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Study guide material Flashcards

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1
Q

this type of change has a numerical measurement (height, weight, age)

A

quantitative change

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2
Q

this type of change does not have a measurable number but change can be observed (growth in understanding the concept of the self, others, and society)

A

qualitative change

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3
Q

things about a person that generally remain the same overtime (temperament)

A

stability

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4
Q

things that are subject to change overtime (interests)

A

change

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5
Q

different pathways resulting in the same outcome

A

equifinality

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6
Q

the same pathway resulting in different outcomes

A

multifinality

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7
Q

the idea that change occurs in the life of a child but children do not create who they are, they are shaped by others and society

A

passive change

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8
Q

the idea that children primarily choose who they are

A

active change

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9
Q

this field is looking for ways to foster optimal outcomes for all individuals not just those who are struggling

A

positive psychology

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10
Q

a stimulus that did not used to do anything to you or cause any reaction within you

A

neutral stimulus

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11
Q

the stimulus that naturally is tied to a response that you can’t control

A

unconditioned stimulus

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12
Q

the stimulus that is paired with the unconditioned stimulus to eventually create the conditioned response

A

conditioned stimulus

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13
Q

the response that is automatic

A

unconditioned response

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14
Q

the learned response

A

conditioned response

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15
Q

stimulus that increases the likelihood that a behavior will be repeated

A

reinforcement

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16
Q

Giving my son a candy for cleaning his room without me asking. This is an example of _______

A

positive reinforcement

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17
Q

Relieving my son of doing the dishes that night because he cleaned his room without me asking him to. This is an example of _______

A

Negative reinforcement

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18
Q

doing something to decrease the likelihood that a behavior will occur again

A

Punishment

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19
Q

I give my son a curfew for talking back to his dad. This is an example of _______

A

Positive punishment

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20
Q

I take my son’s switch for talking back to his dad. This is an example of ________

A

Negative punishment

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21
Q

What research design is this talking about?
Conducting an experiment, in doing so you are able to show that A caused B.

A

experimental research design

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22
Q

What research design is this talking about?
Examining variables and determining that A is associated with B. Not necessarily causing it, but they are somehow related.

A

Correlational research design

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23
Q

A developmental design that allows you to have multiple collection points across a long period of time

A

longitudinal

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24
Q

Advantages of the longitudinal design

A

captures the continuity of development

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25
Q

Disadvantages of the longitudinal design

A

requires multiple points of data collection, expensive, time consuming, risk of attrition and threat of sample bias

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26
Q

a developmental design where multiple groups of participants representing the age span that interests the researcher

A

cross-sectional

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27
Q

advantages of using the cross-sectional design

A

quick, easy, less expensive than longitudinal studies

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28
Q

disadvantages of using the cross-sectional design

A

requires carefully matched groups on various characteristics and is susceptible to the cohort effect

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29
Q

the developmental design where a combo of longitudinal and cross-sectional research. You get the multiple age groups that you would get in the cross-sectional and you get the long time period testing like longitudinal

A

sequential design

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30
Q

advantages of the sequential design

A

can detect a cohort effect, less time consuming and expensive compared to the longitudinal design, lower risk of the attrition and threat of sample bias

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31
Q

disadvantages of the sequential design

A

requires carefully matched groups and multiple points of data collection

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32
Q

the developmental design that involves frequent and intense study of a period of change or transition in the participants lives

A

microgenetic design

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33
Q

advantages of the microgenetic design

A

: effectively captures stability and change, allows for the study of individual differences, identifies factors that promote or hinder developmental change, and produces rich/informative data

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34
Q

disadvantages of the microgenetic design

A

requires strong commitment from the participants, potential for the practice effect to appear, time intensive, expensive, and lots of data to reduce and analyze

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35
Q

loss of participants over the course of a longitudinal study

A

attrition

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36
Q

when a sample is not representative of the whole population

A

sample bias

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37
Q

when participants behavior changes or improves on account of having practiced a behavior multiple times when testing rather than because of change occurring in correlation/affirmation of/with the hypothesis

A

practice effect

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38
Q

when differences are found in groups (in a cross-sectional or sequential study) that may be attributed to life experience differences rather than a true difference being found between groups

A

cohort effect

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39
Q

where on a chromosome a gene is located or the coding for that gene on a chromosome.

A

genotype

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40
Q

the expression of the gene itself physically on a person.

A

phenotype

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41
Q

when there are various influences on the expression of a gene

A

pleiotropic effect

42
Q

the study of how the environment can change gene expression

A

epigenetics

43
Q

Parents provide the child with both their genes and an environment influenced by their own heredity.

A

passive gene-environment correlation

44
Q

The expression of children’s heredity draws out or “evokes” certain responses from people around them.

A

evocative gene-environment correlation

45
Q

One’s heredity becomes a driving force for children to seek out experiences that fit their genetic tendencies (“niche-picking”).

A

active gene-environment correlation

46
Q

the stage in which the baby is a zygote (0 to 2 weeks)

A

the germinal stage

47
Q

the stage in which the baby is an embryo and is at most risk for miscarriage while it is also developing most of its necessary structures (2 weeks to 2 months)

A

the embryonic stage

48
Q

the last stage in prenatal development in which the baby is mostly just growing (2 months to birth)

A

the fetal stage

49
Q

how long is the 1st trimester?

A

0 to 3 months

50
Q

how long is the 2nd trimester?

A

4 to 6 months

51
Q

how long is the 3rd trimester?

A

7 to 9 months

52
Q

any environmental agents that can disrupt prenatal
development and cause a structural abnormality or a functional deficit.

A

teratogens

53
Q

Examples of teratogens

A

Accutane, tobacco, and alcohol etc.

