L06: Development

Question 1

Qualitative Development

Answer 1

As a person develops, their psychology changes abruptly from one stage to the next, and they seem to have very different characteristics between each stage.

Question 2

Quantitative Development

Answer 2

As a person develops, they change gradually and continually over time.

Question 3

Nature vs nurture

Answer 3

Genetics vs experience

Question 4

Cross-sectional design

Answer 4

A methodological approach to studying development that compares participants of different age groups to one another.

Question 5

Longitudinal design

Answer 5

A methodological approach to studying development that tracks participants across time and compares each participant at different time points.

Question 6

Sequential design

Answer 6

A methodological approach to studying development that tracks multiple age groups across time and compares different age groups to one another, as well as compares participants to themselves at different time points.

Question 7

Teratogens

Answer 7

Environmental agents that can interfere with typical development.

Question 8

Schema

Answer 8

Concepts or mental models that represent our experiences.

Question 9

Assimilation

Answer 9

In Piaget’s theory, the process of using an existing schema to interpret a new experience.

Question 10

Accommodation

Answer 10

In Piaget’s theory, the process of revising existing schemas to incorporate information from a new experience.

Question 11

Sensorimotor stage

Answer 11

Birth to 2 years - Children develop knowledge through their senses and actions but cannot yet think using symbols, namely language. During this stage, children learn that objects continue to exist even when the objects are hidden.

Question 12

Preoperational stage

Answer 12

2 to 7 years - Children master the use of symbols but struggle to see situations from multiple perspectives or to imagine how situations can change. During this stage, children classify objects, but only according to a single feature, such as colour or shape.

Question 13

Concrete operational stage

Answer 13

7 to 12 years - Children become capable of using multiple perspectives and their imagination to solve complex problems, but they are able to apply this thinking only to concrete objects or events.

Question 14

Formal operational stage

Answer 14

12 years and up - Adolescents become able to reason about abstract problems and hypothetical propositions.

Question 15

Object permanence

Answer 15

The awareness that objects continue to exist even when they are temporarily out of sight.

Question 16

Frontal lobe development

Answer 16

The slowest area to mature, enables planning, memory, and decision making.

Question 17

Social Referencing

Answer 17

A process of using others’ facial expressions for information about how to react to a situation.

Question 18

Separation anxiety

Answer 18

When young infants want to be close to their caregivers and show distress when separated

Question 19

Imprinting

Answer 19

A mechanism for establishing attachment early in life that operates according to a relatively simple rule of attaching to the first moving object an organism sees.

Question 20

Attachment style

Answer 20

The manner in which a child reacts when their caregiver is absent, can be categorized as secure or insecure.

Question 21

Secure attachment

Answer 21

Will play when caregiver is present, shows minor distress when caregiver leaves, quickly reassured when they return.

Question 22

Insecure attachment

Answer 22

Child does not use caregiver as a secure base and is not reassured after separation. There are two patterns: Avoidant and Ambivalent

Question 23

Avoidant attachment

Answer 23

Act distant when caregiver is present, search for them (with raised heart rate) in absence, ignore them when they return.

Question 24

Ambivalent attachment

Answer 24

Do not explore whether caregiver is present or not, gets upset when caregiver leaves. Upon reunion they may cry to be picked up but then cry to be put down.

Question 25

Symbolic representation

Answer 25

The use of words, sounds, gestures, visual images, or objects to stand for other things.

Question 26

Symbolic reasoning

Answer 26

Develops between 2 1/2 and 3 years old

Question 27

Operations

Answer 27

In childhood, the manipulation of schemas.

Question 28

Conservation

Answer 28

The idea that the physical properties of an object, such as mass, volume, and number, remain the same despite changes in the object’s shape or form.

Question 29

Role of Impulse Control and prefrontal cortex

Answer 29

Young children with a developing prefrontal cortex will have more difficulty overriding their impulses.

Question 30

Egocentrism

Answer 30

In Piaget’s theory, the difficulty that preoperational children have with thinking about how objects or situations are perceived by other people.

Question 31

Theory of mind

Answer 31

The understanding that we and other people have minds, that these minds represent the world in different ways, and that these representations can explain and predict how others will behave.

Question 32

Development of moral reasoning according to Kohlberg

Answer 32

Develops in three stages: preconventional (self interest), conventional (caring for others), postconventional (prevent chaos)

Question 33

Language Acquisition Device

Answer 33

Hypothesized to be an innate structure separate from intellectual ability or cognition, later replaced by the concept of universal grammar.