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PSYC 2235 - Lifespan Development > Reverse Cards Ch 1-6 > Flashcards

Reverse Cards Ch 1-6 Flashcards

1
Q

-describe
-explain
-predict
-influence

A

What are the different types of research goals? (4)

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2
Q

-any characteristic that varies

A

What is a variable defined as?

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3
Q

-descriptive methods and experiments

A

What are the two ways researchers study development?

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4
Q

-case studies, naturalistic observations, surveys

A

What are the three types of descriptive methods?

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5
Q

-the variables go up or down together

A

What does a positive correlation mean?

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6
Q

-as one variable goes up the other variable goes down

A

What does a negative correlation mean?

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7
Q

-cross-sectional study
-studies where members of naturally occurring groups are compared, like you can’t randomly assign gender so that would be a quasi experiment

A

What is a quasi-experimental design? (2)

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8
Q

-group of 7, 9 and 12 year olds picked from schools and studied
-age-related differences

A

What is a cross-sectional design? Use age as an example. What are you studying? (2)

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9
Q

-when the effect seen in the results is due to the experience of a cohort in your study (they lived through a famine for example)

A

What is a cohort effect?

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10
Q

-studying the same people over a period of time

A

What is a longitudinal design?

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11
Q

-improvements due to exposure to something

A

What are practice effects?

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12
Q

-a combination of a longitudinal and cross-sectional design where you follow more than one group over time

A

What is a sequential design?

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13
Q

-detailed description of a single culture or context based on observation

A

What is an ethnography?

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14
Q
A
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15
Q

-biology and evolutionary
-psychoanalytic
-learning
-cognitive
-systems

A

What are the five theories we will be discussing in this chapter? (5)

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16
Q

-genetic and epigenetic factors interact with the environment to shape us

A

What is the biological or evolutionary theories main ideas?

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17
Q

-molecular compound that instructs the genome to turn off and on genes

A

What is the epigenome?

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18
Q

-personaltiy and behaviours are shaped by interacting or dynamic underlying forces (like the unconscious)

A

What are psychoanalytic theories?

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19
Q

-Id, ego and superego

A

What are the 3 parts of Freud’s theory on personality?

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20
Q

-contains the libido, largely unconscious and present at birth

A

What is the id?

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21
Q

-operates according to what is realistic and develops due to learning in the first few years

A

What is the ego?

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22
Q

-moral guide or conscience and develops around age 6

A

What is the superego?

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23
Q

-lifespan theory with 8 psychosocial stages

A

What is Erikson’s psychosocial theory?

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24
Q

-a crisis to resolve resulting in pairing opposing possibilities

A

What does each psychosocial stage in Eriksons theory have?

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25
Q

-positive aspects of development, consciousness and free will

A

What does the humanistic perspective focus on?

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26
Q

-in Maslow’s hierarchy these are drives to maintain physical and emotional balance

A

What are deficiency motives?

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27
Q

-drives for growth and to fulfill your potential

A

What are being motives in Maslow’s hierarchy?

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28
Q

-overcome conditions of worth put on us by the people in our lives
-example: I need to be a straight A student in order for my parents to love me

A

What did Rogers (humanistic) believe? Example. (2)

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29
Q

-how experiences in the environment shape the child
-through classical or operant conditioning

A

What does learning theories focus on (behaviourism)? What would be an example of this? (2)

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30
Q

You give a child a piece of candy every time they clean their room. (increases behaviour)

A

What is an example of positive reinforcement?

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31
Q

The seatbelt alarm turns off when you buckle your seatbelt up. (increases behaviour)

A

What is an example of a negative reinforcement?

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32
Q

Spraying your cat with water when they jump on the counter (decreasing behaviour)

A

What is an example of positive punishment?

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33
Q

A teenager stays out past curfew, so their parents take away their car keys for a week. (decreasing behaviour)

A

What is an example of negative punishment?

