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Psych 10 > Module 14/15 > Flashcards

Module 14/15 Flashcards

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1
Q

when one sperm cell unites with an egg to form a – or fertilized egg

A

zygote

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2
Q

zygote enters a – period of rapid cell division and develops into an embryo

A

2-week

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3
Q

The zygote’s inner cells become the –

A

embryo

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4
Q

zygote’s outer cells become the –

A

placenta

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5
Q

developing human organism from about 2 weeks after fertilization through the second month

A

embryo

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6
Q

In the next 6 weeks, the fetus’s body organs begin to –

A

form and function

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7
Q

by – weeks the fetus is recognizably human

A

9

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8
Q

Agent, such as a chemical or virus, that can reach the embryo or fetus during prenatal development and cause harm

A

teratogen

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9
Q

Physical and mental abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, signs include a small, out-of-proportion head and abnormal facial features.

A

Fetal alcohol syndrome (FAS)

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10
Q

newborn’s automatic reflex responses

A

sucking, tonguing, swallowing, and breathing

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11
Q

newborns cry to elicit – and –

A

help and comfort

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12
Q

newborns posses a biologically rooted –

A

temperament

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13
Q

newborns have an inborn preference for looking towards –

A

faces

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14
Q

brain dev at birth: – growth spurt and synaptic pruning

A

neuronal

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15
Q

brain dev at 3-6 months rapid – growth and continued growth into adolescence and beyond

A

frontal lobe

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16
Q

brain dev at early childhood is – for some skills such as language and vision

A

critical period

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17
Q

brain dev throughout life, – changes brain tissue

A

learning

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18
Q

T/F: infants are capable of learning and remembering

A

true

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19
Q

Infantile amnesia may reflect – memory.

A

conscious

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20
Q

motor skills develop as nervous system and – mature

A

muscles

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21
Q

motor skills are primarily universal in –, but not in timing

A

sequence

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22
Q

(Piaget) children are – thinkers

A

active

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23
Q

(Piaget) Mind develops through series of universal, – stages from simple reflexes to adult abstract reasoning

A

irreversible

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24
Q

(Piaget) Children’s maturing brains build schemas which are used and adjusted through – and accommodation

A

assimilation

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25
Q

(Piaget) Tools for thinking and reasoning change with

development

A

adaptation, assimilation, accommodation

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26
Q

(Piaget) Awareness that things continue to exist even when not perceived

A

object permanence

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27
Q

(Piaget) children age 18-30 months may fail to take the size of an object into account when trying to perform impossible actions with it

A

scale errors

28
Q

(Piaget) preoperational stage

A

2-7 years

29
Q

(Piaget) - Child learns to use language but cannot yet perform
the mental operations of concrete logic
- conservation
- egocentrism/curse of knowledge

A

preoperational stage

30
Q

(Piaget) - Involves ability to read mental state of others

  •  Between 31⁄2 and 41⁄2, children worldwide use theory of mind to realize others may hold false beliefs
  •  By 4 to 5, children anticipate false beliefs of friends
A

Theory of mind

31
Q

(Piaget) concrete operational

A

7-11 years

32
Q

(Piaget) - Children gain the mental operations that enable them
to think logically about concrete events.
- They begin to understand change in form before change in quantity and become able to understand simple math and conservation.

A

concrete operational

33
Q

(Piaget) formal operational

A

12-adulthood

34
Q

(Piaget) - Children are no longer limited to concrete reasoning
based on actual experience.
- They are able to think abstractly.

A

formal operational

35
Q

(Vygotsky) children’s minds grow through – with the physical environment

A

interaction

36
Q

(Vygotsky) By age 7, children are able to think and solve problems with –

A

words

37
Q

(Vygotsky) parents and others provide a – to facilitate a child’s higher level of thinking

A

temporary scaffold

38
Q

(Vygotsky) the language of the child’s culture in – is used

A

internalized, inner speech

39
Q

Development is more – than Piaget theorized.

A

continuous

40
Q

Children may be more – than Piaget’s theory revealed.

A

competent

41
Q

Children with ASD have impaired theory of mind, social deficiencies, and repetitive behaviors.

A

autism spectrum disorder

42
Q

Reading faces and – is challenging for those with ASD.

A

social signals

43
Q

Underlying causes of ASD are attributed to – among brain regions that facilitate theory of mind skills and genetic influences.

A

poor communication

44
Q

prevalence of ASD – boys for every girl

A

four

45
Q

ASD – when prenatal testosterone/extreme male brain exists

A

Higher

46
Q

ASD – among elite math students and progeny of engineers and MIT graduates

A

Higher

47
Q

Emotional tie with another person; shown in young children by their seeking closeness to the caregiver, and showing distress on separation

A

infant attachment

48
Q

At about 8 months, soon after object permanence develops, children separated from their caregivers display –

A

stranger anxiety.

49
Q

Infants form – not simply because parents gratify biological needs but, more importantly, because they are comfortable, familiar, and responsive.

A

attachments

50
Q

Another key to attachment is –.

A

familiarity

51
Q

Optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development

A

critical period

52
Q

Process by which certain animals form strong attachments during early life

A

imprinting

53
Q

– experiments show that some children are securely attached and others are insecurely attached

A

strange situation

54
Q

Infants’ differing attachment styles reflect both their – and the responsiveness of their parents and child-care providers

A

individual temperament

55
Q

Early attachment impact on later adult relationships and comfort with –

A

affection and intimacy

56
Q

Most children growing up in adversity or experiencing abuse are –, but those who are severely neglected by their parents, or otherwise prevented from forming attachments at an early age, may be at risk for attachment problem

A

resilient

57
Q

self-concept, an understanding and evaluation of who we are, emerges –

A

gradually

58
Q

6 months: Self-awareness begins with – in mirror (Darwin)

A

self-recognition

59
Q

15-18 months: Schema of how face should look –

A

apparent

60
Q

– More detailed descriptions of gender, group membership, psychological traits, and peer comparisons

A

School age:

61
Q

self image stable by

A

8-10 years old

62
Q

Parenting styles reflect varying degrees of – (Baumrind)

A

control

63
Q

parents tend to have children with the highest self-esteem, self-reliance, and social competence.

A

authoritative

64
Q

parents tend to have children who are more aggressive and immature.

A

permissive

65
Q

parents tend to have children with less social skills and self-esteem.

A

authoritarian

Psych 10 (22 decks)

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