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Psychology Test 2 > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

Human development

A

Scientific studying of people as they develop over their lifetimes

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2
Q

Longitudinal design

A 
10-50 years
High-quality data
Hard to replicate
Expensive
Attrition (participants might quit)
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3
Q

Cross-sectional design

A

Study multiple age groups simultaneously
Studies cognitive development
Assumes all generations develop the same

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4
Q

Cohort effect

A

Related to cross-sectional design. Something happens to one age group that didn’t to the others, like COVID-19 or the Cold War.

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5
Q

Nature (genetics)

A

Influence of genetic/biological characteristics on personality, physical traits, IQ, etc.

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6
Q

Nurture (genetics)

A

Influence if environment on personality, physical traits, IQ, etc.

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7
Q

Behavioral genetics

A

The study of nature vs. nurture

Studied best using identical twins separated at birth

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8
Q

Epigenetics

A

TBD

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9
Q

Genetics

A

Study of inherited traits

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10
Q

DNA

A

Molecule containing genetic material

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11
Q

Gene

A

Section of DNA with specific arrangement

Located on chromosomes

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12
Q

Dominant/Recessive Genes

A

TBD

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13
Q

Monozygotic twins

A

One zygote splits into separate embryos

Identical DNA

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14
Q

Dizygotic twins

A

Two eggs fertilized, fraternal twins

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15
Q

Siamese twins

A

Conjoined twins

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16
Q

First 2 weeks of pregnancy

A

Germinal Period

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17
Q

2-8 weeks of pregnancy

A

Embryonic Period

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18
Q

8+ weeks of pregnancy

A

Fetal

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19
Q

“Critical period” of pregnancy

A

A stage of development critical for development of the heart, lung, brain, etc.

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20
Q

Teratogen

A

Anything that can harm an unborn child (like drugs)

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21
Q

Zika virus

A

Mosquito bite virus

If at a certain point, can cause baby to have a health issue where it has a tiny head and cognitive issues

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22
Q

Microcephaly

A

Result of zika virus in unborn child
Causes tiny head and cognitive issues
Very rare

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23
Q

Infants’ 5 reflexes

A

Sucking
Grasping/pulling
Rooting
Stepping (wiggling their feet while laying down)
Moro (startle reflex, baby sort of flails around)

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24
Q

Infants’ senses

A

All but vision are well-developed at birth

Growth and fine motor skills develop quickly throughout infancy and childhood

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25
Q

Infant/child motor milestones

A 
Baby raises its head
Baby rolls over
Baby can sit if propped up
Baby can sit on its own
Baby can crawl/walk
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26
Q

Schema (cognitive development)

A

Mental concepts formed through experiences with objects/people (i.e., child’s concept of “dog” or “soldier”)

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27
Q

Psychologist who studied schemas (cognitive development)

A

Piaget

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28
Q

What did Piaget study?

A

He studied development of schemas.
He used longitudinal and cross-sectional studies.
He used his association with a school district to find children to study.
His experiments resulted in the Cognitive Development Stage Theory.

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29
Q

Stage 1 of Cognitive Development Stage Theory

A

Sensorimotor stage

Infant exclusively uses senses and motor skills to interact with environment

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30
Q

Object permanence

A

Acquired at end of Stage 1 of CDST

Babies understand objects/people exist even while not in sight

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31
Q

Stage 2 of Cognitive Development Stage Theory

A 
Preoperational stage
Preschool
Characterized by:
Egocentrism
Centration
Irreversibility
32
Q

Egocentrism (CDST)

A

Incapable of seeing the world from other perspectives

33
Q

Centration (CSDT)

A

Focus on the same component/object repeatedly (e.g., rewatch their favorite movie 6.9 times)

34
Q

Irreversibility (CSDT)

A

Child cannot mentally reverse an action (e.g., you crumple up their drawing and they cry because they don’t know it can be uncrumpled)

35
Q

Conservation (CSDT)

A

Related to irreversibility.
Cannot understand changing of appearance without changing its nature
E.g., Have two identical glasses of water, and they say the same amount is in each. Then you pour one of the glasses into a tall, narrower glass, in front of them, and they say the tall glass has more water. They are stupid and can’t mentally reverse the action.

36
Q

Stage 3 of Cognitive Development Stage Theory

A

Concrete operations
K12
Capable of logic, but not abstract thought

37
Q

Stage 4 of Cognitive Development Stage Theory

A

Formal operations
Adolescence
Capable of abstract thought

38
Q

Criticisms of Piaget’s Cognitive Development Stage Theory

A

Object permanence is developed sooner than claimed

39
Q

Vygotsky’s Contributions/Findings to CDST

A

Social interactions speed up development

Without social interaction, babies become damaged

40
Q

Zone of Proximal Development (CSDT)

A

Studied by Vygotsky
Learning through scaffolding
E.g., First, you have training wheels. Then you remove them and have a helper guide you along. Then you go like normal.

41
Q

Stages of language development

A

Cooing (blowing bubbles)
Babbling
One-word speech (holophrases)
Telegraphic speech (speaking in a sentence)

42
Q

Receptive-productive lag

A

Understand a language before one can produce it

43
Q

Attachment (developmental research)

A

Emotional bond between infant and primary caregiver

44
Q

Researcher who studied attachment (development research)

A

Mary Ainsworth

45
Q

Secure attachment

A

Primary caregiver leaves

Infant is easily soothed and open to meeting new stranger

46
Q

Insecure attachment

A

Bad

Opposite of secure attachment

47
Q

Avoid attachment

A

Infant is unattached and apathetic of parent’s presence

Correlated with aloof parenting

48
Q

Anxious/ambivalent attachment

A

Mixed feelings
Upset at primary caregiver’s departure
Angry at their return

49
Q

Disorganized-disoriented attachment

A

TBD

50
Q

Temperament (human development)

A

Behavioral characteristics at birth
Easy: adaptable, regular, happy
Difficult: exact opposite

51
Q

Discerning babies (human development, temperament)

A

Need time to adjust to change and to new people

52
Q

Stage 1 of ESPD

A

Trust versus mistrust
Infant (0-2)
Attachment figure is important
If inconsistent care, causes trust issues and Stage 2 failure

53
Q

Stage 2 of ESPD

A 
Autonomy vs. shame and doubt
Toddler
Toddlers want to walk on their own
Strive for physical independence
Otherwise, doubt and shame
54
Q

Stage 3 of ESPD

A

Initiative versus guilt
Preschool
Strives for emotional/psychological independence
Feel guilt if can’t stop temper tantrums/emotional control

55
Q

Stage 4 of ESPD

A 
Industry versus inferiority
Industry is faith in one's self-efficacy
Strives for competence and self-esteem
Comparing to other kids
Trying to find what one is "good at"
56
Q

Piaget’s final stage

A 
Almost an adult
Can think abstractly
Egocentric thought returns
Personal fables - no one else can understand their struggles
Imaginary audience - ???
57
Q

Stage 5 of ESPD

A

Mid-adolescence
Search for “identity”
Parent-teen conflict
Failing causes “role confusion”

58
Q

Stage 6 of ESPD

A 
Intimacy vs Isolation
Young adult
Strives for emotional and psychological closeness to another person
Still maintains sense of self
Those who fail Stage 5 do badly here
59
Q

Stage 7 of ESPD

A

Generativity vs Stagnation
Mid-adult
Seeks to guide children to next generation
Example of stagnation: Woman who has good career, backs it up to become better parent, then she feels unfulfilled because there is nothing else to offer

60
Q

Stage 8 of ESPD

A

Integrity vs Despair
Geezer
Seeks sense of wholeness to release regret (???)
Determines whether or not one regrets stuff

61
Q

Criticisms of Kohlberg’s Morality Development

A

Criticized because of too many white males

62
Q

Level 1 of Kohlberg

A

Preconventional morality
Children
Behavior governed solely by consequences of reward/punishment

63
Q

Level 2 of Kohlberg

A

Conventional morality
Young adult+
Behavior governed by society’s norms
- E.g., cars squeezing into a line of cars is normal, so people do it because it is moral to them
- E.g., you would not do the same thing to grocery stores, not normal so not moral

64
Q

Level 3 of Kohlberg

A

Postconventional morality
Behavior governed by individual morals
E.g., civil disobedience during 1960s

65
Q

Dr Kavorkian

A

Example of Level 3 Kohlberg

Believed in morality of assisted suicide - was imprisoned for it, but eventually made it legal

66
Q

Authoritarian parenting style

A

Ozai
Projection of parent’s issues
Creates avoidant attachment

67
Q

Permissive parenting style

A

Few demands
Subtypes:
Neglectful
Indulgent

68
Q

Neglectful parenting style

A

Subtype of permissive
Uninvolved
(e.g., single-parent “household” where the “parent” works all day)

69
Q

Indulgent parenting style

A

Subtype of permissive

Raises the “spoiled” ones

70
Q

Authoritative

A

Firm limits + warmth, respect
Iroh
Adolescents need “why” and respect

71
Q

Parenting style and age

A

Parenting style changes with age.

Younger parents are ???

72
Q

Cellular clock theory

A

Cells can’t reproduce forever
Talomeres correspond to cell healthiness
Geezers have bad ones

73
Q

Wear-and-tear theory

A

Tissues wear out

Body can’t self-repair forever

74
Q

Free radical theory

A

Free radicals are molecules with unstable electrons

Cause aging and cancer

75
Q

Activity theory (theories of age)

A

Better to remain active

Physical, cognitive, and social activity stop death and bad health

76
Q

Stages of Death and Dying/Grief

A 
Denial
Anger
Bargaining
Depression
Acceptance

Psychology Test 2 (7 decks)

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