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34
Q

-Piaget’s cognitive developmental theory
-information processing theory
-Vygotskys sociocultural theory
-Bandura’s social cognitive theory

A

What are the four theories under the cognitive theories umbrella? (4)

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35
Q

-how does thinking develop and has 4 stages of development, water in smaller cup

A

What does Piaget’s theory focus on?

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36
Q

-they use the computer as a model and this is where memory is broken down into encoding, storage and retrieval

A

What does the information-processing theory focus on?

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37
Q

-developing cognitive skills are guided by social interactions (scaffolding)

A

What does Vygotsky’s sociocultural theory focus on?

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38
Q

-observational learning through modelling and reciprocal determinism

A

What does Bandura’s social cognitive theory focus on?

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39
Q

-development exists within a whole bunch of factors, including personal and external (it cannot be understood within isolation) and changes in any tiny aspect of the system will influence our development

A

What does systems theory focus on?

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40
Q

-macrosystem, ecosystem, microsystem, mesosystem, individual context

A

What are some terms in Bronfenbrenner’s bioecological systems theory?

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41
Q
A
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42
Q

-synaptogenesis is the creation of synapses and synaptic pruning makes the brain more efficient

A

What is the purpose of synaptogenesis and synaptic pruning?

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43
Q

-rapid myelination during the first two years
-an explanation for developmental changes

A

What happens to myelin’s in the first 2 years? What does it help explain? (2)

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44
Q

-they help the infant survive, things like sucking
Rooting reflex: infant turns its head toward a touch on the cheekW

A

What are adaptive reflexes? What is a type of adaptive reflexes? (2)

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45
Q

-controlled by primitive parts of the brain and disappear in infancy

A

What are primitive reflexes?

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46
Q

-moro startle and baninski

A

What are two types of primitive reflexes?

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47
Q

-infant arches and throws its arms and legs out and brings them back in

A

What is the moro startle reflex?

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48
Q

-if the sole of the foot is stroked, the toes fan out

A

What is the babinski reflex?

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49
Q

-infants move through different states of consciousness, but sleep a lot of the time

A

Describe sleep and wakefulness in infants,.

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50
Q

-baby’s have different cries for different needs and prompt attention to crying in the first 3 months is related to less crying later

A

Discuss crying for babies

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51
Q

-inconsolable bouts of crying for more than 3 hours a day

A

What is colic?

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52
Q

-brain development and changes in other body systems (like bones increasing in size etc)

A

What does the acquisition of motor skills depend on?

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53
Q

-locomotor skills
-non-locomotor skills
-manipulative skills

A

What are the three types of motor skills discussed for infants? (3)

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54
Q

-getting around, crawling

A

What are locomotor skills?

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55
Q

-controlling the body such as head movements

A

What are non-locomotor skills?

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56
Q

-use of hands and fingers

A

What are manipulative skills?

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57
Q

-they are nearly universal, age-related events like walking, being able to move their head

A

What are developmental milestones?

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58
Q

-all children usually follow the same sequence despite variations in timing (we are seeing maturation, like a biological aspect)

A

While different babies will reach developmental milestones at different times, what is seen universally across babies?

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59
Q

-vision
-less visual acuity and more trouble with visible tracking, do not see colour very well until 4-5 months

A

What is a baby’s least developed sense at birth? Discuss this (2)

60
Q

-how well someone can see details at particular distance

A

What is visual acuity?

61
Q

-following moving objects

A

What is visual tracking?

62
Q

-there are critical times when an infant needs a specific quality of visual stimulation in order to develop normal perception

A

Why do infants need visual stimulation early in life?

63
Q

-when early experience is lacking, visual capability fails to develop normally many years later

A

What is a sleeper effect when it comes to visual stimulation for infants?

64
Q

-they hear largely as well as adults do
-touch and taste is also good

A

How well do infants hear? Touch and taste? (2)

65
Q

-which of two repeated pictures does a baby look at longer? if the time is uneven, they prefer one

A

What is the preference technique?

