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PSYCH 2314 > Module 1 > Flashcards

Module 1 Flashcards

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1
Q

Define Development

A

The pattern of movement or change that begins at conception and continues through the human lifespan

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2
Q

Give the 6 characteristics of development

A
  1. lifelong
  2. multidimensional
  3. multidirectional
  4. plastic
  5. multidisciplinary
  6. contextual
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3
Q

Describe the traditional approach of development

A

emphasizes extensive change from birth to adolescence, little or no change in adulthood, and decline in old age

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4
Q

Describe the life-span approach of development

A

emphasizes developmental change throughout adulthood as well as childhood.

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5
Q

Define life expectancy

A

the average number of years that a person born in a particular year can expect to live

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6
Q

Define life span

A

the maximum number of years a human has been recorded to have lived

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7
Q

Life expectancy increases due to ___

A

Improvements in health and sanitation

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8
Q

Describe Normative age-graded influences

A

Similar for individuals in a particular age group

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9
Q

Describe History-graded influences

A

Common to people of a particular generation because of historical circumstances

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10
Q

Describe Non-normative life events

A

Unusual occurrences that have a major impact on an idividual’s life

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11
Q

Name the 3 processes in development

A
  1. Biological Processes
  2. Cognitive Processes
  3. Socioemotional Processes
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12
Q

Describe Biological Processes

A

Changes in an individual’s physical nature

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13
Q

Describe Cognitive Processes

A

Changes in an individual’s thought, intelligence, and language

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14
Q

Describe Socioemotional Processes

A

Changes in an individual’s relationships with other people, emotions, and personality

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15
Q

Name the 8 Periods of Development

A
  1. Prenatal
  2. Infancy
  3. Early Childhood
  4. Middle and Late Childhood
  5. Adolescence
  6. Early Adulthood
  7. Middle Adulthood
  8. Late Adulthood
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16
Q

Name the 4 types of ages

A
  1. Chronological Age
  2. Biological Age
  3. Psychological Age
  4. Social Age
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17
Q

Describe what evalutive is

A

life satisfaction that reaches a low pint in middle adulthood

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18
Q

Describe the Nature vs. Nurture Issue

A

Concerns the extent to which development is influenced by nature and by nurture

Nature - Biological Inheritance
Nurture - Enviornmental Experiences

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19
Q

Describe what a theory is

A

An interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions

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20
Q

Describe what a hypotheses is

A

Specific assumptions and predictions that can be tested to determine their accurracy

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21
Q

(Type of Theory) Describe development as primarily unconscious and heavily colord by emotion

Emphasis on:
A developmental framework
Family relationships
Unconscious aspects of the mind

A

Psychoanalytic Theories

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22
Q

Describe the Superego

A

The moralistic and idealistic structure which consists of the conscience which punishes behavior that violates society’s norms. Develops at ages 2-3

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23
Q

Describe the Ego

A

Seeks to resolve conflict between the Id and the Superego. Develops during the first year

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24
Q

Describe the Id

A

Follows the pleasure prinicple. Present at birth

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25
Q

Name Freud’s Stages and the ages in which they develop

A
  1. Oral Stage - Birth to 1.5 Years
  2. Anal Stage - 1.5 to 3 Years
  3. Phallic Stage - 3 to 6 Years
  4. Latency Stage - 6 Years to Puberty
  5. Genital Stage - Puberty Onward
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26
Q

Trust vs ____ and age

A

mistrust/ first year

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27
Q

Autonomy vs ___ and age

A

Shame and Doubt/ 1 - 3 years

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28
Q

Initiative vs ___ and age

A

Guilt/ 3 - 5 years

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29
Q

Industry vs ___ and age

A

Inferiority/ 6 - puberty

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30
Q

Identity vs ___ and age

A

Identity Confusion/ 10 - 20 years

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31
Q

Intimacy vs ___ and age

A

Isolation/ 20s and 30s

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32
Q

Generativity vs ___ and age

A

Stagnation/ 40s and 50s

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33
Q

Integrity vs ____ and age

A

Despair/ 60s - death

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34
Q

Name the Piget’s 4 stages and their ages

Rember the acronym: See Piget Creep Foward or Some People Can’t Focus

A
  1. Sensorimotor Stage - Birth to 2
  2. Preoperational Stage - 2 to 7
  3. Concrete Operational Stage - 7 to 11
  4. Formal Opertational Stage - 11 through adulthood
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35
Q

(Type of Theories) Development canbe described in terms of behaviors learned through interactions with our surroundings.

Emphasis on scientic research and environmental determinants of behavior

A

Behavior and Social Cognitive Theories

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36
Q

Who developed the theory of of Classical Conditioning (learning by associations)?

A

Ivan Pavlov and John B. Watson

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37
Q

Who Developed the Theory of Operant Conditioning Consequenses?

A

Skinner

38
Q

Who Developed the Social Conitive Theory of Observation

A

Bandura

39
Q

Describe Ethology and its theory

A

Study of the behavior of animals in their natural habitat.

Strongly influenced by biology, tied to evolution, and characterized by critical or sensitive periods

40
Q

Describe the Microsystem

A

Setting which the idividual lives: Family, peers, school, neighborhood

41
Q

Describe the Mesosystem

A

Relations between microsystems: Relation of family experiences to school experiences and peer experiences

42
Q

Describe the Exosystem

A

Links between a social setting in which the individual does not have an active role and his immediate context: A child’s experience at home may be influenced by a mother’s experience at work

43
Q

Describe the Macrosystem

A

The culture in which the individual lives: Behavior patterns, beliefs, and all other products to group of people that are passed from one generation to the nest

44
Q

Describe the Chronosystem

A

Patterning of enviornmental events and transistions over a life course, as well as sociohistorical circumstances: divorce

45
Q

(Part of the Brain) Includes cerebral cortext and several structures

A

Forebrain

46
Q

(Part of the Brain) Covers forebrain like a wrinkled cap

A

Cerebral Cortex

47
Q

Name the 4 lobes

A
  1. frontal lobe
  2. temporal lobe
  3. parietal lobe
  4. occipital lobe
48
Q

Describe Lateralization

A

specialization of function in one hemisphere or the other of the brain

49
Q

Infants whose caregivers expose them to a variety of ____ are most likely to develop their full potential

A

stimuli

50
Q

What is SIDs

A

Sudden Infant Death syndrome

Occurs when an infant stops breathing, usually at night

51
Q

At what age is the highest risk for SIDs

A

2-4 months

52
Q

Describe reflexes

A

Built-in reactions to stimuli

53
Q

Describe a rooting reflex

A

occurs when the infant’s cheeck is stronked or the side of the mouth is touched

54
Q

Describe a sucking reflex

A

occurs when newborns automatically such on an object placed in their mouth

55
Q

Describe a moro reflex

A

startes in response to a sudden, intense noise or movement

56
Q

Describe a grasping reflex

A

occurs when something touches the infant’s palms, resongs by grasping tightly

57
Q

(Type of Motor Skills)
Involves large muscle activties
Includes moving one’s arms and walking
Develop in the first year

A

Gross

58
Q

(Type of Motor Skills)
Invovle more finely tuned movements
Need to be exercised

A

Fine

59
Q

Occurs when information interacts with sensory receptors

A

Sensation

60
Q

Interpretration of what is sensed

A

Perception

61
Q

Describe Habituation

A

Name given to decreased responsivenesss to a stimulus after repeated presentations of the stimuls

62
Q

Describe Dishabituation

A

Recovery of a habituated response after a change of stimulation

63
Q

Involves integrating information from two or more sensory modalities

A

Indermodal perception

64
Q

invovles adjusting to new envionmental demands

A

adaptation

65
Q

Actions or menatal representations that organize knowledge

A

Schemes

66
Q

Describe Assimilation

A

using existing schemes to deal with new information or experiences

67
Q

Describe Accommodation

A

adjusting schemes to fit new information and experiences

68
Q

Disequilibrium

A

Cognitive Conflict

69
Q

Describe Equilibration

A

mechanism by which children shift from one stage of thought to the next

70
Q

Describe Object Permanance

A

Understanding that objects continue to exist even when they cannot be seen, heard, or touched

71
Q

Describe Operant Conditioning

A

if an infant’s behavior is followed by a rewarding stimulus, the behavior is likey to recur

72
Q

(type of memory) Without conscious recollection

A

Implicit memory

73
Q

(type of memory) Conscious rembering of facts and experiences

A

Explicit memory

74
Q

What are concepts

A

congitive groups of similar objects, events, people, or ideas

75
Q

Describe infinite generativitiy

A

ability to produce an endless number meaningul sentences

76
Q

Name in order the development of language

A
  1. Crying
  2. Cooing
  3. Babbling
  4. Gestures
  5. First Words
77
Q

What are Phonemes

A

Basic sound units of language

78
Q

Describe Telegraphic speech

A

use of short and precise words without grammatical markers

79
Q

Describe Child-Directed Speech

A

Language spoken ina higher pitch than normal, using simple words and sentences

80
Q

Describe Emotions

A

Feeling, or affect, that occurs when a person is in a state or interaction that is important to him or her

81
Q

Govern when, where, and how emotions should be expressed

A

Display Rules (not universal)

82
Q 
(Type of Cry) Rhythmic pattern usually consisting of:
A cry
Briefer silence
Shorter inspiratory whistle
Brief rest
A

Basic Cry ( The most common reason is hunger)

83
Q

(Type of Cry) Variation of the basic cry, with more excess air forced through the vocal cords

A

Anger Cry

84
Q

(Type of Cry) Sudden long, initial loud cry followed by breath holding

A

Pain Cry

85
Q

(Type of Simile) Does not occur in response to external stimuli

A

Reflexive Simile

86
Q

(Type of Smile) Is used in response to an external stimulus

A

Social Smile

87
Q

Describe Temperament

A

Individual differences in behavioral styles, emotions, and characteristic ways of responding

88
Q

Name the 3 types of children

A
  1. Easy Child
  2. Difficult Child
  3. Slow-to-warm-up Child (most common)
89
Q

Describe Goodness of fit

A

Match between a child’s temperament and the environmental demands the child must cope with

90
Q

Describe Attachment

A

Close emotional bond between two people (not love)

91
Q

Harlow’s perception of Attachment

A

Contact comfort preferred over food

92
Q

Name the Attachment Styles in the Strange Room Situation

A
  1. Securely Attached
  2. Insecure Avoidant
  3. Insecure Resistant
  4. Insecure Disorganized

PSYCH 2314 (2 decks)

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