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Psy 313 > Testt 1- study > Flashcards

Testt 1- study Flashcards

1
Q

Physical, cognitive, emotional and social. These are domains of _______.

A

development

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2
Q

_____ ability to adapt effectively in the face of threats to development.

A

resilience

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3
Q

_____ ____: Darwin: Principles of natural selection and survival of the fittest

A

evolutionary theory

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4
Q

___ ___ Hall and Gesell: Development as a maturational process: Age-related averages from large studies of children represent typical development.

A

normative approach

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5
Q

___ ___ ___ : Binet and Simon: Early developers of intelligence testing; sparked interest in individual differences in development.

A

mental testing movement

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6
Q

____ ______ : Freud and Erikson

  • Emphasis on individuals unique life history
  • Conflicts between biological drives and social expectations
A

Psychoanalytic perspective

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7
Q

___:

  • largest portion of the mind
  • unconscious, present at birth
  • source of biological needs and desires
A

id

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8
Q

____:

  • conscious, rational part of personality
  • emerges in early infancy
  • redirects id impulses acceptably
A

ego

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9
Q

______ :

-conscience, which developed between 3 and 6 years old from interactions with caregivers

A

superego

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10
Q

____ ____: stimulus-response

A

classical conditioning

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11
Q

____ ___ : reinforcers and punishment

A

operant conditioning

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12
Q

_____ ___ ___
1. Modeling or observational learning- a baby claps her hands after her mother does so; a teenager dresses like her friends.

  1. Cognition- emphasized today; social-cognitive approach
  2. personal standards: children develop a sense of self efficacy: a belief that their abilities and characteristics will help them succeed
A

Social Learning Theory

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13
Q

____ _____: a perspective that views the human mind as a symbol-manipulated system through which informations flows and that regards cognitive development as a continuous process.

[[-Strength: use of rigorous research methods
-Limitation: lacks insight into nonlinear cognition, such as imagination and creativity.]]

A

information processing

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14
Q

_____ ___ ___:

-Relationship between brain acidity and cognitive processing and behavior patterns

A

Developmental cognitive neuroscience

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15
Q

___ ___ ____

  • Relationship between brain activity and emotional and social development
  • Interest in identifying neural systems underlying adolescents heightened risk-taking behavior
A

developmental social neuroscience

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16
Q

_______ : concerned with adaptive, or survival, value of behavior and its evolutionary history.

Roots traced to work of Darwin:

  • Imprinting
  • Critical period
  • Sensitive period
A

ethology

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17
Q

___ ___:

  • an optimal time for certain capacities to emerge
  • individual is especially responsive to environmental influences
  • boundaries less well-defined than those of a critical period
A

sensitive period

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18
Q

____ ___ : an area that seeks to understand adaptive value of species wide cognitive, emotional, and social competencies as they change with age.

-Aims to understand the person-environment system

A

evolutionary developmental psychology

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19
Q

____ ____ ____:

[[-Focuses on how culture (values, beliefs, customs, skills) is transmitted to next generation ]]
-Social interaction (especially cooperative dialogues with more knowledgeable members of society) is necessary for children to acquire culture

A

Vygostsky’s Social cultural Theory

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20
Q

_____ ____ ____:

  • Person develops within complex system of relationships affected by multiple levels of surrounding environment
  • Layers of environment: microsystem, mesosystem,exosystem, macrosystem
A

Ecological Systems Theory

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21
Q

_____ : dynamic, ever-changing nature of
person’s environment

-Person and environment form a network of
interdependent effects

A

Chronosystem

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22
Q

____ ___ ___ ___ ___

  • For many centuries people saw children as fully formed, miniature adults
  • Socially, children were treated like adults
  • Working, mingling with adults by the age of 6 or 7
A

Middle ages view of children

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23
Q

_______: Prediction drawn from a theory

A

Hypothesis

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24
Q

___ ___: Activities of participants

A

Research methods

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25
Q

____ ____ Overall plans for research studies

A

Research designs

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26
Q

____ ____:
• Behavior recorded in the field or natural environment
• Not all individuals have same opportunity to display behavior
• Cannot control conditions

A

Naturalistic observation

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27
Q

____ ____:
• Laboratory situation set up to evoke behavior
• All participants have equal chance to display behavior
• May not be typical of participants’ everyday behaviors

A

Structured observation

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28
Q

_____ ____ :
-Flexible conversation to get participants’ points of view
-Reflects everyday life and provides large amount of information in
short amount of time
-May not result in accurate reporting of information

