Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

AP Psychology > U9: Developmental Psychology > Flashcards

U9: Developmental Psychology Flashcards

1
Q

normative development

A

the typical sequence of developmental changes for a group of people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

cross-sectional method

A

comparing groups of people of various ages on similar tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

longitudinal method

A

following a small group of people over a long portion of their lives, assessing change at set intervals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

maturationists

A

emphasize the role of genetically programmed growth and development on the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

maturation

A

biological readiness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

environmentalists

A

believe that almost all development is the direct result of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

continuous development

A

gradual development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

discontinuous development

A

development in stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

critical period

A

time in which a skill or ability must develop or it may never develop

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

collectivist culture

A

a culture where the needs of society are placed before the needs of the individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

individualist culture

A

a culture that promotes the personal needs above the needs of society

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

stages

A

patterns of behavior that occur in a fixed sequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

physical development

A

starts at conception, zygote –> germinal stage –> embryonic stage –> fetal stage –> neonate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

sucking reflex

A

newborn reflex, triggered by placing something in the baby’s mouth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

palmar reflex

A

newborn reflex, the automatic grabbing elicited by something being placed in one of the newborn’s hands

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

babinski reflex

A

newborn reflex, stroking the bottom of the foot causes the toes to splay out

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

head-turning reflex

A

newborn reflex, elicited by touching the baby’s cheek

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

moro reflex

A

newborn reflex, splaying out of limbs in response to a loss of support

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

orienting reflex

A

newborn reflex, orienting themselves to sudden changes in their surroundings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

stereotyped ingestive responses

A

infants innate likes and dislikes; dislike of lemon but liking sugar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

reflexive movement

A

the first step of motor development; primitive, involuntary movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

rudimentary movement

A

second step of motor development; first voluntary movements (walking, sitting, rolling, crawling)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

fundamental movement

A

third step of motor development; child learns to manipulate their body (running, throwing, catching)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

specialized movement

A

fourth step of motor development; child combines fundamental movements and applies them to specific tasks (substages: transitional substage and application substage)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
third eye frog experiment
critical period test, third eye was added to a frog in early development, and it accommodated the brain's occipital lobe (ONLY works in early development)
26
cognitive development
development of learning, memory, reasoning, problem-solving, and related skills
27
Jean Piaget
stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational), equilibration, assimilation, schema, accommodation
28
equilibration
a child's attempt to reach a balance between that the child encounters in the environment and what cognitive structures the child brings to the situation
29
assimilation
incorporating new ideas into existing schemas
30
schema
mental representational model
31
accommodation
modifying the schema to fit new information
32
sensorimotor
(0-2) typified by reflexive reactions and circular reactions, ability to understand object permanence
33
object permanence
(sensorimotor stage)knowing that objects continue to exists when they are outside the field of view
34
preoperational stage
(2-7) development of language, shift to symbolic thinking, egocentrism, artificialism, animism
35
symbolic thinking
(preoperational stage) ability to use words to substitute for objects
36
egocentrism
(preoperational stage) seeing the world only from one's point of view
37
artificialism
(preoperational stage) believing that all things are human-made
38
animism
(preoperational stage) believing all things are living
39
concrete operational stage
(7-11) when children develop the ability to perform mental operations, reversibility, and understand conservation
40
reversibility
(concrete operational) ability to reverse thinking back to a starting point
41
conservation
(concrete operational) idea that the amount of a substance does not change just because it is arranged differently
42
formal operational stage
(12+) children are able to understand abstractions and symbolic relationships, metacognition, hypothetical reasoning
43
metacognition
(formal operational) the ability to recognize one's cognitive processes and adapt those processes if they aren't successful
44
theory of mind
allows children to understand that other people see the world differently than they do
45
vygotsky
believed that development occurs by internalization, concept of zone of proximal development, scaffolding
46
zone of proximal development (vygotsky)
the range between the developed level of ability that a child displays (actual development level) and the potential level of ability of which the child is actually capable (potential development); the child realizes his potential through scaffolding
47
scaffolding
the support system that allows a person to move across the zone of proximal development incrementally, with environmental supports (teachers and parents)
48
fluid intelligence
the ability to think in terms of abstract concepts and symbolic relationships; decrease with age
49
crystalized intelligence
specific knowledge of facts and information; increases with age
50
social development
the ability to interact with others and with the social structures in which we live
51
erik erikson
stages of psychosocial development, crisis at each age level
52
trust vs mistrust
(0-1) infants decide whether the world is friendly or hostile depending on if their needs are met; positive outcomes = trust and hopefulness
53
autonomy vs shame and doubt
(1-3) child must develop control over bodily functions; positive outcomes = toilet training, walking, control skills
54
initiative vs guilt
(3-6) children must take initiative and learn to assert themselves socially; positive outcome = senes of purpose
55
industry vs inferiority
(6-12) children in school must gain senes of accomplishment and pride in their work
56
identity vs role confusion
(adolescence) search for identity; positive resolution = truthfulness to one's self (fidelity)
57
intimacy vs isolation
(early adulthood) forming loving, lasting relationships; positive resolution = learning how to love, negative resolution = lack of intimacy
58
generativity vs. stagnation
(mid adulthood) contributing to the next generation; failure at stage = stagnation
59
integrity vs. despair
(old age) coming to terms with one's life; positive outcome = wisdom, negative outcome = despair and bitterness
60
attachment
the tendency to preferred specific familiar individuals over others
61
mary ainsworth's strange situation experiment
a parent leaves a child with a stranger and then returns; found four attachment patterns (secure, avoidant, ambivalent, and disorganized) - secure: child happy with mother, sad when gone, and consoled when back - avoidant: pretend not to be distressed - ambivalent: stormy with parent, distressed when parent gone, difficulty being consoled again - disorganized: erratic relationship with parent
62
parenting styles
authoritarian: strict, high expectations, controlling authoritative: expect compliance but explain rules and encourage independence permissive: few expectations, warm and not-demanding
63
kolhberg's theory moral development
level 1/stage 1+2: preconventional morality, motivated by fear to motivated by selfishness level 2/stage 3+4: conventional morality, living up to what others expect to a develop of conscience level3/stage 5+6: postcoventional morality, understanding of individual rights and social contracts to belief of universal principles of justice
64
psychosexual development
development of an awareness of one's own sexuality
65
gender identity
the awareness that they are boys or girls
66
gender typing
the acquisition of sex-related roles
67
gender constancy
idea that gender is fixed and unchanging
68
Freud's psychosexual development
``` oral stage anal stage phallic stage (boy or girl realization) latency stage (gender identification) genital stage ```

AP Psychology (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions