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AP Psychology > Set 3: Developmental Psychology > Flashcards

Set 3: Developmental Psychology Flashcards

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1
Q

A job in psychology that studies that physical, cognitive, and social-emotional development throughout a human or animals lifespan.

A

Developmental physcologist

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2
Q

Darwin believed in survival of the fittest. Those traits that were best able to aid in survival were kept, those that weren’t were lost.

A

Natural Selection

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3
Q

The unethical process for selectively breeding for desired traits.

A

Eugenics

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4
Q

is a complete set of instructions for making an organism.

A

Genome

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5
Q

Genes

A

are biochemical units of heredity

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6
Q

Mutations

A

Occur when there is a random error in gene replication that leads to change.

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7
Q

Conception
A single ______ cell penetrates the outer coating of an _____ and fuses to form __________ _________ __________.

A

Sperm
Egg
One fertilized cell

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8
Q

This is a fertilized cell with 100 cells that become increasingly diverse.

A

Zygote

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9
Q

At about 14 days the zygote turns into

A

Embryo

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10
Q

At 9 months the embryo turns into a

A

Fetus

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11
Q

are chemicals or viruses that can enter the placenta and harm the developing fetus

A

Teratogens

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12
Q

which are physical and cognitive defects because of a mother’s heavy drinking while pregnant.

A

An example of the harm of teratogens can be seen with Fetal Alcohol Syndrome

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13
Q

Study different people across differing age groups to note changes in development. (Study at the same time).

A

Cross Sectional Study

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14
Q

Study the same group of people as they develop and note changes

A

Longitudinal Study

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15
Q

Infants are born with reflexes that aid in survival.

A

Reflexes

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16
Q

Baby turns head toward source of touch.
Nourishment

A

Rooting Reflex

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17
Q

Baby grasps on to object

A

Grasping Reflex

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18
Q

Arms and legs spring out, fists clench

A

Startle Reflex

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19
Q

Infants tend to pay attention to newer things for longer periods of time than older things

A

Habituation

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20
Q

Newborn to toddler

A

Infancy

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21
Q

Toddler to teenager

A

Childhood

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22
Q

The developing brain over produces neurons. Peaking around 28 billion at 7 months, these neurons are pruned to 23 billion at birth. The greatest neuronal spurt is in the frontal lobe enabling the individual to think rationally.

A

Developing Brain

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23
Q

The development of the brain unfolds based on genetic instructions, causing various bodily and mental functions to occur in sequence - standing before walking, babbling before talking

__________ sets the basic course of development, while experience adjusts it.

A

Maturation

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24
Q

Examples: Sitting up, walking, potty training, etc.

A

Motor development

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25
Q

Skills that require small muscle groups. Like pinching, picking up items, etc.

A

Fine Motor Skills:

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26
Q

Skills that require large muscle groups. Like walking, crawling, etc.

A

Gross Motor Skills:

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27
Q

The earliest age of conscious memory is around 3 ½ years (Bauer, 2002). A 5-year-old has a sense of self and an increase long-term memory, thus organization of memory is different from 3-4 years.

A

Maturation and Infant Memory

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28
Q

Jean Piaget believed that the driving force behind intellectual development is our biological development amidst experiences with the environment. Our cognitive (thinking) development is shaped by the errors we make.

A

Cognitive Development:

What did Jean Piaget believe.

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29
Q

are mental molds into which we pour our experiences. (folders)

A

Schemas

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30
Q

involves incorporating new experiences into our current understanding (schema).

A

assimilation*

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31
Q

The process of adjusting a schema and modifying it is called

A

accommodation

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32
Q

Piaget’s 4 Stages of Cognitive Development:

Sensorimotor

A

Birth-2 years (Level 1)
Explore the world through senses
Developmental Phenomena (Important milestones):
*Object Permanence – (knowing an object exists even if you can’t see it)
*Stranger Anxiety

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33
Q

Piaget’s 4 Stages of Cognitive Development:

Preoperational

A

2-6 or 7 years old (Level 2)
Thinking with their “gut”
Developmental Phenomena (Important milestones):
*Pretend play
*Egocentrism – (inability to see from a new perspective)
*Language Development
Animism - Giving lifelike traits to
inanimate objects.
Parallel Play - Kids play alongside
each other but play independently.

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34
Q

Piaget’s 4 Stages of Cognitive Development:

Concrete Operational

A

7-11 years old (Level 3)
Thinking logically
Developmental Phenomena (Important milestones):
*Conservation – Physical properties stay the same even if appearance changes
*Mathematical Transformations

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35
Q

Piaget’s 4 Stages of Cognitive Development:

Formal Operational

A

12- adulthood (Level 4)
Thinking abstractly
Developmental Phenomena (Important milestones):
*Abstract Thinking
*Mature Moral Reasoning

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36
Q

Criticism of Piaget’s Stages

A

Much research has proven that children reach developmental stages earlier than Piaget thought. One specific example is the discovery that young children have a theory of mind, which is the opposite of egocentrism.

