Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EPPP > Lifespan > Flashcards

Lifespan Flashcards

1
Q

Phonology

A

-rules for using phonemes (smallest unit of sound in language)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Morphology

A

-rules governing use of morphemes (smallest unit of language that have meaning)

-“mis”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Syntax

A

-rules for how words can be combined into sentences
-allows us to understand differences in phrasing can mean the same thing (“ the client signed the release form.” vs. “the consent form was signed by the client.”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Semantics

A

-meaning of words, phrases and sentences
-focuses on literal meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Pragmatics

A

-use of meaning of verbal and nonverbal language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Cooing

A

6 to 8 weeks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

babbling

A

Nonsensical speech (sounds are not unique to the child’s native language at this time)

3 to 6 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

canonical babbiling

A

9 months (babbling consistent with language of origin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

echolalia

A

When a child begins to repeat a word that they hear (typically over and over)

9 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

word comprehension (language dev.)

A

8 to 9 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

first word

A

10 to 15 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

vocabulary spirt

A

15 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

holophrastic speech

A

Child uses 1 word to describe what they want or state of being.

(“Cold” - “I am cold”)

12 to 15 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

telographic speech

A

*Child uses 2 words to express what they want

(“I go”)

18 to 24 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Overextension

A

-using a word too broadly
*all four legged animals are dogs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Underextension

A

-using a word too specifically
-calling only plastic plates “plates”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Overregulation

A

-misapplies rules for plurals and past tense
*“foots”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Language Brokering

A

-Children who have to translate for their parents.

-both positive and negative effects

positive = strong interpersonal skills, and confidence
negative = anxiety, frustration, embarrassment, role reversal with parents.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Piaget- Moral Development

A
  1. Premoral (0 - 5 y.o.)
    -limited understanding of rules
  2. Heteronomous ( 5 y.o. - 6 y.o.)
    -rules made my authority
    -judgement of morality is based off of consequences
  3. Autonomous (10 y.o. - 11 y.o.)
    -rules made by agreement
    -rules can be changed
    -judge morality based off of intention
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Kohlberg - Moral Development

A
  1. Pre-conventional
    L1: Punish & obedience
    -acceptable behavior depends of punishment
    L2: Instrumental Hedonism
    -acceptable behavior depends on if it leads to reward
  2. Conventional
    L1: Good boy/Good girl
    -acceptable behavior depends on social approval
    L2: Law -order orientation
    -acceptable behavior depends on violation of the law/rules
  3. Post-conventional
    L1: Morality of contract
    -acceptable behavior depends on being consistent with democratic chosen law.
    L2: Morality of individual principles of consciousness
    -acceptable behavior depends on if it’s consistent with broad principles of justice and fairness (universality)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Gillian’s - Moral Development

A

Level 1: Orientation to individual survival
-morality driven by individual needs/survival

First transition: Selfishness to responsibility
-morality is driven by connection and responsibility to others.

Level 2: Goodness as self-sacrifice
-morality is driven by reliance on others and social acceptance

Second transition: Goodness of truth
-morality is driven by the process of questioning comparative value of self vs. others.

Level 3: Morality of nonviolence
-morality is driven by a heightened understanding of choice between own need and care for other / Do no harm.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Freud’s - Personality Development

A

(0 to1) Oral
(1 to 3) Anal
(3 to 6) Phallic
(6 to 12) Latent
(12+). Genital

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Erikson’s- Psychosocial Development

A

(0 to 1) Trust vs. Mistrust (Hope)
(1 to 3) Autonomy vs. Shame/doubt (Will)
(3 to 6) Initiative vs. Guilt (Purpose)
(6 to 12) Industry vs. Inferiority (Competence)
(12 to 18) Identity vs. Role confusion (Fidelity)
(18 to 45) Intimacy vs. Isolation (Love)
(45 to 65) Generativity vs. Stagnation (Care)
(65+) Ego integrity vs. dispair (Wisdom)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Authoritative Parents

A

*High in demand
*High in responsiveness

-clear rules
-involve children in decision making
-respect child’s opinion
-warm & affectionate

*BEST OUTCOME:
-self confidence, independent and cooperative, good social skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Authoritarian Parents

A

*High in demand
*Low in responsiveness

-strict rules
-parental control
-harsh punishment
-little affection

OUTCOME:
-insecure, moody, dependent, irritable, poor social skills, lower academic achievement.

