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PSYC 336: Developmental Psychology > Midterm 1 > Flashcards

Midterm 1 Flashcards

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1
Q

three time frames in developmental psychology

A

evolution of human species, history of cultural group, ontogeny of individual

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2
Q

ontogeny

A

your individual developmental path from being a zygote to becoming an elder

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3
Q

phylogeny

A

evolution of a species

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4
Q

all humans are at the same level of phylogeny, but…

A

we can vary in ontogeny

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5
Q

biogenetic law (recapitulation theory)

A

your ontogeny reflects/mirrors something that happened in the evolutionary past when we became the modern species of Homo sapien

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6
Q

Haeckel believed that all fetuses of all species looked similar, thus…

A

proving we were all the same at one point

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7
Q

homo evolutionary timeline

A

ancestral primate; lorises, pottos, and lemurs; tarsiers; new world monkeys; old world monkeys; hominoids –> gibbons, orangutans, gorillas, chimpanzees, humans

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8
Q

humans split from chimpanzees…

A

~7 million years ago; there was some creature that caused us to differentiate in evolution from chimpanzees and that creature was more similar to the chimpanzee than we are today

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9
Q

developmental psychology

A

looks at full ontology; development continues throughout your entire lifespan; also deals with issues of anthropology, biology, and philosophy

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10
Q

different cultures affect…

A

how we develop

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11
Q

experiment

A

research in which a change is introduced in a person’s experience and the effect of the change is measured

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12
Q

ecological validity

A

extent to which behavior studied in one environment is characteristic of the behavior exhibited by the person in a range of other environments

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13
Q

clinical method

A

questions are tailored to the individual and content of question depends on the answer to the preceding one; clinical interview

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14
Q

naturalistic observation

A

observe people in their natural environments

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15
Q

naturalistic observation pros and cons

A

pros: real life scenarios
cons: influence by being observed (social expectations); causal factors not understood (no scientific control)

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16
Q

experiment pros and cons

A

pros: can isolate variables and factors to determine the effect
cons: potentially artificial situation (ecological validity)

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17
Q

clinical method pros and cons

A

pros: can learn what they are thinking and their reasoning; can probe/challenge children’t thinking and reasoning
cons: cannot be used with very young children since they cannot talk very well yet

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18
Q

effects of the industrial revolution

A

farm work transitioned to factory work/schooling, death rate dropped, birth rate dropped; emergence of the nuclear family

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19
Q

Freud’s 3 structures

A

super-ego, id, ego

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20
Q

super-ego

A

reflects societal expectations and morality

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21
Q

id

A

reflects instincts

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22
Q

ego

A

juggles the super-ego and the id; negotiates for them

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23
Q

John B. Watson

A

behaviorist; believe development is the product of learning alone; what you teach the baby largely forms the outcome; the Little Albert experiment

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24
Q

B. F. Skinner

A

development seen as the creation of a sculpture: you begin with a lump of clay and gradually the sculpture is formed as you shave away and shape the material; the end product has unity and integrity of design, but there is no one moment in which it appeared; the Skinner box with rats

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25
Q

Albert Bandura

A

observational learning, modeling; children learn by observing and imitating others; Bobo doll experiment; self-efficacy vs. learned helplessness; behavior modification

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26
Q

schema

A

most basic unit of psychological functioning; mental structure that provides model for understanding the world

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27
Q

process of adaptation

A

schemas are strengthened and transformed through assimilation vs. accommodation

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28
Q

assimilation of object into schema

A

sucking reflex the baby is born with –> schema is set in place so the baby will know to suck on its mother’s breast to get milk, but they will suck on other things as well; assimilate the sucking on a bottle

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29
Q

accommodation of schema to new experiences

A

infants can throw things –> the infant can throw a light ball, but when given a heavier ball, the infant adapts their movement to throw the new ball

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30
Q

Vygotsky’s zone of proximal development

A

a distance between what the child can already do on their own and what they can do with guidance/assistance; use this zone to teach a child something new through guidance until they can do it on their own

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31
Q

cultural transmission in Macaque monkeys on Japanese island

A

Imo began washing his potato, and this method began to spread in the group

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32
Q

culture and transmission

A

material and symbolic tools that accumulate over time are passed on through social processes and provide resources for the developing child; pass on physical objects, patterns of behavior (family routines, social practices), and symbolic tools (abstract knowledge, beliefs, values)

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33
Q

Ratchet Effect

A

the gradual accumulation of changes within a cultural trait beyond a level that individuals can achieve on their own; cumulative cultural evolution

