Psych Midterm 2 Flashcards
What are the big issues talked about in developmental psychology
Nurture vs. nature
Change and stability over lifespan
Continuity vs. stages over lifespan
Conception
Fertilization of an egg by a sperm
Embryo
About 2 weeks after fertilization, forms into an embryo
Fetus
At about 9 weeks, hands and face start to develop
At about _ months, a fetus can survive outside of the womb if born prematurely
6
Teratogens
Substances that can damage the developing fetus (e.g., alcohol, chemicals, drugs)
Learning
Newborns prefer the sound of their mothers voice and native language which suggests they have an understanding while still in the womb
Newborns have several innate skills… what are they?
Rooting reflex
Sucking reflex
Crying when hungry
Babies also prefer looking at “_____”
faces
Schemas change due to____________ (absorbing new information into existing schemas)
assimilation
Schemas change due to____________ (adjusting old schemas or developing new ones to better fit with new information)
accommodation
Jean Piaget:_________
Development is shaped by the errors we make and we create schemas to organize information about our surroundings
Sensorimotor
birth - 2 years): Experiencing the world through senses and actions
Object permanence is developed
Properational
(2-7 years): Representing things with words and images, using intuitive rather than logical reasoning
Pretend play, egocentrism (inability to put oneself into others’ shoes)
Concrete operational
(7-11 years): Thinking logically about concrete events, grasping concrete analogies and performing mathematical operations
Understand conservation and basic mathematical concepts
Formal operational
(12-adulthood): Can comprehend abstract logic
Abstract reasoning, mature moral reasoning
There are 3 types of attachment a child can have, what are they?
Secure, Avoidance, Anxious
Secure
Explores their environment happily when the mother is present, shows distress when the mother leaves, they seek comfort in their mother when she returns, and they are able to be calmed
Avoidant
Indifferent to the mother being there, leaving, and when she returns
Anxious
Cling to their mothers, explore less while the mother is in the room, very distressed when she leaves, and is very upset even when she returns
Egocentric
Cannot take another person’s perspective or point of view
Theory of Mind
The ability to take another’s perspective and to infer others’ mental states.
Authoritarian
(Coercive)
Parents impose rules “because I said so”
and expect obedience.
Permissive
(Unrestraining)
Parents submit to kids’ desires, not enforcing
limits or standards for child behavior.
Negligent
(Uninvolved)
Parents are careless, inattentive, and do not seek a close relationship with their children.
Authoritative
(Confrontive)
Parents enforce rules, limits, and standards
but also explain, discuss, listen, and express
respect for child’s ideas and wishes.
Preconventional
(before age 9) Self-interest, obey rules to avoid punishment or gain concrete rewards
Conventional
(early adolescence) Uphold laws and rules to gain social approval or maintain social order
Postconventional
(adolescence and adulthood): Actions reflect belief in basic rights and self-defined ethical principles
Age developed: Birth to 18 months
Conflict faced: Because we’re completely helpless at this age, we depend on others to care for us and love us. If we receive good care and love, we learn to trust and will generally feel safe and secure in the world. If we don’t receive good care and love, we struggle to trust and will generally feel fearful of the world.
Stage 1: Trust vs. mistrust
Age developed: 2 to 3 years
Conflict faced: If we successfully complete toilet training and are allowed to gain more control over food choices, toy preferences, etc., we will develop autonomy and generally feel more secure and confident. If we fail to gain autonomy in these years, we will generally feel more shame and doubt.
Stage 2: Autonomy vs. Shame and Doubt
Age developed: 3 to 5 years
Conflict faced: In this stage, we learn to assert ourselves in social settings. If we succeed, we will develop initiative and generally feel more capable. If we fail, we’ll generally be left with more guilt and self-doubt.
Stage 3: Initiative vs. Guilt
Age developed: 6 to 11 years
Conflict faced: If we’re encouraged to improve our abilities and if our accomplishments are commended, we’re likely to develop a sense of confidence. If we’re discouraged and/or ridiculed by parents, teachers, or peers, we’re more likely to doubt our abilities.
Stage 4: Industry vs. Inferiority
Age developed: 12 to 18 years
Conflict faced: In our teenage years, we can receive affirmation of our ideals, values, and sense of self or we can receive various forms of derision and rejection. Those who have their sense of self positively reinforced develop stronger feelings of independence and control. Those who don’t receive positive reinforcement end up with more insecurity and remain confused about themselves and their future.
Stage 5: Identity vs. Confusion
Age developed: 19 to 40 years
Conflict faced: If we develop close, committed relationships in our early adulthood, our lifelong relationships are more likely to be enduring and secure. Because each stage of development builds upon the others, the ability to form strong relationships is closely tied to whether or not we developed a strong sense of self in our teen years. Those without a strong sense of self are more likely to have less-committed relationships and suffer isolation and loneliness.
Stage 6: Intimacy vs. Isolation
Age developed: 40 to 65 years
Conflict faced: If we succeed in building a good and productive life, we’re likely to feel like we’re contributing to the world. If we fail to build a good and productive life, we’re likely to feel uninvolved in the world.
Stage 7: Generativity vs. Stagnation
Age developed: 65 years to death
Conflict faced: In our later years, we tend to look back on life. If we can develop a sense of pride in our accomplishments, we’re likely to feel satisfied. If we fail to develop this pride, we’re likely to feel our life has been wasted.
Stage 8: Integrity vs. Despair
(ability to think quickly and recall information) declines with age
Fluid intelligence
(utilizing skills acquired through previous learning) does not decline with age
Crystalline intelligence
Associative learning: making connections or associations between two events
What are the two types
Classical and Operant
Defined as learning by associating two stimuli together
Understanding one event predicts another
Classical conditioning
An experimenter sounds a tone just before delivering an air puff that causes your eye to blink. After several repetitions, you blink to the tone alone. What is the NS, US, UR, CS, and CR?
NS = tone before conditioning
US = air puff
UR = blink to air puff
CS = tone after conditioning
CR = blink to tone
What classical condition principle is this? previously neutral stimulus becomes associated with the unconditioned stimulus and creates a response when presented
Acquisition
What classical condition principle is this? learned response to stimuli that are similar to the original conditioned stimuli
Generalization
What classical condition principle is this? learned response to a specific stimulus but not to other similar stimuli
Discrimination
What classical condition principle is this?
when the US is not presented and only the CS and no response occurs
Extinction