66
Q

-preference technique
-habituation/dishabituation
-operant conditioning

A

What are the three different research techniques they use to study infants? (3)

67
Q

-showing a picture for a little bit of time until the baby gets bored, then showing a picture with a slight change, if the baby doesn’t seem to care then they don’t notice but if they do look at it they seem to care

A

What is the habituation/dishabituation technique?

68
Q

-lets say you play a tone and then give them a reward for turning their head, you do it enough. Then if you play a different tone, you can see if the baby can tell the difference between the two tones

A

What is the operant conditioning technique?

69
Q

-they initially scan for light-dark contrasts and edges as well as objects moving

A

Based on the techniques previously discussed for researching baby’s, what have they found for what baby’s like looking at?

70
Q

Kinetic cues (by 3 months)
-objects move more when they are near
Binocular cues (4 months)
-using cues from two eyes; the closer the object the more the view from each eye differs
Monocular/pictorial cues (5-7 months):
-interposition, one object partially hides another

A

Describe the three stages discussed for baby’s depth perception. (3)

71
Q

-yes they can
-it begins to fade at 6 months for unheard sounds though

A

Can infants discriminate sounds in a language? Describe this. (2)

72
Q

-yes

A

Can newborns discriminate their mothers voice from another woman?

73
Q

-senses work together to form a single perception

A

What is intermodal perception?

74
Q
A
75
Q

-changes in thinking that occur over time

A

What is cognitive development?

76
Q

-qualitative (distinct changes)
-universality (all children go through these)
-invariant (same order for everyone)
-irreversibility (don’t use thinking style from previous stages)
-gradual (change happens slowly, transition period)

A

What are the components of Piaget’s stage theory? Like the rules for the theory. (5)

77
Q

-cognitive development occurs in 4 stages
-children play an active role in their own development (child as a scientist)

A

What two beliefs did Piaget have about his stage theory? (2)

78
Q

-organized patterns of thought or action used to interpret experience

A

What is a schema?

79
Q

-assimilation
-accomdoation

A

What two things did Piaget propose happens as we respond to the world with schemas? (2)

80
Q

-using pre-existing schemas to make sense of experience, like seeing a wombat and not knowing what it is
-Adding new information to a folder that already exists without changing the structure of the folder.

A

What is assimilation? Use the folder example. (2)

81
Q

-changing previous concepts because of new information, creating a new scheme for wombats
-Creating a new folder or restructuring an old folder because the new information doesn’t quite fit.

A

What is accommodation? Folder example? (2)

82
Q

-the ongoing process of balancing assimilation and accommodation to create schemes that fit the environment

A

What is equilibration?

83
Q

-sensorimotor period
-birth to 2 years
-move from reflexive beings to active problem solvers
-they learn through their senses and motor actions
-develop object permanence and deferred imitation

A

Describe stage 1 in Piaget’s theory of cognitive development. What is it called and what age are infants during this stage? What describes their development? How do they learn? What do they develop? (5)

84
Q

-Rudy Please Read Cool Tasty M&Ms
1. Reflexive Schemes: 0-1 month
2. Primary Circular Reactions: 1-4 months
3. Secondary circular reactions (4-8 months)
4. Coordination of secondary themes (8-12 months)
5. Tertiary circular reactions (12-18 months)
6. Mental representations (18-24 months)

A

Describe the 6 substages of the sensorimotor stage. Include what it is called and what age the child is.

85
Q

-the understanding that objects exist even when they cannot be seen

A

What is object permanence?

86
Q

-actions the result of innate reflexes
-out of sight out of mind
-limited imitation

A

Describe the characteristics of the substage of sensorimotor development called Reflexive Schemes (0-1 months). (3)

87
Q

-repetitive schemes
-involve the baby’s own own baby (sucking a thumb)

A

Describe the characteristics of the substage of sensorimotor development called Primary circular reactions (1-4 months). (2)

88
Q

-trial and error learning with events outside of the baby’s body (kicking a mobile, dropping things on floors)

A

Describe the characteristics of the substage of sensorimotor development called secondary circular reactions (4-8 months).