*Linked to bullying
-These children are more likely to be the bully

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Permissive Parents

A

*Low in demand
*High in responsiveness

-rarely control children
-encourage them to express their emotions
-supportive of behavior

OUTCOME:
-self centered, immature, rebellious, poor impulse control & social skills, low level of academic achievement.

*Linked to bullying
-These children are more likely to be the victim

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Uninvolved-Rejecting-Neglecting Parents

A

*Low in demand
*Low in responsiveness

-uninvolved in child’s life
-unaware of child’s needs
-parents more concerned with own needs

WORST OUTCOME:
-low self-esteem & self-control, moody, irritable, non-compliant, demanding, poor social skills, poor academic achievement, prone to drug use & anti-social behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Kohlberg- Cognitive Developmental Theory (Gender Identity)

A
  1. Gender Identity (2 to 3)
    (Identifies as male or female)
  2. Gender Stability (4 y.o.)
    (Child realizes their gender is consistent over time)
  3. Gender Constancy (6 to 7)
    (When conversation skills emerge - understanding
    gender is stable and consistent across time and
    situation)

*gender behavior doesn’t occur until gender constancy (however, more recent research suggest sooner).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Egan & Perry - Multidimensional model (Gender Identity)

A
  1. Membership knowledge (know own gender)
  2. Gender (see characteristic as similar to others)
  3. Gender Contentedness (satisfaction)
  4. Felt Pressure (pressure to conform)
  5. Intergroup bias (own gender superior)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Marcia’s -Identity Development Model

A

Achievement - Identity crisis & commitment
Foreclosure - No identity crisis & commitment
Moratorium - Identity crisis & no commitment
Diffusion - No identity crisis & no commitment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Piaget -Construct Theory

A
  1. Sensory Motor (0 to 2)
    (0 to 1m) Reflexive schema
    (1 to 4m) Primary circular reaction (thumb sucking)
    (4 to 8m) Secondary circular reaction (shaking a rattle)
    (8 to 12m) Coordination circular reaction
    (uncovering a rattle and then shaking it)
    (12 to 18m) Tertiary circular reaction
    (dropping toy from different heights)
    (18 to 24m) Internalized of schema
    (object permanence, make believe play)
  2. Preoperational (2 to 7)
    -representational thought (past and future)
    *Thought processes
    -Transductive reasoning (illusory correlation)
    - Egocentrism (everyone thinks like me)
    - Magical Thinking (if I think it, it will happen)
    -Animism (the moon is following us)
    *Inability to CONSERVE
    -centration
    (focus on one aspect of an object and exclude the
    others)
    - Irreversibility
    (unable to understand an action can be reversed)
  3. Concrete Operational (7 to 12)
    -logical operations
    *horizontal decalage
    outcomes = math, conservation of numbers, lengths, volume, width.
  4. Formal Operational (12+)
    -abstract thought and reasoning
    -hypothesizing
    -propositional thought
    *thought processes
    -imaginary audience (everyone is looking at my zit)
    -personal fable (why does this always happen to me?)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Vygotsky - Sociocultural Theory

A

Learning is:
-first interpersonal
-then intrapersonal

Private speech
-self-directive speech
-problem solving

zone of proximal development
-most rapid learning
-gap between current abilities and what a child can do with assistance (SCAFFOLDING)
*Make-believe play creates a zone of proximal development.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Assimilation (Piaget)

A

using cognitive schemas to understand new objects or situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Accommodation (Piaget)

A

modifying or developing new cognitive schema to new objects or situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Secure Attachment (Child & Mother)

A

Child:
-explores when mother is around
-may or may cry when she leaves
-seeks mother when she returns
-prefers mother to strangers

Mother:
-sensitive
-responsive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Anxious - Ambivalent Attachment (Child & Mother)

A

Child:
-stays close initially
-distress when she leaves
-angry or resistant when she returns
-fearful of strangers even with mother there

Mother:
-inconsistent with care

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Anxious - Avoidant Attachment (Child & Mother)

A

Child:
-indifferent towards mother
-little distress when she leaves
-avoids her when she returns
-react to mother & strangers similarly

Mother:
-rejecting
-intrusive or overstimulating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Disorganized/ Disoriented Attachment (Child & Mother)

A

Child:
-fearful of mother
-dazed or confused look
-may or may not be distress when mother leaves
-disorganized/ confused behavior upon return.

