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Developmental psych 361 > Final > Flashcards

Final Flashcards

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1
Q

Ethology

A

biological basis of behavior
1. Survival value
2. Evolutionary history

Complete description or catalogue of an
organism’s behavior in it’s natural habitat

  1. Empirical – What is happening?
  2. Functional – Why is it happening
    (interpretive)?
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2
Q

Social policy

A
  1. Applying theories & findings to help
    social problems:
    (teenage pregnancy, child abuse)
  2. Social policy = actions to solve social
    problem or fulfill a social goal, by:
    - individuals
    - small groups
    - Fed. Gov’t. or state / city gov’t.
    - International, National, Local Meetings
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3
Q

Behavioral genetics

A

Coming together of psychology and genetics
(B.G.)

Developmental Behavior Genetics-
genetically influenced behavioral changes
during development.

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4
Q

Normative approach to behavior

A

what is typical is children at a given age, it is helpful for pediatricians for their height, not talking fast enough for their age, could be an average between them

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5
Q

human development

A
  1. Prenatal→conception→birth
  2. Perinatal-at birth
    Infancy→birth – 2 years
    Early Childhood→2 – 5 or 6 years
    Middle Childhood→6-11 years
    Adolescence→11-18 years
    Adulthood→18-65 years
    Elderly→65+ years
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6
Q

Developmental psychology

A

branch of psychology concerned with development

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7
Q

WISC-IV

A

fourth edition of a widely used test for 6 through 16 year olds

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8
Q

WAIS-IV

A

Wechsler Adult intelligence
- in cognitive assessment and claims to measure intellectual performance

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9
Q

mean

A

the average of a data set, found by adding all numbers together and then dividing the sum of the numbers by the number of numbers.

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10
Q

standard deviation

A

a statistic that measures the dispersion of a dataset relative to its mean and is calculated as the square root of the variance

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11
Q

deviation IQ score

A

a standard score on an IQ test that has a mean of 100 and a standard deviation specific to that of the test administered, usually 15 or 16 for intelligence tests.

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12
Q

Kinesthetic ability

A

the capacity to manipulate objects and use a variety of physical skills

intelligence also involves a sense of timing and the perfection of skills through mind–body union

Athletes, dancers, surgeons, and crafts people exhibit well-developed bodily kinesthetic intelligence.

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13
Q

babbling

A

appears in which infant repeat consonant-vowel combinations often in long strings such as
bababba and nananana

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14
Q

wernicka’s area

A

located in left temporal lobe, plays a role in comprehending word meaning

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15
Q

brocas ares

A

located in the left frontal lobe, supports grammatical processing and language production

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16
Q

semantics

A

second component, involves vocal- the ay underlying concepts are expressed in words ad word combinations

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17
Q

phonology

A

refers to the rules governing the structure and sequence of speech sounds

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18
Q

simplex

A

When 2 tests are given close in time, the correlation is higher than when they are given farther in time

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19
Q

over extension (language)

A
  • 1-2 1/2 years
  • applying a word to a wider collection of objects and events that is appropriate
  • toddler might use the word “car” for busses, trains, trucks
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20
Q

under extension (language)

A

applying words too narrowly-an error
- @ 16 months children might call a teddy bear “bear”

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21
Q

structure of temperament (3 types of children)

A
  • easy child : 40 % of sample, quickly establishes regular routines in infancy is generally cheerful and adapts easily to new experiences
  • difficult child : 10% of the sample, has irregular daily routines, is slow to accept new experiences and tends to rect negativity and intensely
  • slow to warm up child: 15% in inactivity, shows mild, Lowkey reactions to environmental stimuli, is negative in mood and adjusts slowly to new experiences
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22
Q

temperament

A

early appearing, stable individual difference in reactivity and self regulation
- reactivity refers to quickness and intensity of emotional arousal, attention and motor action
- self regulation refers to strategies that modify that reactivity

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23
Q

EASI survey

A

The EASI is a measure of temperament that was modified for this study to assess the adolescent’s internal emotionality (Buss & Plomin, 1984).

Examples of items are “I am almost always calm-nothing ever bothers me,” and “I tend to be nervous in new situations.” The scale contains 14 items to which participants respond on a 5- point Likert scale ranging from “Strongly disagree” to “Strongly agree”. Higher scores indicate greater emotionality.