89
Q

-can coordinate schemes in intentional behaviour (means-ends behaviour, crawling to pick up toy)

A

Describe the characteristics of the substage of sensorimotor development called coordination of secondary schemes (8-12 months)

90
Q

-curiosity and behavioural variation
-trial and error experimentation and problem-solving

A

Describe the characteristics of the substage of sensorimotor development called tertiary circular reactions (12-18 months).

91
Q

-development of use of symbols and mental problem-solving

A

Describe the characteristics of the substage of sensorimotor development called mental representations (18-24 months).

92
Q

-where children will look under the wrong blanket after finding the object under blanket A for example
-incomplete object permanence

A

What is the A not B error? What does it show? (2)

93
Q

-infants were reinforced for looking under the A blanket so looked under there again

A

What are alternative explanations for the A not B error?

94
Q

-a tall carrot passing through a window and they can’t see it and the baby’s look suprised
-she argued that baby’s did have object permenance

A

What was the carrot study and what did it show? (2)

95
Q

-habituate babies to an expected event then show them a change and asses their response

A

What is the violation-of-expectancy method?

96
Q

-infants understanding of the nature of objects and how they behave

A

What is an object concept?

97
Q

-people have found imitation can occur much earlier than Piaget suggested, plus he didn’t discuss categorization, memory or language
-Piaget may have wrongly equated the infant’s lack of physical ability with lack of cognitive understanding

A

What are other limitations of Piaget’s theory? Why did he do this? (2)

98
Q

-by 7 months, kids actively use categories to process information, but struggle with hierarchical categorization

A

Discuss schematic learning in infants.

99
Q

-infant’s memory is strongly linked to context, example of Rovee-Collier’s experiment where they are tied to a mobile and when they kicked the mobile moved and that when a change in the environment occurred the memory went down

A

Discuss memory in infants.

100
Q

-many aspects of infant and toddler development

A

What do Bayley scales measure?

101
Q

-habituation and how quickly an infant gets bored after looking at something, as it shows the efficiency of the baby’s perceptual/cognitive system

A

Discuss intelligence in infancy and what they say might measure that.

102
Q

-infants learn language through parental/caregiver/teacher reinforcement of word-like sounds and correct grammar

A

What is a behaviourist’s perspective on infants ability to learn language?

103
Q

-they have an innate language processor called the language acquisition device which contains the basic grammatical structure of all human language, guides children;s comprehension and production of language

A

What is a nativist’s perspective on infants ability to learn language?

104
Q

-infants are biologically prepared to attend to language and social interaction plays a critical role

A

What is the interactionist’s perspective on infants ability to learn language?

105
Q

-the simplified, high-pitch and often repetitive speech adults use with infants (like how you talk to a cat)

A

What is infant-directed speech?

106
Q

-elaborating a child’s speech in a grammatically correct way (daddy lunch -> yes daddy is eating his lunch)

A

What is expansion or recasting?

107
Q

-cooing (1-2 months) ooooo
-babbling (6-7 months) baba
-gestural language (9-10 months) often used to communicate demands

A

What are the three language milestones for infants? (3)

108
Q

-infants have a higher comprehension of spoken language then they can speak

A

What is receptive language?

109
Q

-the ability to produce sounds, signs or symbols to communicate meaning

A

What is expressive language?

110
Q

-combination of gesture/words
-child yells milk and points at fridge

A

What are holophrases? Example? (2)

111
Q

-rapid vocabulary growth

A

What are naming explosion?

112
Q

-short 2-3 word sentences
-“Want cookie”

A

What is telegraphic speech? Example? (2)

113
Q
A
114
Q

-the monkey’s preferred the cloth mother, indicating that affection or comfort or contact comfort was more important than food

A

In Harry Harlow’s experiment on infant rhesus monkey’s, what did he determine?