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34
Q

processes of social learning

A

mimicry, emulation, imitation, teaching/explicit instruction

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35
Q

emulation

A

reproduction of end results

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36
Q

Canalization

A

a trait that is canalized follows a strictly defined path, regardless of most environmental and genetic variations; this trait develops in the same way despite the environment

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37
Q

Phenotypic Plasticity

A

degree to which a phenotype is open to be influenced by the environment, rather than determined by the genotype

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38
Q

Monozygotic twins

A

identical twins; share 100% of their genes

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39
Q

from a zygote to a newborn, there are three periods

A

germinal period, embryonic period, fetal period

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40
Q

Germinal Period

A

time from conception until attachment to the wall of the uterus 8-10 days later

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41
Q

Embryonic Period

A

starts with the organism attached to the uterus until the 8th week when all major organs have taken primitive shape; refer to it as an embryo

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42
Q

Fetal Period

A

starts at the 9th week after conception; hardening of bones (ossification), maturation of primitive organ systems; refer to it as a fetus; senses are functioning before exiting the womb

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43
Q

Heterochrony

A

the different parts of the organism develop at different rates and times

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44
Q

Heterogeneity

A

at a given point in time, there are various levels of immaturity and maturation throughout the organism

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45
Q

stress on mother during pregnancy

A

adrenaline and cortisol have an effect on the fetus and potentially a young child; correlated with low birth weight and problems in a young child such as irritability and problems with sleep

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46
Q

Teratogens

A

an agent or factor which causes malformation of a child in the womb

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47
Q

thalidomide

A

can cause truncated limbs

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48
Q

caffeine (larger doses)

A

can lead to a lower birth weight

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49
Q

types of teratogens

A

prescription drugs like thalidomide, valium, antibiotics, and accutane; caffeine; tobacco; alcohol; marijuana; cocaine; heroin and methadone; infections like rubella and HIV

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50
Q

alcohol

A

fetal alcohol syndrome

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51
Q

marijuana

A

lower birth weight

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52
Q

cocaine

A

irritable, uncoordinated babies

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53
Q

heroin and methadone

A

addicted newborns –> tremors, etc.

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54
Q

infections: rubella and HIV

A

passes through the placenta to the child

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55
Q

stages of labor

A

1) contractions
2) mother pushing during contractions after full dilation is achieved
3) placenta comes out

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56
Q

Apgar scale

A

5 vital signs; checked 1 and 5 minutes after birth; categories consist of activity (muscle tone), pulse, grimace (reflex irritability), appearance (skin color), respiration

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57
Q

Fontanels

A

bones that still need to fuse together; leaves soft spots; skull most mold while the child comes out of the narrow birth canal; allows the brain to expand in size after birth

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58
Q

brain growth

A

four-fold increase in brain size from infancy by adulthood even though a vast majority of cells are present at birth; increase does not result from an increase in cells; increase results from synaptogensis and myelin formation

59
Q

Synaptogenesis

A

creation of connections between neurons; forming dendrites

60
Q

Myelin Formation

A

development of insulation around axons of neurons; increases speed of information transmission/processing

61
Q

Sudden Infant Death Syndrome (SIDS)

A

infant dies despite good prior health conditions; ~2-5 months; why: brain’s periodic failure to activate muscles that control lungs and regulate breathing and some cannot turn their head yet so they suffocate in their sleep; suffocation in sleep does not account for all cases and do not know the cause behind other cases

62
Q

SIDS decline

A

because parents began putting children to bed in a crib with nothing else in it to decrease the change of suffocation; put them on their back

63
Q

object permanence

A

main takeaway of the sensorimotor stage; understanding of this shows the child has intentional action (means-end reasoning) and motor skills

64
Q

basic emotions

A

these emotions are expressed in similar ways in all culture and from early on in life

65
Q

features of emotions

A

physiological aspect, communicative function, cognitive aspect, action aspect

66
Q

primary intersubjectivity

A

dyadic (two people) sharing of affect and emotion in direct face-to-face interaction; first social encounter an infant experiences; take turns “communicating” with someone without words through emotional expressions

67
Q

neonatal imitation

A

found that newborn babies copy facial expressions; newborns have an innate understanding that other humans are like them, and they are like the other humans thus they can recreate their actions

68
Q

still face paradigm

A

how social the baby is becomes dramatically clear when normal interaction between caregiver and baby is disrupted; when a mother stops responding to the baby, they express negative emotions and try to do anything to get them to respond babies fuss and protest less in the still face paradigm when they are used to a depressed/unresponsive caregiver

69
Q

Attachment

A

emotional bond formed between infant and caregiver between 7-9 months of age

70
Q

4 signs of attachment

A

seek proximity, distress when separated, happy when reunited, orient actions towards caregiver

71
Q

phases of attachment

A

pre-attachment phase, attachment-in-the-making, clear-cut attachment, reciprocal relationship

72
Q

pre-attachment phase

A

birth-6th week; anyone can hold the baby; baby has no preference for specific caretakers yet

73
Q

attachment-in-the-making

A

6th week-6/8 months; beginning to show a preference for a certain caretaker

74
Q

clear-cut attachment

A

6/8 months-18/24 months

75
Q

reciprocal relationship

A

18/24 months and older; mutual tie between the child and the mother; can expect the child to know certain things from them now

76
Q

4 types of attachment

A

secure, insecure avoidant, insecure resistant, disorganized

77
Q

secure attachment

A

comfortable in Mom’s presence; upset when she leaves (not consoled by a stranger); calm when reunited with Mom; infant still wants to explore the world as well

78
Q

insecure avoidant attachment

A

sows indifference towards Mom’s presence; if upset, a stranger can provide comfort; infant ignores Mom upon return

79
Q

insecure resistant attachment

A

infant clings to the Mom and is very upset when she leaves; infant is not comforted upon Mom’s return (wary eye on Mom); resistant to exploring the world

80
Q

disorganized attachment

A

no coherent position; associated with borderline personality disorder; often causes strained relationships in the future

81
Q

joint attention

A

triadic relation –> infant and another person and engaging with a third agent; ability to communicate with the other person while taking a third agent into account; introduces infant to the “collective cognition” that they will interact with for the rest of their lives; first step towards language

82
Q

two ways to engage in joint attention

A

following and directing

83
Q

Following

A

joint attention is initiated when someone looks somewhere, points somewhere, shows something, etc. and the infant follows (ex. gaze following)

84
Q

Directing

A

when the child looks, points, shows, etc. to the other person to initiate an interaction

85
Q

two types of pointing

A

imperative and declarative

86
Q

imperative pointing

A

giving a direction (ex. pointing at a bottle because they want the bottle)

87
Q

declarative pointing

A

invitation to engage in a joint interaction/attention (ex. pointing at a firetruck because the infant wants you to acknowledge it with them)

88
Q

relevance of joint attention

A

at the root of language learning; cannot learn language without understanding joint attention

89
Q

social referencing

A

the process wherein infants use the affective displays of an adult to regulate their behaviors toward environmental objects, persons, and situations; looking to an adult when being presented with something new to see how the adult reacts to understand how they should react

90
Q

mirror self-recognition

A

seeing the self from a third-personal perspective; test where lipstick is put onto the child’s forehead or cheek (in a way so that they don’t notice) then they are placed in front of a mirror –> if the child touches the mirror, they don’t realize it’s themself but if they rub the lipstick off, they realize it’s their reflection

91
Q

imprinting

A

Konrad Lorenz; critical/sensitive periods in which it is best to learn something; certain things must happen during these periods

92
Q

Jean Jacques Rousseau

A

believed children are not civilized and do not have societal expectations; thought highly of childhood; thought we should learn from children because they are not greedy and do not feel shame; childhood is an idealized version of the human

93
Q

first two stages of Freud’s stages of psychosexual development

A

oral stage, anal stage

94
Q

oral stage

A

the mouth is the focus of pleasurable sensations as the baby sucks and bites

95
Q

anal stage

A

the anus is the focus of pleasurable sensations as the baby learns to control elimination

96
Q

Erik Erikson

A

took many of Freud’s ideas, but departed from him; thought development continues throughout our lifespan instead of stopping with sexual maturity

97
Q

Vygotsky

A

developed the zone of proximal development; emphasized the fine-tuned interactions with adults

98
Q

reasoning behind cultural transmission in Macaque monkeys

A

originally thought this phenomenon was due to imitation; found it was actually due to ecological adaptation as the monkeys were moved from the forest to the shore; monkeys probably came up with the potato washing each themselves rather than imitating each other

99
Q

what does evolution act on?

A

the phenotype; how you act on what you already have (ex. you have the ability to see a tiger, so will you choose to run or stay when you see one)

100
Q

niche construction

A

how individuals actively shape and modify their environment through their choices, behaviors, and activities; survival of the fittest

101
Q

niche construction challenges this idea

A

that you have to adapt to your environment; shows that you can also shape the environment and make it fit your needs

102
Q

plasticity of the brain

A

ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections (ex. if there is a lesion in your auditory cortex when you are little, your brain can readjust so that part of the visual cortex is recruited to help with audition)

103
Q

Why study prenatal development?

A

learn how to protect the mother as a pregnant woman and the baby

104
Q

three layers that develop during the embryonic period

A

ectoderm, mesoderm, and endoderm

105
Q

ectoderm

A

becomes the outer skin, nails, teeth, eyes, inner ears, and central nervous system

106
Q

mesoderm

A

becomes the muscles, bones, inner skin, and circulatory system

107
Q

endoderm

A

becomes the digestive system and lungs

108
Q

study about how auditory processing works in the womb

A

read to babies while they were in the womb; after the baby was born, the same story was read to the babies and they would begin to suck faster/slower to display that they were familiar with that particular reading

109
Q

common denominator of all teratogens

A

lower birth weight

110
Q

advantages of breastfeeding

A

boosts baby’s immunity, decreases obesity, decreases childhood cancer, do not need to pay for milk and the milk is always at the perfect temperature

111
Q

two types of ways that experience develops the brain

A

experience-expectant and experience-dependent

112
Q

experience-expectant

A

prepare the brain for world experiences by developing the visual cortex and areas associated with language before they are even used

113
Q

experience-dependent

A

brain development that results from experiences

114
Q

experience-dependent study

A

some rats were placed in an environment with only necessities like food and water while other rats were placed in an environment with the necessities as well as enrichment; the rats in the environment with enrichment grew bigger brains

115
Q

head size of fetus relative to the body while in the womb

A

50%

116
Q

head size of newborn relative to the body

A

25%

117
Q

intermodal perception

A

perception of information from objects or events available to multiple senses simultaneously; being able to bind together qualities of an object from different senses

118
Q

experiments used with preverbal babies

A

habituation and preferential looking

119
Q

habituation

A

diminishing of a physiological or emotional response to a frequently repeated stimulus

120
Q

dishabituation

A

reappearance or enhancement of a habituated response due to the presentation of a new stimulus

121
Q

Piaget’s view of object permanence

A

an infant does not fully grasp object permanence unless they understand that if you put an object under A, then move it to under B, the infant will look under B

122
Q

A not B error

A

error in object permanence when an infant looks under A when they watch as an object is placed under A, then moved to under B

123
Q

sensorimotor stage

A

first stage of Piaget’s developmental theory; develop motor schemas; bringing perception and action together; using motor skills to learn about the world; leave this stage with an understanding of object permanence

124
Q

Piaget did not use these methods

A

dishabituation/preferential looking; when researchers used this method, they found object permanence to occur earlier in development because they only looked for the infant to look

125
Q

person that said infants generally try to identify with other people

A

Peter Hobson

126
Q

three basic emotions babies have

A

joy, anger, sadness

127
Q

three phases of the still-face paradigm

A

1) normal interaction of the mother with the baby
2) the mother goes still-faced and the baby does anything it can to get the mother to react
3) mother interacts with the baby again, and the baby is comforted

128
Q

methods of neonatal imitation

A

experimenter would open their mouth, stick out their tongue, and protrude their lips and the infant would do the same

129
Q

neonatal imitation experiments also show…

A

intermodal perception because when the infant sees a tongue, for example, from the experimenter, they would respond with sticking out their own tongue because they would feel that was the same part

130
Q

Who came up with the theory of attachment?

A

John Bowlby

131
Q

the types of attachment Mary Ainsworth studied

A

insecure-avoidant, insecure-resistant, and secure

132
Q

the fourth attachment style added after Mary Ainsworth

A

disorganized

133
Q

most maladaptive attachment style

A

disorganized

134
Q

self-conscious emotions

A

embarrassment, shame, pride, envy, guilt

135
Q

why is a self-conscious emotion self-conscious?

A

you are aware of others measuring your behavior against a certain scale

136
Q

What theory does Freud’s theory of psychosocial development fall under?

A

psychodynamic theory

137
Q

What is and what is not uniquely human?

A

gaze following is not uniquely human, but joint attention is

138
Q

What did Mary Ainsworth construct?

A

the procedure of strange situation

139
Q

What happens when a child habituates to a stimulus?

A

they will look at that object for a shorter amount of time because they have already accepted and know what it is

140
Q

What happens when a child is dishabituated to a stimulus?

A

they will look at an object for a longer amount of time because their interest is regained since they’re never seen this object before

141
Q

At what age did they solve the mirror self-recognition problem?

A

18 months

142
Q

How do you know that a child does not have a self-concept when participating in the mirror self-recognition experiment?

A

they touch the mirror or try to go behind the mirror

143
Q

Philippe Aries

A

children are depicted as miniature adults

PSYC 336: Developmental Psychology (2 decks)

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