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AP Psychology > Unit 3 > Flashcards

Unit 3 Flashcards

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1
Q

Developmental psychology consists of both ___________ of development &/or ________ _______ in development though out the lifespan

A

Chronological order (year to year)

Thematic issues

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2
Q

Thematic issues to development are (3 themes of developmental research)

A

Stability & change, nature & nurture, continuous & discontinuous stages of development

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3
Q

Stability & change

A

Stability- traits and behaviors that stay the same throughout life

Change- traits and behaviors that are more fluid/flexible throughout life

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4
Q

Continuity vs discontinuity
(Similar to nature vs nurture)

A

Continuity- view that development is gradual, continuous process

Discontinuity- view that development occurs in a series of distinct stages

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5
Q

Time horizon

A

How many times data is collected

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6
Q

Cross-sectional study
(Pros and cons)

A

One time study/collection of data from group

Pros- cheaper, quicker, easier
Cons- static view point, sensitive to timing

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7
Q

Longitudinal study
(Pros and cons)

A

Collection of data from same group (multiple times) over time

Pros- less sensitive to timing, can identify patterns, order
Cons- more resources, impractical at times (people get tired of it)

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8
Q

Teratogens

A

Chemicals & viruses that can be harmful to a baby in the womb

(Maternal illness, genetic mutations, hormonal changes, and environment factors)

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9
Q

Gross motor

A

Physical (bigger milestones)

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10
Q

Fine motor

A

Skills (smaller milestones)

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11
Q

Infants poses reflexes like

A

Rooting reflex; survival skills
(Newborns have preference for faces to make connections)

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12
Q

Habituation

A

Decrease responsiveness with repeated exposure (threat becomes not as threatening)

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13
Q

Visual cliff

A

Born with visual depth perception

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14
Q

Konrad Lorenz Theory

A

the principle of attachment, or imprinting, through which in some species a bond is formed between a newborn animal and its caregiver

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15
Q

Imprinting

A

New born animals follow what they see and what is always around (mothers); watching and following

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16
Q

What are the main physical and psychological milestones that occur in adolescence?

A

adolescent growth spurt and puberty
Develops primary and secondary sex characteristics during this time,
such as menarche and spermarche

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17
Q

Adulthood is most of the lifespan and is characterized by a general leveling off
and then a varying decline in…

A

reproductive ability (i.e., menopause), mobility,
flexibility, reaction time, and visual and auditory sensory acuity

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18
Q

Gender

A

Culture’s expectation about what it means to be a man or a woman. Defined by your body but mind’s understanding is affected by your biology and experiences.

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19
Q

Gender Biases in workplaces

A

Perceptions of differences (he’s so/she’s so…) compensation (salary) family care responsibility (mothers vs fathers) social norms, interaction styles, every day behavior, leadership styles

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20
Q

Gender Roles

A

The social expectations that guides behavior as men or women

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21
Q

Piaget Cognitive Theory of Development

A

Explains how a child constructs a mental model of the world

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22
Q

Schema

A

A concept or framework that organizes and interprets information

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23
Q

Assimilation

A

Intepretting our new experiences in terms of our existing schemas (no change in schema)

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24
Q

Accommodation

A

Adapting to our current schemas (understanding) and incorporate new info (change in schema)

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25
Q

Object Permanence

A

The awareness that things continue to exist even when not perceived

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26
Q

Egocéntrism

A

In Piaget’s theory the preoperational child’s difficulty taking another’s POV

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27
Q

Conservation

A

Principle (which Piaget believed to be part of concrete operational reasoning) that properties like mass, volume and number remain the same despite changes in the forms of objects

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28
Q

Piaget’s theory of Cognitive Development Charts

A

Sensorimotor: from birth - 2yrs
Preoperational: 2-7 yrs
Concrete Operational: 7-11
Formal Thinking: 11 and up

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29
Q

Lev Vgotsky

A

Children are social learners, learn by interacting with and building off of other people in the same boat as them

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30
Q

Zone of Proximal Development

A

Gap between what a Lerner can do independently and what they can do with help

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31
Q

Crystalized Intelligence

A

Info people are wired with and apply to their lives now. Crystalized intelligence remains stable through adulthood

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32
Q

Fluid Intelligence

A

A person is able to think outside the box to solve problems using their judgement and logic

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33
Q

Phonemes

A

Small distinctive sound unit in language (that = 3)

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34
Q

Morphemes

A

Small language units that carry meaning (ing; s)

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35
Q

Semantics

A

Meaning of a word, phrase, sentence, etc

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36
Q

Language development of a child

A

3 months: cooing and gurgling
6 months: babbling
12 months: first words
18 months: 5-40 words
2 yrs; 2-3 word sentences
3 yrs: short sentences
4 yrs: 5-word sentences
5 yrs: Identifies letters and makes longer sentences

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37
Q

Learning Pyramid

A

Speech>talking>understanding>play>look and listen>adult/child interaction

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38
Q

Ecological Systems Theory (child)