115
Q

-physical and emotional comfort from a caregiver

A

What is contact comfort, as shown in the Harlow experiment?

116
Q

-the emotional tie to a caregiver experienced by an infant, from which the infant derives security

A

What is attachment?

117
Q

-the need to form an attachment relationship is a genetic characteristic of all human beings

A

What is the main proponent with attachment theory?

118
Q

-we have an innate predisposition to form an emotional bond with a caregiver

A

What is the ethological perspective on attachment theory?

119
Q

-mental representations individuals develop based on their early experience with their caregivers

A

What are internal models in attachment theory?

120
Q

-in 1st year
-established by age 5
-affects behavior in future relationships

A

When does the development of internal models start and become increasingly established by? What does it affect? (3)

121
Q

-first 2 years

A

When is the sensitive period for internal models and attachment theory?

122
Q

-what happens if an infant does not form an attachment
-detached and lack of response to social cues

A

What did the study of Romanian orphans adopted by Canadian families look at? What did they find? (2)

123
Q

-a trauma and stressor related condition of early childhood caused by social neglect and maltreatment, evident before age 5

A

What is reactive attachment disorder defined as in the DSM?

124
Q

-infants become detached because they learn not to make social signals as they have learned that no one will respond to their signals

A

What is the social stimulation hypothesis for attachment?

125
Q

-mutual pattern of attachment behaviors shared by a parent and child
-if an infant cries, the parent holds them

A

What is synchrony? Example? (2)

126
Q
  1. Non focused signaling (0-3 months)
  2. Focus on one or more figures (3-6 months)
  3. Secure base behavior (6-24 months)
  4. Internal model (24+ months)
A

What are Bowlby’s 4 phases in establishing attachment? (4)

127
Q

-innate set of behaviors to promote proximity and signal needs

A

What is non-focused signaling?

128
Q

-preference for familiar people or things, directs signals to fewer people

A

What is Bowlby’s second stage which is focus on one or more figures?

129
Q

-1st true attachment type, typically a primary caregiver and this person is used as a safe base for exploring

A

What is secure base behavior?

130
Q

-plays a role in later relationships

A

What is the internal model stage?

131
Q

-appear after 1st attachment which is 6-8 months of age and peak around 12-16 months
-stranger anxiety and separation anxiety

A

When do attachment related fears show up and what are some? (2)

132
Q

-wary reaction to unfamiliar people

A

What is stranger anxiety?

133
Q

-fretful reaction when separated from attachment figure

A

What is separation anxiety?

134
Q

-the attachment of infants

A

What did Mary Ainsworth’s strange situation procedure measure?

135
Q

-emotional
-tactile
-contingent

A

What three types of responsiveness are important for children’s attachment? (3)

136
Q

-very crucial, the primary caregiver must be able and willing to form a bond

A

What is emotional responsiveness?

137
Q

-pleasant physical contact during social interactions associated with comfort and safety

A

What is tactile responsiveness?

138
Q

-being sensitive to the child’s verbal and nonverbal cues and responding appropriately

A

What is contingent responsiveness?

139
Q

-a pattern of responding to people and objects in the environment

A

What is personality defined as?

140
Q

-born with predispositions such as activity level that form the foundations of personality

A

What is temperament defined as?

141
Q

-activity level
-approach/positive emotionality
-inhibition
-negative emotionality
-effortful control/task persistence

A

What are the 5 dimensions of temperament? (5)

142
Q

-people choose experiences on the basis of temperament, they choose compatible experiences

A

What is niche-picking?

143
Q

-degree to which an infant’s temperament is adaptable to their environment

A

What is goodness-of-fit?

144
Q

-awareness that you are a separate person

A

What is the subjective self?

145
Q

-an understanding that we are defined by categories such as big kid or talkative

A

What is the objective self?

146
Q

-begins as baby identifies changes in emotional expressions around 2-3 months

A

What is the emotional self?

PSYC 2235 - Lifespan Development (15 decks)

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