Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

GRE more STUDY > Lifespan Development > Flashcards

Lifespan Development Flashcards

1
Q

Stages of gestation

A

Zygote goes through germinal stage, embryonic stage, and fetal stage

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

Germinal stage

A

2 weeks, zygote moves down fallopian tube, grows into 64 cells and implants into uterus wall

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

Embryonic stage

A

Until end of the second monthOrgan formation

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

Fetal stage

A

Month 3 until birth

Movement (quickening) occurs

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

HY antigen

A

6 weeks after conception

Presence leads to testes, absence causes ovaries to form

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

Neonate

A

Newborn, reflexive behavior

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

Sucking reflex

A

Placing object in baby’s mouth

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

Headturning reflex

A

From stroking baby’s cheek

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

Moro reflex

A

Throwing out of arms and legs if loud noises

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

Babinski reflex

A

Fanning toes if touch bottom of foot

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

Palmar reflex

A

Hand grabbing if object in baby’s hand

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

Adolescence

A

Second most commonly addressed developmental stage

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

Adrenal and Pituitary glands

A

Secrete androgen for boys and estrogen for girls during puberty

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

Different kinds of twin

A

Monozygotic (identical) and dizygotic (fraternal)

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

PIAGET: COGNITIVE DEVELOPMENT

A

Channels sensory information to the cerebral cortex, motor control

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

Qualitative change

A

Created by experience, internal maturation and external experience

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

Assimilation

A

Fitting new info into existing ideas, helps adaptation

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

Accommodation

A

Modification of cognitive schemata to incorporate new information

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

0-2 years, reflexive behaviors cued by sensations, circular reactions, development of object permanence later, and finally acquiring the use of representation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Circular reactions

A

Repeated behavior intended to manipulate environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Representation

A

Visualizing or putting words to objects

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

2-7 years. Egocentric understandings, acquiring words as symbols for things

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

7-12 years. Understanding of concrete relationships, such as simple math, development of conservation

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

Understanding of abstract relationships

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

Rochel Gelman

A

Thinks Piaget may underestimate cognitive of preschoolers like quantity

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

Piaget moral development

A

3 stages

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

Piaget moral 4-7

A

Rule following, accepts rules

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

Piaget moral 7-11

A

Understands rules and follows

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

Piaget moral 12+

A

Thinks abstractly, can change rules if all parties agree

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

FREUD PERSONALITY DEVELOPMENT

A

Facial recognition- damage in dementia

Prosopagnosia-inability to recognize familiar faces

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

Biological needs

A

Sensual gratification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Fixation

A

Happens from over or under indulgence at a particular stage

Inability to move on to next step

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

Regression

A

Return to earlier stage because of life stressors

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

Resolving phallic

A

Identifying with same sex parent

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

Castration anxiety

A

Boys motivation to suppress their lust in phallic stage

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

KOHLBERG MORAL DEVELOPMENT

A

Bumps on the cortex surface

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

Development of theory

A

Analyzing responses of children to nine hypothetical moral dilemmas

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

Heinz dilemma

A

Woman dying and needs expensive medication. Should husband steal it or let wife die?

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

Stage 1: Preconventional/ Premoral

A

Level 1: Avoid punishment
Level 2: Gain rewards
“If I steal meds, I will get in trouble”

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

Stage 2: Conventional/ Morality of Conformity

A

Level 3: Should gain approval
Level 4: Should follow law and authority
“Stealing is against the law”

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

Stage 3: postconventional/ Morality of Self-Accepted Principles

A

Level 5: Beyond black and white of laws, attentive to rights and social welfare
Level 5: Makes decisions based on abstract ethical principles
“Unjust that money is an obstacle, ethical to save wife”

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

Carol Gilligan

A

Thought Kolberg’s stages were biased towards males, women morality focuses more on compassion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

