

23
Q

pituitary gland (6)

A
  • the “master” gland
  • located at base of brain
  • directly controlled by hypothalamus
  • triggers release of hormones from other glands
  • produces the growth hormone
  • without it, at risk for cardiac issues and insulin resistance
24
Q

thyroid gland

A

affects development and growth of the brain and nevous system

25
Q

testes (3)

A
  • male gland that produces male hormone, testosterone
  • male fetus will not develop testes unless gene on Y chromosome triggered
  • testosterone and androgens stimulate growth, production of sex organs, and sexual motivation
26
Q

ovaries (2)

A
  • female gland that produces female hormones estrogen and progesterone
  • “pregnancy hormone”
27
Q

3 important survival relfexes

A
  1. breathing: O2 in, CO2 out
  2. eye-blink: protection from bright light/foreign objects
  3. sucking: taking in of nutrients from food
28
Q

what 3 things does the nervous system consist of?

A

brain, spinal chord, neural issue

29
Q

Why is sensation and perception so important? (3)

A
  • heart of human functioning
  • everything you do depends on ability to sense/perceive the world
  • even birth infants sense their environment/light, sound, odor
30
Q

What happens to soft bones in the infant?

A

ossify/hardens and become interconnected

31
Q

What is ADHD? What is its treatment?

A

problems with concentration, focus, attention

-ritalin

32
Q

autobiographical memory involves

A

episodic memories of personal events

33
Q

implict memory vs explicit memory (3)

A
  • implicit develops earlier in infancy than explicit
  • explicit capacity increases from infancy to adulthood then declines
  • implicit memory capacity does not change much across the life span
34
Q

causes blindness in infants when contracted in utero

A

cytomegalovirus

35
Q

adrenal gland

A

support development of muscle and bones

36
Q

studied how children “think”

A

Piaget

37
Q

who said that group thinking is better than individual thinking

A

Vygotsky

38
Q

at what age is a child half the size of a human

A

5

39
Q

sleep that is associated with brain maturation

A

REM sleep

40
Q

at what age can infants in womb hear sound

A

　3 months

41
Q

said the age of the children is one of “buzzing blooming and confusion”

A

Willam James

42
Q

chuncking

A

organizational strategy in which a long number is broken into manageable subunits

43
Q

Piaget’s constructivist approach

A
  • children actively create knowledge by building schemes from experiences and using two inborn intellectual functions called organization and adaptation
  • children learn step by step
44
Q

metacognition

A

thinking about thinking

45
Q

smell is also called

A

olfaction

46
Q

Piaget’s 5 stages of cognitive development

A
  1. (0-2 yo) sensorimotor stage
    - manipulates objects to understand the basics of physical reality
    - development of language
    - object permanence, symbols
  2. (2-7) pre-operations
    - perception captured by immediate appearance
    - imaginary companions, perceptual salience, egocentrism
  3. (7-12) concrete operations
    - realistic understanding of the world
    - reason conceptually about concrete objects
    - mental actions, conservation, decentration, reversibility, seriations
  4. (12+) formal operations
    - abstract/hypothetical/scientific thinking
    - flexible thinking
    - cognitively fully adult
  5. adult
    - many adults do not reach this level
    - paradoxes, unconventional, outside the box thinking

Developmental Psychology (18 decks)

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