TEST 2 Flashcards
1
Q
Developmental Psychology
A
study of how people change over lifespan, birth through old age
2
Q
Changes of interest in developmental psych
A
physical, social, cognitive
3
Q
How can stages of life be defined?
A
Age, life transitions, critical periods
4
Q
Genotype
A
genetic material passed down
5
Q
phenotype
A
Traits displayed, environment and genetic
6
Q
Epigenetic
A
study of cell mechanisms that control gene expression, can be triggered by internal and external facotrs
7
Q
Gene
A
Unit of DNA on a chromosome
8
Q
Prenatal development is
A
When single-celled zygote develops into full-term fetus
9
Q
Epigenetics
A
Combination of gene expression and factors that affect gene expression
10
Q
Zygotic period
A
First two weeks after conception, rapid cell division and implantation
11
Q
Embryonic period, length and highlights
A
Weeks 3-8, amniotic sac, umbilical cord, placenta, teratogen damage
12
Q
Fetal Period
A
2 months post conception- birth
13
Q
Teratogens
A
Harmful agents or substances, radiation, toxic chemicals, viruses and bacteria, drugs
14
Q
What is happening in fetal period? 6 month and birth?
A
Used neural connections are strengthened,
6 months- fetus brain activity is similar to newborns and sleeps
Birth- neurons still growing, brain at 1/4 size
15
Q
Development during infancy and childhood
A
Physically helpless, equipped with reflexes and sensory capabilities for survivala
16
Q
Rooting
A
When babies cheek is turned, open mouth and turn head
17
Q
Sucking
A
sucking in response to oral stimulation
18
Q
Babinski
A
Fanning when curling toes when foot is stroked
19
Q
Grasping
A
Baby grips finger so tightly they can be lifted
20
Q
Stepping
A
Moving legs as if trying to walk
21
Q
Newborn senses are focused on
A
people, 6-12 inches from face, prefer mother
22
Q
Temperamental qualities
A
Inborn predispositions to consistently behave and react in certain way
23
Q
Reactivity
A
High reactive infants react more dramatically to new experiences, strangers and objects, low are calmer and bolder
24
Q
Cultural differences in Infant sleeping
A
US- babies have their own beds
Mayan and others- babies sleep w mom for 2-3 years
25
Harlow Research
Showed that not just human children suffered from lack of care, all primates seek contact comfort
26
Ainsworth attachment research
Emotional bond that forms between infant and caregivers within 1st yr of life
27
Ainsworth strange situation
Child and mom interact, mom leaves, stranger enters, baby is uncomfortable, mom comes back, baby is comfortable
28
Securely attached infants
Explore the room when mom is present, become more shy and upset when mom is gone
29
Insecurely attached infants
Less likely to explore environment with or without parents
30
Two types of insecure attachment
- Anxious and avoidant (anxious-baby is desperate for mom)
31
Cognitive development
- Children progress through 4 distinct cognitive stages, each marks a change in their perception of world
32
How does Piaget define 4 stages of Cognitive development?
Sensorimotor, preoperational, concrete operational, and formal operational
33
Sensorimotor stage
Birth-2 yrs
-infants do not understand that when an object isn't present then it doesn't exist, by end they have object permanence
34
Object permanence
object exists even when out of room
35
Preoperational stage
Increasing capacity for symbolic thought, (imagination) symbolic play and deferred imitation, child does not have conservation
36
Conservation
Idea of pouring milk into different shaped glasses, child doesn't understand amount of milk does not change
37
Concrete Operational stage
- Understand conservation, less egocentric, inability to reason abstractly or hypothetically
38
Formal Operational stage
- Adolescence to adulthood
- logical thinking develops, new cognitive abilities develop
39
Strength and Criticism of Piaget's theory
Strength= infants, children use different cognitive abilities to construct their "world"
Weakness= underestimation of cognitive abilites of infants and overestimation of degree of achievement of formal operational thought processes
40
Adolescence
Transition from Childhood to adulthood, starts at 11 or 12, sexual maturity reached
41
Description of Early-Maturing boys
Successful in sports and popular with peers, more susceptible to risky behavior
42
Events for early-maturing girls
More negative feelings about arrival of puberty, higher rates of teenage pregnancy, unwanted attention
43
What Brain spurt occurs prior to puberty?
A wave of gray matter production, neuronal size, complexity and connections increase, 2nd round during teens, frontal lobe growth and functioning
44
Brain development occurs.. and last part to develop fully is
Back to front, prefrontal cortex
45
What hormonal changes occur in the adolescent brain?
Hormonal changes increase limbic system activity, emotionality, and impulsivity.