OTHER DEVELOPMENT TERMS

A

Caudate, Putamen, Nucleus accumbens, Globus pallidus, Substantia nigra

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Psychosocial conflict

A

Each stage of life, crisis needs to be resolved by Erikson

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

John Bowlby

A

Infants are motivated to attach to mothers for positive (closeness) and negative (avoid fear) reasons
Emphasized importance of attachment during sensitive period

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Mary Ainsworth

A

Studied attachment with Strange situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Strange situation experiment

A

Mother and infant playing together different situations, found that infants most likely cried at stranger and separation anxiety
Children responded differently to mothers returning to the room

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Securely attached

A

Infants ran and clung to mothers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Avoidant

A

Ignored mothers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Ambivalent

A

Squirmed/kicked when mothers tried to comfort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Mary Main

A

Carrying on Ainsworth’s work

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Baumrind

A

Studied parenting style and personality development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Authoritarian

A

Demanding/strict

Children were withdrawn and unhappy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Permissive

A

Affectionate not strict

Children were happy but lacked self-control and self-reliance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Authoritarian

A

Affectionate, firm but fair

Children were self reliant, assertive, friendly, happy, high-functioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

John Watson’s behavioristic approach

A

Children passively molded by environment

Behavior emerges from imitation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Motor Development

A

First two years largely controlled by internal, maturational factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Arnold Gesell

A

Nature provided “only a blueprint for development” through maturation and environment filled in the details

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Aggressive through lifespan

A

Moderate tendency to continue

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Sex-typed behaviors

A

Gender stereotypical

Low prepubescent, highest in young adulthood, lower again in later life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Career/Education Aspirations

A

In adolescence, follow their families

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Hermaphrodite (intersex)

A

Both male and female genitals

Most likely from female fetus being exposed to higher levels of testost

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Symbolic play

A

1-2 years old pretend roles, imaginations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

Parallel play

A

2-3 years, two children playing next to each other but not interacting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

Stereotaxic Instruments

A

Implanting electrodes into animals brains in experiments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

fMRI

A

Measures oxygen flow

Measures activity during certain tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

PET

A

Scan glucose metabolism to measure activity in certain regions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

NEURONS

A

NEURONS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Efferent nerve cells

A

Part of somatic nervous system (PNS), carries impulses from sensory cells to CNS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

Afferent nerve cells

A

Part of somatic nervous system (PNS), carries impulses from CNS to sensory cells

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Mirror neurons

A

Activated when observing another person’s behavior, important for empathy, dysregulation in autism
Frontal and parietal lobes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Dendrite

A

Receive impulses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

Cell Body (Soma)

A

Largest central portion
Gray matter
Nucleus that directs activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Axon Hillock

A

Where the soma and axon connect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

Axon

A

Transmits impulses of the neuron
Bundles are nerve fibers
White matter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Nodes of Ranvier

A

Dips between beads of myelin sheath

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

Myelin Sheath

A

Fatty sheath that allows faster conduction of axon impulses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

Terminal buttons

A

Ends of axon, contain synaptic vessels that hold neurotransmitters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

Neurotransmitters

A

Chemicals that stimulate nearby cells

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

Cell membrane

A

Covers the whole neuron and has selective permeability

Sometimes lets ions (positive charges) through

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

Synapse or synaptic gap

A

Space between two neurons where they communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

Presynaptic cell

A

End of one neuron

The terminal buttons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

Postsynaptic cell

A

Beginning of another neuron

The dendrites

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

Glial Cells

A

Other cells in nervous system
Help support neurons
Oligodendrocytes, Schwann cells
Half the volume of CNS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

Oligodendrocytes

A

Provide myelin in the central nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
86
Q

Schwann cells

A

Provide myelin in the peripheral nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
87
Q

NEURAL
TRANSMISSION
STEPS

A

How cells communicate with each other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
88
Q
  1. Resting potential
A

Inactivated state of a neuron

Neuron is negatively charged and cell membrane does not let ions in

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
89
Q
  1. Presynaptic cell
A