Mother:
-Maltreatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

SES & Attachment

A

-Low SES = more likely to have insecure attachment
- Low SES = more likely to have dismissing attachment patterns.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Culture & Attachment

A

*Secure attachment is most seen cross culturally.
-Avoidant most common in western cultures
-Resistant most common in Japan, Israel, & collectivistic cultures.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Autonomous Adults

A

-clear description of childhood relationships
-childhood has secure attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Preoccupied Adults

A

-angry, confused, or passive towards parents when describing childhood.
*there children have resistant attachment

43
Q

Dismissing Adults

A

-provide positive descriptions of their childhood relationships.
-reports not accurate.
*their children have avoidant attachment

44
Q

Development & facial expressions

A

< 7 months - attend to happy faces
>7 months -attend to fearful faces
10 to 18m - understanding of facial expressions

45
Q

Emotions & Adulthood

A

-negative emotions decrease over time (20s to 60s)
-positive emotions increase or remain stable (20s to 60s)
*emotions for 60+ effected by health

Positivity Effect = older adults tend to pay attention and remember more positive memories.

46
Q

Instrumental aggression

A

*fulfills needs or desires
-get attention or obtain object

47
Q

Hostile aggression

A

*driven by anger
-done to hurt others
-3 types
-physical
-verbal
-relational

48
Q

Physical-instrumental aggression (age)

A

starts - 1 y.o.
peaks - 2 y.o.
dominant- 4 y.o.

49
Q

Parent training - SES & outcomes

A

-low & high SES = immediate effects
-Low SES with mild sx = less effective
-Follow up at 1 year = Low SES saw less benefit regardless of severity

50
Q

Nonsocial vs. Social Play

A

Nonsocial
-Solitary
-On looker

Social
-Parellel
-Associative
-Cooperative

51
Q

Gender & play

A

-choose same sex playmate at 2 to 3 y.o.
-occurs even when encouraged for cross gender play
*girls more likely to start before boys

52
Q

Socioemotional Selectivity Theory

A

-Relationships viewed as unlimited = knowledge seeking.
-Relationships viewed as limited = emotional seeking

*older adults = desire emotionally close friendships

53
Q

Emotionally Volatile (Attack-Defend) Pattern

A

*predictor of divorce
*predictor of early divorce

-frequent arguments then make up.
-criticism, contempt, defensiveness, stonewalling
*Contempt is single best predictor of divorce

54
Q

Emotional Inexpressive (Avoidant) Pattern

A

*predictor of later divorce

-avoidant of conflict
-couple avoids self-disclosure and expressing emotions

55
Q

Risk for divorce

A

-Age (older you are at time of marriage, less likely)
-Lower SES
-Child before marriage
-Previous marriage
-1 or more psychiatric disorders
-High level of neuroticism

56
Q

Effects of divorce on parents (mother vs. father)

A

-decreased capacity to parenting ( up to 2 years)
-mother show less affection (less to sons)
-mother is more authoritarian but less consistent
-Father = has similar changes as mother, but bounces back quicker.
-father (limited custody) = more indulgent and more permissive.

57
Q

Effects of divorce on children (age of divorce)

A

-preschool = most immediate negative outcomes
*As age increases the long-term effects also increase.

** 9 to 15 y.o. experience the most adjustment problems

58
Q

Effects of divorce on children (gender)

A

-Boys = more short & longterm effects
-Girls = short-term effects
*Sleeper effect

59
Q

Effects of divorce on children (SES)

A

-Lower SES = more academic & social issues
-Father’s presences is less impactful compared to him paying child support & being authoritarian parent.

