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Psych > Quiz 1: Development > Flashcards

Quiz 1: Development Flashcards

1
Q

Def: Development

A

The changes and conditions that occur within the individual between conception and death

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2
Q

Def: Maturation

A

The biological-timed unfolding of changes within the individual

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3
Q

Def: Learning

A

Relatively permanent changes in our thoughts, behaviors and feelings as a result of our experiences

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4
Q

Def: Interactionist Perspective

A

Most developmental changes reflect the interaction of maturation and learning

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5
Q

What processes lead to developmental change?

A

Maturation and learning

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6
Q

How does maturation affect learning?

A

Some essential systems must be in place before learning proceeds
Eg: you won’t learn to walk until postural muscles develop

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7
Q

How does learning affect maturation?

A

Without learning opportunities, proper growth may not occur
Eg: If a child is given proper nutrition, but isolated in a dark room they would have visual and speech issues due to lack of learning opportunities

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8
Q

What are the four developmental study techniques used on infants?

A

Habitual procedure, event-related potentials, high amplitude sucking method, and preference Method

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9
Q

Def: Habituation

A

A decrease in responsiveness to a stimulus following repeated presentation

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10
Q

Purpose of habitual procedure

A

Determine if an infant can detect the difference between two stimuli based on the fact that they show interest in novel objects

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11
Q

Steps of the habitual procedure

A
  1. Repeated presentation of the same stimulus while measuring physiological responses (HR, breathing) or behavioral orienting responses (head or eye movement)
  2. Repeat until infant response returns to baseline levels
  3. Stimulus is changed to observe if there is a responsive burst (dishabituation)
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12
Q

Purpose of event-related potentials

A

A measure of the brain electrical activity evoked by the presentation of a stimulus. Used to measure neural activity that coincides with behavioral events observed

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13
Q

Steps of the event-related potentials

A
  1. a special cap with an array of electrodes is carefully placed on the scalp
  2. sensitive electrodes on the cap can detect changes in electrical activity across a population of neurons in the brain. The particular behavior being measured will evoke changes in various brain regions
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14
Q

Purpose of the high amplitude sucking method

A

Takes advantage of control to some extent of sucking behavior to measure how much an infant likes a single stimulus

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15
Q

Steps of the high amplitude sucking method

A
  1. measure baseline sucking rate for infant absent of relevant stimuli
  2. Infant given control over stimulus being tested
    If an infant sucks at an increased rate, a switch is activated in the pacifier causing stimulus to be presented
    If the infant stops sucking, the stimulus terminates
    The sucking rate is determined by their enjoyment of the stimulus
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16
Q

Purpose of preference method

A

Measures the likes and dislikes of an infant by comparing two stimuli

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17
Q

Steps of the preference method

A
  1. Infant put in looking chamber to simultaneously look at two different stimuli
  2. Measurement of the direction of infants face indicates attention to a specific stimulus determines which the infant prefers
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18
Q

Def: competence-performance distinction

A

An individual may fail a task not because they lack those cognitive abilities, but because they are unable to demonstrate those abilities

19
Q

What are the two research methods when doing developmental studies?

A

Longitudinal design and cross-sectional design

20
Q

Def: Longitudinal Design

A

A developmental research design in which the same individuals are studied repeatedly over some subset of their lifespan

21
Q

Disadvantages to the longitudinal design

A

Expensive and time-consuming, selective attraction( some individuals may quit of becoming unfit leaving biased samples), practice effect

22
Q

Def: Cross-Sectional Design

A

A developmental research design in which people from many age groups are tested at once without the need to be tracked over the span of many years

23
Q

Disadvantages to Cross-sectional Design

A

Generational effect

24
Q

Def: Monozygotic Twins

A

Genetically identical offspring because they come from the same sperm and ovum which form 1 zygote and then split into two zygotes

25
Q

def: Dizygotic Twins

A

Offspring that are no more genetically similar than 2 other siblings because they come from 2 different sperm and ovum, which forms 2 individual zygotes

26
Q

Def: Phenotype

A

expression of genotype into observable traits and characteristics

27
Q

What are the four patterns of inheritance?

A

Simple dominant-recessive inheritance, polygenic inheritance, codominance, and sex-linked inheritance

28
Q

Def: Simple Dominant-Recessive Inheritance

A

A pattern of inheritance in which the expression of a trait is determined by a single pair of alleles

29
Q

Def: Heterozygous Condition

A

Two alleles are different and have different effects on phenotype

30
Q

Def: Homozygous condition

A

Two alleles are the same and have the same effect on the expression of the phenotype

31
Q

Def: Polygenic Inheritance

A

When the expression of a trait is determined by the interaction of multiple genes (Usually complex behaviors with many contributing behaviors and qualities

32
Q

Def: Codominance

A

Two dominant alleles are both fully and equally expressed to produce a phenotype that is a compromise between the two genes

33
Q

Def: Sex-Linked Inheritance

A

Genes that are carried on the X or Y sex chromosomes
Typically more info found on X chromosome
Males are more likely to express sex-linked traits

34
Q

Def: Canalization Principle

A

Within a species as a whole, the genotype restricts the phenotype to a small number of possible developmental outcomes

35
Q

Def: Range-of-Reaction Principle

A

Genotype establishes a range of possible phenotypes in response to different interactions with their environment

36
Q

What are the 3 ways that genes influence environmental experiences?

A

Passive genotype/environmental correlations, evocative genotype/environmental correlations and active genotype/environmental correlations

37
Q

Def: Passive genotype/environmental correlations

A

The environment that your parents choose to raise you in was influenced by their own genes, so this environment will likely compliment your genes. Applies to early in life

38
Q

Def: Evocative genotype/environmental correlations

A

Traits that you have inherited affects how others react to and behave towards you (affects social environment) Applies to whole life

39
Q

Def: Active genotype/environmental correlations

A

Your genotype influences the kinds of environments that you personally will seek out. Applies to later life (Childhood to adulthood)

40
Q

Def: Critical Period

A

Refers to a specific time in development in which particular environmental stimulation is necessary to reach developmental changes in specific abilities. After critical period, same environmental stimulation will not have the same benefit and full development will not occur. Implications of this theory include, over stimulation of children, preclusion of adopting over 3, changes in public policy

41
Q

What are the two types of brain development?

A

Experience-expectant brain growth and experience-dependent brain growth

42
Q

Def: experience-expectant brain growth

A

The brain has evolved to expect a certain amount of environmental input. Ordinary levels of visual, auditory and social input, ensure that the brain develops properly

43
Q

Def: experience-dependent brain growth

A

refers to the unique way in which your brain develops according to your own personal experiences, Specific to each individual and reflects the more subtle changes in brain structure across individuals based on their various experiences

44
Q

Def: Sensitive periods

A

Developmental period during which a certain type of learning can occur most easily. Unlike critical periods, it is possible for learning to occur after sensitive period( Just more difficult). This captures the idea that the brain maintains some residual capacity for change and growth in adulthood.

Psych (12 decks)

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