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PSYC 2290 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

An area of study devoted to understanding constancy and change from conception through adolescence.

A

Child Development

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2
Q

All changes we experience throughout the lifespan.

A

Developmental Science

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3
Q

Changes in body size, proportions, appearance, functioning of body systems, perceptual and motor capacities, and physical health.

A

Physical Development

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4
Q

Changes in intellectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and language.

A

Cognitive Development

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5
Q

Changes in emotional communication, self-understanding, knowledge about other people, interpersonal skills, friendships, intimate relationships, and moral reasoning and behaviour.

A

Emotional and Social Development

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6
Q

Major domains of Development

A

Physical, cognitive, and emotional and social development

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7
Q

A process of gradually adding more of the same types of skills that were there to begin with.

A

Continuous Development

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8
Q

A process in which new ways of understanding and responding to the world emerge at specific times.

A

Discontinuous Development

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9
Q

Qualitative changes in thinking, feeling, and behaving that characterize specific periods of development.

A

Stages

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10
Q

Unique combinations of personal and environmental circumstances that can result in different paths of change.

A

Contexts

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11
Q

Blank Slate, continuous, nurture.

A

John Locke

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12
Q

Noble Savages, maturation.

A

Jean-Jacques Rousseau

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13
Q

Natural Selection, survival of the fittest.

A

Charles Darwin

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14
Q

Maturational Process, normative approach.

A

Hall and Gesell

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15
Q

First Intelligence Test, Stanford-Binet Intelligence Scale

A

Binet and Simon

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16
Q

Psychosexual theory, id/ego/super ego.

A

Sigmund Freud

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17
Q

Psychosocial Theory.

A

Erik Erikson

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18
Q

Behaviourism

A

John Watson

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19
Q

Operant Conditioning Theory

A

B. F. Skinner

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20
Q

Social Learning Theory

A

Albert Bandura

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21
Q

Cognitive-developmental Theory.

A

Jean Piaget

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22
Q

Sociocultural Theory

A

Lev Vygotsky

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23
Q

Ecological Systems Theory, bioecological model.

A

Urie Bronfenbrenner

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24
Q

Measures of behaviour are taken on large numbers of individuals and age-related averages are computed to represent typical development.

A

Normative Approach

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25
Q

Children move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the persons ability to learn, to get along with others, and to cope with anxiety.

A

Psychoanalytic Perspective

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26
Q

How parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development.

A

Psychosexual Theory

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27
Q

In addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual an active, contributing member of society.

A

Psychosocial Theory

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28
Q

Directly observable events - stimuli and responses - are the appropriate focus of study.

A

Behaviourism

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29
Q

Modeling, also known as Imitation or Observational Learning, as a powerful source of development.

A

Social Learning Theory

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30
Q

Observations of relationships between behaviour and environmental events, followed by systematic changes in those events based on procedures of conditioning and modeling. The goal is to eliminate undesirable behaviours and increase desirable responses.

A

Applied Behaviour Analysis

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31
Q

Children actively construct knowledge as they manipulate and explore their world.

A

Cognitive-developmental Theory

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32
Q

The human mind might also be viewed as a symbol-manipulating system through which information flows.

A

Information Processing

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33
Q

Researchers from psychology, biology, neuroscience, and medicine study the relationship between changes in the brain and the developing child’s cognitive processing and behaviour patterns.

A

Developmental Cognitive Neuroscience

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34
Q

Devoted to studying the relationship between changes in the brain and emotional and social development.

A

Developmental Social Neuroscience

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35
Q

The adaptive, or survival, value of behaviour and it’s evolutionary history.

A

Ethology

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36
Q

A time that is biologically optimal for certain capacities to emerge because the individual is especially responsive to environmental influences.

A

A Sensitive Period

37
Q

Seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age.

A

Evolutionary Developmental Psychology

38
Q

How culture is transmitted to the next generation.

A

Sociocultural Theory

39
Q

Views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment.

A

Ecological Systems Theory

40
Q

Innermost level of the environment. Consists of activities and interaction patterns in the child’s immediate surroundings.

A

The Microsystem

41
Q

Encompasses connections between microsystems.

A

The Mesosystem

42
Q

Consists of social settings that do not contain children but that nevertheless affect children’s experiences in immediate settings.

A

The Exosystem

43
Q

Cultural values, laws, customs, and resources.

A

The Macrosystem

44
Q

The child’s mind, body, and physical and social worlds form an integrated system that guides the mastery of new skills.

