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PYSC 100 > PSYC 100 Chapter 11 > Flashcards

PSYC 100 Chapter 11 Flashcards

1
Q

Developmental Psychology

A

examines how people change—physically, cognitively, socially, and emotionally—from infancy through old age

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2
Q

2 main questions of developmental psychology

A
  1. Does development happen in stages or continuously?
  2. What are the effects of nature and nurture on development?
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3
Q

Stage

A

distinct phases of a (nonhuman) animal’s life with sharp differences between them, Qualitative development

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4
Q

Continuous change

A

quantitative changes, or gradual changes in the amount or degree of functioning, much like a gradually sloping hill

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5
Q

maturation

A

refers to a series of genetically determined biological processes that enable orderly growth.
-Similar course across individuals
-Age-linked
-Relatively impervious to experience

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6
Q

experience

A

● Like learning
● Dependent on experience
● Variable across individuals

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7
Q

nature vs nurture

A

genetics vs experience

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8
Q

cross-sectional design

A

A methodological approach to studying development that compares participants of different age groups to one another. (most effective when there is a small difference between age groups) like taking snapshots

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9
Q

cohort effect

A

an effect or difference that is due to the members of an age group (or age cohort) sharing a common set of life experiences

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10
Q

gene-environment interaction

A

effect of genes may depend on the environment

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11
Q

Nature via nurture

A

individuals with certain genetic predispositions may actively seek out certain environments and then develop

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12
Q

Gene expression

A

environmental experience can turn genes on/off

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13
Q

longitudinal design

A

tracks individuals at different time points and looks for differences across those time points, like filming a movie. takes a lot of time and resources

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14
Q

attrition

A

subjects dropping out of a study before its over

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15
Q

pros and cons of longitudinal vs cross-sectional design

A

Pros Longitudinal:
Can examine
within-individual
developmental effects
Pros Cross-Sectional:
Cheaper and faster to
conduct study

Cons Longitudinal:
Takes 4 ever and may be subject to attrition
Cons Cross-Sectional:
Cohort effect

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16
Q

Sequential design

A

combination of cross-sectional and longitudinal: tracks multiple age groups across multiple time points

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17
Q

Chomsky

A

Believed that learning is a myth

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18
Q

Watson

A

Believed genetics had no impact on people if given the right experiences

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19
Q

Zygote

A

formed when the sperm fertilizes the egg

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20
Q

germinal stage

A

first 2 weeks of a zygote’s life, it begins to double and divide. forms a blastocyst that implants itself into the uterus

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21
Q

blastocyst

A

ball of identical cells that haven’t begun to take functions (no specialization yet)

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22
Q

percentage of zygotes flushed out before the embryonic stage

A

> %50

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23
Q

embryonic stage

A

2-8 weeks after conception.
The inner cells of the blastocyst form the embryo.
cells begin to differentiate and assume specific functions.
skeleton, limbs, facial features, major organs, etc. begin to form and separate themselves into the endoderm, ectoderm, and mesoderm layers.
the placenta and neural tube are formed

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24
Q

placenta

A

Where the blastocyst’s outermost cells meet the wall of the uterus, a mushy, slab-like structure is formed. this is the placenta. acts as a channel between the mother and the embryo. nutrients and oxygen pass from the mother to the offspring, and waste products pass out of the offspring through the mother.

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25
Q

endoderm layer

A

gut and digestive layers

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26
Q

ectoderm layer

A

cells of the nervous system and outer skin.

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27
Q

mesoderm layer

A

forms the skeletal system and voluntary muscles

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28
Q

fetus stage

A

Week 9 to birth
the embryo becomes the fetus
major organ systems established
stage of physical maturation

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29
Q

neural tube

A

A tubular structure is formed early in the embryonic stage from which the brain and spinal cord develop.