54
Q

Factors that influence the nature and magnitude of the effects of teratogens on prenatal development

A
  • Age at time of exposure (e.g., sensitive period)
  • Amount
  • Length of time of exposure
  • Genetic vulnerability
  • Presence of other negative influences at once
55
Q

when babies are born before the 9 month mark

A

preterm/premature

56
Q

when babies are born smaller than they are supposed to be given the stage of development they are in

A

small for date babies

57
Q

The age at which unborn babies could survive outside the womb if they were born early. (around 22 to 26 weeks which is roughly 6 months

A

age of viability

58
Q

risks to the health and development of a baby

A

Fetal alcohol syndrome, respiratory problems like asthma, ADHD, learning disabilities, premature birth, sudden infant death, miscarriage etc.

59
Q

functions of the frontal lobe

A

problem solving, personality, emotions, reasoning, planning, speaking

60
Q

functions of the limbic system

A

Limbic system—behavior, emotion, feelings, feeding, reproduction, care for offspring, and the fight or flight response.

61
Q

the development of new neurons

A

synaptogenesis

62
Q

the ability of the brain to change in form and function

A

plasticity

63
Q

type of brain development that occurs when we encounter experiences that our brain expects as a normal event

A

experience expectant brain development

64
Q

type of development that occurs in response to specific learning experiences

A

experience dependent brain development

65
Q

During which developmental periods do the two major phases of overproduction and pruning of synapses happen?

A

Major synapse pruning occurs at birth, synapse overproduction occurs in the womb and during infancy

66
Q

Which area of the brain is especially immature in adolescence?

A

the prefrontal cortex

67
Q

fitting new experiences into existing mental schemas

A

assimilation

68
Q

changing mental schemas so that they fit new experiences

A

accommodation

69
Q

a state of confusion in which your schemas do not fit your experiences

A

disequilibrium

70
Q

an attempt to resolve cognitive uncertainty to return to a comfortable state

A

equilibrium

71
Q

stage in Piaget’s theory of cognitive development (birth to 2 years) when children organize their world by means of their senses

A

sensory motor stage

72
Q

stage in Piaget’s theory of cognitive development (2 to 7 years) stage when children are not yet logical in their thinking, they are more egocentric and think more “magically”

A

preoperational stage

73
Q

stage in Piaget’s theory of cognitive development (7 to 12 years) stage when children have developed logic but cannot think more abstractly

A

concrete operational

74
Q

stage in Piaget’s theory of cognitive development (12+ years) stage of abstract thought where they can generate many possible solutions

A

formal operational

75
Q

Tests the ability of babies to think logically by creating a scenario with a logically expected outcome and violating the expectation of the baby by appearing to do something that defies logic

A

violation of expectations

76
Q

A range of tasks children cannot do on their own but can do with a little help from someone more skilled or knowledgeable

A

zone of proximal development

77
Q

Providing help to move children just beyond their current level of capability

A

scaffolding

78
Q

when children help themselves to remember to do something by speaking to themselves

A

private speech

79
Q

what are the types of memory in the stores model?

A

sensory, working, and long term memory

80
Q

Factors that promote growth in working memory

A

practicing working memory (develop encoding strategies). Repetition/rehearsal, organization/association, and elaboration are ways to practice that.

81
Q

the ability of the brain to coordinate attention and memory
and controls behavioral responses for the purpose of attaining a certain goal.

A

executive function

82
Q

there is a general ability and within that general ability are different abilities

A

hierarchical model of intelligence

83
Q

theory that intelligence is a mix of many factors such as emotional intelligence, artistic intelligence, mathematical intelligence, etc.

A

Gardner’s theory of multiple intelligences

84
Q

intelligence is comprised of analytical, creative, and practical abilities

A

Sternberg’s triarchic theory of intelligence

85
Q

How does disadvantaged child rearing conditions influence heritability of intelligence?

A

Poverty, poor prenatal care, family stress, low-quality schools, poor community support prevent individuals from reaching their full potential

86
Q

rules governing the structure and sequence of the sounds of a language

A

phonology

87
Q

the way words are formed and how words are related to other words

A

morphology

88
Q

Rules by which words are put together into sentences to make sense

A

syntax

89
Q

The study of the meanings of words and sentences

A

semantics

90
Q

The rules that guide how we use language in
social situations

A

pragmatics

91
Q

_____ area of the brain involved in language production (speaking and
writing). Damage produces problems in producing speech and a
tendency to use only essential words resulting in ______ aphasia

A

Broca’s

92
Q

involved in language comprehension. Damage causes trouble making sense of the meaning of spoken words and sentences, but no trouble producing actual words

A

Wernicke’s area

93
Q

The idea in language development that the more parents respond to babies’ vocalizations, the more and sooner their babies vocalize

A

reinforcement

94
Q

the idea in language development that babies copy what they hear and see

A

imitation

95
Q

Interplay of children’s biological capacities to learn language and the environment they are reared

A

interactionism

96
Q

ways that parents can foster children’s language development

A

shared attention and child directed speech

97
Q

what are the three temperament profiles?

A

easy, slow to warm, difficult

98
Q

How can adults help children develop emotional regulation and self-control from infancy through childhood?

A

emotion coaching, redirecting child behavior, and positive emotional role modeling

99
Q

What is the role of the mother in attachment as a relationship?

A

responsive to babies needs. A positive relationship with their partner, adequate economic resources, good psychological health, history of good care in their own childhood, an infant who is easy to care for are all factors that boost the likelihood of a responsive mother.

100
Q

What is the role of the child in attachment as a relationship?

A

infant’s temperament affects the way that parents respond to that child.

Child Psychology (10 decks)

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