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37
Q

However, today’s researchers believe the following: (3)

A
  1. Development is a continuous process, not stages.
  2. Children express their mental abilities and operations at earlier ages than Piaget thought. (Flynn Effect)
  3. Thinking is much more complicated than Piaget thought (not just formal logic problems).
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38
Q

Lev Vgotsky’s Zone of Proximal Development

A

The key is the gap between what a kid can do and what they can’t do. That gap covers everything they could do with help. That is the key to development. He worked with scaffolding which means to subtly make things harder and harder to improve learning.

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39
Q

Origins of Attachment (4): (example)

A

-Harlow worked with baby rhesus monkeys.
-Gave them wire mother with food
-Gave them cloth mother without food
-Baby monkey chose to spend time with cloth mother, proving contact comfort is a strong factor in attachment

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40
Q

Origins of Attachment (5): (definition)

A

-Contact comfort
-Nourishment
-Familiarity
-Imprinting - Some animals attach to the first thing they see
-Provide a secure base

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41
Q

Mary Ainsworth Attachment Differences:

Strange Situation

A

Parents with child, leave, then come back…

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42
Q

65% - Extreme stress when parent leaves, run to mother when she returns, calms down with mother in the room.

A

Mary Ainsworth Attachment Differences:

Secure Attachment

43
Q

20% - Extreme stress when parent leaves, doesn’t want to be held when mother returns.

A

Mary Ainsworth Attachment Differences:

Insecure (Avoidant) Attachment

44
Q

10-15% - Extreme stress when the parents leave, cannot calm down once the mother returns.

A

10-15% - Extreme stress when the parents leave, cannot calm down once the mother returns. Mary Ainsworth Attachment Differences:

Insecure (Ambivalent/Resistant) Attachment

45
Q

Wandering/Confused throughout the whole process.

A

Mary Ainsworth Attachment Differences:

Disorganized Attachment

46
Q

Separation anxiety peaks at 13 months of age, regardless of whether the children are home or sent to daycare.

A

Separation Anxiety

47
Q

ACE (Adverse Childhood Experiences)
When children are deprived there are common symptoms:

Withdrawn
Frightened
Unable to develop speech

A

Deprivation

48
Q

a sense of one’s identity and personal worth, emerges gradually around 6 months.

Related with…

A

Self-concept

49
Q

a person’s mental, physical, and emotional traits.

A

Temperament

50
Q

Diana Baumrind’s Parenting Styles:

Authoritarian

A

Parents impose rules and expect obedience.

51
Q

Diana Baumrind’s Parenting Styles

Permissive

A

Parents submit to children’s demands.

52
Q

Diana Baumrind’s Parenting Styles

Authoritative

A

Parents are demanding but explain their rationale for rules.

52
Q

Diana Baumrind’s Parenting Styles

Neglectful

A

Uninvolved. Neither demanding nor responsive.

53
Q

is defined as a life between childhood and adulthood

__________ begins with puberty (sexual maturation)

A

Adolescence

54
Q

occurs earlier in females (11 years) than males (13 years). Thus height in females increases before males.

A

Puberty

55
Q

Menarche

A

First menstrual period

56
Q

Spermarche

A

First ejaculation

57
Q

Primary Sexual Characteristics

A

Changes that occur during puberty that aid in reproduction.

58
Q

Secondary Sexual Characteristics

A

Changes that occur during puberty that DO NOT aid in reproduction (ie: facial hair, deep voice, growth spurt).

59
Q

Until puberty, neurons increase their connections. However, at adolescence, selective pruning of the neurons begins. Unused neurons are lost to make other pathways more efficient

A

Brain Development

60
Q

During adolescence development of the frontal lobe lags behind the limbic system’s development. Neurons in the frontal lobe do grow myelin, though, which speeds up the connections that are there.

A

Frontal Cortex

61
Q

According to Piaget, adolescents are in the Formal Operational stage of their cognitive development because they can abstractly think about issues and problems.

A

Developing Reasoning Power

62
Q

Moral Thinking

A

One’s stance on a particular issue

63
Q

Moral Feeling

A

One’s emotions when dealing with a particular issue.

64
Q

Moral Action

A

One’s response to a particular issue.