A

Dynamic Systems Perspective

45
Q

Go into the field, or natural environment, and observe the behaviour of interest.

A

Naturalistic Observation

46
Q

Laboratory situations that evoke the behaviour of interest so that every participant has an equal opportunity to display the result.

A

Structured Observations

47
Q

Directly observable characteristics.

A

Phenotype

48
Q

The complex blend of genetic information that determines our species and influences all our unique characteristics.

A

Genotype

49
Q

Three variables of socioeconomic status.

A
  1. Years of education,
  2. The prestige of ones job and the skill it requires,
  3. Income.
50
Q

A field devoted to uncovering the contributions of nature and nurture to the diversity in human traits and abilities.

A

Behavioural Genetics

51
Q

Because of their genetic makeup, individuals differ in their responsiveness to qualities of the environment.

A

Gene-environment Interaction

52
Q

Our genes influence the environments to which we are exposed.

A

Gene-environment Correlation

53
Q

Development resulting from ongoing, bidirectional exchanges between heredity and all levels of the environment.

A

Epigenesis

54
Q

A biochemical process triggered by certain experiences, in which a set of chemical compounds lands on top of a gene and changes its impact, reducing or silencing its expression.

A

Methylation

55
Q

Any environmental agent that causes damage during the prenatal period.

A

Teratogen

56
Q

Used to assess the newborns physical condition quickly.

A

The Apgar Scale

57
Q

Inadequate oxygen supply.

A

Anoxia

58
Q

An automatic response to a particular form of stimulation.

A

Reflex

59
Q

Degrees of sleep and wakefulness.

A

States of Arousal

60
Q

Evaluates the baby’s reflexes, muscle tone, state changes, responsiveness to physical and social stimuli, and other reactions.

A

Neonatal Behavioural Assessment Scale (NBAS)

61
Q

When the head develops more rapidly than the lower part of the body.

A

Cephalocaudal Trend

62
Q

When growth proceeds from the centre of the body outward.

A

Proximodistal Trend

63
Q

A form of learning where a neutral stimulus is paired with a stimulus that leads to a reflexive response.

A

Classical Conditioning

64
Q

As infants act on their environment, the stimuli that follow their behaviour change the probability that their behaviour will occur again.

A

Operant Conditioning

65
Q

Poorly coordinated swipes.

A

Prereaching

66
Q

Clumsy motion of the fingers closing against the palm.

A

Ulnar Grasp

67
Q

Well-coordinated use of the thumb and index finger.

A

Pincer Grasp

68
Q

Early pattern preferences.

A

Contrast Sensitivity

69
Q

Searching for invariant features of the environment in a constantly changing perceptual world.

A

Differentiation Theory

70
Q

The action possibilities that a situation offers an organism with certain motor capabilities.

A

Affordances

71
Q

The stage that spans the first two years of life.

A

Piaget’s Sensorimotor Stage

72
Q

Building schemes through direct interaction with the environment.

A

Adaptation

73
Q

Using current schemes to interpret the external world.

A

Assimilation

74
Q

Creating new schemes or adjusting old ones after noticing that the current ways of thinking do not capture the environment completely.

A

Accommodation

75
Q

Words can be used to cue mental images of things not physically present.

A

Displayed Reference

76
Q

The strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals.

A

Emotional Self-regulation

77
Q

The capacity to voluntarily suppress a dominant response in order to plan and execute a more adaptive response.

A

Effortful Control

78
Q

The make-believe with others that is underway by the end of the second year and that increases rapidly in complexity during early childhood.

A

Sociodramatic Play

79
Q

Failure to distinguish the symbolic viewpoints of others from ones own.

A

Egocentrism

80
Q

The belief that inanimate objects have lifelike qualities.

A

Animistic Thinking

81
Q

The idea that certain physical characteristics of an object remain the same, even when their outward appearance changes.

A

Conservation

82
Q

Focusing on one aspect of a situation, neglecting other important features.

A

Centration

83
Q

An inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point.

A

Irreversibility

84
Q

The organization of objects into classes on the basis of similarities and differences.

A

Hierarchical Classification

85
Q

Adjusting the support offered during a teaching session to fit the child’s current level of performance.

A

Scaffolding

86
Q

The ability to reflect on and manipulate the sound structures of spoken language.

A

Phonological Awareness

87
Q

The process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts.

A

Cognitive Self-Regulation

88
Q

Triarchic Theory of successful intelligence.

A
  1. Analytical Intelligence
  2. Creative Intelligence
  3. Practical Intelligence

PSYC 2290 (1 decks)

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