Fires and releases neurotransmitters from terminal buttons

90
Q
  1. Postsynaptic

receptors

A

Detect the presence of neurotransmitters and cause ion channels to open

91
Q
  1. Postsynaptic

potentials

A

Changes in a nerve cell charge as a result of stimulation

Two forms: Excitatory and inhibitory

92
Q

Excitatory postsynaptic potential

A

Positive charges are allowed into cell and increase chance a cell will fire- depolarization

93
Q

Inhibitory postsynaptic potential

A

Few positive charges are let out decrease chance a cell will fire- hyperpolarization (becomes even more negative comparably)

94
Q
  1. Action potential or Nerve impulse
A

Cell becomes stimulated with enough positive ions and “fires”

95
Q
  1. All-or-none law
A

Once a minimum threshold for stimulation is met, nerve impulse will be sent
Intensity is always the same

96
Q
  1. Saltatory conduction
A

Action potential travels down axon, jumping from one node to the next
At terminal button, neurotransmitters are released
Now, this neuron is the presynaptic cell

97
Q
  1. Absolute refractory period
A

The time after a neuron fires in which it cannot respond to stimulation

98
Q
  1. Relative Refractory period
A

Time after the absolute refractory where the neuron can fire but needs much stronger stimulus

99
Q
  1. Reuptake
A

After neurotransmitter has done its job
Reabsorbed by presynaptic cell
Or it can be deactivated by enzymes

100
Q

Acetylcholine

A

First identified neurotransmitter Contracting skeletal muscles
Involved in PNS

101
Q

Endorphins

A 
Pleasure and analgesia
Exogenous endorphins (heroin or morphine) highly addictive
102
Q

Monoamines

A

Indoleamines (serotonin)

Catecholamines (dopamine)

103
Q

Serotonin

A

Transmission of catecholamines

Lack is linked to depression

104
Q

Adrenal glands

A

Make a large number of catecholamine in response to stress

105
Q

Catecholamines

A

Dopamine, epinephrine, norepinephrine

Helps body for fight or flight (especially epinephrine and norepinephrine)

106
Q

Dopamine

A 
Inhibitory
Produced in substantia nigra
Regulate hormonal response, causes psychotic symptoms
Too little- parkinson's
Too much- schizophrenia
Feelings of reward (addiction)
107
Q

Norepinephrine

A

Synthesized from dopamine
Increase arousal
Influence reward system
ADHD/Depression

108
Q

Epinephrine

A

AKA adrenaline over all body tissues
Increases blood and oxygen supply to brain and muscles while diminishing other bodily processes not important in stress (digestion, sexual)

109
Q

Amino Acids

A

Fast acting, directed synapsis

Two important ones are glutamate and GABA

110
Q

Glutamate

A

Most abundant excitatory neurotransmitter
Regulates cortical and subcortical functioning
Important for cognitive function

111
Q

GABA

A

Most abundant inhibitory neurotransmitter
Decreases activity, lowers arousal
Benzos aim to increase GABA
Highest concentration in cortex

112
Q

Neuromodulator

A

Neurotransmitters, but cause long-term changes in the postsynaptic cell

113
Q

Agonists

A

Increase effects of specific neurotransmitter

Ex. SSRI to treat depression, increase serotonin activity

114
Q

Antagonists

A

Decrease the effects of a specific neurotransmitter

Botox is an acetylcholine antagonist that decreases muscle activity

115
Q

Pituitary gland

A

Regulates hormones in the body

Hormones either have organizational or activational effects

116
Q

Organizational

Hormones

A

H-Y Antigen, androgens menarche

117
Q

H-Y Antigen

A

Presence during development causes fetus to be a male

118
Q

Androgens

A

Testosterones and estrogen during puberty causes genitals to mature and secondary sex characteristics to develop

119
Q

Menarche

A

Onset of the menstrual cycle

120
Q

Activational

Hormone

A

Luteinizing hormone (LH), follicle stimulating hormone (FSH), Oxytocin

121
Q

Hormones in menstrual cycle

A

Estradiol, progesterone, LH, and FSH

122
Q

LH and FSH in females

A

Regulate the development of ovum and trigger ovulation

123
Q

LH and FSH in males

A

Regulate the development of sperm cells and the production of testosterone

124
Q

Oxytocin

A

Facilitate birth and breastfeeding

Also involved in pair bonding (child to mother or romantic partners)

125
Q

Other pituitary hormones

A

Vasopressin, thyroid stimulating hormone, Adrenocorticotropic hormone (ACTH)

126
Q

Vasopressin

A

Regulates water levels in the body and regulate blood pressure

127
Q

Thyroid stimulating hormone

A

Activates the thyroid

128
Q

Adrenocorticotropic Hormone (ACTH)

A

Stress hormone that increases the production of androgens and cortisol

129
Q

Two distinct components

A

Non-Rem and REM sleep

130
Q

Stages of nonREM

A

Takes about a half an hour to pass through these states

131
Q

Stage 0 of non REM

A

Prelude, synchrony, a person becomes relaxed and drowsy and closes their eyes

132
Q

Synchrony

A

Low amp and fast frequency alpha waves

133
Q

Stage 1 of non REM

A

Eyes begin to roll, alpha waves disappear, loses responsiveness and experiences fleeting thoughts thoughts

134
Q

Theta waves

A

Lower in amplitude and slower in frequency, irregular during stage 1

135
Q

Stage 2 of non REM

A

Theta waves stage, sleep spindles, muscle tension, gradual decline in heart rate, respiration, and temperature

136
Q

Sleep Spindles

A

Fast frequency bursts of brain activity

137
Q

Stage 3 of non REM

A

30 mins after falling asleep. Fewer sleep spindles, high amplitude and low frequency delta waves

138
Q

Stage 4 of non REM

A

Delta waves 50% of time, heart rate, respiration, temp, blood flow to brain are decreased, growth hormones secreted
Groggy and confused

139
Q

REM

A 
20% spent in REM
Interspersed with non REM
Dreams, neural desynchrony, paradoxical sleep
15mins-1hr
Rebound Effect
140
Q

Neural desynchrony

A

Fast frequency, low- amplitude beta waves (REM and waking states)

141
Q

Paradoxical sleep

A

Physiological signs resemble waking, but muscle tone decreases to point of paralysis

142
Q

Rebound effect

A

When deprived of REM, compensate the next night

143
Q

Sleep cycles

A

90 minutes, 4-6 complete cycles

REM is half of sleep at birth, but decreases with growth

144
Q

Ethology

A

Animal behaviors, especially innate that occur in natural habitat

145
Q

Lorenz

A

Founder of Ethology as a distinct research area

Worked with imprinting, animal aggression, releasing stimuli, fixed action patterns

146
Q

Imprinting

A

Young attach to first moving object after birth (most often birds)
Display a following response, follow their first contact

147
Q

Animal Aggression

A

Certain aggressions were necessary for survival and innate

148
Q

Releasing stimuli

A

Lorenz, then Tinbergen
A releasing stimulus in one individual releases an automatic, instinctual chain of behaviors in another individual of the same species (fixed action patterns)

149
Q

Fixed action pattern

A

Uniform, performed by most members, more complex than reflexes, cannot be interrupted

150
Q

Tinbergen

A

Founder of modern ethology
Continued Lorenz work of releasing stimuli
Stickleback fish and herring gull chicks experiments

151
Q

Stickleback fish

A

Developed red coloration on their belly then fought each other
Tinb. concluded that redbelly was a releasing stimulus for fighting

152
Q

Herring gull chicks

A

Peck at the red spot of their parents bills. Red spot on the bill signals the chick to beck. Greater contrast of the red spot, more vigorously chicks would pack, even if unnatural color.