46
Gray matter changes in adolescent brain
Grat matter decreases from age 5 to 20 years
47
Social Development in adolescense
Parent- adolescent relationships are positive, while friends and peers are most influential
48
Identity Formation: Erikson's theory
Divides lifespan into 8 psychosocial stages, each has different crisis and drive
49
Infant (psychosocial stage)
Trust vs mistrust, warm feelings to caregivers, anxiousness towards externals
50
Toddlerhood (psychosocial stage)
Autonomy vs. Doubt, caregivers can either discourage or encourage self-sufficiency and self-esteem
51
Early childhood (psychosocial stage)
Initiative vs guilt, learns initiative of activities and social responsibility, Parental control can stifle child's spontaneity and social learning
52
Middle/late childhood
Industry vs Inferiority, child develops sense of pride and competence in daily activities, Negative experiences w parents/peers can lead to inferiority
53
Adolescence
Identity vs role confusion, self-definition develops, may also feel confusion and pressure about self
54
Young adulthood
Intimacy vs isolation, develop feeling of connectedness with peers, Fear of rejection may lead to rejection
55
Middle adulthood
Generativity vs. stagnation, adult expresses unselfish concern for next generation, can feel boredom and lack of meaningful accomplishments
56
Late adulthood
Ego integrity vs. despair, strong sense of self-acceptance, can experience regret or dissatisfaction,
57
Development of Moral reasoning, Lawrence Kohlberg
There are distinct levels of moral development, based on degree of conformity to societal standards
58
Moral Development stage 1
Preconventional, guided by punishment and obedience
59
Stage 2 of Moral development
Conventional level, guided by conforming to social rules, and expectations
60
Moral development stage 3
Postconventional level, moral reasoning guided by internalized legal and moral principles
61
3 main parenting styles
Authoritarian, permissive, authoritative
62
Authoritarian
Demanding but unresponsive to their child's needs or wishes
63
Permissive
Warm and accepting to children, few rules and do not punish children
64
Authoritative parenting
Warm, responsive and involved with child, also set clear standards and expect children to follow
65
Emerging adulthood
Late teens to late 20s, marriage is postpones after education is complete and career begun. Not universal
66
Physical changes in adulthood
Influenced by genetic heritage and life experiences, physical strength peaks, by 40s strength and endurance decline over time
67
Effect of childcare on attachment and development
quality of childcare is important to forming secure attachment in childhood
68
Late Adulthood
Less sleep, life satisfaction can increase or decrease depending on activities maintained
69
Kubler-Ross stages of dying
Denial, Anger, Bargaining, depression, acceptance
70
Conditioning vs learning
Learning is a change in behavior or knowledge as result of experience compared to process of learning associations between environmental events
71
Classical conditioning
Process of learning associations between stimuli, repeating neutral stimulus with response stimulus
- Reflexive response!!!
72
Unconditioned stimulus
Natural stimulus that reflexively elicits response without the need for prior learning
73
Unconditioned response
Unlearned, reflexive response that is elicited by unconditioned stimulus
74
Conditioned stimulus
Formerly neutral stimulus that acquires capacity to elicit reflexive response (bell)
75
Conditioned response
Learned, reflexive response to conditioned stimulus
76
How does timing affect conditioning?
Conditioning is most effective when conditioned stimulus is presented immediately before unconditioned stimulus
77
Stimulus generalization
occurrence of a learned response to the OG stimulus and to similar stimuli
78
Stimulus discrimination
Only respond to specific stimulus, discriminate against similar bell noises
79
Higher order conditioning
- Conditioned stimulus from one learning trial functions as the unconditioned stimulus in a new conditioning trial
80
Extinction
Gradual weakening and apparent disappearance of conditioned behavior, presenting stimulus without UCS
81
Spontaneous recovery
Reappearance of a previously extinguished conditioned response after a period of time without response to the conditioned stimulus
82
Operant conditioning
Learning of active, voluntary behaviors that are shaped and maintained by consequences
83
Law of effect
first step in understanding how active, voluntary behaviors can be modified by their consequences
84
Order in Behavior
Beliefs, emotions or motives do not explain behavior, operant-- behavior that operates upon environment
85
Operant conditioning
changing probability that response will be repeated by manipulating the consequence of response (reward or punishment)
86
Positive and negative reward
- All reward increases behavior! positive is addition of stimulus, negative is removal of bad stimulus
87
primary reinforcer
Stimulus that is naturally reinforcing for given species, food water, etc
88
Secondary reinforcer
Stimulus that has acquired reinforcing value by being associated with primary reinforcer, money awards
89
Punishment
Presentation of stimulus or event following a behavior
90
Positive and negative punishment
Positive is addition of punishing stimulus, negative is removal of desirable stimulus