65
Q

Kohlberg’s 3 stages of Moral Reasoning:

A

Preconventional: Right and wrong is based on rewards and punishments.
Conventional: Right and wrong is based on what authority figures say
Postconventional: People have their own moral code

66
Q

Carol Gilligan’s Response to Kolhberg

A

Kohlberg should have used both boys and girls, not just boys
Boys have an all or none view of morality, girls pay special attention to situational factors
Girls may ask for more information before making a call

67
Q

Ecological Systems Theory

Microsystem

A

People in your direct group influencing you (family, friends)

68
Q

Ecological Systems Theory

Mesosystem

A

Relationships between people in your microsystem (parents and friends both want you to get good grades)

69
Q

Ecological Systems Theory

Exosystem

A

Environments that affect you (community, government rules)

70
Q

Ecological Systems Theory

Macrosystem

A

Your cultural influences on you

71
Q

Ecological Systems Theory

Chronosystem

A

Life and Stage events (parents divorce, starting college, etc.)

72
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Infancy: Kid is being loved, fed, sheltered

A

Trust vs Mistrust

73
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Toddlerhood: Taking over your own body (feeding yourself, potty training)

A

Autonomy vs Shame and Doubt

74
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Preschooler: Showing preferences (favorite game, tv show, food, etc)

A

Initiative vs Guilt

75
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Elementary School: Success and failure in school/sports

A

Industry vs Inferiority

76
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Adolescence: Who am I? What is important to me? (friends, traits)

A

Idenitity vs Role Confusion

77
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Young Adulthood: Marriage + Close Freindships

A

Intimacy vs Isolation

78
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Middle Adulthood: Give purpose to your life (having kids, some careers, volunteering)

A

Generativity vs Stagnation

79
Q

Erik Eriksons’s 8 Stages on Psycho-Social Development:

Late Adulthood: Look back on your life and either you are proud or regretful.

A

Integrity vs Despair

80
Q

James Marcia’s Identity Development Theory;

Step 1: Diffusion

A

A person does not have a clear commitment to their identity (don’t know who they are as a person)

81
Q

James Marcia’s Identity Development Theory;

Step 2: Foreclosure

A

Premature commitment with little exploration (ex: I’m a jock)

82
Q

James Marcia’s Identity Development Theory;

Step 3: Moratorium

A

Actively seeking a meaningful identity.

83
Q

James Marcia’s Identity Development Theory;

Step 4: Achievement

A

Committed sense of self. You know and are comfortable with who you truly are.

84
Q

spans ages 18-25. During this time, young adults may live with their parents and attend college or work. On average, emerging adults marry in their mid-twenties.

A

Emerging adulthood

85
Q

Group memberships that help you understand yourself. (Religion, culture, interest groups)

A

Around the time of Emerging Adulthood you start to form your social identity.

86
Q

sometime after a person’s mid-twenties, defining adulthood into stages is more difficult than defining stages during childhood or adolescence.

A

Adulthood

87
Q

People are typically at their physical peak at age 20, and then start to slowly decline imperceptibly from there.

A

Physical Development

88
Q

Muscular strength, reaction time, and sensory abilities begin to decline after the mid-twenties. Around age 50, women go through menopause, and men experience decreased levels of hormones and fertility.

A

Middle Adulthood

89
Q

Old Age: Sensory Abilities

A

WIth old age the brain starts to slow down.

90
Q

Old Age: Motor Abilities

A

Motor abilities also decline. (Car accidents)

91
Q

Old Age: Dementia

A

Some memory loss is normal, but the older you get the more at risk a person is for memory disorders. Dementia - an unnatural loss of memory.

92
Q

Old Age: Alzheimer’s Disease

A

Alzheimer’s Disease - A brain disorder that leads to severe dementia.

93
Q

Some memory does not decline, such as prospective memory - the memory to do tasks at certain times.

A

Aging and Memory

94
Q

Life satisfaction (how happy a person is with their life) remains steady throughout a person’s lifetime.

A

Well-Being Across the Life Span

95
Q

Life expectancy continues to go up for all people. While women tend to outlive men globally.

A

Old Age: Life Expectancy

96
Q

ability to reason speedily declines with age

A

Aging and Intelligence

Fluid Intelligence

97
Q

intelligence (accumulated knowledge and skills) does not decline

A

Aging and Intelligence

crystalline/crystallized

98
Q

The Culturally preferred timing of social events such as: marriage, parenthood, and retirement.

A

Adulthood’s Commitments

Social Clock

99
Q

Death and Dying

Kubler-Ross 5 Stages of Grief:

A
  1. Denial
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance
100
Q

The Three Big Dilemmas Revisited

Nature vs. Nurture

A

Nature sets the mold, nurture determines where you end up within that mold

101
Q

The Three Big Dilemmas Revisited

Continuity vs. Stages

A

Most psychologists today look at development as a continuous process

102
Q

The Three Big Dilemmas Revisited

Stability vs. Change

A

The older a person gets the less likely their traits are to change, though change can happen at any age.

AP Psychology (6 decks)

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