24
Q

New York State longitudinal study

A

Direct observation and interviews with parents about their children to investigate styles of personality and temperament among children and discovered ways of identifying and giving relevant to nice qualities associated with temperament and personality

25
Q

MAX

A

Maximally discriminating facial movement system

26
Q

social referencing

A

lying on another person’s emotional reaction to appraise an uncertain situation

27
Q

cognitive decvlopemental discrepancy theory

A

The degree of difference (discrepancy) between the new object/event and what the child knows responsible for the reaction, donald hebb

28
Q

smiles

A
  • between 6-10 weeks the parents communication evokes a broad grin called social smile
  • happiness
29
Q

appeasement

A

form of social behavior in which one party seeks to pacify the aggression of another by taking an inferior social stance

30
Q

gender-stereotyped trait

A

widely held beliefs about characteristics deemed appropriate for males and females

31
Q

gender identity

A

is the private face of sender Perception of the self as relativety masculine or feminine in characteristics.

32
Q

gender-stereotype flexibility

A

believes that both genders display a gender stereotype personality trait or activity

33
Q

expressive traits

A

emphasizing warmth, caring and sensitivity were viewed as feminine

34
Q

instrumental traits,

A

reflecting competence, rationality, and assertiveness, were regarded
as masculine

35
Q

gender typing

A

refers broadly to any association of objects, activities, roles, or traits with biological sex in ways that conform to culural stereotypes of gender

36
Q

sex

A

biologically based male-female diff

37
Q

gender

A

cultural sense of male-female diffs

38
Q

gender constancy

A

a full understanding of the biologically based permanence of their gender which combines three understanding gender labeling, gender stability and gender consistency

39
Q

gender labeling

A

before age 6 or 7
- they attain understanding only gradually by moving through stages
- by the early preschool years, children can label their sex and that others correctly
- ex. can tell the difference between girl and boy but not things like “When you [a girl] grow up, could you ever be a daddy?” saying yes

40
Q

gender stability

A

slightly older preschoolers have a partial understanding of permanence of sex in that they grasp its stability over time

  • they know boy and girl will tun into men and women
  • still believing chaining clothes and hair makes you boy or girl
41
Q

gender consistency

A
  • during late preschool and early school years children understand that sec in biologically based and remains the same even if a person dresses in “cross gender “ clothes or engages in nontraditional activities
42
Q

conjoined twins

A

separation of conjoined twins can happen in hours to months, outcomes: surgeries, most do fine, divorce of parents, parental grief for loss of one twin, separation can be controversial because one twin may be sacrificed for the life of the othe

43
Q

Human Cloning

A

clone: a genetically idetical organism, donors and cloned children would: be concieved years apart, share thier parents biological sense, but not in a technical sense, not share intrauterine enviornemnts of prenatal evemts, be born at different times so they would experience different generatinal and historical events

44
Q

Dr. Ihara’s lecture on Japanese internment

A
45
Q

John locke

A

pure nuture position, tabula rasa = blank slate

46
Q

John Watson

A

Psychologist, stimulus - response

47
Q

Josef Mengele

A

Nazi scientists that studied Jewish twins during the holocaust, conducting inhumane medical experiemnts on them, “Angel of death”

48
Q

Robert Sternberg

A

Triarchic theory: combines tradional and non-traditnal concepts, traditional: intelligence is generally the same across cultures, nontraditional: enviornemtns shape intelligence toward different outcomes, was interested in tacit knowledge

49
Q

Howard Gardner

A
  • Multiple Intelligences
  • Gardner’s Multiple Intelligences: Verbal-linguistic, Logical-mathematical, Spatial-visual, Bodily-kinesthetic, Musical, Interpersonal, Naturalist, Existential
  • the problem with Gardner’s and Sternberg’s theory of intelligence: said nothing about sex differences, genetic factors, socio-economic factors
50
Q

Noam Chomsky

A

beleived all languages hold similar structure and rules, universal grammar, language is innate - inborn instead of learned

51
Q

binet

A

France, 1904, focued on judgement and reasonings, made first intelligence test, believed that information grows with people

52
Q

Simon

A

France, 1904, first inteligence test, focued on judgment and reasoning, looked at france children

53
Q

Terman

A

France, 1904, first inteligence test, focued on judgment and reasoning, looked at france children

54
Q

Cattell

A

performed “mental test”, originated crystallized and fluid knowledge, sensory motor tests

55
Q

Galton

A

father of twin studies, focused on sensory motor functioning

Developmental psych 361 (4 decks)

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