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30
Q

3 parts of the neural tube

A

1- Cerebellum, Spinal Cord, and Brainstem
2-Midbrain
3-Forebrain

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31
Q

glia

A

helps with the migration of neurons

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32
Q

Neural migration

A

the process in which glia create guide wires that move the newly created neurons to appropriate positions in the brain

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33
Q

organization of neurons

A

inside-out pattern, first-arriving neurons will become the innermost layer of the cortex, Later-arriving neurons pass these now-stationary cells to form the next layer, and these later arrivals are passed by even later arrivals

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34
Q

What provides a “wiring
diagram” guiding the neurons’
migration

A

genes

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35
Q

down syndrome

A

A developmental disorder caused by an extra copy of chromosome 21. It is characterized by intellectual disabilities, delays in motor development, and increased risk for a range of health problems

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36
Q

prematurity

A

born at or before 36 weeks
Viability point= 25 weeks
Underdeveloped lungs and brains
developmental delays

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37
Q

teratogens

A

Environmental agents that can interfere with healthy fetal development

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38
Q

teratogen examples

A

lead, mercury, carbon monoxide (such as from car exhaust), and some pesticides. Alcohol, cigarette smoke, X-rays, and diseases like rubella (German measles),

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39
Q

genetic disorders

A

random errors in cell division

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40
Q

reflexes

A

Automatic patterns of motor responses that are triggered by specific types of sensory stimulation.

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41
Q

examples of newborn reflexes

A

the rooting reflex: when you touch an infants cheek they will open their mouth as if rooting for the nipple
the sucking reflex
the grasping reflex
recognition of familiar voices
looking at things that reflect faces over other objects
imitating facial expressions

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42
Q

habituation

A

the most basic form of learning, involves a decreased response to repeated stimulation

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43
Q

dishabituation

A

The recovery of a response that has undergone habituation, typically as a result of the presentation of a novel stimulus.

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44
Q

motor development

A

Changes in the ability to coordinate and perform bodily movements

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45
Q

two general rules of infant motor development

A
  1. motor skills tend to emerge in sequence from the head to the feet.
  2. motor skills emerge from the center of the body outward.
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46
Q

cognitive development

A

Changes in all of the mental activities associated with thinking, knowing, remembering, and communicating.

47
Q

Piaget’s theory

A

Development happens in stages:
Sensorimotor
Preoperational
Concrete operations
Formal operations

His theory is all about the development of schemas
through accommodation and assimilation

48
Q

Assimilation

A

absorbing new experiences into a current schema

49
Q

Accommodation

A

altering a schema, or making a new schema to make it more compatible with the experience

50
Q

Sensorimotor Stage

A

0-2 years. The child develops knowledge through senses and actions but cannot yet think using symbols, namely language. During this stage, the child learns that objects continue to exist even when they are hidden.

51
Q

Neural Proliferation

A

creation of new synaptic connections

52
Q

Synaptic Pruning

A

trimming of unused connections

53
Q

Myelination of axons

A

need this for faster signal translation for us to have quicker responses

54
Q

Preoperational stage

A

2-7 years. The child masters the use of symbols but struggles to see situations from multiple perspectives or to imagine how situations can change. During this stage, children classify objects, but only according to a single feature, such as color or shape. They display Egocentrism and no theory of mind and also indicate an implicit understanding of false belief.

55
Q

Concrete operational stage

A

7-11 years. Can perform mental operations about concrete (actual physical) events. Has the ability to use simple logic and operations but cannot think in hypotheticals (abstracts)

56
Q

Formal operational age

A

11+ Can reason about abstract ideas (possibilities and hypotheticals) Can make and test predictions
more sophisticated logic. ex: if-then

57
Q

criticism of Piaget’s theory

A

Development is more continuous
Underestimated children
Culturally biased methods and using his
own children

58
Q

Piaget’s Stages Characterized by:

A

Sensorimotor: Knowledge based on
physical interactions
Preoperational: Use of symbols; display
egocentrism
Concrete operations: Simple logic/math; concrete
reasoning
Formal operations: Hypothetical reasoning;
fancy logic

59
Q

Piaget’s Stages Lack:

A

Sensorimotor: Object
permanence
Preoperational: Conservation
Concrete operations: Abstract ideas
Formal operations: N/A

