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PSYC 201 > TEST 2 > Flashcards

TEST 2 Flashcards

1
Q

Developmental Psychology

A

study of how people change over lifespan, birth through old age

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2
Q

Changes of interest in developmental psych

A

physical, social, cognitive

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3
Q

How can stages of life be defined?

A

Age, life transitions, critical periods

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4
Q

Genotype

A

genetic material passed down

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5
Q

phenotype

A

Traits displayed, environment and genetic

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6
Q

Epigenetic

A

study of cell mechanisms that control gene expression, can be triggered by internal and external facotrs

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7
Q

Gene

A

Unit of DNA on a chromosome

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8
Q

Prenatal development is

A

When single-celled zygote develops into full-term fetus

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9
Q

Epigenetics

A

Combination of gene expression and factors that affect gene expression

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10
Q

Zygotic period

A

First two weeks after conception, rapid cell division and implantation

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11
Q

Embryonic period, length and highlights

A

Weeks 3-8, amniotic sac, umbilical cord, placenta, teratogen damage

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12
Q

Fetal Period

A

2 months post conception- birth

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13
Q

Teratogens

A

Harmful agents or substances, radiation, toxic chemicals, viruses and bacteria, drugs

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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

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15
Q

Development during infancy and childhood

A

Physically helpless, equipped with reflexes and sensory capabilities for survivala

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16
Q

Rooting

A

When babies cheek is turned, open mouth and turn head

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17
Q

Sucking

A

sucking in response to oral stimulation

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18
Q

Babinski

A

Fanning when curling toes when foot is stroked

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19
Q

Grasping

A

Baby grips finger so tightly they can be lifted

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20
Q

Stepping

A

Moving legs as if trying to walk

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21
Q

Newborn senses are focused on

A

people, 6-12 inches from face, prefer mother

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22
Q

Temperamental qualities

A

Inborn predispositions to consistently behave and react in certain way

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23
Q

Reactivity

A

High reactive infants react more dramatically to new experiences, strangers and objects, low are calmer and bolder

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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

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25
Q

Harlow Research

A

Showed that not just human children suffered from lack of care, all primates seek contact comfort

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26
Q

Ainsworth attachment research

A

Emotional bond that forms between infant and caregivers within 1st yr of life

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27
Q

Ainsworth strange situation

A

Child and mom interact, mom leaves, stranger enters, baby is uncomfortable, mom comes back, baby is comfortable

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28
Q

Securely attached infants

A

Explore the room when mom is present, become more shy and upset when mom is gone

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29
Q

Insecurely attached infants

A

Less likely to explore environment with or without parents

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30
Q

Two types of insecure attachment

A
  • Anxious and avoidant (anxious-baby is desperate for mom)
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31
Q

Cognitive development

A
  • Children progress through 4 distinct cognitive stages, each marks a change in their perception of world
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32
Q

How does Piaget define 4 stages of Cognitive development?

A

Sensorimotor, preoperational, concrete operational, and formal operational

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33
Q

Sensorimotor stage

A

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

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34
Q

Object permanence

A

object exists even when out of room

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35
Q

Preoperational stage

A

Increasing capacity for symbolic thought, (imagination) symbolic play and deferred imitation, child does not have conservation

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36
Q

Conservation

A

Idea of pouring milk into different shaped glasses, child doesn’t understand amount of milk does not change

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37
Q

Concrete Operational stage

A
  • Understand conservation, less egocentric, inability to reason abstractly or hypothetically
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38
Q

Formal Operational stage

A
  • Adolescence to adulthood
  • logical thinking develops, new cognitive abilities develop
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39
Q

Strength and Criticism of Piaget’s theory

A

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

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40
Q

Adolescence

A

Transition from Childhood to adulthood, starts at 11 or 12, sexual maturity reached

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41
Q

Description of Early-Maturing boys

A

Successful in sports and popular with peers, more susceptible to risky behavior

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42
Q

Events for early-maturing girls

A

More negative feelings about arrival of puberty, higher rates of teenage pregnancy, unwanted attention

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43
Q

What Brain spurt occurs prior to puberty?

A

A wave of gray matter production, neuronal size, complexity and connections increase, 2nd round during teens, frontal lobe growth and functioning

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44
Q

Brain development occurs.. and last part to develop fully is

A

Back to front, prefrontal cortex

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45
Q

What hormonal changes occur in the adolescent brain?

A

Hormonal changes increase limbic system activity, emotionality, and impulsivity.

