Unit 11 Review Flashcards
Threadlike structure made of DNA molecules, which contain the genes:
Chromosomes
Complex molecule containing the genetic information that makes up the chromosomes:
DNA
Biochemical units of heredity that make up the chromosomes; they are segments of the DNA molecules capable of synthesizing a protein:
Genes
Genes are active:
Expressed Genes
Features associated with it will appear if the gene is present:
Dominant Genes
Features associated with it will appear only if it is paired with another recessive gene:
Recessive Gene
Complete set of genetic instructions for making an organism:
Genome
Person’s specific genetic blueprint which is determined by the total pattern of chromosomes inherited from each parent:
Genotype
Actual characteristic a person devlops:
Phenotype
Evolutionary principle that traits that contribute to reproduction and survival are most likely to be passed on to succeeding generations:
Natural Selection
Random errors in gene replication that are the source of genetic diversity within a species:
Mutations
Study of the evolution of behavior using the principles of natural selection:
Evolutionary Psychology
Biological and social characteristics by which people define male and female:
Gender
Study of genetic and environmental influences on specific behaviors and can lead to specific behavior and mental abilities:
Behavior Genetics
Refers to every nongenetic, or external, influence on our traits and behaviors:
Environment
Develop from single fertilized egg that splits in two and therefore are genetically identical:
Identical Twins
Develop from two separate eggs fertilized by different sperm and therefore are no more genetically similar than ordinary siblings:
Fraternal Twins
Refers to a person’s characteristic emotional reactivity and intensity:
Temperament
Proportion of variation among individuals in a trait that is attributable to genetic factors. Estimates place the heritability of intelligence at about 50-70%:
Heritability
Occurs when the effects on one factor depend on another factor:
Interaction
Subfield of biology that seeks to identify the specific genes that influence specific human traits and behaviors:
Molecular Genetics
Study of environmental influences on gene expression that occur without a DNA change:
Epigenetics
Enduring behaviors, ideas, attitudes, and traditions shared by a large group of people and transmitted from one generation to the next:
Culture
Understood social prescriptions or rules for accepted and expected behavior:
Norms
Buffer zone or mobile territory that people like to maintain around their bodies:
Personal Space
Variations in ideas, fashions, and innovations passed from one person to another that cause rapid cultural mutations:
Memes
Sex chromosome found in both men and women:
X Chromosome
Sex chromosome found only in men:
Y Chromosome
Principal male sex hormone that during prenatal development, stimulates the development of the external male sex organs:
Testosterone
Culturally prescribed set of behaviors expected of those who occupy a social position:
Role
Culturally prescribed set of behaviors for male and females:
Gender Role
One’s personal sense of being male or female:
Gender Identity
Acquisition of a traditional feminine or masculine gender role:
Gender Typing
People learn social behavior by observing and imitating and by being rewarded or punished:
Social Learning Theory
Children acquire a cultural concept of what it means to be female/male and adjust their behavior accordingly:
Gender Schema Theory
Branch of psych concerned with physical, cognitive, and social change throughout the life span:
Developmental Psychology
Stages are marked by age-specified periods of time:
Discontinuous Development
Relatively even process without distinct stages:
Continuous Development
Fertilized egg or cluster of cells formed during conception by the union of sperm and egg
Zygote
Developing prenatal organism from about 2 weeks though 2 months after conception:
Embryo
Developing prenatal human from 9 weeks after conception to birth:
Fetus
Any drugs, viruses, or other substances that cross the mother’s placenta and can harm the developing embryo or fetus:
Teratogens
Physical and cognitive abnormalities that heavy drinking by a pregnant woman may cause in the developing child:
Fetal Alcohol Syndrome
Newborns curl their fingers around objects when their palms are touched:
Grasping Reflex
Newborn’s tendency when the cheek is stroked to orient toward the stimulus and begin sucking:
Rooting Reflex
Baby sucks objects placed in their mouth or when the lips are touched:
Sucking Reflex
Response when a sudden absence of support producing a feeling of falling:
