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PSY 105 midterm Flashcards

1
Q

Development

A

systematic changes and continuities in the individual that occur between conception and death

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2
Q

3 categories of development

A

1) Biological/physical
2) cognitive
3) psychosocial

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3
Q

Age norms

A

society’s way of telling people how to act their age

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4
Q

Social clock

A

person’s sense of when things should be done and when they are ahead or behind schedule dictated by age norms

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5
Q

John Locke

A

claims kids are born as a blank slate, morally neutral. And that they will become different based on their experiences

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6
Q

Jean-Jacques Rousseaeu

A

believed children were born innately good

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7
Q

Darwin

A

studies his own children via extensive notes called “baby biographies”

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8
Q

G Stanley Hall

A

“Father of Developmental Psychology”
creator of the questionnaire
said that adolescence is a time of storm and stress

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9
Q

Nature vs Nurture

A

nature = genetics, nurture = environment
all developmental changes are the products of a complex interplay between nature and nurture

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10
Q

Active vs Passive

A

How humans shape their own development or what is bound to happen

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11
Q

Universality vs context specificity

A

what parts of development happen to everyone and what is individualistic or across cultures?

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12
Q

Continuity vs discontinuity

A

continuous = quantitative
discontinuous = qualitative

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13
Q

4 goals of developmental psychology

A

1) description - describe what is happening
2) explanation - why is that happening
3) prediction - can we predict when this will occur and who is involved
4) optimizing development - can I change parameters to help people develop into their best selves

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14
Q

Stage Theory

A

development theory that suggests people go through distinct stages with brief to no transitions

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15
Q

3 Ways of collecting data

A

1) verbal reports - interviews, questionnaires, personality scales
2) behavioral observation - naturalistic (observe people in their natural surroundings) or structured (observes people in controlled environment)
3) Physiological measurements - fMRI, heartrate, etc.

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16
Q

Cross-sectional research design

A

children/ individuals of different ages are compared on a given behavior or characteristic over a short period of time

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17
Q

Longitudinal research design

A

same individuals are studies twice or more over a substantial period of time and changes and similarities in their development are observed

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18
Q

(Cohort) Sequential Designs

A

combines cross-section and longitudinal; two or more age groups are initially examined and then each group is measured over time

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19
Q

Case Study

A

In depth examination of an individual or small number of individuals

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20
Q

Experimental Method

A

a group of approaches that allow inferences about cause and effects to be drawn (experiment)

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21
Q

3 elements of a true experiment

A

1) random assignment
2) manipulation of independent variable
3) experimental control (all other factors besides IV are held constant)

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22
Q

Correlational methods

A

determines whether two or more variables are related in systematic way (positive vs negative correlation)

cons: 3rd variable problems, direction of causality

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23
Q

Prenatal development

A

conception to birth

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24
Q

Germinal period

A

conception - 2 weeks

begins with conception and lasts until zygote becomes fully implanted in the uterine wall

rapid cell division takes place

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25
Q

Blastocyst

A

4th day of conception, zygote arranges itself into hollow sphere (blastocyst) with a bulge of cells on one side
* inner cell mass forms into embryo
* twins are formed in this stage

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26
Q

Embryonic Period

A

3rd week - 8th week

major development occurs in all the organs and systems of the body
* inner cell mass becomes embryo

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27
Q

Neural tube

A

U shaped groove formed from the top layer of differentiated cells which eventually becomes the brain and spinal cord

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28
Q

Spina Bifida

A

part of the spinal cord is not fully encased in protective covering of the spinal column

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29
Q

Anencephaly

A

failure to close at the top of neural tube, fatal due to main portion of brain not developing

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30
Q

Placenta

A

permits exchange of materials between the bloodstream of the fetus and mother

placental membrane = barrier against some toxins and infectious agents

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31
Q

Umbilical cord

A

tube that contains the blood vessels that travel from the placenta to the developing organism and back again

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32
Q

amniotic sac

A

membrane filled with fluid to protect fetus

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33
Q

Cephalocaudal development

A

areas near the head develop earlier than those farther away

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34
Q

Fetal period

A

9th week - birth

continuing development of physical structures
critical process for brain development

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35
Q

Age of viability

A

survival outside of the uterus may be possible
week 26

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36
Q

When are movements developed

A

12 weeks

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37
Q

When are sensory structures developed

A

sound = 6th month

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38
Q

Tactile stimulation

A

activity within the womb (touching face and body)

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39
Q

When can fetuses learn

A

32 weeks

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40
Q

Habituation

A

simple form of learning, fetus gets used to sounds and stimuli and doesn’t react to them anymore

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41
Q

Evidence of learning:

A

newborns prefer sounds, tastes and smells that they experienced prenatally
newborns recognize rhymes and stories that were present before birth

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42
Q

What percent of conceptions and pregnancies end in miscarriage

A

45% of conceptions, 15-20% of pregnancies

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43
Q

Teratogens

A

disease, drug, or environmental agent that can harm a fetus

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44
Q

Sensitive/ critical period

A

period of time where teratogens effect fetus the most (20-35 days)
found due to thalidomide