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46
Q

Gray matter changes in adolescent brain

A

Grat matter decreases from age 5 to 20 years

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47
Q

Social Development in adolescense

A

Parent- adolescent relationships are positive, while friends and peers are most influential

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48
Q

Identity Formation: Erikson’s theory

A

Divides lifespan into 8 psychosocial stages, each has different crisis and drive

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49
Q

Infant (psychosocial stage)

A

Trust vs mistrust, warm feelings to caregivers, anxiousness towards externals

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50
Q

Toddlerhood (psychosocial stage)

A

Autonomy vs. Doubt, caregivers can either discourage or encourage self-sufficiency and self-esteem

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51
Q

Early childhood (psychosocial stage)

A

Initiative vs guilt, learns initiative of activities and social responsibility, Parental control can stifle child’s spontaneity and social learning

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52
Q

Middle/late childhood

A

Industry vs Inferiority, child develops sense of pride and competence in daily activities, Negative experiences w parents/peers can lead to inferiority

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53
Q

Adolescence

A

Identity vs role confusion, self-definition develops, may also feel confusion and pressure about self

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54
Q

Young adulthood

A

Intimacy vs isolation, develop feeling of connectedness with peers, Fear of rejection may lead to rejection

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55
Q

Middle adulthood

A

Generativity vs. stagnation, adult expresses unselfish concern for next generation, can feel boredom and lack of meaningful accomplishments

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56
Q

Late adulthood

A

Ego integrity vs. despair, strong sense of self-acceptance, can experience regret or dissatisfaction,

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57
Q

Development of Moral reasoning, Lawrence Kohlberg

A

There are distinct levels of moral development, based on degree of conformity to societal standards

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58
Q

Moral Development stage 1

A

Preconventional, guided by punishment and obedience

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59
Q

Stage 2 of Moral development

A

Conventional level, guided by conforming to social rules, and expectations

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60
Q

Moral development stage 3

A

Postconventional level, moral reasoning guided by internalized legal and moral principles

61
Q

3 main parenting styles

A

Authoritarian, permissive, authoritative

62
Q

Authoritarian

A

Demanding but unresponsive to their child’s needs or wishes

63
Q

Permissive

A

Warm and accepting to children, few rules and do not punish children

64
Q

Authoritative parenting

A

Warm, responsive and involved with child, also set clear standards and expect children to follow

65
Q

Emerging adulthood

A

Late teens to late 20s, marriage is postpones after education is complete and career begun. Not universal

66
Q

Physical changes in adulthood

A

Influenced by genetic heritage and life experiences, physical strength peaks, by 40s strength and endurance decline over time

67
Q

Effect of childcare on attachment and development

A

quality of childcare is important to forming secure attachment in childhood

68
Q

Late Adulthood

A

Less sleep, life satisfaction can increase or decrease depending on activities maintained

69
Q

Kubler-Ross stages of dying

A

Denial, Anger, Bargaining, depression, acceptance

70
Q

Conditioning vs learning

A

Learning is a change in behavior or knowledge as result of experience compared to process of learning associations between environmental events

71
Q

Classical conditioning

A

Process of learning associations between stimuli, repeating neutral stimulus with response stimulus
- Reflexive response!!!

72
Q

Unconditioned stimulus

A

Natural stimulus that reflexively elicits response without the need for prior learning

73
Q

Unconditioned response

A

Unlearned, reflexive response that is elicited by unconditioned stimulus

74
Q

Conditioned stimulus

A

Formerly neutral stimulus that acquires capacity to elicit reflexive response (bell)

75
Q

Conditioned response

A

Learned, reflexive response to conditioned stimulus

76
Q

How does timing affect conditioning?

A

Conditioning is most effective when conditioned stimulus is presented immediately before unconditioned stimulus

77
Q

Stimulus generalization

A

occurrence of a learned response to the OG stimulus and to similar stimuli

78
Q

Stimulus discrimination

A

Only respond to specific stimulus, discriminate against similar bell noises

79
Q

Higher order conditioning

A
  • Conditioned stimulus from one learning trial functions as the unconditioned stimulus in a new conditioning trial
80
Q

Extinction

A

Gradual weakening and apparent disappearance of conditioned behavior, presenting stimulus without UCS

81
Q

Spontaneous recovery

A

Reappearance of a previously extinguished conditioned response after a period of time without response to the conditioned stimulus

82
Q

Operant conditioning

A

Learning of active, voluntary behaviors that are shaped and maintained by consequences

83
Q

Law of effect

A

first step in understanding how active, voluntary behaviors can be modified by their consequences

84
Q

Order in Behavior

A

Beliefs, emotions or motives do not explain behavior, operant– behavior that operates upon environment

85
Q

Operant conditioning

A

changing probability that response will be repeated by manipulating the consequence of response (reward or punishment)

86
Q

Positive and negative reward

A
  • All reward increases behavior! positive is addition of stimulus, negative is removal of bad stimulus
87
Q

primary reinforcer

A

Stimulus that is naturally reinforcing for given species, food water, etc

88
Q

Secondary reinforcer

A

Stimulus that has acquired reinforcing value by being associated with primary reinforcer, money awards

89
Q

Punishment

A

Presentation of stimulus or event following a behavior

90
Q

Positive and negative punishment

A

Positive is addition of punishing stimulus, negative is removal of desirable stimulus

91
Q

Discriminative stimulus

A

specific stimulus that increases the likelihood of a particular response
- grandma might bring cookies if you ask nicely, gma is DS

92
Q

Continuous reinforcement

A

Every time they do activity, receive reward

93
Q

Partial reinforcement

A

Reward only sometimes provided upon completion of activity

94
Q

Extinction in operant conditioning

A

Gradual weakening and disappearance of conditioned behavior

95
Q

Learned helplessness

A

exposure to inescapable and uncontrollable aversive events produces passive behavior

96
Q

Latent learning

A

Learning just by seeing something

97
Q

Observational learning

A

Learn through watching and imitating behaviors of others

98
Q

Mirror Neurons

A

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
Q

Memory

A

group of related mental processes that are involved in acquiring, storing and retrieving information

100
Q

Encoding

A

Transforming info into a form that can be entered and retained

101
Q

Storage

A

Retaining info in memory for later use

102
Q

Retrieval

A

recovering stored info for conscious awareness

103
Q

Sensory memory

A

registers a great deal of info from environment for brief period, continuous

104
Q

Short-term memory

A

Temporarily holds all info you are currently thinking about or consciously aware of

105
Q

Long-term memory

A

Long-term storage of info, potentially for a lifetime

106
Q

Echoic memory

A

Auditory sensory memory, brief memory, 3-4 seconds, hearing speech as continuous words

107
Q

Visual sensory memory

A

Visual sensory memory, brief memory of image/icon, 1/4 to 1/2 second

108
Q

Duration of short term memory

A

Lasts up to 20 seconds, retained longer through maintenance rehearsal

109
Q

Chunking

A

Grouping relating items together

110
Q

Capacity of short-term memory

A

7 +-2

111
Q

Working memory

A

Involves temporary storage and active, conscious manipulation of info needed for complex cognitive tasks

112
Q

3 concepts of working memory

A

Phonological loops, visuospatial sketchpad, central executive

113
Q

Long-term memory

A

Once encoded, unlimited amount of info stored in long-term memory

114
Q

Elaborate rehearsal

A

Focusing on meaning of information

115
Q

Self reference

A

Applying information to self

116
Q

Visual imagery

A

using vivid images to enhance encoding

117
Q

Procedural memory

A

How to perform different skills

118
Q

Episodic/auto biographical memory

A

Memory of specific events

119
Q

semantic memory

A

General knowledge, facts

120
Q

Explicit/declarative memory

A

memory that can be consciously recollected

121
Q

Implicit memory

A

Memory without awareness, motor skills, actions

122
Q

Implicit memory does not rely on

A

Hippocampus

123
Q

Earlies memory

A

Earliest autobiographical memories are between ages 2 and 4

124
Q

Clustering

A

Related items clustered tg to form higher order categories

125
Q

Priming

A

Enhanced ability to think of a stimulus as a result of a recent exposure to stimulus

126
Q

Tip of tongue experience

A

Sensation of knowing that specific info is stored by not being able to retrieve it

127
Q

recall

A

Retrieving memories without cues

128
Q

Cued recall

A

LTM that involves remembering item of info in response to retrieval cue

129
Q

Recognition

A

Test of LTM that involves identifying correct info from series of possible choices

130
Q

Serial position effect

A

Tendency to remember items at beginning and end of list better than beginning or end of list

131
Q

Encoding specificity principle

A

Retrieval is more likely to be successful when conditions of info retrieval are similar to conditions of encoding

132
Q

Context effect

A

Tendency to remember info more easily when retrieval occurs in same setting you learned information

133
Q

Flashbulb memories

A

Recall of specific details or images surrounding a significant, rare or vivid events

134
Q

Why do we forget?

A

encoding failure (never learned) prospective memory error (failure to remember what needs to be done in future

135
Q

Decay theory

A

New memory formed, creates distinct structural or chemical change in brain, fade over time

136
Q

interference theory

A

memories interfering with memories, not forgetting bc of time, retroactive or proactive

137
Q

Retroactive interference

A

New memory interfering with remembering old information, backward-acting

138
Q

Proactive interference

A

Old memory that interferes with remembering new information, forward-acting

139
Q

Motivated forgetting

A

Occurs when an undesired memory is held back from awareness

140
Q

Imperfect memories

A

Memory details change over time, without awareness details can be added, subtracted or downplayed

141
Q

misinformation effect

A

Post-event can distort eyewitness recollection of OG event

142
Q

Source confusion

A

true source of memory can be forgotten, memory attributed to wrong source

143
Q

Schemas

A

schemas are pathways/things you remember often, can be helpful in integrating new memories and experiences, can also distort memories

144
Q

Amygdala

A

Located next to hippocampus, responds strongly to emotional events and helps remember them

145
Q

amnesia

A

severe memory loss

146
Q

retrograde amnesia

A

inability to remember past episodic information

147
Q

Anterograde amnesia

A

loss of memory caused by inability to store new memories

148
Q

Dementia

A

progressive deterioration and impairment of memory, reasoning, and other cognitive functions as result of disease

149
Q

Alzheimer’s disease

A

Progressive disease that destroys the brain’s neurons, gradually impairing memory, thinking, language and other cognitive functions

PSYC 201 (3 decks)

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