Moro Reflex
Appearance of taking steps when the baby’s feet touch a flat surface:
Stepping Reflex
Splaying the baby’s toes when the bottom of the foot is stroked:
Babinski Reflex
Decreasing responsiveness to a stimulus that is repeatedly presented; simple form of learning used to study infant cognition:
Habituation
Biological growth processes that enable orderly changes in behavior and are relatively uninfluenced by experience or other environmental factors:
Maturation
Mental concepts or frameworks that organize and interpret information; a theory of cognitive development by Piaget:
Schemas
Interpreting a new experience in terms of an existing schema:
Assimilation
Changing an existing schema to incorporate new information that cannot be assimilated:
Accommodation
The infant explores the world through direct sensory and motor contact. Object permanence and separation anxiety develop during this stage:
Sensorimotor Stage (0-2 Years)
The child uses symbols to represent objects but does not reason logically. The child also has the ability to pretend. During this stage the child is egocentric:
Preoperational Stage (2-6 Years)
The child can think logically about concrete objects and can thus add and subtract. The child also understands conservation:
Concrete Operational Stage (7-12 Years)
The adolescent can reason abstractly and think in hypothetical terms:
Formal Operational Stage (12-Adult)
Created the Stages of Cognitive Development:
Jean Piaget
Awareness that things do not cease to exist when not perceived/are hidden:
Object Permanence
Fear and distress that develops when children are confronted by individuals who are unknown to them:
Stranger Anxiety
Belief that inanimate objects have feelings and humanlike qualities:
Animism
Belief that anythin that exists must have ben ade by a conscious entity:
Artificialism
Piaget’s theory that during the preoperational stage, children have difficulty considering others’ viewpoints:
Egocentrism
Principle that properties remain constant despite changes in the forms of objects:
Conservation
Suggested by Lev Vygotsky under the belief that social and cultural environment allows children to progress throughout development stages more quickly/slowly depending on the stimuli in that environment:
Sociocultural Perspective
The difference between what a learner can do without help and what they can do with help; by Lev Vygotsky:
Zone of Proximal Development
Our ideas about our own/others’ thoughts, eelings, and perceptions and the behaviors these might prodeict:
Theory of the Mind
Emotional tie with another person, shown in young children by their seeking closeness to a caregiver and showing distress on separation:
Attachment
When the caregiver leaves the baby with a stranger, the baby is upset and cries for a while but then will engage in the environment/toys, and when the caregiver returns, the baby will try to touch the caregiver and return to playing:
Secure Attachment
When the caregiver leaves the baby with a stranger, the baby is very distressed and when the caregiver returns, the baby is resentful:
Anxious/Ambivalent
When the caregiver leaves the baby with a stranger, the baby is indifferent, and when the caregiver returns, the baby may seek contact but then pull away:
Avoidant Attachment
Physical comfort a caregiver provides:
Contact Comfort
An item that helps to soothe a child when contact comfort cannot be provided:
Transitional Object
Limited time shortly after birth during which an organism must be exposed to certain experiences/influences if it is to develop properly:
Critical Period
Instinctive bonding to the first moving object seen within hours after birth:
Imprinting
A sense that the world is predictable and trustworthy:
Basic Trust
Right and wrong is determined by rewards/punishments:
Preconventional Morality
Views of others matter; avoidance of blame; seeking approval:
Conventional Morality
Abstract notions of justive; rights of others can override obedience to laws/rules:
Post-conventional Mrality
Created moral development:
Lawrence Kohlberg
Development: Weaning off of breastfeeding/formula
Adult Fixation: Smoking, overeating
Oral Stage
Development: Toilet training
Adult Fixation: Orderliness, messiness
Anal Stage
Development: Resolving Oedipus/Electra Complex
Adult Fixation: Deviancy, sexual dysfunction
Phallic Stage
Development: Developing defense mechanisms
Adult Fixation: None
Latency Stage
Development: Reaching full sexual maturity
Adult Fixation: The person should be sexually matured and mentally healthy
Genital Stage
Created the Psychosexual Stages:
Sigmund Freud
Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust:
