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AP Psychology > U9: Developmental Psychology > Flashcards

U9: Developmental Psychology Flashcards

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1
Q

normative development

A

the typical sequence of developmental changes for a group of people

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2
Q

cross-sectional method

A

comparing groups of people of various ages on similar tasks

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3
Q

longitudinal method

A

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

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4
Q

maturationists

A

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

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5
Q

maturation

A

biological readiness

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6
Q

environmentalists

A

believe that almost all development is the direct result of learning

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7
Q

continuous development

A

gradual development

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8
Q

discontinuous development

A

development in stages

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9
Q

critical period

A

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

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10
Q

collectivist culture

A

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

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11
Q

individualist culture

A

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

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12
Q

stages

A

patterns of behavior that occur in a fixed sequence

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13
Q

physical development

A

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

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14
Q

sucking reflex

A

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

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15
Q

palmar reflex

A

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

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16
Q

babinski reflex

A

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

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17
Q

head-turning reflex

A

newborn reflex, elicited by touching the baby’s cheek

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18
Q

moro reflex

A

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

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19
Q

orienting reflex

A

newborn reflex, orienting themselves to sudden changes in their surroundings

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20
Q

stereotyped ingestive responses

A

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

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21
Q

reflexive movement

A

the first step of motor development; primitive, involuntary movements

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22
Q

rudimentary movement

A

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

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23
Q

fundamental movement

A

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

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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)

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25
Q

third eye frog experiment

A

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)

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26
Q

cognitive development

A

development of learning, memory, reasoning, problem-solving, and related skills

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27
Q

Jean Piaget

A

stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational), equilibration, assimilation, schema, accommodation

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28
Q

equilibration

A

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
Q

assimilation

A

incorporating new ideas into existing schemas

30
Q

schema

A

mental representational model

31
Q

accommodation

A

modifying the schema to fit new information

32
Q

sensorimotor

A

(0-2) typified by reflexive reactions and circular reactions, ability to understand object permanence

33
Q

object permanence

A

(sensorimotor stage)knowing that objects continue to exists when they are outside the field of view

34
Q

preoperational stage

A

(2-7) development of language, shift to symbolic thinking, egocentrism, artificialism, animism

35
Q

symbolic thinking

A

(preoperational stage) ability to use words to substitute for objects

36
Q

egocentrism

A

(preoperational stage) seeing the world only from one’s point of view

37
Q

artificialism

A

(preoperational stage) believing that all things are human-made

38
Q

animism

A

(preoperational stage) believing all things are living

39
Q

concrete operational stage

A

(7-11) when children develop the ability to perform mental operations, reversibility, and understand conservation

40
Q

reversibility

A

(concrete operational) ability to reverse thinking back to a starting point

41
Q

conservation

A

(concrete operational) idea that the amount of a substance does not change just because it is arranged differently

42
Q

formal operational stage

A

(12+) children are able to understand abstractions and symbolic relationships, metacognition, hypothetical reasoning

43
Q

metacognition

A

(formal operational) the ability to recognize one’s cognitive processes and adapt those processes if they aren’t successful

44
Q

theory of mind

A

allows children to understand that other people see the world differently than they do

45
Q

vygotsky

A

believed that development occurs by internalization, concept of zone of proximal development, scaffolding

46
Q

zone of proximal development (vygotsky)

A

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
Q

scaffolding

A

the support system that allows a person to move across the zone of proximal development incrementally, with environmental supports (teachers and parents)

48
Q

fluid intelligence

A

the ability to think in terms of abstract concepts and symbolic relationships; decrease with age

49
Q

crystalized intelligence

A

specific knowledge of facts and information; increases with age

50
Q

social development

A

the ability to interact with others and with the social structures in which we live

51
Q

erik erikson

A

stages of psychosocial development, crisis at each age level

52
Q

trust vs mistrust

A

(0-1) infants decide whether the world is friendly or hostile depending on if their needs are met; positive outcomes = trust and hopefulness

53
Q

autonomy vs shame and doubt

A

(1-3) child must develop control over bodily functions; positive outcomes = toilet training, walking, control skills

54
Q

initiative vs guilt

A

(3-6) children must take initiative and learn to assert themselves socially; positive outcome = senes of purpose

55
Q

industry vs inferiority

A

(6-12) children in school must gain senes of accomplishment and pride in their work

56
Q

identity vs role confusion

A

(adolescence) search for identity; positive resolution = truthfulness to one’s self (fidelity)

57
Q

intimacy vs isolation

A

(early adulthood) forming loving, lasting relationships; positive resolution = learning how to love, negative resolution = lack of intimacy

58
Q

generativity vs. stagnation

A

(mid adulthood) contributing to the next generation; failure at stage = stagnation

59
Q

integrity vs. despair

A

(old age) coming to terms with one’s life; positive outcome = wisdom, negative outcome = despair and bitterness

60
Q

attachment

A

the tendency to preferred specific familiar individuals over others

61
Q

mary ainsworth’s strange situation experiment

A

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
Q

parenting styles

A

authoritarian: strict, high expectations, controlling
authoritative: expect compliance but explain rules and encourage independence
permissive: few expectations, warm and not-demanding

63
Q

kolhberg’s theory moral development

A

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
Q

psychosexual development

A

development of an awareness of one’s own sexuality

65
Q

gender identity

A

the awareness that they are boys or girls

66
Q

gender typing

A

the acquisition of sex-related roles

67
Q

gender constancy

A

idea that gender is fixed and unchanging

68
Q

Freud’s psychosexual development

A 
oral stage
anal stage
phallic stage (boy or girl realization)
latency stage (gender identification)
genital stage

AP Psychology (13 decks)

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