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Developmental Psychology > FINALS > Flashcards

FINALS Flashcards

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1
Q

Children that tend to do well
in school and are cooperative and friendly

A

Popular-prosocial

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2
Q

children that may gain
popularity by acting tough or spreading
rumors

A

Popular-antisocial

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3
Q

children that are easy targets for bullies because they are unlikely to retaliate

A

Withdrawn-rejected

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4
Q

children that are ostracized
and may be acting out due to insecurity

A

Aggressive-rejected

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5
Q

If the crisis is successfully resolved, COMPETENCE emerges.

If the crisis is unsuccessfully resolved, INFERIORITY emerges.

A

INDUSTRY VS. INFERIORITY

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6
Q

The physical beginning of puberty for females?

A

Thelarche

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7
Q

The physical beginning of puberty for males?

A

Enlargement of the testicles

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8
Q

Onset of androgen-dependent body changes
such as growth of axillary and pubic hair, body odor, and acne.

A

Adrenarche

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9
Q

The appearance of sexual hair.

A

Pubarche

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10
Q

Refers to the first menstrual period.

A

Menarche

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11
Q

Beginning of sperm production.

A

Spermarche

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12
Q

A SUPERFICIAL UNDERSTANDING OF RIGHT AND WRONG WITH A FOCUS ON THE DIRECT CONSEQUENCES OF ACTIONS, AVOIDING PUNISHMENT, AND SELF-INTEREST

A

PRE-CONVENTIONAL MORAL DEVELOPMENT

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13
Q

A GOOD DECISION IS ONE THAT GAINS THE APPROVAL OF OTHERS OR ONE THAT COMPLIES WITH THE LAW
WITH A FOCUS ON MAINTAINING SOCIAL ORDER

A

CONVENTIONAL MORAL DEVELOPMENT

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14
Q

RIGHT AND WRONG ARE BASED ON SOCIAL CONTRACT ESTABLISHED FOR THE GOOD OF EVERYONE OR AN UNIVERSAL PRINCIPLES OF RIGHT AND WRONG TRANSCEND THE SELF AND
SOCIAL CONVENTION AND INCLUDES REALIZING THAT NOT EVERYTHING IS BLACK AND WHITE AND THINKING ABOUT MORALITY IN A NON-PERSONAL WAY

A

POST-CONVENTIONAL MORAL DEVELOPMENT

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15
Q

A research assistant and believed the theory was inherently biased against women

A

Carol Gilligan

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16
Q

Males view morality in?

A

Justice and Fairness.

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17
Q

Females view morality in?

A

Responsibility and Compassion.

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18
Q

It involves:
AGGRESSION, DEFIANCE, OR ANTISOCIAL BEHAVIOR.

A

DISRUPTIVE CONDUCT DISORDERS

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19
Q

It involves:
FEELING SAD, DEPRESSED, UNLOVED, NERVOUS, FEARFUL, OR LONELY

A

ANXIETY OR MOOD DISORDERS

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20
Q

An individual’s perception of themselves in terms of traits, abilities, and characteristics.

A

Self Concept

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21
Q

An individual’s overall evaluation
of their worth and value.

A

Self esteem

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22
Q

A CANADIAN DEVELOPMENTAL PSYCHOLOGIST WHO EXPANDED ON
ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT.

A

JAMES MARCIA

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23
Q

The status in which the adolescent does no have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

A

Identity Diffusion

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24
Q

The status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced an identity crisis. They tend to conform to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction) As such, these individuals have not explored a range of options.

A

Identity Foreclosure

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25
Q

The status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet.

A

Identity Moratorium

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26
Q

The status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen

A

Identity Achievement

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27
Q

Sex: ?
Gender: ?

A

Sex: biological
Gender: social construct

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28
Q

Identifies with sex assigned at birth as gender

A

Cisgender

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29
Q

Gender identity differs from sex
assigned at birth

A

Transgender

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30
Q

Gender identity does not conform to conventional gender distinctions, non-binary

A

Genderqueer

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31
Q

A pattern of unnecessarily engaging in activities or behaviors that are dangerous or highly subject to chance.

A

Negative risk taking
behavior

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32
Q

Risk-taking appears to result from the:
1.
2.

A

(1) socio-emotional network
(2) cognitive-control network

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33
Q

Behaviors by people not legally adults that are outside of norms of society, either formally or informally.

A

Juvenile Delinquency

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34
Q

The ability to analyze and evaluate information, solve problems, and make decisions.

A

Analytical Intelligence

35
Q

The ability to generate new and original ideas, and think outside the box.

A

Creative Intelligence

36
Q

The ability to apply knowledge and skills to real-world situations, adapt to new situations, and cope with everyday challenges.

A

Practical Intelligence

37
Q

“The union with somebody, or something outside oneself under the condition of retaining the separateness and integrity of one’s own self”

A

Intimacy vs. Isolation

38
Q

Galinsky’s Stage:
Consider what it means to be a parent and plan for changes to
accommodate a child

A

The Image-Making
Stage

39
Q

Galinsky’s Stage:
Develop an attachment relationship with child and adapt to the new baby

A

The Nurturing Stage

40
Q

Galinsky’s Stage:
Parents create rules and figure out how to effectively guide their children’s behavior

A

The Authority Stage

41
Q

Galinsky’s Stage:
Parents help their children interpret their experiences with the social world beyond the family

A

The Interpretative
Stage

42
Q

Galinsky’s Stage:
Parents renegotiate their relationship with their adolescent children to allow for shared power in decision-making.

