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PSYCH101 INTRODUCTION TO PSYCHOLOGY > UNIT 4: HUMAN DEVELOPMENT > Flashcards

UNIT 4: HUMAN DEVELOPMENT Flashcards

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1
Q

Is the pattern of change that begins at conception and continues through the life span.

A

Development

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2
Q

BASIC TERMS

The biological limits to life’s length, determined by species-specific hereditary factors.

A

Life span

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3
Q

BASIC TERMS

The perspective that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual.

A

Life-span perspective

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4
Q

BASIC TERMS

Involves growth, maintenance, and regulation; and is constructed through biological, sociocultural, and individual factors working together.

A

Life-span perspective

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5
Q

BASIC TERMS

The average length of time that a given age-based cohort is expected to live.

A

Life expectancy

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6
Q

BASIC TERMS

The term used by sociologists to refer to the normal, expected set of events that take place over an individual’s life.

A

Life course

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7
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Suggests that a person’s problems were the result of his experiences early in life.

A

Sigmund Freuds’ Theory
(Psychosexual Theory of Development)

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8
Q

THEORIES OF LIFE SPAN DEVELOPMENT

When children grow up, their focus of pleasure and sexual impulses shifts from the mouth to the anus and eventually to the genitals.

A

Sigmund Freuds’ Theory
(Psychosexual Theory of Development)

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9
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

Infant’s pleasure centers on the mouth

Answer with age

A

Oral Stage (Birth - 1½ years old)

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10
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

Child’s pleasure focuses on the anus

Answer with age

A

Anal Stage (1½ - 3 years old)

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11
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

Child’s pleasure focuses on the genitals

Answer with age

A

Phallic Stage (3 - 6 years old)

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12
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

Child represses sexual interest and develops social and intellectual skills

Answer with age

A

Latency Stage (6 years old - Puberty)

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13
Q

PSYCHOSEXUAL THEORY OF DEVELOPMENT

A time of sexual reawakening source of sexual pleasure becomes someone outside the family.

Answer with age

A

Genital Stage (Puberty onward)

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14
Q

THEORIES OF LIFE SPAN DEVELOPMENT

The eight stages of human development wherein each stage consists of a unique developmental task that confronts individuals with a crisis that must be resolved.

A

Erik Erikson’s Theory
(Erikson’s Psychosocial Stages of Development)

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15
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Children must establish a sense of being able to rely on the environment (and caregivers) to take care of them

Answer with Age

A

Basic Trust vs. Basic Mistrust (0 –18 months old)

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16
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Children learn ways to be able to act independently from their parents without feeling afraid they will venture too far off on their own.

Answer with Age

A

Autonomy vs. Shame and Doubt (18 months –3 years old)

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17
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

This is the play stage in which children learn to express themselves creatively without fear they will engage in activities that will get them in trouble.

Answer with Age

A

Initiative vs. Guilt (3 –5 years old)

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18
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

During this stage, children learn to identify with the world of work and develop a work ethic.

Answer with Age

A

Industry vs. Inferiority (5 –12 years old)

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19
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Adolescents establish a sense of who they are and develop commitments in the areas of work and values.

Answer with Age

A

Identity vs. Identity Diffusion (12 –21 years old)

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20
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Young adults are able to experience psychologically close relationships with others and develop long-term commitments.

Answer with Age

A

Intimacy vs. Isolation (21 –40 years old)

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21
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Middle-age adults feel a sense of caring and concern for the younger generation and determine what their legacy will be after they are gone.

Answer with Age

A

Generativity vs. Stagnation (40–65 years old)

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22
Q

ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

In later adulthood, individuals come to grips with mortality and with achieving a sense of acceptance about the life they have lived.

Answer with Age

A

Ego Integrity vs. Despair (65 years till death)

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23
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world.

A

Jean Piaget’s Theory
(Piaget’s Theory of Cognitive Development)

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24
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities.

A

Jean Piaget’s Theory
(Piaget’s Theory of Cognitive Development)

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25
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Early cognitive development involves processes based upon actions and later progresses to changes in mental operations.