Trust vs. Mistrust (Birth - 18 months)
Children need to develop a sense of personal control over physical skills and a sense of independence:
Autonomy vs. Shame & Doubt (2-3 yrs)
Children need to begin asserting control and power over the environment:
Initiative vs. Guilt (3-5 yrs)
Children need to cope with new social and academic demands:
Industry vs. Inferiority (6-11 rs)
Teens need to develop a sense of self and personal identity:
Identity vs. Role Confusion (12-18 yrs)
Young adults need to form intimate, loving relationships with other people:
Intimacy vs. Isolation (19-40 yrs)
Adults need to create or nurture things that will outlast them:
Generativity vs. Stagnation (40-65 yrs)
Older adults need to look back on life and feel a sense of fulfillment:
Integrity vs. Despair (65-death)
Babies cry little, are easy to calm, and have predictable sleep/wake cycles:
Easy Temperament
Less predictable and more irritable and challenging to calm with unpredictable sleep and wake patterns:
Difficult Temperament
Enforce their rules without input from children and live by philosophy “my way or the highway”:
Authoritarian Parents
Cannot make decisions for themselves and when older, often make poor decisions and seem to be immature with low levels of self-esteem:
Children of Authoritarian Parents
Responsive to the input and needs to their children and set rules and expectations but are not as rigid and demanding:
Authoritative Parents
Well balanced, exhibit decision making abilities and high self-esteem:
Children of Authoritative Parents
Very lax in parenting; often have more of a friendship with the child and has few boundaries:
Permissive Parents
Very impulsive and demanding because they have become accustomed to getting their way:
Children of Permissive Parents
Not involved with their children’s lives and don’t care to be involved:
Rejecting-Neglecting Parents
Low self-esteem and act as adults prematurely because they have had to make decisions for themselves form a young age:
Children of Rejecting-Neglecting Parents
Person’s sense of identity and personal worth:
Self-Concept
Life stage from puberty to independent adulthood:
Adolescence
Period of sexual maturation during which a person becomes capable of reproduction:
Puberty
Body structures that enable reproduction:
Primary Sex Characteristics
Non-reproductive sexual characteristics:
Secondary Sex Characteristics
First menstrual period:
Menarche
The primary task of an adolescent per Erikson is to create one’s sense of self:
Identity
Time in which an adolescent has not yet undergone an identity crisis and has made no commitment about their own identity:
Identity Diffusion
Teens often simply adopt the view of ther parents or socety than adopt their own core beliefs:
Identity Foreclosure
Adolescents struggling with their sense of identity and experience identity crisis:
Identity Moratorium
Post-crisis phase during which individuals have identified and acknowledged who they are/what they want to be:
Identity Achievement
Primary task of last adolescence and early adulthood when one establishes close, loving relationships:
Intimacy
Culturally preferred timing of social events, such as leaving home, marrying, having children, and retiring:
Social Clock
Emotional and identity-questioning crisis occurring in early middle age:
Midlife Crisis
Study of adulthood and aging:
Gerontology
Cessation of menstruation and typically occurs in the early fifties:
Menopause
Brain condition in which thinking, memory, and behavior being to deteriorate:
Dementia
Degenerative disease in which memory loss is progressive and plaques accumulate in the nervous system tissues and lowers levels and ACh and genetic trait in chromosome 19:
Alzheimer’s Disease
People of different ages are compared with one another:
Cross-Sectional Study
People are tested and retested over a period of years:
Longitudinal Study
Denial
Anger
Bargaining
Depression
Acceptance
Stages of Death & Dying by Elizabeth Kubler-Ross
Studied the attachmet process with baby monkeys:
Harry Harlow
Psychologist noted for her work on patterns of attachment:
Mary Ainsworth
Emphasized the social aspects of moral decision-making rather than the cognitive approach by Kohlberg:
Albert Bandura
Proposed four stages in developing a sense of identity based on the criteria of crisis:
James Marcia
Noted for her reasearch on parenting, different parenting styles, and their influence on childrens’ beavior
Diana Baumrind
Criticized Kohlberg and argued that society encouraged males to be more assertive than females; therefore, females are more likely to forego their own beliefs:
Carol Gilligan