153
Q

Supernormal sign stimulus

A

Supernormal sign stimuli are artificial that exaggerate natural occuring sign stimulus, more effective than natural
Learned from herring gull exper.

154
Q

Karl von Frisch

A

Honeybee communication

Studied senses of fish

155
Q

Walter Cannon

A

Coined term fight or flight with animals

Proposed the idea of homeostasis, internal regulation of body to maintain equilibrium

156
Q

CNS Development

A

3 weeks cells begin to become specific only to nervous system

157
Q

Neural tube

A

Developed at 4 weeks, precursor to CNS

158
Q

Layers of cells

A

Ectoderm, mesoderm, endoderm

159
Q

Ectoderm

A

Forms the nervous system

160
Q

Mesoderm and Endoderm

A

Connective tissues, endocrine system

161
Q

Direction of brain development

A

Bottom to top, back to front, basic to advanced

162
Q

Lateralization

A

DIvergence of roles of the two hemispheres

163
Q

Chromosomes

A

23 pairs located in nucleus of human cells
Carriers of genes/heredity
Organized into DNA molecules

164
Q

Genes

A

Basic unit of heredity

165
Q

Gamete

A

Sperm or ovum in humans

166
Q

Haploid

A

23 single chromosomes

167
Q

Diploid

A

23 pairs of chromosomes

All other cells

168
Q

Zygote

A

Fertilized egg cell, diploid

Bring genes together from each parent

169
Q

Genotype

A

All genetic material

Includes dominant and recessive alleles

170
Q

Phenotype

A

External characteristics, determined by genotype and environment

171
Q

Genetic drift

A

Natural selection for genetics

Genotypes are eliminated over time

172
Q

Fitness

A

Ability to reproduce and pass on genes

173
Q

Inclusive fitness

A

Over individual fitness
Animals will be invested in survival of not only their own genes but of their kin as well
Kin selection-> inclusive fitness
Explains why parents protect young and others

174
Q

Instinctual and innate behaviors

A

Present in all normal members of a species
In form throughout members
Independent of learning/experience
Ex. nesting in rodents

175
Q

Altruism

A 
Compatible with natural selection
Truly altruistic (non-kin) confuse ethologists, because incompatible with greatest survival
176
Q

Biological Clocks

A

Internal rhythms that keep an animal in sync with their environment

177
Q

Circadian rhythms

A

Endogenous rhythms that revolve around a 24 hour period

178
Q

Courting

A

Proceed reproduction

Attracting a mate and isolating a mate of same species

179
Q

Displacement activities (irrelevant behaviors)

A

Seem out of place and illogical, no particular survival function
Ex. scratching head when trying to decide something

180
Q

Estrus

A

Period in which a female is sexually receptive (usually for non human mammals)

181
Q

Inbreeding

A

Breeding within the same family
Evolutionary controls prevent this
Ex. Swans

182
Q

Mimicry

A

Evolved form of deception

Ex. Harmless species mimic poisonous snakes

183
Q

Instinctual drift

A

Animal replaces a trained/forced response with a natural response

184
Q

Pheromones

A

Chemicals detected by the vomeronasal organ

Communication between animals such as fear or sexual receptiveness

185
Q

Reproductive isolating mechanism

A

Prevent interbreeding between two different (closely related) species
4 forms: Behavioral, geographic, mechanical, by season

186
Q

Behavioral isolation

A

Only member of their species will respond to that type of courting

187
Q

Geographic isolation

A

Different species breed in different areas

188
Q

Mechanical isolation

A

Incompatible genital structures

189
Q

Isolation by Season

A

Potentially compatible mate during different seasons

190
Q

Sensitive/critical periods of learning

A

Ex. birds learning songs

Also plays a role in imprinting

191
Q

Sexual Dimorphism

A

Structural differences between sexes

192
Q

Sexual Selection

A

Greatest chance of being chosen as a mate, best courters, most attractive, or best fighters