A

Jean Piaget’s Theory
(Piaget’s Theory of Cognitive Development)

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26
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

The infant constructs an understanding of the world by coordinating sensory experiences with physical actions.

Answer with Age

A

Sensorimotor Stage (Birth - 2 years old)

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27
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

Answer with Age

A

Sensorimotor Stage (Birth - 2 years old)

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28
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

The child begins to represent the world with words and images.

Answer with Age

A

Preoperational Stage (2 - 7 years old)

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29
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Words and images reflect increases symbolic thinking and go beyond the connection of sensory information and physical action

Answer with Age

A

Preoperational Stage (2 - 7 years old)

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30
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

The child can now reason logically about concrete events and classify objects into different sets.

Answer with Age

A

Concrete Operational Stage (7 - 11 years old)

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31
Q

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

The adolescent reason in more abstract, idealistic and logical ways.

Answer with Age

A

Formal Operational Stage (11 years old - Adulthood)

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32
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Emphasizes how culture and social interaction guide cognitive development.

A

Vygotsky’s Theory
(Vygotsky’s Sociocultural Cognitive Theory)

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33
Q

VYGOTSKY’S SOCIOCULTURAL COGNITIVE THEORY

Is the area of knowledge just beyond a child’s abilities.

A

Zone of proximal development (ZPD)

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34
Q

VYGOTSKY’S SOCIOCULTURAL COGNITIVE THEORY

Children learn best when they encounter information at this level and can interact with a more skilled person.

A

Zone of proximal development (ZPD)

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35
Q

VYGOTSKY’S SOCIOCULTURAL COGNITIVE THEORY

Is the kind of support adults and teachers present when they provide progressively more difficult problems or ask children to explain their reasoning for learning (within the ZPD) that enables children to work independently but with help so they can solve problems and develop their cognitive abilities more generally.

A

Scaffolding

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36
Q

Children become better at solving problems because they develop more conscious awareness of their cognitive activities and can use this awareness to select or change strategies, including better knowledge about how to direct their attention and effectively use their short-term/working memory and long-term memory.

A

Metacognition

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37
Q

Children do not experience discrete changes or move from one stage to another.

A

Development is continuous

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38
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Expanded on Piaget’s cognitive development theory by proposing that children’s cognitive abilities influence the growth of their ability to make moral judgments.

A

Lawrence Kohlberg’s Theory
(Stages of Moral Development)

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39
Q

STAGES OF MORAL DEVELOPMENT

Right and wrong are thought of in terms of their immediate effects of pleasure versus pain. No moral principles are invoked.

Answer with Age

A

Preconventional (Young children/Birth - 9 years old)

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40
Q

STAGES OF MORAL DEVELOPMENT

  • People at this stage see rules as fixed and absolute.
  • Obeying the rules is important because it is a way to avoid punishment.

Specific Stage

A

Stage 1: Obedience and Punishment

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41
Q

STAGES OF MORAL DEVELOPMENT

  • Actions are seen in terms of rewards rather than moral value.
  • Children account for individual points of view and judge actions based on how they serve individual needs.

Specific Stage

A

Stage 2: Individualism and Exchange

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42
Q

STAGES OF MORAL DEVELOPMENT

  • Moral decisions are made in terms of laws or general rules about what is right and what is wrong.
  • In this law and order stage, for example, people base their judgments on whether a law is broken or not.

Answer with Age

A

Conventional (Middle School Children/Early Adolescence - adulthood)

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43
Q

STAGES OF MORAL DEVELOPMENT

  • Often referred to as the “good boy-good girl” orientation.
  • Focused on living up to social expectations and roles.

Specific Stage

A

Stage 3: Developing Good Interpersonal Relationships

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44
Q

STAGES OF MORAL DEVELOPMENT

  • People begin to consider society as a whole when making judgments.
  • The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.

Specific Stage

A

Stage 4: Maintaining Social Order

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45
Q

STAGES OF MORAL DEVELOPMENT

Decisions about right and wrong are based on the notion of moral relativity.

Answer with Age

A

Postconventional (Adolescents and Adults)

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46
Q

STAGES OF MORAL DEVELOPMENT

  • Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
  • These ideas cause people in the next stage to begin to account for the differing values, opinions, and beliefs of other people.