A

Clinical interview

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29
Q

____ ____:

  • Each participant is asked same questions in the same way
  • Permits comparisons of responses and efficient data collection
  • Not as in-depth as clinical interview
A

Structured interview

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30
Q

____ ____ ___

  • Brings together wide range of information, including interviews, observations, test scores
  • Well-suited to studying individuals who are few in number but vary widely in characteristics
  • May be influenced by researcher biases, and conclusions may not generalize to anyone other than person studied
A

Clinical/Case Study Method

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31
Q

________-

  • Participant observation of a culture or distinct social group
  • Mix of observations, self-reports, interpretation by investigator
  • Investigators may observe selectively or misinterpret what they see
  • Findings cannot be assumed to generalize beyond people and settings of research study
A

ethnography

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32
Q
  • Researchers gather information on individuals, without altering experiences
  • Studies relationships between participants’ characteristics and their behavior or development
  • Cannot infer cause and effect
A

Correlational Research Design

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33
Q

_____ ____ ____

  • Participants randomly assigned to treatment conditions Permits inferences about cause and effect
  • Findings obtained in laboratories may not apply to everyday situations
A

Experimental Research Design

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34
Q

_______ _______
• Manipulatedbyinvestigator
• Expected to cause changes in another variable

A

independent variable:

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35
Q
  • Measured but not manipulated

- expected to be influenced by the independent variable

A

Dependent variable

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36
Q

_____ ______:

  • Conducted in natural setting
  • Participants assigned randomly to treatment conditions
A

Field experiment:

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37
Q

____ ____
-Compare differences in treatments that already exist
-Groups chosen to ensure that their characteristics are
as much alike as possible

A

Natural, or quasi-, experiment:

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38
Q

Same participants studied repeatedly at different ages

A

Longitudinal

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39
Q

_______

Participants of differing ages studied at the same point in time

A

Cross-sectional

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40
Q

Several similar cross-sectional or longitudinal studies are conducted at varying times

A

Sequential

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41
Q

____ ___ ___ ___

Protection from harm
Informed consent
Privacy
Knowledge of results Beneficial treatments

A

Rights of research participants

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42
Q

The development of many continuous and non-continuous (discrete) characteristics is likely to be.

Multifactorial, that is, the result of the combined effects of genetic and environmental factors.

The term polygenic refers to the combined effects of many ____

A

genes

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43
Q

____ ___ ___
Assuming there are multiple genes and environmental factors conducive to high intelligence:

  • most individuals receive a moderate amount of these factors (fall in the middle IQ range)
  • a few individuals receive a very small amount (fall in the very low IQ range) - a few individuals receive a very large amount (fall in the very high IQ range)
A

Multifactorial Inheritance Model - continuous

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44
Q

______

  • The proportion of variability in a trait that is attributable to inherited factors (in a particular population)
  • Can be estimated from correlations between family members with differing degrees of genetic resemblance
A

Heritability

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45
Q

can genetic transmission be assumed if closer relative show greater similarity?

A

No: genetic and environmental factors are confounded in biological families, so similarity of relatives could be due to similarity of. genes or similarity of environment

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46
Q

Is intelligence inherited?

  • Higher correlations between close than distant relatives
  • consistent with genetic contribution, but environment and genes are confounded
A

..

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47
Q
  • Identical twins are more similar than non-identical (fraternal) twins
  • Consistent with ____ ___
A

genetic contribution

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48
Q
  • Fraternal twins reared together are less similar than identical twins reared apart
  • consistent with ___ ___
A

genetic contribution

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49
Q
  • Non identical twins are more similar than ____
  • Evidence for a role of environment
  • both pairs share on average1 half their genes, and should therefore have a similar degree of resemblance in IQ
  • the greater degree of environmental similarity in twins appears to increase their IQ similarity
A

siblings

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50
Q

Is intelligence inherited?

  • Adopted children are as similar in IQ to their biological parents as to their adopted parents - evidence for a ___ ____
  • In spite of never sharing the same environment, there is still a distinct similarity in IQ between adopted children and their biological parents
  • When specific IQ abilities were examined, only verbal ability showed any similarity at all between children and their adopted parents
A

genetic contribution

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51
Q

What about characteristics other than intelligence?

  • Similar analyses have been carried out on a range of characteristics
  • Temperament and personality:
  • activity level, shyness, sociability - extraversion and introversion
  • Evidence of clear____ ____ to these characteristics has been demonstrated
A

genetic contributions

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52
Q

________: Individuals seek out an environment which suits their genotype

e.g. genetically endowed children may be drawn to playmates and other environmental input which facilitate intellectual development

A

“Niche-picking”

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53
Q

____ ___: for many characteristics, genes appear to set the boundaries within which environmental influences have their effects

e.g. intellectual ability - limits to the influence of environment

A

Reaction range

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54
Q

Contrast this with ______:
-some characteristics are restricted to very limited outcomes in all individuals

e.g. “genetic blueprint” for motor development: roll, sit, crawl walk, across a wide range of rearing conditions

A

Canalization

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55
Q

Stages of ____ _____

o Germinal stage
o Embryonic stage
o Fetal stage

A

prenatal development

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56
Q 
What are \_\_\_\_\_?
• Multiple factors that influence prenatal
development
• Maternal influences
• Recreational Drugs
• Environmental factors
• Paternal influences
A

teratogens

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57
Q

____ ____ or Stage of the Zygote : 0 - 2 wks

A

Germinal Stage

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58
Q

_____ Stage: 2-8 wks

A

Embryonic

59
Q

_____ Stage: 8 wks - birth (longest stage)

A

Fetal

60
Q

_____ stage

  • Fertilized egg travels down fallopian tube and implants in the uterus
  • Only half successfully implant
A

germinal

61
Q

_______ stage

  • 2 – 8 weeks
  • Major organs are being formed
  • Neural tube forms approx. 14 days
  • Spinal cord clearly visible here
  • This embryo is 5 weeks old and approx. 1 cm long
A

embryonic stage

62
Q 
\_\_\_\_\_ stage
 In the first 4 weeks, beginnings of:
- Nervous system (spine, brain)
- Heart, veins and arteries, circulation
- Eyes, ears, nose mouth forming
- Muscles forming
A

embryonic stage

63
Q 
\_\_\_\_\_\_\_\_    \_\_\_\_\_\_\_
- 30-50% spontaneous abortions
- period of rapid development
- major organs are being
formed: risk of structural
abnormalities
- highly sensitive to external
factors such as chemicals, drugs (teratogens)
A

embryonic stage

64
Q

By 5 weeks:
- cornea and lens developing

By 6 weeks:
- brain developing rapidly
some movements

A

fetal stages (Embryonic stage_

65
Q

A general principal of development (both prenatally and postnatally):
Development proceeds in two directions:
1. _________: from head downward
2. _____: from centre to periphery of body

A

Cephalocaudal ; Proximodistal

66
Q

_______ development

  • arm buds
  • arms
  • fingers
A

Proximodistal

67
Q

___ _____ .: upper then lower limbs

A

Cephalocaudal development

68
Q

Steps to ……

  1. Good prenatal care
  2. Rubella immunization
  3. Avoid exposure to contagious diseases
  4. Take only essential drugs
  5. Don’t smoke or do drugs
  6. Limit alcohol and caffeine consumption
  7. Check Rh status and take necessary steps 9. Good diet
A

minimize the risk of birth defects

69
Q

__ ____
- Increased risk (prenatal and post natal) in older (> 35 years) and teenage mothers

  • Teenage risks appear to be due to poorer care, nutrition
  • Older mothers: Increased risk of:
     chromosomal abnormalities (e.g. Down syndrome)
     Prematuredelivery
     Pregnancy complications (slightly higher risk)
A

maternal age

70
Q 
\_\_\_\_\_ \_\_\_\_\_\_ 
Severe malnutrition associated with: 
- birth defects
- birth complications
- unresponsive or irritable babies.

-Worst effects if malnourishment occurs after 28 weeks, and continues after birth.

A

Maternal nutrition

71
Q

_______ are environmental agents capable of producing death, malformations, growth deficiency or behavioural abnormalities as a result of prenatal exposure (eg diseases, toxins)

  • The effects of ______ can depend on - the age of embryo/fetus
  • what structures are developing at the time
A

Teratogens

72
Q

____ ___

  • period of greatest risk of abnormalities of structures
  • different structures have different periods of greatest vulnerability
A

Embryonic stage

73
Q

____ ___

- period of greatest risk of abnormalities of function

A

Fetal stage:

74
Q

For most ______, sensitivity and effect depend on when the fetus is exposed

A

teratogens

75
Q

_____ _____

-Risk of fetal abnormalities decrease as pregnancy progresses

A

Rubella virus (German Measles)

76
Q

________
-Used for morning sickness in the 1960’s
-Several effects, including failure of limb formation
-Effects depended on time of exposure to drug (3-5 weeks post conception)
Malformations of limbs common, but also malformations of eyes, ears, nose, heart, urinary and digestive systems.

A

Thalidomide

77
Q

______

  • Treats severe acne
  • Exposure during first trimester results in eye, ear, skull, brain, heart and immune system abnormalities

Patients who are taking this are required to commit to avoid pregnancy by using 2 forms of contraception

A

Isotretinoin

78
Q

______
-Nicotine and carbon monoxide reduce oxygen supply to fetus

Increased risk of:

  • retarded fetal growth -prematurity, low birth weight -miscarriage
  • fetal death

Long term effect on child:

impulsivity, poorer memories, lower intelligence and achievement

A

Tobacco

79
Q

Q: Did the “no-smoking contingent voucher” group smoke less?
Yes! 41% vs 10% by the end of pregnancy
Longer term effects on child:
- impulsivity, poorer memories,

A

Yes! 41% vs 10% by the end of pregnancy
Longer term effects on child:
- impulsivity, poorer memories,

80
Q

Q: Was fetal growth superior in the contingent group (The only difference between the two groups should
be level of smoking - other confounding factors should be the same)

A

Yes! Significantly better fetal growth

81
Q

_____

  • The fetus is less efficient than adult at metabolising alcohol
  • O2 is used to metabolise alcohol
  • Interference with cell duplication
  • Alcohol shows a dose-response relationship
  • There is little agreement over what, if any, dose is safe in pregnancy
A

Alcohol

82
Q

____ ___ ____
- Found in many children of mothers who drank heavily during pregnancy
Symptoms:
- Facial features: widely spaced eyes, flat nose, underdeveloped upper lip
- small head, underdeveloped brain
- heart and joint abnormalities
- can be irritable, hyperactive, seizures and tremors, poor attention span
- prenatal growth retardation, small birth weight

A

Fetal Alcohol Syndrome

83
Q

The brain of an ____ child (right) is smaller and lacks the convolutions characteristic of the brain of a normal child

A

Fetal alcohol syndrome

84
Q

________ (Cannabis, LSD, Ecstacy/MDMA)
Marijuana/Cannabis

  • Difficult to separate specific effects from general effects of associated lifestyle and attitudes
  • Some evidence in heavy users (> 6 joints weekly) of
    slowed prenatal growth, smaller head circumference, prematurity, tremors, startles, lack of interest in surroundings
  • Long-term effects: some evidence of effects on attention, memory, problem solving
A

Hallucinogens

85
Q

Effects of ______ (cont.):

  • high risk of addiction in utero, especially with heroin
  • poor regulation of arousal & attention: swing between sluggish or irritable
  • long term effects relatively subtle, if:
  • neonatal addiction is treated
  • good postnatal care
A

narcotics

86
Q

________ (Cocaine,amphetamines,benzadrine)
Cocaine (often categorised with narcotics)
- Rapid drop in oxygen supply to fetal brain, especially after
high doses
- Crack cocaine a particular problem - rapid delivery of high
doses
- Confounding with lifestyle - most cocaine users also
smoke and drink
- Male babies seem to be more vulnerable than females - Long term effects subtle - depend on quality of care

A

Stimulants

87
Q

Stimulants (cont.) : ______

  • Not much research evidence to date
  • Effects on arousal, lethargy, movement in newborns have been reported
A

Methamphetamine

88
Q 
\_\_\_\_\_\_\_\_
Very heavy caffeine use may increase the risk of :
- Miscarriage
- Low birth weight
- Withdrawal symptoms in newborns

Recommended:No more than 1.5 cups of coffee daily
(NB chocolate and coke
92 newborns contain _____)

A

Caffeine

89
Q

Mercury

- _____ _____: intellectual retardation, limb distortion

A

Minimata’s disease

90
Q

_____

- prematurity, low birth weight, brain damage, poorer mental and motor development

A

Lead

91
Q

____ _____

  • high paternal alcohol consumption is associated with lower birth weight
  • narcotics and marijuana:
  • lowered testosterone (needed for sperm production)
  • lower sperm count, sperm motility
  • some toxins can bind to sperm and increase risk of birth defects – cocaine?
  • chemicals (e.g., agent orange defoliant in Vietnam soldiers> higher rate of birth defects)
  • radiation: chromosome damage
A

paternal influences

92
Q

Cognitive Development in the First ____ ___
• Throughout development, cognition and language mutually support each other
• Newborns become assertive, purposeful beings who solve simple problems and start to master language
• Toddlers’ first words build on early cognitive achievements, and new words and expressions increase the speed and flexibility of their thinking

A

two years

93
Q
  • _____ believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world”
    • Little scientists
    • These “understandings” are in the form of structures
    he called schemes (or schemas)
A

Piaget

94
Q

______: building schemes through direct interaction with the environment

A

Adaptation

95
Q

______ : using current schemes to interpret the world

A

assimilation

96
Q

_____: creating new schemes and adjusting old ones to better fit the environment

A

accommodation

97
Q

____ ____: steady, comfortable state in which children assimilate more than they accommodate

A

• Cognitive equilibrium

98
Q

______ ______: state of discomfort and rapid cognitive change in which children shift from assimilation to accommodation

A

• Cognitive disequilibrium

99
Q

_________
– Internal process
– Linking together of schemes into an interconnected cognitive system

A

Organization

100
Q

___ ____
– Stumble onto a new experience
– Repetition of chance behaviors forms them into schemes

A

Circular reaction:

101
Q

Internal depictions the mind can manipulate
– ___: mental pictures of objects, people, spaces
– ______: categories of similar objects or events

A

Images ; concept

102
Q

_____ _____:
– Ability to remember and copy past behavior of a model who is no
longer present
– Enriches toddlers’ range of sensorimotor schemes

A

deferred imitation

103
Q

______ _____
– Requires inferring others’ intentions
– More likely to imitate purposeful rather than accidental behaviors

A

Inferred imitation:

104
Q

_______ _____ :

  • Realization that words can cue mental images of things not present
  • Emerges around first birthday
  • expands as memory and vocabulary improve
  • facilitates learning and communication
A

displaced reference

105
Q

Information is held for processing in three areas:
• _____ ______ : briefly stores sights and sounds

• _____ ______ ____ ____ :
– Attended-to information is retained briefly and “worked” on
– Working memory: number of items that can be briefly held in mind while also monitoring or manipulating them

• _____ ___: permanent knowledge base

A

Sensory register

Short-term memory store:

Long-term memory

106
Q

Gains in ____ _____: mental operations and strategies for cognitively challenging situations.
– Controlling attention
– Coordinating information in working memory – Planning

A

executive function

107
Q

Cognitive Gains in Infancy and Toddlerhood
___________
– Improved efficiency, ability to shift focus
– Early attraction to novelty gives way to
sustained attention
_______
-Longer retention intervals
-Recognition and recall improve steadily with age
-Long-term recall advances as brain’s neural circuits develop

A

Attention:

;

Memory

108
Q

___ ___ __ __ : tasks too difficult for child to do alone but possible with help of a skilled partner

A

Zone of proximal development

109
Q

______ : promotes learning at all ages

A

• Scaffolding

110
Q

_____: applying newly learned word too narrowly

A

• Underextension

111
Q

________: applying word too broadly

A

• Overextension

112
Q

Two-wordutterances:
e.g.
“Me eat”
“You eat”

A

Telegraphicspeech

113
Q

Children’s roles- how much does a child actually play into their own development. Do they just soak in everything?

A

Is it important that they engage.

114
Q

How they learn as a infant. Disc- they are taking stepwise progression

A

Continuity/discontinuity

115
Q

____ ______ how culture plays a role.

A

Socio-cultural context

116
Q

______ _______ how we are each unique in our own way. Some theories really emphasizes this.

A

Individual differences

117
Q

______ ______ talking about what research has been done and how that can enhance children’s welfare.

A

Research and children’s welfare

118
Q

T/F?

The rise fear after 6 months is adaptive because it keeps newly mobile babies enthusiasm for exploration in check.

A

True

119
Q

T/F?

The rise in fear after 6 months is adaptive because it keeps newly mobile babies enthusiasm for exploration in check.

A

True

120
Q

T/F?

Reactivity refers to quickness and intensity of emotional arousal, attention, and motor activity.

A

True

121
Q

Two-year-old Carmen is trying to fit pieces into a wooden puzzle form. Her father helps Carmen turn the pieces so they fit snuggly in place. As Carmen’s skill improves, her father steps back, letting her try on her own. This example illustrates the concept of _______.

