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DEVELOPMENTAL PSYCHOLOGY > Test #2-Dev Psych > Flashcards

Test #2-Dev Psych Flashcards

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1
Q

Understanding that objects continue to exist when they can’t be seen.

A

Object Permanence

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2
Q

Inborn predispositions, such as activity level, that form the foundations of personality

A

Temperament

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3
Q

an infant’s awareness that she or he is a separate person who endures through time and space and can act on the environment

A

Subjective Self

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4
Q

A decline in attention that occurs because a stimulus has become familiar

A

Habituation

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5
Q

“getting used to a stimulus

A

Habituation

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6
Q

Organization of experiences into expectancies, called schemas, which enable infants to distinguish between familiar and unfamiliar stimuli

A

Schematic Learning

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7
Q

Schematic learning assumes that….
a)babies attempt to categorize their experiences

b) children cannot learn unless the information if organized for them
c) babies will only learn if they are reinforced for exploring.
d) learning is sequential and orderly.

A

a)

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8
Q

Phrases or sentences consisting of words and guestures

A

Halophrases

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9
Q

Usually occurring between 12 and 18 months of age

A

Halophrases

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10
Q

Piaget’s 1st stage of development, in which infants use information from their senses and motor actions to learn about the world.

A

Sensorimotor Stage of Cognitive Development

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11
Q
  • use of built-in schemes or reflexes such as sucking/looking
  • primitive schemes begin to change through small steps of accommodation.
  • Limited imitation, no ability to integrate info from several senses
A

0-1 Months

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12
Q
  • Further accommodation of basic scheme.
  • Beginning coordination or schemes from different senses, baby now looks toward a sound and sucks on anything.
  • Baby does not yet link his body actions to results outside of his body.
A

1-4 Months

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13
Q
  • baby becomes much more aware of events and makes them happen again in kind of trial-and-error learning.
  • begin to understand the “object concept” can also be detected in this period.
A

4-8 Months

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14
Q
  • Clear, intentional means-end behaviour.
  • The baby not only goes after what she wants but also may combine 2 schemes to do so, such as moving pillow aside to reach toy.
  • Imitation of noel behaviours, transfer of info from 1 sense to another.
A

8-12 Months

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15
Q

-Experimentation begins in which the infants tries out new ways of playing with or manipulating objects very active, very purposeful trial-and-error exploration.

A

12-18 Months

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16
Q
  • Development of use of symbols to represent object or event.
  • DIffered imitation can occur only after this point because it requires the ability to represent internally the event to be imitated.
A

18-24 Months

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17
Q

Object permanence happens in what stage?

A

Sensorimotor

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18
Q

A child points to Daddy’s show and says, “Daddy”. This is an example of:

a) Referential Style
b) Expressive Style
c) Holophrase
d) Personification

A

c) Holophrase

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19
Q

Emotional tie to an infant experienced by a parent.

A

Affectional Bond

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20
Q

Emotional tie to a parent experienced by an infant, from which the child derives security.

A

Attachment

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21
Q

A mutual, interlocking pattern of attachment behaviours shared by a parent and a child.

A

Synchrony

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22
Q

Infant shows little exploratory behaviour.

A

Ambivalent Attachment

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23
Q

Infant seems confused and apprehensive.

A

Disorganized/disoriented attachment

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24
Q

Infant readily separates from the parent.

A

Secure Attachment

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25
Q

Infant is greatly upset when separated from the mother and is not reassured by her return or efforts to comfort him.

A

Ambivalent Attachment

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26
Q

Infant avoids contact with the parent

A

Avoidant attachment

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27
Q

Infant shows contradictory behaviour, such as moving toward the mother while looking away from her.

A

Disorganized/disoriented attachment

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28
Q

Infant shows no preference for the parent over other people.

A

Avoidant Attachment

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29
Q

Infant seeks proximity to parent when stressed and uses the parent as a safe base for exploration.

A

Secure Attachment

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30
Q

Ambivalent, Avoidant, Disorganized/disoriented, are all types of __________attachment.

A

Insecure

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31
Q

One who is able and willing to form an emotional attachment to the infant.

A

Emotional Availability

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32
Q

Being sensitive to the child’s verbal and nonverbal cues and responding appropriately.

