Psychology 111- chapter 5

Question 1

universal vs ecological

Answer 1

universal- all humans develop in the same way (regardless of environment)
ecological- need to consider environment because environment changes how people develop

Question 2

teratogens

Answer 2

different types of exposure while in the womb that can be dangerous and change development (smoking, alcohol), maternal sickness can have an impact on the embryo

Question 3

critical vs sensitive periods

Answer 3

critical- a developmental time period where some behavior/trait had to develop (if it didn’t, that person was never going to have that behavior/trait)
sensitive- a developmental period when it is easier for someone to learn a behavior/trait

Question 4

Post Hoc Thinking

Answer 4

a roadblock to scientific thinking-> once you know the outcome, you think that everything that happened before the outcome led to the outcome

Question 5

Stage Theories

Answer 5

in order to go to the next stage, you have to complete the current one

Question 6

habituation

Answer 6

where a baby loses interest unless a new stimulus comes along

Question 7

prenatal sense development (sound, smell and taste, vision)

Answer 7

sound- babies can hear at birth and in uterus
smell and taste- can be developed in utero, happens through exposure in amniotic fluid (baby will react differently to smalls/tastes from in utero)
Vision- basically nonexistent when born

Question 8

authoritarianism

Answer 8

impose rules, expect them to be followed, there are consequences if they’re not followed

Question 9

permissive

Answer 9

don’t ask for a lot, don’t care much or react strongly if rules are broken, not many rules-> want to be more like friends with their children

Question 10

negligent

Answer 10

font care about interacting with child, there are rules, but they aren’t around enough/interact enough to have consequences for those rules

Question 11

authoritative

Answer 11

have rules and expect them to be followed, supportive structure (dialogue about why the rule exists and why it was broken)-> best outcomes for children

Question 12

attachment

Answer 12

the close emotional bond between an infant and their caregiver

Question 13

strange situation

Answer 13

put infant in strange situation-> caregiver leaves infant with stranger, caregiver comes back, key is what infant does when caregiver leaves and returns

Question 14

secure attachment

Answer 14

when caregiver leaves, child may be distressed of may not be, what matters is when caregiver returns the infant goes to them for comfort and acknowledges their return (60%of infants)

Question 15

avoidant

Answer 15

when caregiver leaves, infant doesn’t care and doesn’t acknowledge they left, when they return, they still do not care and don’t acknowledge return (20%)

Question 16

ambivalent/anxious

Answer 16

when caregiver leaves, the child is upset and distressed, when caregiver returns, it continues to be distressed and won’t allow caregiver to soother or comfort (15%)

Question 17

disorganized

Answer 17

no clear pattern of responding (5%)

Question 18

Vision

Answer 18

• easier for babies to see close up, can’t see a lot of color, as child ages, the further away and more color they can see, about 3 tears old when they have same level of vision as an adult

Question 19

Piaget’s Moral Development

Answer 19

• 3 shifts
  1. realism (rules are intended to be followed no matter what) to relativism (may be instances where a rule may need to be broken)
  2. prescription (rule is to be followed based on the constraints of the rule) to principle (understand the underlying point of the rule)
  3. outcomes (child decides how wrong something is based on how bad the outcome is) to intentions (the child is going to look into why the bad thing happened)

Question 20

Kohlberg’s theory of moral development

Answer 20

1. preconventional- determine what is right based on what is awarded and what is punished
2. conventional- internalize external rules in order to determine what is right and wrong (use the rules that are set for you to make your own decisions about right and wrong)
3. post-conventional- come up with your own code of ethics to decide what is right and wrong

Question 21

assimilate vs accommodate

Answer 21

assimilate- when you have a new experience you force it into your own mental understanding
accommodate- change mental understanding as we encounter new experiences

Question 22

sensorimotor and object permanence

Answer 22

all of our focus is based on understanding of sensations and movement (birth-2yrs)
- object permanence/ a child understands that just because they don’t see an object, the object still exists (sensorimotor phase is missing this)

Question 23

preoperational phase and conservation

Answer 23

• 2-6/7
• where you start to be able to respond to concrete things more symbolically; object permanence is developing
• conservation: understand that changing the shape of an object does not change the quantity of the object (don’t see this in preoperational stage)

Question 24

concrete operational

Answer 24

start being able to mentally manipulate that object without touching it when the object is in front of them

Question 25

formal operational

Answer 25

age 12; can understand abstract info and hypothetical (algebra)

Question 26

Critiques of Piaget(underestimation,stagemixing,universality)

Answer 26

• underestimation: underestimating abilities of children (children have more complex thought patterns they just can’t express them, more other-focused)
• stage mixing- thought his stages were more concrete, now research shows that there can be elements of more than one stage at a time
• universality: no matter where a child was from, the stage would be the same; when tested from other cultures had different

Question 27

Vygotsky and scaffolding

Answer 27

• cognitive development happened through social interaction especially with other individuals
• scaffolding: when older individuals help a lot at the beginning when learning something but as child progresses through learning, the adult provides less and less help

Question 28

language (according to Piaget vs. Vygotsky)

Answer 28

side effect of cognitive development (what Piaget believed); language drove cognitive development (Vygotsky)

Question 29

developmental norms

Answer 29

median age of development of a behavior

Question 30

reflexes (rooting, palmar, sucking, Babinski, Moro)

Answer 30

rooting: stroke baby’s cheek, they move mouth toward stroke
palmar: put something in baby’s hand. they grasp it
Babinski: stroke a baby’s foot, their toes spread
Moro: if a baby feels like it is falling, it reaches arms and legs out

Question 31

control (cephalocaudal vs. proximodistal)

Answer 31

cephalocaudal: child develops control of their body from their head down to the feet
proximodistal: child gets control starting toward middle, moving outward

Question 32

senses

Answer 32

babies are more likely to turn toward human speech than nonhuman speech, more likely to look at faces

Question 33

social referencing

Answer 33

look to caregivers, trusted others to make decisions/feel safe/how they should be acting in the environment they are in

Question 34

Mischel et. al (1972-2015)

Answer 34

• children aged 3-5 come into the lab, offered a treat, child told they can have 1 now but if they can wait until they get back, they can have 2

Question 35

timeline (parents, same-sex peers, mixed-sex peers)

Answer 35

-first interactions with parents, more important people when young
- as start to age, importance shifts to same-sex peers
- closer to puberty-> shifts to mixed-sex peers

Question 36

Erikson’s Theory of Deveolpment

Answer 36

Year 1: Trust vs. Mistrust
Year 2-3: Autonomy vs. Shame/Doubt
Year 4-5: Initiative vs. Guilt
Year 6-Puberty: Industry vs. Inferiority
Adolescence: Identity vs. Confusion
Early Adulthood: Intimacy vs. Isolation
Middle Adulthood: Generativity vs Stagnation
Late Adulthood: Integrity vs. Despair