A) Sustained attention
B) lovely preference
C) Accommodation
D) Scaffolding

A

D) Scaffolding

122
Q

According to Vygtsky, children master activities through ________.
A) interaction with the physical environment
B) trial and error
C) joint activities with more nature members of their society
D) operant conditioning and modeling

A

C) joint activities with more nature members of their society

123
Q 
Four-month-old Michaela groups stimuli on the basis of shape and size. This means that Michaela is able to \_\_\_\_\_.
A) Categorize
B) Habituate
C) defer imitate
D) sustain attention
A

A) categorize

124
Q 
In the information-processing system, information first enters the \_\_\_\_\_\_\_.
A) sensory register
B) central executive
C) long-term memory store
D) short-term memory store
A

A) sensory register

125
Q 
Derrick speaks to his son using short sentences with high-pitched, exaggerated expression and clear gestures to support verbal meaning. Derrick uses \_\_\_\_\_\_\_.
A) An expressive style
B) a referential style
C) infant-directed speech
D) telegraphic speech
A

C) infant-directed speech

126
Q 
Two-year-old Eva's parents meet her assertions of independence with tolerance and understanding. They provide suitable guidance and reassurance. According to Erikson's theory, Eva will develop \_\_\_\_\_\_\_\_.
A) mistrust 
B) autonomy
C) basic trust
D) industry
A

B) autonomy

127
Q

Which of the following would be most likely to evoke Jasper’s first laugh?
A) Her sister saying “Here I come!” and kissing his tummy
B) his father saying “babababa” as he strokes Jasper’s arms
C) his brother playing a silent game of peekaboo
D) his mother quietly singing to him while rocking him

A

A) Her sister saying “Here I come!” and kissing his tummy

128
Q 
After being gently scolded for taking a toy away from his cousins, 20-month-old Rainer lowers his eyes, hangs his head, and hides his face with his hands. Rainer is expressing \_\_\_\_\_.
A) envy
B) shame
C) pride
D) empathy
A

B) shame

129
Q

Fertilization usually takes place in the Fallopian tube.
A) True
B) False

A

A) True

130
Q

During the period of the fetus, the most rapid prenatal changes take place.
A) True
B) False

A

B) False

131
Q

research indicated that fetal activity towards the end of pregnancy is linked to infant temperament.
A) True
B) False

A

A) true

132
Q

An individual’s unique genetic information is called genotype.
A) True
B) False

A

A) True

133
Q 
Which period of prenatal development is the longest?
A) Fetal Period
B) All are the same
C) Embryonic period
D) Period of zygote
A

A) Fetal Period

134
Q 
The age of viability occurs sometimes between \_\_\_\_\_ weeks
A) 20 and 24
B) 26 and 30
C) 22 and 26
D) 36 and 40
A

C) 22 and 26

135
Q 
What is a segment of DNA located along the chromosomes called?
A) information
B) chromosomes bits
C) gene
D) phenotype
A

b) chromosome bits

136
Q 
We have 22 matching pairs of chromosomes, called \_\_\_\_\_ .
A) autosomes
B) zygote
C) ovum
D) gametes
A

A) autosomes

137
Q

According to Noam Chomsky, all children have a language acquisition device that contains a universal grammar.
A) True
B) False

A

A) true

138
Q

Piaget believed that infant and toddlers ______
A) assimilate more than they accommodate
b) are incapable of constructing schemas
c) “think” with their eyes, ears, and hands
d) carry out many activities inside their heads

A

c) “think” with their eyes, ears, and hands

139
Q 
Baby Olivia dropped her rattle. Later, she let go of her teething ring and watched wit interest. When Olivia dropped objects, she was \_\_\_\_ them to her sensorimotor dropping scheme.
A) accomodating
b) assimilating
c) equalizing
d)organizing
A

b) assimilating

140
Q

during times of rapid cognitive change, children ________
A) are in a state of disequilibrium
b) are likely to construct inefficient scheme
c) assimilate more than they accommodate
d) balance assimilation and accommodation

A

A) are in a state of disequilibrium

141
Q

Nine month old Avery can retrieve his ball when his mother hides it under a blanket. Avery has begun to master ____

a) reflexive schemes
b) deferred imitation
c) object permanence
d) the territory circular reaction

A

c) object permanence

142
Q 
Research using the violation-of-expection method may use \_\_\_\_\_ by exposing babies to a physical event until their looking declines
A) habituation
B) imitation
C) assimilation
D) accommodation
A

A) habituation

143
Q 
When 12 month old Trent's dad asks him to get his stuffed bunny, Trent looks at and point to the pillow where the bunny actually rests. Trent is displaying \_\_\_\_\_
A) deferred imitation 
B) displaced reference
C) the violation of expectation method
D) inferred imitation
A

B) displaced reference

Psy 313 (5 decks)

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