A

Microsystems - immediate environment
Mesosystem - connections between environments
Exosystem- indirect environments
Macrosystems- social and cultural values
Chronosystems-changes over time

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39
Q

Authoritarian

A

Focus on obedience, punishment over discipline (Boy)

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40
Q

Authoritative

A

Create relationship and enforce rules (mom)

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41
Q

Permissive

A

Don’t enforce rules, “kids will be kids”

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42
Q

Uninvolved

A

Provides little guidance, nurturing or attention

43
Q

Mary Ainsworth

A

The strange situation (attachment in infants)
Measures security of an infant in 1-2 yrs old

44
Q

8 stages Baby + mother + researcher

A

1st: mother and baby (explore environment or cling to mom)
2nd: mother and baby and stranger (baby’s response to stranger)
3rd: baby and stranger (baby’s response to stranger- separation anxiety?)
4th: mother and baby and stranger (baby’s response to mom’s return?)
5th: mom and baby
6th: baby alone
7th: baby and stranger; mom and baby

45
Q

Secure Attachment

A

Distress when separated with mom, avoidant of strangers unless mom is there, happy to see mom when she returns (70% of infants)

46
Q

Ambivalent Attachment

A

Intense distress when separated from mom, significant fear of stranger, approach mother but reject contact upon her return (15% of infants)

47
Q

Avoidant Attachment

A

No interest when separated from mom, play happily with stranger, ignore mom after separation (15% of infants)

48
Q

Disorganized attachment

A

Inconsistent attachment behaviors (4% of infants)

49
Q

Caregiver Sensitivity Hypothesis

A

Difference in infant attachment styles are dependent on the mother’s behavior during critical period of development

50
Q

Harry Harlow

A

Disproved the belief that love is only based on physical needs (cloth mother > wire mother)

51
Q

Parallel Play

A

2 or more kids playing side by side without interacting. May observe other kids and mimic their actions. Common with kids who haven’t developed body awareness and social interaction skills

52
Q

Children interact with peers via play

A

Fun fact

53
Q

Adolescents gradually rely on peer relationships as they age

A

Fun fact

54
Q

Social Clock

A

Culture plays a role in determining when adulthood begins and when major life events occur

55
Q

Ericksen’s Social Development Stages (Basic Conflict)

A

Each stage in life is marked by a specific conflict

56
Q

Adverse Childhood Experiences (ACES)

A

Aces have effects on relationships people form throughout life

57
Q

Ivan Pavlov

A

Russian physiologist who discovered Classical Conditioning

58
Q

Classical Conditioning

A

A type of unconscious or automatic learning

59
Q

Unconditioned Stimulus

A

Stimulus (or trigger) that leads to an automatic response

Ex. If a cold breeze makes you shiver, the breeze is an unconditioned stimulus; produces and involuntary response (the shivering)

60
Q

Unconditioned Response

A

Automatic response or a response that occurs without thought when an unconditioned stimulus is present

Ex. If you smell your favorite food and your mouth starts watering, the watering is an unconditioned response

61
Q

Neutral Stimulus

A

Stimulus that doesn’t initially trigger a response on its own.

Ex. If you hear the sound of a fan but don’t feel the breeze, it wouldn’t be necessarily trigger a response, making it a neutral stimulus

62
Q

Conditioned Stimulus

A

Stimulus that was once neutral (didn’t trigger a response) but now leads to a response

Ex. If you previously didn’t pay attention to dogs, but then got bit by one, and now you feel fear every time you see a dog, the dog becomes a conditioned response

63
Q

Conditioned Response

A

Learned response or a response that is created where no response existed before

Ex. Being bitten by a dog, the fear you experience after the bite is the conditioned response

64
Q

John Watson

A

“Little Albert” Experiement was a classical conditioning experiment.
Watson paired the white rat with a loud bang repeatedly to create an association between the two unrelated stimuli (loud band and white rat), and little Albert (the baby) began fearing the white rat without the loud bang

65
Q

Acquisition

A

Initial stage of learning, when a response is first established and gradually strengthened

The result of a conditioned stimulus being connected to an unconditioned stimulus

66
Q

Extinction

A

Conditioned response decreases or disappears

67
Q

Spontaneous Recovery

A

Learned response can suddenly reemerge, even after a period of extinction

68
Q

Generalization

A

Tendency for a conditioned stimulus to evoke (return to the mind) similar responses after the response has been conditioned

69
Q

Discrimination

A

Ability to differentiate b/n a conditioned stimulus and other stimuli that have not been paired with an unconditioned stimulus

Pavlov taught the dogs that they needed to respond to a specific bell tone to receive food

70
Q

Classical conditioning Key Principles

A

Acquisition, Extinction, Spontaneous Recovery, Generalization, and Discrimination

71
Q

Higher Order Learning

A

In classical conditioning, and also known as second-order conditioning, is a procedure in which the conditioned stimulus (CS) of one experiment acts as the unconditioned stimulus (UCS) of another