60
Q

Violation of expectation

A

infants look longer at events that violate natural laws

61
Q

Violation of expectation examples

A

object that magically disappears (violating object permanence),
passes through another solid object.
stops in midair,
rolls with incorrect acceleration down a slope,
or fits into a container that is impossibly small

62
Q

Nervous system organization’s three most important processes

A

Neural proliferation, Synaptic pruning, Myelination of axons

63
Q

vygotsky’s theory

A

Focused on social/cultural influences on
development

64
Q

scaffolding

A

parents structure environments
for learning then they gradually remove
Ex: training wheels
Key: challenging but not overwhelming

65
Q

social referencing

A

A process of using others’ facial expressions for information about how to react to a situation

66
Q

Timeline of social development

A

4-7 months: can tell the difference between happy
and sad emotions – social referencing
● ~ 6 months: calm down hearing caregiver
approaching
● 11-12 months: fake cry for attention

67
Q

attachment

A

The strong, enduring, emotional bond between an infant and a caregiver.

68
Q

imprinting

A

A mechanism for establishing attachment early in life that operates according to a relatively simple rule of attaching to the first moving object an organism sees. A sensitive period in humans

69
Q

Harlow’s Monkeys

A

“Cold” wire mother with milk vs “Warm” cloth mother without milk. Monkeys preferred the latter

70
Q

Contact Comfort

A

positive emotions afforded by touch

71
Q

Social Deprivation

A

When children are given little to no social interaction/contact comfort

72
Q

2 types of attachment

A

Secure and Insecure

73
Q

2 types of insecure attachment

A

Ambivalent and Avoidant

74
Q

Secure attachment

A

Children who are securely attached use their caregiver as a secure base. They will explore, play with the toys, and even make wary overtures to the stranger, so long as the caregiver is present. Whenever the caregiver leaves, these infants will show minor distress. When she returns, they greet her with great enthusiasm and are quickly reassured.
(<60% of US babies)
Distressed when attachment figure leaves, quickly comforted when attachment figure returns

75
Q

Insecure Attachment

A

When the child doesn’t use a caregiver as a secure base and is not reassured after a seperation

76
Q

Insecure/Avoidant attachment

A

~10% of children
Act distant and aloof while the caregiver is present and although they search for the caregiver in their absence, they typically ignore them when they return. Although they look unruffled on the surface, the calmness is a mask for distress

77
Q

Insecure/ambivalent attachment

A

~15% of children
don’t explore even in the caregiver’s presence and become very upset when they leave. Upon reunion, they act ambivalent. crying and running to her to be picked up but then kicking or slapping her in the struggle to get down

78
Q

What causes different attachment styles

A

How responsive parents are, genes

79
Q

temperament

A

A person’s characteristic patterns of emotion and behavior that are evident from an early age and argued to be genetically determined.

80
Q

childhood

A

The period of life spanning the end of infancy (about age 2) and the start of adolescence

81
Q

symbolic representation

A

The use of words, sounds, gestures, visual images, or objects to stand for other things. Begins in early childhood during the preoperational period.

82
Q

Operations

A

the manipulation of schemas. involves imagining how things like people or objects might be different than they are or imagining the consequences of some event without needing to see it happen.

83
Q

conservation

A

The idea that the physical properties of an object, such as mass, volume, and number, remain constant despite superficial changes in the object’s shape or form. Due to Heuristics
ex. glass cup experiment

84
Q

theory of mind

A

the understanding that we and other people have minds, that these minds represent the world in different ways, and that these representations explain and predict how people behave.

85
Q

4 types of parenting

A

Permissive, Authoritarian, Authoritative, Disengaged

86
Q

Authoritarian parents

A

low on responsiveness and highly demanding. Provide minimal emotional support yet impose strict rules and standards for behavior. Authoritarian parents expect absolute obedience. Children must follow the rules out of respect for the parent’s authority, so authoritarian parents see no need to explain the rules. Failure to follow the rules, for any reason, may lead to severe punishment.

87
Q

Permissive parents

A

High on responsiveness and low on the demanding scale. Are very warm and attentive to their children, but they set few rules and restrictions. They indulge their child’s needs and wishes, leading to a very unstructured daily life without strict time frames. Because there are so few rules, punishment is rare. Permissive parents also require very little of children, like doing chores or school work. In these households, anything goes.

88
Q

Authoritative parents

A

Are both very responsive and very demanding. They establish and enforce clear rules and structure, but they explain their reasoning. They are also flexible in response to their children’s opinions and reasonable requests. Rules can be bent when the circumstances require it, and open discussion allows children to play an active role in determining the rules of the household, including consequences for misbehavior. These parents give their children responsibilities, along with the coaching required to meet those responsibilities with independence and maturity.

89
Q

Disengaged Parents

A

Neither responsive nor demanding. Impose few rules and responsibilities but they are also relatively insensitive to their children’s needs. Disengaged parenting may emerge when parents are too overwhelmed by other concerns to focus on children rearing, leading to neglect.

90
Q

Best and worst types of parenting

A

Best: Authoritative
Worst: Disengaged

91
Q

adolscence

A

The period of transition between childhood and adulthood.

92
Q

Puberty

A

the period of sexual maturation during which males and females become capable of reproduction. involves a chain reaction of hormonal release that stimulates changes in primary sex characteristics

93
Q

Primary sex characteristics

A

Body structures, such as ovaries, testes, and external genitalia, that make sexual reproduction possible

94
Q

secondary sex characteristics

A

Nonreproductive body structures, such as hips, torsos, voices, and body hair, that make the body look more “adult.”

95
Q

What part of a teenager’s brain does not work like that of an adult

A

The fast-developing limbic system leads to
reward seeking
Less developed prefrontal areas lead to less
self-control

96
Q

self-control

A

Ability to inhibit impulses to act
Predicts later social adjustment (ability to cope with frustration, inhibit
negative responses, etc.)

97
Q

3 types of moral reasoning

A

pre-conventional, conventional, post-conventional

98
Q

Pre-conventional

A

In Kohlberg’s theory, a period in moral development in which people make moral judgments based on self-interest, such as avoiding punishments and gaining rewards

99
Q

Conventional

A

In Kohlberg’s theory, a period in moral development in which people make moral judgments based on caring for others and upholding social roles and rules.

100
Q

Postconventional stage

A

In Kohlberg’s theory, a period in moral development in which people make moral judgments based on their own ideals and broad moral principles

101
Q

social identity

A

A sense of identity that is rooted in group memberships.

101
Q

social identity

A

A sense of identity that is rooted in group memberships.

102
Q

social identity

A

A sense of identity that is rooted in group memberships.

103
Q

erik erikson on adolscence

A

The goal of adolescence is to
develop a clear sense of self-based on an
understanding of one’s past, present, and
future selves
* Individual identity & Social identity

104
Q

emerging adulthood

A

The period between adolescence and adulthood, roughly the ages of 18 to 25, when people take time to finish schooling, gain financial independence from their parents, and establish careers and families.

105
Q

social clock

A

A set of norms that govern the typical timing of life milestones like marriage, parenthood, and retirement.

106
Q

two major challenges of adulthood according to erik erikson

A

to have a meaningful romantic partnership and make a difference in the world

107
Q

physical advantages of getting older

A

arsenal of antibodies to defend against the common cold

108
Q

physical disadvantages of getting older

A

reaction time, sensory acuity, muscle and bone strength, and cardiac output peak in early adulthood and then as early as the mid-to late 20’s they start to decline slowly and steadily. not only caued because of age but because people exercise less in adulthood

109
Q

menopause

A

the natural end of menstruation

110
Q

Alzheimer’s disease

A

a disorder characterized by a progressive and widespread loss of nerve cells, leading to memory problems, disorientation, and eventually total helplessness

111
Q

With age there is a decline in

A

fluid intelligence (problems with both encoding and retrieving events from episodic memory)

112
Q

With age there is an increase in

A

crystallized intelligence (accumulated knowledge)

PYSC 100 (11 decks)

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