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PSY 202 > human development > Flashcards

human development Flashcards

1
Q

developmental psychology

A

study of how behavior changes over time

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2
Q

post hoc fallacy

A

false assumption that because something occurred before another event, it must have caused it

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3
Q

bidirectional influences

A

children experiences influence development but development also influences their experiences

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4
Q

cross-sectional design

A

research people of different ages at a single point in time

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5
Q

limitation of cross-sectional designs

A

cohort effects: groups who live during one period can differ in systematic ways from groups living in other time periods

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6
Q

longitudinal design

A

research the same group of people at multiple different times

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7
Q

limitations of longitudinal design

A
  • time consuming and costly
  • arent true experimental designs
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8
Q

infant determinism

A

belief that extremely early experiences are more influential than later experiences
- no evidence for this

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9
Q

childhood fragility

A

children are delicate and easily damaged
- most kids are actually very resilient in traumatic events

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10
Q

gene-environment interaction

A

effects of genes depend on the environment in which they are expressed.
- kids with a specific gene for violence aren’t usually violent unless they had a violent upbringing

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11
Q

nature via nurture

A

tendency of individuals with certain genetic tendencies to seek out and create environments that permit the expression of those predispositions

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12
Q

gene-expression

A

some genes turn on only in response to specific environmental events

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13
Q

teratogens

A

environmental factors that can exert negative impacts on prenaal development
ex: smoking, drugs, alcohol, chicken box

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14
Q

fetal alcohol spectrum disorder

A

alcohol consumption can lead to FAS
- learning disabilities, delays in physical growth, facial malformations and behavioural disorders

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15
Q

motor behaviours

A

bodily motions that occur as a result of self-initiated force that moves the bones and muscles
ex: walking, reaching

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16
Q

reflexes

A

infants are born with a large set of automatic motor behaviours
- sucking and rooting reflexes are essential for feeding

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17
Q

motor development

A
  • influenced by physical maturity and cultural and parenting practices
  • vary in when they occur but they are always achieved in the same sequence
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18
Q

sucking reflex

A

automatic response to oral stimulation
- if you put something in a baby’s mouth they will suck down on it
- reflex keeps baby alive without them having to learn

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19
Q

menarche

A

onset of menstruration

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20
Q

spermarche

A

male’s first ejaculation

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21
Q

assimilation

A

process of absorbing new experiences into current knowledge structures
- use to acquire new knowledge

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22
Q

accommodation

A

process of altering a belief to make it more compatible with experience

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23
Q

piaget’s stages

A
  1. sensorimotor
  2. preoperational stage
  3. concrete operations
  4. formal operations
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24
Q

sensorimotor

A
  • 0-2 years
  • lack of object permanence
  • no thought beyond immediate physical experiences
25
Q

object permanence

A

understanding that objects continue to exist when outside of view

26
Q

preoperational

A
  • 2-7 years
  • able to think beyond the here and now but egocentric and unable to perform mental transformation
  • lack conservation
27
Q

conservation

A

understand that despite a transformation in the physical presentation of an amount, the amount remains the same

28
Q

concrete operations

A
  • 7-11
  • can perform mental transformations but only concrete physical object
29
Q

formal operation

A
  • 12- adulthood
  • ability to perform hypothetical reasoning beyond the here and now
30
Q

limitations of piaget

A
  • development is more gradual
  • hard to repeat without language dependent tasks
  • culturally biased
31
Q

pros of piaget

A

viewed children as different than adults
- learning as an active process
- across multiple domains

32
Q

lev vygotsky

A
  • social and cultural influences
  • scaffolding
  • zone of proximal development
  • focused more on parenting
    -development is gradual and children will be ready for their own development when it happens
33
Q

scaffolding

A

parents structure environments for learning and then gradually remove them as child improves
- supports enough until they can support themselves

34
Q

zone of proximal development

A

phase of learning during which children can benefit from instruction
- when they are ready for scaffolding

35
Q

naive physics

A

intuitive understanding of the world without having studied physics’
- basic understanding of physical objects and how they behave
- understanding that a block sitting on another wont fall

36
Q

theory of mind

A

ability to reason about what other people know or believe
- when we see a picture of a child standing on a counter we know that someone must have helped him get there

37
Q

cognitive changes in adolescence

A
  • frontal lobes dont fully mature until late adolescence and early adulthood which affects impulse control and risk-taking
  • more risk taking opportunities when young and have different evaluation of risk
38
Q

cognitive function in late adulthood

A
  • cognitive decline, memory loss but still cued recall and recognition
  • better on vocabulary and knowledge tests
  • little decline in material pertinent in everyday life
39
Q

stranger anxiety

A
  • fear of strangers developing at 8-9 months
  • peaks at around 12-15 months
  • appears in most cultures
40
Q

temperament

A

basic emotional style that appears in early development and is genetic in origin
3 types: easy, difficult and slow to warmup

41
Q

attachment

A
  • emotional connection we share with those whom we feel closest
  • almost ll infants forge this bond with adults
42
Q

imprinting

A
  • 1930s by konrad lorenz
  • baby bird begins to follow around and attach themself to any large moving object they see in the hours immediately after hatching
43
Q

critical periods

A
  • a specific window of time during which an event must occur
  • aka sensitive periods
44
Q

contact comfort

A
  • assumed that infants bonded with those who provided nourishment
  • Harrow’s work with monkeys showed that it was physical contact that was important in developing attachment
  • positive emotions afforded by touch
45
Q

harlows study of monkeys

A

baby monkeys were separated by their mothers and placed with a terry cloth model and a wire one that would give it food. ate from the wire one but attached to terry cloth one

46
Q

attachment styles

A
  • how infants react when taken away from primary caregiver
    1. secure-attachment (60%)
    2. insecure-avoidant (15-20%)
    3. Insecure-anxious (15-20%)
    4. Disorganized (5-10%)
  • can change over time and depending on caregiver
47
Q

mono-operation bias

A

drawing conclusions on a single measure

48
Q

parenting styles

A
  1. permissive
  2. authoritarian
  3. authoritative
  4. uninvolved
    - doesnt really matter as long as basic needs are met
49
Q

erikson model

A

series of stages, each characterized by a psychosocial crisis (dilemma concerning an individuals relations to others)
- developing an indentity is the hardest thing for teens
- personality builds throughout whole life

50
Q

emerging adulthood

A

-18-25
-many aspects of emotional development, indentity and personality solidify

51
Q

erikson mode: infancy

A

trust vs mistrust
- developing general security, optimism and trust in others

52
Q

erikson model: toddelrhood

A

autonomy vs shame
- developing sense of independence and confidence

53
Q

erikson model: early childhood

A

initiative vs guilt
- dev initiative in exploring and maipulating the environment

54
Q

erikson mode: middle childhood

A

industry vs inferiority
- enjoyment and mastery of the developmental tasks of childhood in and out of school

55
Q

erikson model: adolescence

A

identity vs role confusion
- achievement of a stable and satisfying sense of role and direction

56
Q

erikson model: young adulthood

A

intimacy vs isolation
- development of the ability to maintain intimate personal relationships

57
Q

erikson model: adulthood

A

generatively vs stagnation
- satisfaction of persona and familial needs supplemented by development of interest in the welfare of others ad the world in general

58
Q

erikson moedel: aging

A

ego integrity vs despair
- recognizing and adjusting to agin and the prospect of death with a sense of satisfaction about the past

PSY 202 (4 decks)

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