60
Q

Step-parent (1 vs. 2 step-parents)

A

children do better with only 1 step-parent vs. 2 step-parents and step siblings.

61
Q

Girls & step-parents

A

-have more problems vs. boy when adjusting to both stepmothers & stepfathers.

-Girls with stepfathers = hostile, risk of academic and behavioral problems.

-Girls with stepmothers = even greater problems vs. stepfather. (threat to relationship with father and mother).

62
Q

Boys & step-parents

A

-Boy with stepfathers = self-concept, adjustment and achievement (when relationship is close).

-Boy with stepmother = view stepmother as additional support.

63
Q

Living together before marriage & divorce

A
  • Living together before marriage = higher rates

-Living together before marriage = show decrease in divorce within the first year.
*This then shifts and increases the likelihood the
following year.

64
Q

Marriage, life expectancy & satisfaction

A

-Married people live longer vs. divorced, widowed and single people.

-Higher rates of life satisfaction.

65
Q

Walker’s- Cycle of Violence

A
  1. Tension building
  2. Acute battery
  3. Loving- contrition (honeymoon)
66
Q

Johnson’s Typology

A
  1. Intimate Terrorism (use violence to control partner)
  2. Violent Resistance (partner retaliates- harm or kill)
  3. Mutual Violent Control (Both seek control)
  4. Situational Couple Violence (desire to control situation not relationship)
67
Q

Gender & Child Sexual Abuse

A

Females:
-more likely to experience depression and internalized behaviors.

Males:
-more likely to show conduct issues and aggression

*Long-term effects are similar between genders

68
Q

Bronfenbrenner- Ecological Theory

A

Micro - child immediate environment
Meso - interaction between child and environment
Exo - peripheral factors to the child’s life
Macro - social and cultural environment
Chrono - events that occur over the lifetime

69
Q

Fetal Programming Theory

A

Events during fetal development can have long lasting effects on development.

70
Q

Baker Fetal Hypothesis

A

-malnutrition puts infants at risk for heat disease later on in life.

-malnutrition in childhood causes type 2 diabetes in adulthood.

71
Q

Passive genotype correlation

A

child inherits genes that predispose them to certain characteristics

parents expose the child to the environment which supports the further development of the characteristics

*most important in infancy / early childhood

72
Q

Evocative genotype correlation

A

child’s genetic evoke a reaction from others which reinforces genetic makeup.

*most important in infancy/ early childhood

73
Q

Active genotype correlation

A

“niche picking”
child actively seeks experiences that fit their genetic predisposition.

*most important in later childhood

74
Q

Canalization

A

tendency for a genetic make up to restrict development outcomes regardless of environment

75
Q

Dynamic System Theory

A

*nature and nurture are needed
*combination of biology, environment and our reactions/responses affect our development.

76
Q

Epigenetic

A

Study of change in organism’s brought on by gene expression.
*change in phenotype without change in genotype (altering functional gene).

77
Q

Chromosomal deletion disorders

A

Prader-Will Syndrome (paternal chromosome 15)
Angelman Syndrome (maternal chromosome 15)
Cri-Du-Chat syndrome (chromosome 5)

78
Q

Sex chromosomal disorders

A

Klinefelter’s syndrome (XXY)
Turner’s syndrome (XO)
Rett’s syndrome (MECP-2 gene)

79
Q

Trisomy 21

A

95% of all down’s syndrome cases
*extra chromosome in all cells
Risk = maternal older age
* due to error is cell division

80
Q

Mosaic Trisomy 21

A

1% of all down’s syndrome cases
only some cells contain an extra chromosome
due to error in cell division
Risk = maternal older age

81
Q

Translocation Trisomy 21

A

4% of all down’s syndrome cases
46 chromosomes in all cells, with some having a full or partial 21 chromosome attached to another chromosome.

