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TEST #1 Flashcards

1
Q

single cell created when sperm & ovum unite

A

ZYGOTE

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2
Q

Freud’s defence mechanism in which the person blocks from consciousness feelings or experiences that cause anxiety

A

REPRESSION

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3
Q

Specialized organ that allows substances to be transferred from mother to baby without blood mixing

A

PLACENTA

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4
Q

a positive consequence that follows a behaviour that ENCOURAGES it

A

POSITIVE REINFORCEMENT

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5
Q

a negative consequence that follows a behaviour that ENCOURAGES it

A

NEGATIVE REINFORCEMENT

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6
Q

any immediate consequence that follows a behaviour that DISCOURAGES it

A

PUNISHMENT

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7
Q

Freud’s term for the part of personality that is the moral judge (angel conscience)

A

SUPEREGO

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8
Q

the thinking part of personality according to Freud (person)

A

EGO

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9
Q

part of personality that motivates person to seek pleasure & pain (devil conscience)

A

ID

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10
Q

span of months or years during which a child may be responsive to experiences & the absence of certain experiences

A

SENSITIVE PERIOD

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11
Q

specific period in development when person is sensitive to presence or absence of certain experiences

A

CRITICAL PERIOD

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12
Q

group of individuals who share same historical experiences at the same time in their lives (9/11 or World War)

A

COHORT

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13
Q

growth that proceeds from the middle of the body outward

A

PROXIMODISTAL PATTERNS OF DEVELOPMENT

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14
Q

growth that proceeds from the HEAD downward

A

CEPHALOCAUDAL PATTERNS OF DEVELOPMENT

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15
Q

oxygen deprivation experienced by the fetus during labour and/or delivery

A

ANOXIA

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16
Q

substances such as viruses and drugs that can cause birth defects

A

TERATOGENS

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17
Q

pattern inheritance in which genes influence a trait

A

POLYGENIC TRAITS

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18
Q

changing a scheme as a result of some new info

A

ACCOMMODATION

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19
Q

process of using schemes to make sense of events or experiences

A

ASSIMILATION

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20
Q

internal cognitive structure that provides an individual with a procedure to follow in a specific circumstance

A

SCHEMES

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21
Q

the reinforcement of intermediate steps until an individual learns a complex behaviour

A

SHAPING

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22
Q

learning to repeat or stop behaviours because of their consequences

A

OPERANT CONDITIONING

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23
Q

learning that results from the association of STIMULI

A

CLASSICAL CONDITIONING

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24
Q

the view that defines development in terms of behaviour change caused by ENVIRONMENTAL influences

A

BEHAVIOURISM

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25
Q

PREJUDICIAL VIEW OF OLDER ADULTS that characterizes them in negative ways

A

AGEISM

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26
Q

scientific study of age-related changes in our bodies, behaviour, thinking, emotions, social relationships and personalities

A

DEVELOPMENTAL PSYCHOLOGY

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27
Q

average ages at which development MILESTONES are reached

A

NORMS

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28
Q

the theory that development results from complex reciprocal interactions between multiple PERSONAL & ENVIRONMENTAL factors

A

INTERACTIONIST MODEL

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29
Q

some system of MEANING and CUSTOMS, including values, attitudes, goals, laws, beliefs, etc. SHARED by some identifiable group & influences ideas about what normal development is

A

CULTURE

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30
Q

learning that results from SEEING A MODEL, reinforced or punished for a behaviour

A

MODELLING

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31
Q

process of learning to cope & react in an EMOTIONALLY APPROPRIATE way

A

MATURATION

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32
Q

VULNERABILITY & RESILIENCY

A
  • each child is born with vulnerabilities (eg. emotional irritability, alcoholism, etc.)
  • each child is born with resiliencies - protective factors (eg. high intelligence, good coordination, easy temperament)
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33
Q

FREUD’S CONTRIBUTIONS TO DEV. PSYCH

A
  • behaviour is governed by both conscious and unconscious processes
  • human personality has 3 parts: id, ego, superego
  • defence mechanism
  • libido
  • psychoanalytical theory
  • psychosexual stages
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34
Q

NATURE-NURTURE DEBATE

A

debate of whether early development is the result of forces outside the person (experiential factors) or forces inside the person (biological factors)

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35
Q

ERIKSON’S THEORY

A
  • resulted from interaction between internal drives and cultural demands
  • continued through entire lifespan
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36
Q

DOMINANT-RECESSIVE GENETIC TRANSMISSION

A
  • if a child receives a single dominant gene for a trait from one parent, the child’s phenotype will be determined by that gene
  • if a child is to display a phenotype determined by a recessive gene, they would need to have received that gene from both parents
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37
Q

EVENTS LEADING TO CONCEPTION

A

if intercourse occurs during the crucial few days of cycle, one of millions of sperm may travel full distance of vagina, cervix, uterus, fallopian tube & penetrate the wall of the ovum

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38
Q

FIRST TRIMESTER

A
  • begins when zygote implants itself int he lining of the woman’s uterus
  • breasts begin to enlarge
  • abdomen begins to thicken
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39
Q

SECOND TRIMESTER

A
  • weeks 12 - 24

- mother experiences increased appetite, fetal movements and expansion of uterus

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40
Q

THIRD TRIMESTER

A
  • week 25 - labour

- pronounced weight gain and abdominal enlargement

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41
Q

STAGES OF PRENATAL DEVELOPMENT: GERMINAL

A
  • day 1 - implantation
  • conception forms zygote
  • zygote burrows into lining of uterus
  • formation of special cells for placenta, umbilical cord and embryo
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42
Q

STAGES OF PRENATAL DEVELOPMENT: EMBRYONIC

A
  • weeks 3 - 8
  • formation of embryo organ systems
  • form during 6-week period following implantation
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43
Q

STAGES OF PRENATAL DEVELOPMENT: FETAL

A
  • weeks 9 - birth
  • fetus grows
  • gender id by week 12
  • change in brain and lungs by week 24
  • last 8 weeks fetus can hear & smell
  • learning is also possible
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44
Q

STAGES OF LABOUR: STAGE 1

A
  • includes 2 important periods: dilation and effacement

- includes 3 phases: early labour, active labour & transitional

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45
Q

STAGES OF LABOUR: STAGE 2

A

when the baby is pushed out

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46
Q

STAGES OF LABOUR: STAGE 3

A

delivery of the placenta

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47
Q

A span of months or years during which a child may be particularly RESPONSIVE to specific forms of experience or particularly influenced by their absence.

A

SENSITIVE PERIOD

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48
Q

Development that DEVIATES from the typical development pathway in a way that is harmful to the individual

A

ATYPICAL DEVELOPMENT

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49
Q

Changes that are COMMON to every individual in a species and are linked to specific ages.

A

UNIVERSAL CHANGES

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50
Q

A set of norms that defines a sequence of life experiences that is considered normal in a given culture and that all individuals in that culture are expected to follow.

A

SOCIAL CLOCK

51
Q

A group of individuals who share the same historical experiences at the same time in their lives

52
Q

A specific period of development when an organism (a person) is especially sensitive to the presence (or absence) of some kind of particular experience.

A

CRITICAL PERIOD

53
Q

Changes that are shared by all individuals who grow up together in a GROUP

A

GROUP CHANGES

54
Q

Changes that result from unique, unshared events

A

INDIVIDUAL DIFFERENCES

55
Q

Events/experiences occurring at expected times for an individual’s culture or cohort

A

ON-TIME EVENTS

56
Q

Events/experiences occurring at unexpected times for an individual’s culture or cohort

A

OFF-TIME EVENTS

57
Q

Describe some system of meaning and customs, including values, attitudes, goals, laws, beliefs, etc… shared by some identifiable group and influences ideas about what normal development is.

58
Q

Control some specific characteristic and it always appears in the same place (the locus) on the same chromosome in every individual of the same species.

59
Q

Composed of molecules of deoxyribonucleic acid

A

CHROMOSOME

60
Q

Chemical material that makes up chromosomes and genes

61
Q

These are segments of chromosomes and each one influences a particular feature or developmental pattern

62
Q

The location of gene that determines blood type can be found ________________________ 9

A

CHROMOSOME

63
Q

The observed characteristics of the person.

64
Q

The genetic material received from the mother and the father.

65
Q

Observable sexual characteristics.

66
Q

Eye colour (not specific eye colour)

67
Q

Fraternal twins are also known as monozygotic twins. True or false?

68
Q

This condition is signalled by a sudden increase in blood pressure and can cause a pregnant woman to have a stroke.

A

TOXEMIA OF PREGNANCY

69
Q

A physical condition in which a woman’s body is nurturing a developing embryo or fetus.

70
Q

Pregnancy is customarily divided into ______________________________, 3 periods of three months each.

A

TRIMESTERS

71
Q

Monthly urine tests check for this condition and the babies of these mothers with this condition may grow too rapidly leading to premature labour or a baby who is too large for vaginal delivery.

A

GESTATIONAL DIABETES

72
Q

The process that transforms a zygote into a newborn; also known as gestation.

A

PRENATAL DEVELOPMENT

73
Q

A common early symptom of pregnancy characterized by feelings of nausea and often accompanied by vomiting.

A

MORNING SICKNESS

74
Q

A zygote that implants in one of the fallopian tubes instead of in the uterus, which requires early surgical removal.

A

ECTOPIC PREGNANCY

75
Q

About 15% of pregnancies end this way; also known as a miscarriage.

A

SPONTANEOUS ABORTION

76
Q

In the 3rd trimester, the woman’s breasts may begin to secrete a liquid substance in preparation for nursing a child.

77
Q 
The philosophy that proposes that adults can mold children into whatever they want them to be is called: 
A) morality
B) the blank slate
C) original sin
D) innate goodness
78
Q 
The term used to describe the average age which milestones happen:
A) norms 
B) baby biographies
C) case studies 
D) cohort effect
79
Q 
Genetically programmed sequential patterns of change are called:
A) growth
B) maturation 
C) learning
D) development
80
Q

By far the most negative outcome for a child is the result of a

A) highly vulnerable child
B) poor or unsupportive environ
C) combination of high vulnerability & poor environment
D) combination of low vulnerability & unsupportive environment

81
Q

What is meant by the study of human development?

A

To produce observations & explanations that can be applied to as wide a range of human beings as possible

82
Q

What are the three domains of development?

A

Physical
Cognitive
Social

83
Q

Unconditioned stimuli

A

A stimulus that automatically & naturally causes an unlearned & natural response

84
Q

Conditioned stimuli

A

A stimulus that does not ordinarily or naturally cause a response

85
Q

Conditioned response

A

A response caused by a conditioned stimulus

86
Q

Unconditioned response

A

An automatic, natural, unlearned response to a particular stimulus

87
Q

Fear of teddy bear

A

Conditioned response

88
Q

Fear of a loud noise

A

Unconditioned response

89
Q

Loud noise

A

Unconditioned stimulus

90
Q

A teddy bear

A

Conditioned stimulus

91
Q

The reinforcement of intermediate steps until an individual learns the entire, complex behaviour.

92
Q

Adding a pleasant consequence that follows a behaviour & increase the chances that the behaviour will occur again

A

Positive reinforcement

93
Q

The gradual elimination of a behaviour through repeated non-reinforcement.

A

Extinction

94
Q

Any immediate consequence that follows a behaviour & increases the likelihood that the behaviour will be repeated

A

Reinforcement

95
Q

Taking away an unpleasant condition that follows a behaviour & increases that the behaviour will occur again

A

Negative reinforcement

96
Q

Any immediate consequence that follows a behaviour & decreases the likelihood that the behaviour will be repeated

A

Punishment

97
Q

If she cleans her room she doesn’t have to do the dishes

A

Negative reinforcement

98
Q

If she cleans her room she can go to the movies

A

Positive reinforcement

99
Q

If she does not clean her room, she cannot watch tv

A

Punishment

100
Q

What are gametes

101
Q

Every cell in the human body contains ______ pairs of chromosomes

102
Q

Fraternal twins are known as monozygotic twins.

True or false

103
Q

Identical twins are known as dizygotic twins.

True or false

104
Q

Begins at the 25th week of pregnancy to the beginning of labour.

105
Q

What are the two developmental patterns that characterize prenatal development.

A

Cephalacaudal pattern

Proximal pattern

106
Q

Who are more vulnerable to all kinds of prenatal problems & birth defects, boys or girls?

107
Q

Many disorders appear to be transmitted through the operation of ______ and _____ genes.

A

Dominant and recessive

108
Q

The genes that cause ____________ disorders are found on the X chromosomes

A

Sex linked

109
Q

True or false

A chromosomal error is know as a chromosomal anomaly?

110
Q

A condition in which too many or too few chromosomes is referred to as ____________ or__________.

A

Chromosomal error or chromosomal anomaly

111
Q

A ___________is a condition in which a child has three copies of a specific autosome

112
Q

At what age does the risk for complications in pregnancy increase significantly?

113
Q

Fraternal twins are known as

114
Q

Identical twins are known as

A

Monozygotic

115
Q

At birth which parts of the brain are the most developed & what functions do they regulate?

A

Midbrain & medulla -> regulate vital functions

116
Q

Which part of the brain is least developed and which functions are involved?

A

Cortex -> perception, body movement, thinking, language

117
Q

Which two basic cells are brain structures composed of?

A

Neurons & glial

118
Q

Connections between neurons

119
Q

Process by which unused or unnecessary pathways & connections are eliminated?

A

Synaptic pruning

120
Q

Brains ability to change in response to experience?

A

Neuroplasticity

121
Q

Part of the brain responsible for keeping your attention & sorting important/unimportant info

A

Reticular formation

122
Q

Humans are born with many _________that help them ________

A

Adaptive reflexes , survive

123
Q

Day/night sleep rhythms

A

Circadian rhythms

124
Q

Neonates sleep as much as ______% of the time

DEVELOPMENTAL PSYCHOLOGY (5 decks)

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