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45
Q

DES

A

medication used to prevent miscarriages and premature babies

1971 -> was found that utero exposure to DES was linked to greater risk for cervical and testicular cancers

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46
Q

Thalidomide

A

drug used to relieve morning sickness
< 20 days: no effect
20-22 days: no ears
22-27 days: missing thumbs
27-33: stunted legs
>35 days: no effect

this is how critical period was found out

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47
Q

Cigarette smoking effect

A

delayed growth, low birth weight, sudden infant death syndrome

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48
Q

alcohol effects

A

fetal alcohol syndrome, intellectual disability, facial deformity

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49
Q

Marijuana effects

A

negatively affects memory, learning, and visual skills

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50
Q

cocaine effects

A

delayed growth & premature birth, impaired ability to regulate arousal (some lethargic and some highly excited)

51
Q

Gene- environment interactions

A

effects of genes depend on what kind of environment we experience
ex: MAOA gene -> in environments of abuse & low MAOA = more likely to engage in antisocial behavior

52
Q

Diathesis stress model

A

psychological disorder results from interaction of a person’s predisposition and the experience of stressful events

53
Q

Differential susceptibility hypothesis

A

some people’s genes make them more reactive than other people to environmental influences

54
Q

Parts of neuron

A

cell body - basic biological material to keep neuron functioning
dendrites - receives input from other cells and conducts it towards cell body
axon - conducts electrical signals to connection with other neurons (synapses)

55
Q

proximodistal principle

A

growth and development of muscles from center outward to extremities

56
Q

orthogenetic principle

A

development starts globally and undifferentiated

57
Q

neurogenesis

A

formation of neurons via cell division
* 18 weeks after conception

axons elongate, dendrites form spines to increase capacity, formation of myelin sheath around axons

58
Q

Synaptogenesis (and synaptic pruning)

A

growth of synapsis
pruning: removal of unnecessary synapses

59
Q

occipital lobe

A

very back of brain; processes visual information

60
Q

temporal lobe

A

on sides of brain; processes hearing and emotions

61
Q

parietal lobe

A

top of brain; processes and integrates sensory input with information in memory

62
Q

frontal lobe

A

organizes behavior, responsible for planning

63
Q

Adolescent brain

A

gray matter increases (increased synaptogenesis right before puberty)
dorso-lateral prefrontal cortex is the last to mature (responsible for impulses and priority setting)

64
Q

Adult brain

A

brain weight and volume decrease over adult years
dendrites continue to grow
degeneration and plasticity (unable to learn things as easily as an adult)

65
Q

Neurocognitive maintenance

A

regular upkeep of the brain

66
Q

neurocognitive reserve

A

stockpile of neural resources that we saved up during our lifetime, overusing leads to burnout

67
Q

Compensation

A

ability to enlist the help or neural resources when faced with challenging task

68
Q

experience expectant plasticity

A

normal wiring of the brain based on experience almost ALL humans have

69
Q

experience dependent plasticity

A

neural connected are created as a function to the specific experiences of an individual (example: learning to play an instrument)

70
Q

Theory

A

set of ideas to describe and explain certain phenomena
* falsifiable and supported by data

71
Q

Evolutionary theory of development

A

evolution of human species as explanation of why humans are as they are and develop as they do

Dawrin, Tomasello

72
Q

Psychoanalytical theory of development

A

people are driven by motives and emotional conflicts; shaped by earliest family experiences

Freud, Jung, Erikson

73
Q

Learning theory of development

A

learning is the major contributor to human development; classical and operant conditioning

Pavlov, Skinner, Bandura

74
Q

Cognitive developmental theory of development

A

children construct knowledge and ways of thinking using their experiences and proceed through universal stages

Piaget

75
Q

Bioecological systems theory

A

changes over the lifespan arise from ongoing interactions in which a changing person and changing environment affect one another

76
Q

Urie Bronfenbrenner’s Bioecological model

A

1) microsystem: immediate environment (interactions with family, friends, etc)

2) mesosystem: connections across microsystems (friend to family, without individual)

3) exosystem: environmental setting the person does not experience directly but may affect them indirectly (parents’ workplace)

4) macrosystem: larger cultural context

5) chronosystem: time/ historical changes that influence systems

77
Q

Piaget’s 4 stages of development

A

1) sensorimotor
2) preoperational
3) concrete operational
4) formal operational

78
Q

Sensorimotor stage

A

birth - 2 years
infants know the world through their senses and their actions
develop object permanence

79
Q

object permanence

A

knowledge that objects have permanent existence without our perceptual contact with them

80
Q

A-not-B error

A

8-12 month olds search for an object in place where they last found it

81
Q

Path to object permanence

A

0-4 months: infant wont search for object hidden from view

4-8 months: infants will retrieve toys partially covered or beneath transparent cover but not completely hidden