193
Q

Selective breeding

A

Males intentionally paired to increase producing offspring with particular traits

194
Q

Comparative Psychology

A

Related to ethology

Study similarity and differences between different species

195
Q

Dance of the honeybees

A 
Karl von Frisch
Bees communicate through dance
Round-food is nearby
Waggle- food is far away
Dance also used to communicate potential nesting sites
196
Q

Navigation in bees

A

Bees are exemplary navigators Scouting bees use landmarks, sun, polarized light, and magnetic fields

197
Q

Hierarchy in bees

A

Bees form hierarchy, queen bees produce a chemical that suppresses ovaries in other bees so she only reproduces
Constantly tended to
Lays thousands of eggs in spring

198
Q

Mating in bees

A

Few male bees (drones) are produced

Only purpose is to mate with queen

199
Q

Flower selection

A

Bees can see ultraviolet light and flower coloration more complex
Honeybees could see certain markers on flowers (honeyguides) that people couldn’t

200
Q

Navigation

A

Certain animals adept at nav

If moved away, birds could still find places (true navigation) birds and bees are experts

201
Q

Cues to navigation

A

Atmospheric pressure, infrasound, magnetic sense, sun compass, star compass, polarized light, echolocations, hearing

202
Q

Atmospheric Pressure

A

Pigeons are sensitive to pressure changes with altitude

203
Q

Infrasound

A

Pigeons can hear low frequency sounds that human cannot

204
Q

Magnetic sense

A

Pigeons and bees can use earth’s magnetic forces as cues

205
Q

Sun Compass

A

Pigeons and bees can use sun as compass and compensate for daily movement

206
Q

Star compass

A

Bees use star patterns and movement

207
Q

Polarized light

A

When sun is obscured, Bees can use to infer sun position

208
Q

Echolocation

A

Usually replaces sight
Dolphins and Bats
High frequency sounds and locate objects by echo that bounces off

209
Q

Owls

A

Use hearing instead of echolocation

Asymmetrical ears so they can determine elevation as well

210
Q

Wolfgang Kohler

A

Gestalt psychologist

Experimented with chimps and insight in problem solving

211
Q

Chimpanzee experiment

Aha experience

A

Were able to create novel solutions to a problems instead of just trial and error. Aha-insight

212
Q

Harry Harlow

A

Monkey experiments with social isolation and maternal stimulation

213
Q

Social isolation experiment

A

Compares monkeys raised in isolation. Isolated males did not display normal sexual functioning and females lacked maternal behaviors

214
Q

Contact comfort

In monkeys

A

Separated at birth from mother. Surrogate wire monkey mother with feeding bottle, other surrogate terrycloth dummy with no bottle. Spent most of time with terry cloth dummy and only went to wire mother for feeding. Proved that infants attach through comfort not feeding

215
Q

Learning to learn

A

Monkeys became better at learning tasks as they acquired diff learning experiences

216
Q

Tyron

A

Selectively bred “maze bright” and “maze dull” to demonstrate heritability of behavior

217
Q

Cooper and Zubek

A

Selective breeding only helped when raised in normal conditions
Both bright and dull performed well when raised in an enriched environment and poorly when raised in an impoverished environment

218
Q

Thorndike Instrumental learning

A

Learning through trial, error, and accidental success. The animal acts on those successes

219
Q

Cats in puzzle boxes

A

Cat placed in box would accidently press escape door and be free
Then, they would activate lever right away

220
Q

Cross fostering experiments

A

Attempt to separate the effects of heredity and environment
Sibling mice placed in different situations, so later differences in aggression could be attributed to experience over genetics

221
Q

Erik Kandel

A

Studied sea slug aplysia because of few, large, easily identified nerve cellsLearned that learning and memory are shown by changes in synapses and neural pathways

GRE more STUDY (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions