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Intro To Psychology > Lecture 8: Development > Flashcards

Lecture 8: Development Flashcards

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1
Q

Developmental psychology

A

Examination how individuals grow, change, and stau the same from conception to death

Facts:
1. Main differentiating characteristics from other fields within psych. Change overtime
2. Development is a life long process; from conception to death

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2
Q

Developmental research methods

A
  1. Longitudinal studies
  2. Cross-sectional studies
  3. Sequential research studies
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3
Q

Longitudinal studies

A

Following same group of individuals over two or more time periods

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4
Q

Cross-sectional studies

A

Collecting data from cohorts rather than over time

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5
Q

Sequential research studies

A

Combining long and cross studies

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6
Q

Types of developmental research

A
  1. Correlational
  2. Experimental
  3. Qualitative
  4. Sequential
  5. Longitude
  6. Cross-sectional
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7
Q

Correlational

A

Observe variables as they exist in the world and determine their relations

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8
Q

Experimental

A

Manipulate independent variable and determine the effect on dependent variable

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9
Q

Qualitative

A

Examine “lived experience” through in-depth interviews or observation

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10
Q

Sequential

A

Multiple groups of people are tested over time, based on either multiple long. Or cross designs

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11
Q

Parental period

A
  1. Neural plate
  2. Neural groove
  3. Neural tube
  4. Anterior neural fold
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12
Q

Neural plate

A

21 days after conception, primitive neural tissue that occupies outermost layer of embryonic cells

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13
Q

Neural groove

A

First fold of neural groove

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14
Q

Anterior neural fold

A

Closes to form brain

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15
Q

Teratogens

A

Agents that influence the prenatal environment to disrupt development

Ex:
1. Disease
2. Drugs
3. Environmental

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16
Q

Neuron

A

Nerve that transmit information

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17
Q

Neurogensis

A

Creation of new neurons

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18
Q

Synaptogenesis

A

Process of neurons forming synapses and increase connections

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19
Q

Dendritic arborisation

A

Extensions of dendritic branching

20
Q

Synaptic pruning

A

Reduction in number of synapses

  1. Begins in infancy and continuing until early adolescence
21
Q

Programmed cell death

A

Synapses form, surrounding neurons die

22
Q

Myelination

A

Process when neurons are coated in fatty substance, which facilitates neural communication

23
Q

Facts of brain

A
  1. By 2yrs old, brain is 80% developed of adult size
  2. Large increase in brain weight is during first 3yrs of life
24
Q

General principles of the brain

A
  1. Specialization occurring in early development
  2. More focused, less diffused
  3. Diff, brain regions specialize at diff, rates
  4. Successful specialization req, stim, from enviro
  5. Lack of specialization in immature brain is good
25
Q

Types of experience-related aspects of brain development

A
  1. Experience-expectant
  2. Experience-dependent
26
Q

Experience-expectant

A

• Requires basic, common experiences that the brain needs in order to develop
• MUST happen for typical brain function and
maturation

27
Q

Experience-dependent

A

• Depends on the particular environmental experience
in order to develop
• MIGHT happen to develop specialized skills, talents, and/or abilities

28
Q

How brain development works

A
  1. Synaptic pruning responsible for rational though and executive function
  2. Connections btwn prefrontal cortex and brain regions strengthen communication, function, and behav, controls
  3. Dual process model
29
Q

Dual process model

A

Limbic system, responsible for emotion

(Has burst of development and responsible for judgement and accounts for adolescent behav.)

30
Q

Socioemotional perception: TEENS

A
  1. Active Limbic system but inactive frontal cortex
  2. Teens experience emotional activation when viewing facial stimuli compared to adults
  3. Brain structure influence affective response and interaction with ppl
31
Q

Risk-taking in teens

A
  1. Teens more likely engaged in danger
  2. Balance of neurotransmitters serotonin + dopamine shift (associate with impulsivity and reward)
  3. Attraction to novelty and enhanced sensitivity (rewards serve increase to teens vulnerability to lure of drugs & alcohol)
  4. Maturation + improved connectivity = good executive function
32
Q

Nervous system facts

A
  1. Adulthood brain volume shrinks (dendrites contract + lost = decrease in synapses)
  2. Declines in prefrontal cortex largely responsive for change in function + judgement
  3. Myelin losses contribute to cognitive decline
  4. Aerobic exercise restores brain volume (esp. hippocampus)
33
Q

Nervous system: older brains

A
  1. Structural change (neuronal + myelin) loss throughout old ppl
  2. Use diff, brain areas to solve problems compared to young people
  3. Cognitive reserve
  4. Neurogenesis
34
Q

Cognitive reserve

A

Flexible & efficient use of available brain resources that permits cog, efficiency, flex, + adaptability

35
Q

Piaget theory of cognitive development: Key Terms

A
  1. Schema
  2. Adaptation
  3. Assimilation
  4. Accommodation
  5. Equilibration
36
Q

Schema

A

Concept, idea and way of interacting on the world

37
Q

Adaptation

A

Building ideas through direct interaction with environment

38
Q

Assimilation

A

Usage of pre-existing ideas to interact with the world

39
Q

Accommodation

A

Create new or adjust old ideas after realizing our ideas don’t accurately reflect reality

40
Q

Equilibration

A

Back and forth mov, btwn equal + disequal

41
Q

Equilibrium

A

Little cog, change, more assimilation ideas match outside world relatively well

42
Q

Disequilibrium

A

More cognitive change, more accommodation, ideas dont match well with outside world

43
Q

Example of assimilation and accommodation

A

Child sees cat - child says “kitty” = assimilation
Child sees hairless cat - child is ???? = accommodation

44
Q

Piaget facts

A
  1. People strive for cognitive equilibrium
    (State which ideas are matched with outside world)
  2. Cognitive equilibrium is rare and fleeting
  3. Cognitive equilibrium is basis for cognitive change
45
Q

Stages of Piaget theory

A
  1. Sensorimotor
  2. Preoperational
  3. Concrete operational
  4. Formal operational
46
Q

Piaget adopted stage theory

A
  1. Based observations of children and how they reason through problems
    (Ex: conservation problem)
  2. Children have hard-time understanding concepts outside of their developmental stage

Intro To Psychology (28 decks)

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