A

Contingent Responsiveness

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33
Q

Pattern seems to occur when the mother is overly intrusive or overly stimulating toward the infant

A

Avoidant

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34
Q

More common when the primary caregiver is inconsistently or unreliably available to the child.

A

Ambivalent

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35
Q

Likely when the child has been abused and in families in which either parent had some unresolved trauma in his/her own childhood

A

Disorganized/Disoriented

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36
Q

Proximity Promoting Behaviours: Actions that signal their needs draw the attention of others, such as crying.

A

Phase One of Attachment Development.

Birth to 3 months

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37
Q

Babies direct their “come here” signals to fewer people, typically those with whom they spend the most time, and are less responsive to unfamiliar people.

A

Phase Two of Attachment Development.

3-6 Months

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38
Q

True Attachment emerges. Babies show what is called “proximity seeking behaviours”. Clinging to caregivers.

A

Phase 3 of Attachment Development.

6-24 Months

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39
Q

How do temperament and personality differ?
a)Temperament is an emotional foundation for personality.

b) They mean essentially the same thing.
c) Personality develops first and temperament develops later.
d) Temperament disappears in early life and is replaced by personality.

A

a) Temperament is an emotional foundation for personality.

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40
Q
  • Activity Level
  • Rhythmicity
  • Approach/Withdrawal
  • Adaptability to new experience
  • Threshold of responsiveness
  • Intensity of reaction
  • Quality of mood (positive or negative)
  • Distractibility
  • Persistence
A

9 Dimensions of temperament

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41
Q

Refers to an infant’s tendency either to move often and vigorously or to remain passive or immobile.

A

Activity Level

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42
Q

A tendency to move toward rather than away from new people, things, or objects, usually accompanied by positive emotion.

A

Approach/Positive emotionality

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43
Q

Tendency to respond with fear or withdrawal to new people, situations.

A

Inhibition

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44
Q

Tendency to respond to frustrating circumstances with anger, fussing, irritability.

A

Negative Emotionality

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45
Q

Ability to stay focused

A

Effortful control/task persistence

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46
Q

Newborns respond differently to all 4 basic flavours.

A

Newborn’s sense of taste

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47
Q

Can differentiate between complex smells, can identify familiar odours, can discriminate smell of mother from another woman.

A

Newborn’s sense of smell

48
Q

Best developed of all, especially sensitive to touches on face, hands, soles of feet and abdomen.

A

Newborn’s sensitivity to temperature and physical touch.

49
Q

**Phrases or sentences consisting of words and gestures.

A

Holophrases

50
Q

**Occurs between the 16th and 24th month of life.

A

Naming Explosion

51
Q

**For these children, most early words are linked to social relationships rather than objects.

A

Expressive Style

52
Q

**Children whose style of early vocabulary is made up predominantly of nouns or pronouns

A

Referential Style

53
Q

**The ability to produce spoken language

A

Referential Style

54
Q

**A time when most children rapidly begin to add new words to their vocabularies

A

Naming Explosion

55
Q

**Usually occurring between 12 and 18 months of age.

A

Holophrases

56
Q

**Research indicates that this style is used by English-speaking parents who tend to emphasize nouns more than verbs in speaking reading to infants.

A

Expressive Style

57
Q

**Typically appears at about 12 or 13 months.

A

Expressive language

58
Q

**In this period, children seem to learn new words with very few repetitions, and they generalize these words to many more situations.

A

Naming Explosion

59
Q

**These toddlers often learn pronouns early and use many more “personal-social” words like “no, yes, want, or please”.

A

Expressive Style

60
Q

Responding to the infant’s need by talking to him, comforting him and so on, is important.
-He proposed that during the first 2 yrs of life the infant learns to trust the world around him or becomes cynical about the social environment’s ability to meet his needs.

A

Erikson’s trust versus mistrust stage of psychosocial development

61
Q

5 Behaviours of Children, who are securely attached to their mothers in infancy.

A
  • Sociable
  • Positive in their behaviour toward friends & siblings
  • Less clinging and dependent on teachers
  • Less aggressive
  • More empathetic
  • More emotionally mature
62
Q

5 Behaviours of Adolescents, who are securely attached to their mothers in infancy.

A
  • Socially skilled
  • More intimate friendships
  • More likely to be rated as leaders.
  • Higher self esteem
  • Better grades
63
Q

Imagination that occurs in the absence of the model who first demonstrated it.

A

Deferred imitation

64
Q

Denotes permanent changes in behaviour that result from experience

A

Learning

65
Q

How do babies learn from classical conditioning?

A

Eg. Inexperienced mother smothered baby during breastfeeding-> baby refused to nurse

66
Q

How do babies learn from operant conditioning?

A

Sucking & head turning increased by use of reinforcements

67
Q

Which of the following correctly illustrates the concept of habituation?
A) learning habits simply by being exposed to them
B) no longer noticing a ticking clock after a few moments of exposure
C) hearing someone whisper your name across a loud and crowded room
D) learning how to categorize information into schemes through practice

A

B

68
Q

List 2 reason why babies babble

A

1) beginning of language production

2) acquires intonation pattern of language

69
Q

How does caregiver-infant proximity contribute to the development?

A

Provides a strong emotional bond

70
Q

What is the survival value of strong emotional bonds?

A

Ensure the infant will be nurtured

Sustain proximity btn parent & child

71
Q

Infants use of others facial expressions as guide to own emotions

A

Social referencing

72
Q

Pattern of responding to people & objects

A

Personality

73
Q

Inborn predispositions -> activity level, that form personality foundations

A

Temperament

74
Q 
At about what age do we expect a child to demonstrate self- related emotions such as pride or shame?
A) 21 mths
B) at birth
C) 8-12 mths
D) 12 mths
A

A

75
Q

Examinations of the long-term consequences of quality of attachment suggest that……

A

both psychoanalysts & ethologists are correct in their assumption that the attachment relationship becomes the foundation for future social relationships.

76
Q

babies attempting to organize their experiences is an example of:

A

schematic learning

77
Q

Which of the following statements is true concerning growth & motor skill development in the preschool years?
A) changes in height & weight are at the same rate as in infancy
B) changes in motor development are as dramatic as in infancy
C) the most impressive changes are in small muscle skills
D) changes in height & weight are far slower in the preschool years.

A

D

78
Q 
According to Piaget, the preschool child is in the \_\_\_\_\_\_\_\_\_ stage of cognitive development.
A) sensorimotor
B) preoperational 
C) concrete operational
D) formal operational
A

B

79
Q

What was Piaget’s definition of “symbol”?
A) verbal descriptions of newly acquired schemes
B) percussion instruments used for emphasis
C) images or words that stand for something
D) none of the above

A

C

80
Q

Definition- young child’s belief that everyone sees & experiences the world like them

A

Egocentrism

81
Q

Definition- understanding that matter can change in appearance w/o changing in quality

A

Conservation

82
Q

Definition-young child’s tendency to think of the world in terms of 1 variable @ a time

A

Centration

83
Q

Grammatical markers attached to words to indicate tense, gender, number, & the like, such as use of “ed” to mark past tense.

A

Inflections

84
Q

A child who says “foot” instead of “feet” is ______
A) probably in danger of developing language deficits
B) exhibiting overregularization
C) not a native speaker of English
D) at least 5 years old

A

B

85
Q

At which point can children create complex sentences?

A

30-48 mths

86
Q 
The test used most frequently by psychologist to measure intelligence is\_\_\_\_\_
A) Stanford-Binet
B) WISC-III
C) terman
D) Simon-Binet
A

B

87
Q

Both twin studies and studies of adopted children show __________ _________ ____________ on IQ.