*no due to older maternal age.
*parents carry a gene for faulty cell division

82
Q

Risk for SIDS

A

-Male
-Black or NA
-less than 6 months old (most likely by 2 to 4 months)
-premature birth
-low birth weight
-poor prenatal care
-drug or alcohol use during pregnancy
-pre and post natal exposure to cigarette smoke
-unsafe sleep practice

83
Q

Reduce likelihood of SIDS

A

-baby sleeps on back
-breast feeding
-bare crib
-avoid overheating
-sharing room but not bed with baby

84
Q

Substance use and buffering effect

A

Religiosity
self-control
parent support

*reduce the adverse effects of stressful life events on substance use.

85
Q

Social-Interactionist Theory

A

*biological and social factors = language development
-native capacity and strong desire to be understood and understand others.

86
Q

Responding to crying

A

Consistent responding to crying = child crying less (inconsistent findings)

When parent ignore the infants cries with in a 9 week period, infants cried less frequently the next 9 weeks.

***Optimal response to cry is dependent on the severity.

87
Q

Behavioral Inhibition

A

Tendency to respond to unfamiliar situations with negative affect and withdrawal.

*associated with anxiety, depression, social anxiety, poor social skills.

*parents of the child were likely socially anxious children.

88
Q

Authoritative parents - Race and academic outcomes

A

White children of authoritative parents = correlation with academic success is strong

Black & Asian children of authoritative parents =correlation with academic success is weak.

89
Q

Personality & Adulthood

A

Neuroticism = decreases
Extraversion = same
Openness = same
Agreeableness = increases
Conscientiousness = increases

90
Q

Self-understanding (describes self by)

A

Early childhood
-age, gender, observable characteristics

Middle childhood
-personality traits

Adolescents
-beliefs and values

91
Q

Androgyny and outcomes for children

A

More likely to respond productively to novel situations
Higher self-esteem
More popular than non androgynous peers.

92
Q

Self-esteem & gender

A

Males are higher on global self-esteem

93
Q

Ethological Theory

A

*Bowlby

Infants and mothers are biologically predisposed to form attachments to ensure the survival of infants.

-preattachment
-attachment-in-the-making
-clear-cut-attachment
-reciprocal relationships
-outcomes of these stages = internal working
models (beliefs about the self, others and the
world)

94
Q

Social references occurs at

A

6 months

95
Q

Separation anxiety starts at

A

6 to 8 months
Peaks in intensity at 14 to 18 months

96
Q

Stranger anxiety starts at

A

8 to 10 months
Declines around 2 years old

97
Q

Social Information Processing Model

A

-Aggression in children is due to deficiencies in each step of the model.

  1. encoding of cues
    (aggression confirmation bias)
  2. interpretation of cues
    (hostile attribution error)
  3. Clarification of goals
    (identify retaliation/ revenge as goal)
  4. Response Search
    (aggressive children identify few options for responding / aggression will have beneficial outcomes)
  5. Response Decision
    (aggressive children choose aggressive responses bc they believe it will have favorable outcomes)
  6. Behavioral Enactment
    (act aggressively/ shows little remorse)
98
Q

Rejected vs. Neglected children

A

Rejected
-worse outcomes
-greater loneliness
-low self-esteem
-will not experience improvement in peer status even if they change schools/ social groups.

Neglected
-well adjusted
-rarely engage in disruptive behavior

99
Q

Helicopter parents- child outcomes

A

Children
-stress / anxiety
-entitlement
-low autonomy
-low self-regulation
-decreased academic achievement

College age
-depression
-SUD
-Relationship concerns

100
Q

Rothbart - Temperament

A

Reactivity (underlying biological process)
-Surgency/extraversion
-Negative affectivity

Self-regulation (process that maintains and and inhibits reactivity)
-Effortful control

101
Q

Research by Lickel et al. (2014) found that experiencing which of the following self-conscious emotions elicits the greatest motivation to change oneself?

A

shame

102
Q

Sleeper Effect

A

Girls whose parents divorce in preschool show minimal adjustment issues until adolescents.

during adolescents and onward girls experience low self-esteem, emotional problems, pregnancy before marriage (Scandal!) and marrying young.

103
Q

Highly conflictual intact families vs. Low conflict separated families.

A

Children from intact but highly conflictual families are more poorly adjusted compared to low conflict divorced families.

EPPP (38 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions