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HS 302 > Final Notecards > Flashcards

Final Notecards Flashcards

1
Q

Refers to the questions of how biological (nature) and environmental (nurture) forces impact development

A

nature nurture issue

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2
Q

Development is _______
Development is _______ and ________
Development is highly ______
Development is affected by multiple ______forces

A 
lifelong
multidimensional 
multidirectional
plastic
interacting
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3
Q

allows inferences about cause and effect because researchers use random assignment of participants into two or more conditions/groups

A

experimental

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4
Q

groups of people differing in ages are studied at the same point in time or at different points in time

A

cross sectional

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5
Q

participants are studied repeatedly, and changes are noted as they get older

A

longitudinal

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6
Q

: several similar cross-sectional or longitudinal studies are conducted at varying times

A

sequential

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7
Q

the largest portion of the mind, is the source of biological needs and desires
Always wants to lash out in childlike ways, like throwing a temper tantrum if your parent wont let you eat ice cream after school

A

ID

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8
Q

the conscious, rational part of personality, redirects the id’s impulses in socially acceptable ways
Compromises in socially acceptable ways, like promising a parent that if you are allowed to eat ice cream after school, you will eat double the normal amount of veggies at dinner time

A

ego

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9
Q

the conscience, represents the values of society to which one must conform
Makes one aware of what is moral and immoral in the eyes of society, like knowing its not acceptable to hit a playmate to get his toy

A

superego

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10
Q

natural stimulus that produces a reflex

A

unconditioned stimulus

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11
Q

natural reflex to some natural stimulus

A

unconditioned response

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12
Q

– stimulus that, after being paired with an unconditioned stimulus, now elicits a response similar to a reflex

A

conditioned stimulus

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13
Q

the response to a conditioned stimulus

A

conditioned response

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14
Q

always increases the occurrence of a behavior

A

reinforcer

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15
Q

something positive happens every time the target behavior occurs
You get a cookie every time you put your dishes in the dishwasher after dinner, so you will put your dishes away more frequently

A

positive reinforcer

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16
Q

removing something negative every time the behavior occurs
When you have a headache, you take an Advil which makes the pain go away, thus you will take an Advil every time you have a headache

A

negative reinforcer

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17
Q

always decreases the occurrence of a behavior

A

punishment

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18
Q

taking away something positive every time the behavior occurs
When you don’t put your cloths in the hamper, your mom takes a privilege away so you will stop leaving cloths on the floor

A

negative punishment

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19
Q

presenting something negative every time the behavior occurs
You are spanked every time you throw a tantrum in public so you will stop acting out in public

A

positive punishment

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20
Q

segment of DNA along the length of the chromosome

A

gene

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21
Q

Each form of a gene is called an

A

allele

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22
Q

the proportion of the differences in a trait among a group of people that is due to genetic differences among these people

A

heritability

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23
Q

our genes influence the environments to which we are exposed

A

genetic environment correlation

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24
Q

when our disposition actively affects the sorts of environments we find ourselves in
Ex. Athletic well-coordinated child may play sports, child with enhanced sense of melody and rhythm may play a musical instrument

A

active genetic/environmental correlation

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25
Q

any environmental agent that causes a birth defect

A

teratogen

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26
Q

How severely a teratogen affects the developing baby depends on ALL 3 of these:
the _____ of exposure or dose of the teratogen
the _______ of the exposure
the _______ of the embryo or fetus

A

length
timing
genetic makeup

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27
Q

If a mother does not get adequate nutrition during pregnancy and does not gain the appropriate amount of weight (25-30 lbs)
The most likely negative outcome for the baby is __________

A

mental impairments

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28
Q

are generational changes

Ex. In North America, people get taller with each generation

A

secular trends

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29
Q

mastery of motor skills involves acquiring increasingly complex systems of action
When motor skills blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment
Ex. Control of the head and upper chest combine into sitting
Ex. Standing, stepping, and improved upright posture control combine into walking
Ex. A 10 month-old realizes that rolling over doesn’t get him very far, but then figures out how to crawl across a room to get a favorite toy

A

dynamic systems perspective

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30
Q
  • The work that the heart is able to perform beyond that required of it under ordinary circumstances
    Decreases in reserve capacity occur in late adulthood
    This means that an elderly person’s maximum heart rate is lower
    Ex. Even if a 60 year-old is in top shape, his/her maximum heart rated during exercise is still going to be lower than it was in his/her 20s
    The heart just cant beat as fast, meaning ____________
A

cardiac reserve capacity

decreased reserve capacity

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31
Q

Basically suggests that certain human abilities are innate (that we are born with them already in place)
So if a parent believes their newborn already has the capacity to understand certain things (like judging distance, perceiving if something moving towards or away, understanding of language, etc.), this would reflect the

A

nativist perspective

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32
Q

Very young infants are sensitive to all speech/language sounds
With age, we become more sensitive to sounds that are relevant in our own language and less sensitive to sounds that are irrelevant
Ex. Young infants can detect differences in vowel sounds of different languages that sound the same to older children and adults
But with age, we lose this ability as we become focused on learning our own language

A

speech perception

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33
Q

occurs when sensory receptors change their sensitivity to a stimulus

A

sensory adaptiation

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34
Q
  • adaptation to reduced light intensity
    Like going from a well lit area to a darker area
    The time it takes to adapt to changes increases as we get older
    Ex. When an elderly person turns off the light in their living room, and has more trouble finding their way to the bedroom in the dark than they used to, this indicates ________________
A

dark adaptation

slower dark adaptation

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35
Q

when children use their current schemes to interpret the world
This can lead to over generalizations of unfamiliar things
Ex. An 18 month-old knows what fish are and has formed a scheme that fish have fins and swim around in the water
The child goes to Sea World and sees a dolphin for the first time, and then says “Look at the fish!”
The child applied the already formed “fish” schema to the interpretation of his environment (i.e., the dolphin), assimilating the new stimulus into his schema for fish

A

assimilation

36
Q

when babies stumble onto a new experience caused by the baby’s own motor activity

A

circular reactions

37
Q

exploration of the properties of objects by acting on them in new/novel ways to see what happens
Emerge around 12-18 months of age
Ex. A child is playing with blocks in a high chair, and begins throwing them on the ground one at a time to see how each one bounces differently
Ex. A child shoves play-dough in his/her mouth, ears, and hair to see what it feels like and then throws some on the ground just to see what happens

A

tertiary circular motions

38
Q

– when children focus on one aspect of a situation (usually the most obvious) and ignore other important aspects
Ex. The child is centered on the height of the liquid in the glass
Ex. The child is centered on the length of the row of quarters

A

centration

39
Q

repeating things over and over again

Ex. Repeating a new address over and over again

A

rehearsal

40
Q

grouping similar things together (chunking)

Ex. When trying to remember state capitals, grouping all state capitals in the same region of the country together

A

organization

41
Q

creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category
Ex. When trying to remember someone’s name, you associate what that person was wearing when you met them with their name (“Mary was wearing a purple jacket)
Elaboration can include any elaboration on, or expansion of the information to be remembered

A

elaboration

42
Q

include the sequence of events that are supposed to happen
Children can have scripts for just about anything, going grocery shopping, eating out, visiting grandparents, packing to go on vacation, getting ready for bed, getting in the car, etc.
Ex. An 11 year-old has a script for eating in a restaurant that includes going inside, sitting next to mom, telling mom what you want to eat, eating, then leaving

A

scripts for events

43
Q

depends on basic information-processing skills, ability to detect relationships among visual stimuli, speed of analyzing information, and capacity of working memory
Fluid intelligence declines early (processing speed!) starting in the 20s
One of the ways it is tested is pattern recognition:

A

fluid intelligence

44
Q

skills that depend on accumulated knowledge and experience, good judgment, and mastery of social conventions
Gains over the life-span only declining in (very) late adulthood
Tested by asking individuals socially and culturally relevant information
Ex. What are the state capitols of Vermont and Mississippi?
Ex. What is the difference between pride and pied?

A

crystallized intelligence

45
Q

the name given to the sustained rise in intelligence test scores over the past several decades
This is just a name for the phenomenon of rising IQ scores since IQ testing was invented

A

flynn effect

46
Q

word meanings
ex. Mom says to Dad “Could you pass the salt dear?” 3 year-old says to Mom “But Mommy, Daddy isn’t a 4-legged brown animal!”

A

semantics

47
Q

vocabulary error in which a word is applied too narrowly, to a smaller number of objects and events than is appropriate
Ex. Toddler only calls his stuffed dog toy “doggie” and doesn’t refer to his new puppy as “doggie”

A

underextension

48
Q

– vocabulary error in which a word is applied too broadly, to a wider collection of objects and events than is appropriate
Ex. Toddler calls all vehicles (trucks, SUVs, trains, motorcycles, vans, etc.) as “car”

A

overextension

49
Q

motivation to achieve goals: academic, social, financial, occupational
In childhood achievement is motivated by factors such as parenting practices, peer relationships, and personal goals (which are age related)
Ex. You don’t have the same goals in kindergarten as you do in in middle school and high school

A

sachievement motivation

50
Q

In adulthood, ___________are more important in affecting achievement motivation than actual age
Ex. Adults must be in a social context that gives them both the opportunity and the motivation to achieve new life goals

A

social contexts

51
Q

emphasizes that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development
Id, ego, and superego parts of personality
Oral, anal, phallic, latency, and genital stages

A

psychosexual theory

52
Q

emphasized that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills at each stage that make the individual an active, contributing member of society
Emphasized the ________ that affect personality/ego development more than Freud
Believed that normal development must be understood in relation to each culture’s life situation
Suggested that child rearing can be understood only in relation to the competencies valued and needed by an individual’s society

A

psychosocial theory

social factors

53
Q

exploration without having reached commitment
Considered healthy, experimenting and exploring alternatives before settling on a choice
Ex. Trying out different majors and career choices before settling on an occupation

A

identity moratorium

54
Q

commitment to values, beliefs, and goals following a period of exploration
Considered healthy, committing to a path after a period of moratorium and exploring options
Ex. After taking classes in psychology, biology, and history, you decide you want to pursue a career teaching history

A

identity achievement

55
Q

– commitment in the absence of exploration
Considered unhealthy, settling on a life path without exploring options
Ex. Deciding to be a farmer or a lawyer or a politician just because your parents tell you to

A

identity foreclosure

56
Q

an apathetic state characterized by lack of both exploration and commitment
Considered the most unhealthy, you are generally apathetic to exploration or settling on a life path and are not exploring options
Ex. A 30 year-old is perfectly content living in his parents home and being unemployed

A

identity diffusion

57
Q

refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes
Gender typing occurs when parents or other social partners emphasize that behavior, roles, activities etc. are associated with one sex or the other
Ex. Tommy has just come to realize that he his a little boy, over the next few years, his father will teach him about all the kinds of behaviors that are expected of boys, such as playing sports, hiding emotions, and driving trucks

A

gender typing

58
Q

Increase in “feminine” traits in men

Increase in “masculine” traits in women

A

androgyny shift

59
Q

morality is externally controlled
Children accept the rules of authority figures and judge actions by their consequences
Behaviors that result in punishment are viewed as bad and behaviors that result in rewards are viewed as good
Ex. A child decides not to steal a candy bar for fear of being punished

A

preconventional level

60
Q

– individuals continue to regard conformity to external social rules as important, but not for reasons of self interest
They believe that actively maintaining the current social system ensures positive relationships and social order
Ex. An individual decides not to steal a candy bar because if everyone resorted to stealing when they were hungry there would be no social order

A

conventional level

61
Q

– individuals move beyond unquestioning support for their own society’s rules and laws
They define morality in terms of abstract principles and values that apply to all situations and societies
Ex. Stealing is viewed as wrong because it is taking something that doesn’t belong to you and that violates the owners personal rights

A

postconventional level

62
Q

A variety of factors are associated with advancement to higher stages of moral development, the most important of which being the development of ____________

A

perspective taking skills

63
Q

a person’s behavioral response to a situation occurs in a sequence of five steps
1) Encoding information – the way we selectively attend to and store social cues from a situation
2) Mental representations – made when the encoded cues are given a meaning and are interpreted
3) Response assessment – the mental representation evokes a behavioral response.
4) Response evaluation – the individual’s choice of whether or not to enact the accessed response
Here the individual evaluates the interpersonal, intrapersonal, instrumental, and moral consequences of the accessed response
5) Enactment – takes place when an individual selects a response and transforms it into a behavior

A

dodge’s social information processing model

64
Q

Dodges model would suggest that teenagers who commit violent, antisocial acts ______ interpret and process the social cues of others as being aggressive towards them

A

incorrectly

65
Q

Use parent as a secure base from which to explore the room
When separated, the child may or may not cry, but if they do, it is because the parent is absent and they prefer the parent to the stranger
When the parent returns, the child actively seeks contacts, and crying is immediately reduced

A

secure attachment

66
Q

Child seems unresponsive to the parent when she is present
When parent leaves, the child is usually not upset and reacts to a stranger in much the same way as to the parent
When parent returns, the child avoids her and are slow to greet her; when picked up they do not cling to the parent

A

avoidant attachment

67
Q

Before the parent leaves, the child seeks closeness to her and does not explore around the room
When the parent leaves, the child is usually distressed
When the parent returns the child is usually clingy and wants to be near her but is also angry towards the parent
If picked up by the parent may be resistant to affection and does not stop crying

A

resistant/ambivalent attachment

68
Q

Usually show little to no response when the parent leaves or when the stranger enters the room
At reunion, the child shows confused, contradictory behaviors
The child may look away while the parent is holding them or may approach the parent with little emotion or depressed emotion
Most display a “dazed” facial expression

A

disorganized/disoriented attachment

69
Q

A secure attachment is best defined by __________ which can vary from country to country
Ex. In Germany, parents value independence and encourage their infants to be nonclingy, thus their infants tend to show more avoidant attachment than American infants do
Ex. In Japan, parents view infant dependency as a positive thing, reflective of their collectivist culture; thus, Japanese infants rarely show avoidant attachment and more frequently show resistant attachment

A

cultural standards

70
Q

– asserts that social interaction does not decline suddenly in late age, rather, that it reflects a continuing selectivity in personal relationships
Thus, the shrinking social networks of older adults are ______
Elders just aren’t as willing to spend time with people that they don’t enjoy being around

A

Socioemotional selectivity theory

by choice

71
Q

the most successful approach, involves high acceptance and involvement, adaptive control techniques, and appropriate autonomy granting
Rules are clear and are explained to the child
Parents have a warm supportive relationship with the child but at the same time exercise firm, reasonable control
Parents engage in gradual and appropriate autonomy granting

A

authoritative

72
Q

low acceptance and involvement, high in coercive control, and low in autonomy granting
Parents are cold and rejecting
To exert control, the yell, command, criticize, and threaten (“Do it because I said so!”)
Parents make decisions for the children and expect the child to accept their word unquestioningly
Child resistance is met with force and punishment

A

authoritarian

73
Q

warm and accepting but uninvolved, engage in little control, and, instead of gradually granting autonomy, allow children to make many of their own decisions at an age when they are not yet capable of doing to
Children can basically do whatever they want (eating meals, going to bed, watching TV, etc.)
The “my little angel is just so perfect” parent…

A

permissive

74
Q

– low acceptance and involvement with little control and general indifference to issues of autonomy
Parents are often emotionally detached and depressed, so overwhelmed by life stress that they have little time and energy for children

A

uninvolved

75
Q

refers to the idea that middle-aged adults must care for multiple generations above and below them at the same time
Middle-aged adults who are simultaneously caring for both older (their parents) and younger (their children) generations

A

sandwich generation or the “middle generation squeeze”

76
Q

After children “leave the nest” and parents retire
Marriages tend to become more _______
Due to the “androgyny shift” as well as to the participation of husbands in more household chores after retirement

A

equitable

77
Q

In adolescence there is a _______________ for some forms of psychological disorders
Increase vulnerability for depression, anxiety, eating disorders, etc. in adolescence
However, adults are still more likely to suffer from disorders
It just may not take as much to trigger the onset of a disorder in adolescence

A

hieghtened vulnerability

78
Q

the most common form of dementia, in which structural and chemical brain deterioration is associated with gradual loss of many aspects of thought and behavior
First sign of Alzheimer’s disease is typically trouble ________ and _______verbal material

A

alzheimer’s disease
learning
remembering

79
Q

the number of times that a cell can divide/double itself before it stops
Suggests that, in old age, a person’s cells reach the limit and can no longer duplicate, as a result cell damage can no longer be repaired and bodily systems break down

A

the hay flick limit

80
Q

the experience of losing a loved one by death

A

bereavement

81
Q

phase immediately following loss

The grieving person feels numb, which is a defense mechanism that allows them to survive emotionally

A

numbness

82
Q

– characterized by the grieving person longing or yearning for the deceased to return
Many emotions are expressed during this time and may include weeping, anger, anxiety, and confusion

A

yearning and protest

83
Q

the grieving person now desires to withdraw and disengage from others and activities they regularly enjoyed
Feelings of yearning become less intense while periods of apathy and despair increase

A

disorganization and despair

84
Q

final phase, the grieving person begins to return to a new state of “normal”
Energy levels increase, weight loss experienced during grieving may be regained, and interest to return to activities of enjoyment returns and positive memories of the deceased take ov

A

reorganization

85
Q

This model suggests that a grieving adult is much like an _______ experiencing separation anxiety

A

infant

HS 302 (14 decks)

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