A

Strong, hereditary, influences

88
Q

The text suggests that both Freud & Erikson believed that the key to social development of 2-6 year olds is
A) striking a balance between the child’s emerging skills & parents need for control
B) the successful development of peer relationships
C) whether toilet training goes smoothly
D) the ability of parents to give the child freedom to grow

A

A

89
Q

Psychologists agree that ________ ________ constitute one of the most, if not the most, influential factors in early childhood development

A

Family relationships

90
Q 
Diana Baumrind focused on the following four aspects of family functioning: warmth or levels of nurturance, level of expectations or "maturity demands", clarity and consistency of rules, and \_\_\_\_\_\_\_\_
A) communication 
B) responsibilities
C) friendliness
D) standards
A

A

91
Q 
Which parental style is linked to the best outcomes for most children?
A) Permissive
B) Authoritarian
C) Authoritative
D) Oligarchic
A

B

92
Q

Definition: Children who can play alone sometimes

A

Solitary play

93
Q

2 or more children play with toys -.cooperating & spontaneous

A

parallel play

94
Q

independent and social play

A

associative play

95
Q

several children play together

A

cooperative play

96
Q

Behaviour intended to injure another person or damage an object

A

aggression

97
Q

direct confrontation such as reacting with anger, fighting, kicking, hitting.

A

physical aggression

98
Q

intended harm such as gossiping, saying bad things about a person behind their back

A

indirect aggression

99
Q

behaviour intended to help another person

A

prosocial behaviour

100
Q

prosocial behaviour is also known as:

A

altruism

101
Q

According to the research findings of Strayer and Roberts, boys are generally more prosocial than girls. true or false

A

False

102
Q

Attributions are:
A) behaviours intended to help another person
B) behaviours intended to harm another person
C) positive statements about the underlying cause for helpful behaviour
D) negative statements about the underlying cause for helpful behaviour

A

C

103
Q

The process of acquiring self-control requires
A) the ability to role play
B) sensorimotor thought
C shifting control from parents to child
D) a rapid shift in maturity level on the part of the child

A

D

104
Q

Routine of play or interaction with others, the toddler now begins to develop some implicit understanding of his or her own role Eg. child may begin to think of herself as a helpe or the `boss

A

`Social scripts

105
Q

*Kolberg`s assertion that children must understand the gender is permanent characteristics before they can adopt appropriate sex roles

A

Gender constancy theory

106
Q

*Different patterns of behaviour exhibited by boys and girls

A

sex-typed behaviour

107
Q

*Understanding of gender, gender related behaviour and sex role

A

gender concept

108
Q

*the understanding that gender is a stable, life-long characteristic

A

gender stability

109
Q

*behaviour expected for males and females in a given culture

A

sex roles

110
Q

**the understanding that gender is a component of the self that is not altered be external appearance

A

gender constancy

111
Q

**the ability to correctly label oneself and others as male or female

A

gender identity

112
Q

define the preoperational stage of cognitive development

A

2nd stage. During which children become proficient in use of symbols in thinking & communicating, but still has difficulties

113
Q

LIST AND DESCRIBE THE FOUR KEY DIMENTIONS OF TEMPERMENT:

SHORT ANSWER QUESTION!!!!! KNOW THIS

A

1) ACTIVITY LEVEL- TENDENCY TO MOVE OR REMAIN IMMOBILE
2) APPROACH/POSITIVE EMOTION- TENDENCY TO MOVE WITH PEOPLE, THINGS WITH POSITIVE EMOTION
3) INHIBITION- SHYNESS
4) PERSISTENCE- ABLE TO STAY FOCUSED

114
Q

PARENTING STYLE- AUTHORITARIAN
HOW IT EFFECTS CHILDS BEHAVIOUR

SHORT ANSWER QUESTION!!!!! KNOW THIS

A
  • DO LESS WELL IN SCHOOL
  • LOWER SELF ESTEEM
  • LESS SKILLED WITH PEERS
  • HIGHLY AGRESSIVE
115
Q

PARENTING STYLE- AUTHORITATIVE
HOW IT EFFECTS CHILDS BEHAVIOUR

SHORT ANSWER QUESTION!!!!! KNOW THIS

A
  • HIGHER SELF ESTEEM
  • INDEPENDENT
  • SELF CONFIDENT
  • BETTER GRADES
116
Q

PARENTING STYLE- PERMISSIVE
HOW IT EFFECTS CHILDS BEHAVIOUR

SHORT ANSWER QUESTION!!!!! KNOW THIS

A
  • WORSE IN SCHOOL
  • AGGRESSIVE
  • IMMATURE
  • LESS INDEPENDENT

DEVELOPMENTAL PSYCHOLOGY (5 decks)

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