A

The Interdependent
Stage

43
Q

Galinsky’s Stage:
Parents evaluate their successes and failures as parents

A

The Departure Stage

44
Q

One biologically based change during midlife

A

Climacteric

45
Q

Refers to a period of transition in which a woman’s ovaries stop releasing eggs and the level of estrogen and progesterone production decreases

A

Menopause

46
Q

A decrease in libido and lower testosterone (androgen) levels

A

Andropause.

47
Q

Focused on establishing
and guiding the next generation

A

Generativity

48
Q

Is possible when the demands
of family, work, and relationships recede
and drawn down, resulting in lethargy and lack of enthusiasm and involvement

A

Stagnation

49
Q

Is the desire to pass on
skills and experience (mentoring)

A

Leader generativity

50
Q

Levinson’s Theory of Adult Development:
Leaving home, starting college or work, exploring new relationships and identities

A

Early adult transition

51
Q

Levinson’s Theory of Adult Development:
Establishing oneself in a chosen career, developing long- term relationships, making independent decisions

A

Novice phase

52
Q

Levinson’s Theory of Adult Development:
Reassessing goals and priorities, questioning life
choices, experiencing a sense of crisis or reflection

A

Mid-life transition

53
Q

Levinson’s Theory of Adult Development:
Looking back on life and evaluating achievements and legacy, engaging in activities that provide a sense of fulfillment and meaning

A

Culminating phase

54
Q

Is the gradual
deterioration of functional characteristics

A

Senescence

55
Q

Having good or excellent health is reported by 41% of this age group

A

The Young Old (65 to 74)

56
Q

This age group is more likely to experience limitations on physical activity due to chronic disease such and hearing or visual impairments

A

The Old Old (75 to 84)

57
Q

This group is more likely to require long-term care and to be in nursing homes or living with relatives

A

The Oldest Old (85 +)

58
Q

Rarely see grandchildren, live far away, may also have a distant relationship

A

Remote grandparents

59
Q

Do things with the grandchild but have little authority or control over them and take on more of a friend role

A

Companionate grandparents

60
Q

Take a very active role in their grandchild’s life, grandchild might live in their home or the grandparent has frequent contact and
authority

A

Involved grandparents

61
Q

Occurs when the vital organs no longer function and may take 72 or fewer hours

A

Physiological death

62
Q

The gasping, labored breaths caused by an abnormal pattern of brainstem reflex may occur

A

Agonal breathing

63
Q

Occurs when the cerebral cortex no longer registers electrical activity but the brain stem continues to be active.

A

Vegetative state

64
Q

Death is the final, irreversible cessation of all biological functions and processes.

A

Finality

65
Q

Death is caused by biological processes, such as organ failure or disease.

A

Biological
Causality

66
Q

Death is a universal experience that all humans will eventually
face.

A

Universality

67
Q

Once a person dies, it is
impossible to reverse the process or bring them back to life.

A

Irreversibility

68
Q

The outward expressions of grief and mourning and funeral rites are expressions of loss reflecting personal and cultural beliefs

A

Bereavement

69
Q

Is the psychological, physical, and emotional experience and reaction to loss

A

Grief

70
Q

Occurs when a death is expected and survivors have time to prepare to some extent before the loss

A

Anticipatory grief

71
Q

Experienced by those who have to hide the circumstances of their loss or whose grief goes unrecognized

A

Disenfranchised grief

72
Q

A natural reaction to loss that involves a range of emotions and behaviors

A

Normal Grief

73
Q

Prolonged and intense grief that makes it difficult to adjust to the loss

A

Complicated Grief

74
Q

Grief that occurs when there is an unclear or uncertain loss, such as a missing person or illness

A

Ambiguous Loss

75
Q

A person may initially deny that a loss has occurred or that a loved one has died.

A

Denial

76
Q

A person may feel angry at the person who died, at themselves, or at a higher power.

A

Anger

77
Q

A person may try to bargain with a higher power to bring back the person who died or to undo the loss in some way.

A

Bargaining

78
Q

A person may experience profound sadness,emptiness, and withdrawal after a loss.

A

Depression

79
Q

A person may come to accept the reality of the
loss and find ways to adjust to life without the
person who died.

A

Acceptance

80
Q

A temporary, initial reaction to the loss where the individual may feel emotionally numb, have difficulty accepting the reality of the loss, and may have difficulty processing information. The individual may also experience shock and disbelief.

A

Numbness

81
Q

The individual may experience intense emotions, such as longing, sadness, and distress. They may search for ways to reconnect with the lost individual or look for meaning in the
loss. The individual may also experience guilt, anger, and regret.

A

Yearning (anger and guilt)

82
Q

The individual may feel overwhelmed and have difficulty adjusting to the new reality of life without the lost individual. They may feel confused, anxious, and hopeless. The individual may also experience physical symptoms, such as fatigue, loss of appetite, and insomnia.

A

Disorganization and
despair

83
Q

The individual begins to adjust to the new reality of life without the lost individual. They may find ways to incorporate the loss into their life and find meaning in the experience. They may also begin to form new relationships and attachments. The individual may also experience a sense of peace and acceptance.

A

Reorganization

Developmental Psychology (7 decks)

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