12-18 months: search for object completely hidden, but struggle with invisible displacement (figuring out where something is hidden if they didn’t see it being hidden)

18-24 months: capable of mentally representing invisible displacements

82
Q

Preoperational stage

A

2-7 years old

acquire ability to internally represent the world through language and mental imagery
begin to see the world from other people’s perspective

83
Q

symbolic representation

A

the use of one object to stand for another (pretend play)

84
Q

egocentrism

A

tendency to perceive the world solely from one’s own point of view

85
Q

centration

A

tendency to focus on single, perceptually striking feature of an object or event

86
Q

conservation tasks

A

children in pre-operational stage fail

two cups hold same volume but different shapes, children will prefer the tall cup because it looks like it has more liquid

87
Q

concrete operational stage

A

7-11 years

children begin to think logically
can classify objects into categories
understand events are influences by multiple factors
pass conservation tasks
fail to think systematically

88
Q

pendulum problem

A

children below 12 perform unsystematic experiments to draw incorrect conclusions

Will take different length rope and different weight to test. Doesn’t show you which is the determining thing that causes the swing of pendulum

89
Q

class inclusion

A

understanding that parts are included in a whole category (dog is part of the grouping of animals)

90
Q

Transivity

A

necessary relations among elements in a series
A>B>C so A>C

91
Q

Formal Operational stage

A

12 years - onward

adolescents can think systematically and reason about what might be as well as what is
understand politics, ethics, science fiction
Piaget believes attainment of this stage is not universal

major achievement: ability to think hypothetically

92
Q

adolescent egocentrism

A

difficulty differentiating one’s own thoughts and feelings from those of other people

93
Q

imaginary audience

A

confusing your own thoughts with those of a hypothesized audience for your behavior (think everyone is looking at you or talking about you)

94
Q

Personal fable

A

tendency to think that you and your thoughts and feelings are unique

95
Q

Postformal thought

A

more complex than formal-operational stage

96
Q

Relativistic thinking

A

knowledge depends on its context and the subjective perspective of the knower

97
Q

Dialectical thinking

A

detecting paradoxes and inconsistencies among ideas and trying to reconcile them

98
Q

Piagets theory pros

A

asked important questions
showed us infants and children are active in their own development
taught us that young people think differently than older people do
largely accurate

99
Q

Piagets theory cons

A

stage model depicts children’s thinking as being more consistent than it is
infants and young children are more cognitively competent than Piaget recognized
understates the contribution of the social world
vague about cognitive processes

100
Q

Lev Vygotsky

A

father of sociocultural approach to child development
view children as social beings
children intertwined with other people who are eager to help them gain skills and understanding

101
Q

zone of proximal development

A

gap between what a learner can accomplish independently and what he or she can accomplish with the guidance and encouragement of a more skilled partner

102
Q

implication of the zone of proximal development

A

knowledge is not fixed
no single test or score can reflect the range of a persons knowledge
development consists of moving towards the upper range of zone

103
Q

Vygotsky argued:

A

language shapes thought
thought changes fundamentally once we begin to think in words

104
Q

language comprehension

A

understanding of language

105
Q

language production

A

actually speaking language

106
Q

phonological development

A

knowledge about phonemes (elementary units of sound)

107
Q

semantic development

A

learn system of expressing meaning in a language

starts with morphemes (smallest unit of language)

108
Q

pragmatic development

A

acquiring knowledge of how language is used

109
Q

brain damage to Broca’s area

A

near motor cortex; associated with difficulties in producing speech

110
Q

brain damage to wernicke’s area

A

near auditory cortex; linked to difficulties with meaning (produce words but no meaning)

111
Q

infant directed talk

A

mode of speech adults develop to talk to infants

112
Q

prosody

A

rhythm, tempo, cadence in which language is spoken

113
Q

cooing

A

6-8 weeks, start to understand that certain sounds bring their parents/what they want

114
Q

babbling

A

6-10 months

consonant followed by a vowel

115
Q

holophrases

A

one word utterances

116
Q

overextension

A

single word, used in a lot of scenarios where it may not even apply

117
Q

underextension

A

using a word to represent only a small portion of the category (ex: doggie only for their own dog or type of dog)

118
Q

whole object assumption

A

learn a new word, that word applies to the entire object not just an element (ex: key on laptop is part of whole computer not just one key)

119
Q

mutual exclusivity assumption

A

leads to children to expect that a given entity will only have one name (ex: know word computer, refer to it as laptop, they will not understand)

120
Q

pragmatic cues

A

aspects of social situation/context to learn words

121
Q

theory of mind

A

understanding that people have mental states such as desires, beliefs, and intentions and that these mental stages guide their behavior

122
Q

2 year old theory of mind

A

understand the connection between other people’s desires and their specific actions, but show little understanding that beliefs are also influential

123
Q

3 year old theory of mind

A

understand that desires and beliefs affect behavior but have difficulty with false belief problems (tasks that test child’s understanding that other people will act in accord with their own beliefs even when the child knows that these beliefs are incorrect)

124
Q
A

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