Ex.
1. Can opener (CS), opens the food (UCS), the cat salivates (UC Response).
2. Squeaky Cabinet (second-order stimulus), owner grabs can opener from cabinet (CS), then cat salivates (CR)
3. Squeaky Cabinet (SOS), then cat Salivates (CR)

72
Q

Operant Conditioning

A

Type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment

73
Q

Edward Thorndike

A

Law of Effect- rewarded behavior is likely to happen again

74
Q

B.F. Skinner

A

developing the theory of Operant Conditioning- The idea that behaviour is shaped by its consequences
Made the OC chamber for mouse

75
Q

Reinforcer

A

Any event that strengthens the behavior it follows (positive or negative)

76
Q

Positive Reinforcement

A

Strengthens a response by presenting a stimulus after a response

77
Q

Negative Reingorcement

A

Strengthens a response by reducing or removing an aversive stimulus

78
Q

Shaping

A

A procedure in OC in which reinforcers guide behavior closer and closer towards a goal

79
Q

Primary Reinforcer

A

A natural reinforcing stimulus

80
Q

Conditioned (2nd) Reinforcer

A

Stimulus that gains it reinforcing power through its association w/ a primary reinforcer

Ex. Money helps reinforce behaviors because it can be used to acquire primary reinforcers such as food, clothing, and shelter

81
Q

Continuous Reinforcement

A

Reinforcing the desired response every time it occurs (quick acquisition and quick extinction)

Ex. a reward given to an animal every time they display a desired behavior

82
Q

Partial Reinforcement

A

Reinforcing a response only part of the time (slower acquisition but greater resistance to extinction)

Ex. Gambling
tempted to persist in their behavior in hopes that they will eventually be rewarded

83
Q

Fixed-ratio Schedules

A

Schedule that reinforces a response only after a specified number of responses

Ex. you give Cookie Monster a cookie every 5 times he sings “C is for cookie”

84
Q

Variable-ratio Schedule

A

A schedule of reinforcement that reinforces a response after an unpredictable number of responses

Ex. you give Homer a donut at random times when he says “Doh!”

85
Q

Fixed-interval Schedule

A

Schedule of reinforcement that reinforces a response only after a specified time has elapsed

Ex. you give Bart a Butterfinger every ten minutes after he moons someone

86
Q

Variable-interval Schedule

A

Schedule of reinforcement that reinforces a response that unpredictable time intervals

Ex. Pop Quizzes

87
Q

Social Learning Theory

A

Proposes that learning can occur by observation and does not have to involve personal experience with a consequence (vicarious conditioning).

Ex. Learning can occur by copying the behavior of ro-models (Monkey see = monkey do)

88
Q

Bandura Bobo Doll Experiment

A

Bandura carried out a study in which researchers physically and verbally abused a clown-faced inflatable toy in front of preschool-age children, which led the children to later mimic the behaviour of the adults by attacking the doll in the same fashion

89
Q

Insight Learning

A

Occurs when the solution to a problem occurs w/out any association, consequence, or model being present

90
Q

Latent Learning

A

Occurs when info is learned w/out reinforcement but is not immediately evident. LL is often demonstrated by cognitive maps

91
Q

Piagents Theory of Cognitive Development: Sensorimotor

A

Knows object is still there even if out of sight and knows they can control the object

92
Q

Piagents Theory of Cognitive Development: Preoperational

A

Begins to use language

Egocentric thinking and hard for them to see other povs

Classifies objects by single feature (color)

93
Q

Piagents Theory of Cognitive Development: Concrete Operational

A

Logical thinking

Recognizes numbers, weight, and mass

Classifies objects by many features

94
Q

Piagents Theory of Cognitive Development: Formal Operational

A

Advanced logical thinking about complex topics

Worries about hypothetical situations and the future

Creates hypothesis and tests them

95
Q

Extinction in classical conditioning

A

When a response to a conditioned stimulus diminishes or disappears due to the absence of the unconditioned stimulus

96
Q

Albert Bandura’s observational learning theory

A

children imitate each other bc they watch others actions and copy them

97
Q

Erik’s Psychosocial Stages:

Infancy (0-1)

A

trust vs mistrust

98
Q

Erik’s Psychosocial Stages:

Early Childhood (1-3)

A

Autonomy (self governed) vs shame/doubt

99
Q

Erik’s Psychosocial Stages:

Play Age (3-6)

A

Initiative vs guilt

100
Q

Erik’s Psychosocial Stages:

School Age (7-11)

A

Industry vs. inferiority

101
Q

Erik’s Psychosocial Stages:

Adolescents (12-18)

A

Identity vs. confusion

102
Q

Erik’s Psychosocial Stages:

Early Adulthood (19-29)

A

Intimacy vs. Isolation

103
Q

Erik’s Psychosocial Stages:

Middle Age (30-64)

A

Generativity vs. stationed

(Be part of a society and family)

104
Q

Erik’s Psychosocial Stages:

Old Age (65- over)

A

Integrity vs. Dispare

(Assess and make sense of life and meaning of contributions

AP Psychology (6 decks)

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