91
Discriminative stimulus
specific stimulus that increases the likelihood of a particular response
- grandma might bring cookies if you ask nicely, gma is DS
92
Continuous reinforcement
Every time they do activity, receive reward
93
Partial reinforcement
Reward only sometimes provided upon completion of activity
94
Extinction in operant conditioning
Gradual weakening and disappearance of conditioned behavior
95
Learned helplessness
exposure to inescapable and uncontrollable aversive events produces passive behavior
96
Latent learning
Learning just by seeing something
97
Observational learning
Learn through watching and imitating behaviors of others
98
Mirror Neurons
Brain cells that become activated both when individuals perform a motor act and when they observe the same motor act done by another individual
99
Memory
group of related mental processes that are involved in acquiring, storing and retrieving information
100
Encoding
Transforming info into a form that can be entered and retained
101
Storage
Retaining info in memory for later use
102
Retrieval
recovering stored info for conscious awareness
103
Sensory memory
registers a great deal of info from environment for brief period, continuous
104
Short-term memory
Temporarily holds all info you are currently thinking about or consciously aware of
105
Long-term memory
Long-term storage of info, potentially for a lifetime
106
Echoic memory
Auditory sensory memory, brief memory, 3-4 seconds, hearing speech as continuous words
107
Visual sensory memory
Visual sensory memory, brief memory of image/icon, 1/4 to 1/2 second
108
Duration of short term memory
Lasts up to 20 seconds, retained longer through maintenance rehearsal
109
Chunking
Grouping relating items together
110
Capacity of short-term memory
7 +-2
111
Working memory
Involves temporary storage and active, conscious manipulation of info needed for complex cognitive tasks
112
3 concepts of working memory
Phonological loops, visuospatial sketchpad, central executive
113
Long-term memory
Once encoded, unlimited amount of info stored in long-term memory
114
Elaborate rehearsal
Focusing on meaning of information
115
Self reference
Applying information to self
116
Visual imagery
using vivid images to enhance encoding
117
Procedural memory
How to perform different skills
118
Episodic/auto biographical memory
Memory of specific events
119
semantic memory
General knowledge, facts
120
Explicit/declarative memory
memory that can be consciously recollected
121
Implicit memory
Memory without awareness, motor skills, actions
122
Implicit memory does not rely on
Hippocampus
123
Earlies memory
Earliest autobiographical memories are between ages 2 and 4
124
Clustering
Related items clustered tg to form higher order categories
125
Priming
Enhanced ability to think of a stimulus as a result of a recent exposure to stimulus
126
Tip of tongue experience
Sensation of knowing that specific info is stored by not being able to retrieve it
127
recall
Retrieving memories without cues
128
Cued recall
LTM that involves remembering item of info in response to retrieval cue
129
Recognition
Test of LTM that involves identifying correct info from series of possible choices
130
Serial position effect
Tendency to remember items at beginning and end of list better than beginning or end of list
131
Encoding specificity principle
Retrieval is more likely to be successful when conditions of info retrieval are similar to conditions of encoding
132
Context effect
Tendency to remember info more easily when retrieval occurs in same setting you learned information
133
Flashbulb memories
Recall of specific details or images surrounding a significant, rare or vivid events
134
Why do we forget?
encoding failure (never learned) prospective memory error (failure to remember what needs to be done in future
135
Decay theory
New memory formed, creates distinct structural or chemical change in brain, fade over time
136
interference theory
memories interfering with memories, not forgetting bc of time, retroactive or proactive
137
Retroactive interference
New memory interfering with remembering old information, backward-acting
138
Proactive interference
Old memory that interferes with remembering new information, forward-acting
139
Motivated forgetting
Occurs when an undesired memory is held back from awareness
140
Imperfect memories
Memory details change over time, without awareness details can be added, subtracted or downplayed
141
misinformation effect
Post-event can distort eyewitness recollection of OG event
142
Source confusion
true source of memory can be forgotten, memory attributed to wrong source
143
Schemas
schemas are pathways/things you remember often, can be helpful in integrating new memories and experiences, can also distort memories
144
Amygdala
Located next to hippocampus, responds strongly to emotional events and helps remember them
145
amnesia
severe memory loss
146
retrograde amnesia
inability to remember past episodic information
147
Anterograde amnesia
loss of memory caused by inability to store new memories
148
Dementia
progressive deterioration and impairment of memory, reasoning, and other cognitive functions as result of disease
149
Alzheimer's disease
Progressive disease that destroys the brain's neurons, gradually impairing memory, thinking, language and other cognitive functions