Specific Stage

A

Stage 5: Social Contract and Individual Rights

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47
Q

STAGES OF MORAL DEVELOPMENT

  • Final level of moral reasoning is based on universal ethical principles and abstract reasoning.
  • At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.

Specific Stage

A

Stage 6: Universal Principles

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48
Q

THEORIES OF LIFE SPAN DEVELOPMENT

Children develop an inner representation of their relationship with their primary caregivers.

A

John Bowlby’s Theory
(John Bowlby’s Stages of Attachment)

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49
Q

THEORIES OF LIFE SPAN DEVELOPMENT

This inner representation, or working model, becomes the basis for their subsequent adult relationships.

A

John Bowlby’s Theory
(John Bowlby’s Stages of Attachment)

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50
Q

JOHN BOWLBY’S STAGES OF ATTACHMENT

The infant does not discriminate between caregivers.

Answer with age

A

Pre-attachment (Birth - 6 weeks old)

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51
Q

JOHN BOWLBY’S STAGES OF ATTACHMENT

Prefers familiar people but accepts care from anyone.

Answer with age

A

Attachment-in-the-Making (6 Weeks to 7 Months old)

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52
Q

JOHN BOWLBY’S STAGES OF ATTACHMENT

Specific attachment to the primary caregiver(s) develops.

Answer with age

A

Clear-Cut Attachment (7-24 Months old)

53
Q

JOHN BOWLBY’S STAGES OF ATTACHMENT

Formation of Reciprocal Relationships (24 months +)

Answer with age

A

Formation of Reciprocal Relationships (24 months and older)

54
Q

THEORIES OF LIFE SPAN DEVELOPMENT

  • Expanded greatly upon Bowlby’s original work.
  • Her groundbreaking “strange situation” study revealed the profound effects of attachment on behavior.
A

Mary Salter Ainsworth’s Theory
(Mary Salter Ainsworth Three Major Attachment Styles)

55
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

Infants who are securely attached perceive the attachment figure as a secure base from which they can confidently explore unfamiliar environments.

A

Secure Attachment

56
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

When separated from their caregivers, they display a moderate degree of distress (separation anxiety) but are easily comforted upon the caregiver’s return.

A

Secure Attachment

57
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

Parents of children who are securely attached display a high level of warmth and are sensitive to their children’s needs.

A

Secure Attachment

58
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

Infants with this type of attachment have a tendency to avoid or ignore their caregiver.

A

Insecure-Avoidant Attachment

59
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

They show very little anxiety in the absence of the attachment figure and do not seek comfort from him/her when in distress.

A

Insecure-Avoidant Attachment

60
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

children with this attachment style tends to have caregivers who are largely unresponsive to their needs.

A

Insecure-Avoidant Attachment

61
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

These infants fail to develop a sense of security in the presence of their caregiver and are hesitant to move away in order to explore unfamiliar surroundings.

A

Insecure-Resistant Attachment

62
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

These children display the highest level of emotional distress in the absence of their caregiver and in the presence of a stranger (stranger anxiety).

A

Insecure-Resistant Attachment

63
Q

MARY AINSWORTH THREE MAJOR ATTACHMENT STYLES

Form of attachment usually have caregivers who are inconsistent in responding to their needs.

A

Insecure-Resistant Attachment

64
Q

THEORIES OF LIFE SPAN DEVELOPMENT

  • Showed the importance of maternal attachment bonds in his work with infant Rhesus monkeys.
  • He removed young monkeys from their natural mothers a few hours after birth and left them to be “raised” by these mother surrogates. The experiment demonstrated that the baby monkeys spent significantly more time with their cloth mother than with their wire mother.
A

Harry Harlow

65
Q

THEORIES OF LIFE SPAN DEVELOPMENT

  • Development reflects the influence of several environmental systems.
  • The theory identifies five environmental system
A

Urie Bronfenbrenner’s Theory
(Urie Bronfenbrenner’s Ecological Theory)

66
Q

URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Setting in which the individual lives (person’s family, peers, school, and neighborhood).

A

Microsystem

67
Q

URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Involves relations between microsystems or connections between contexts (relation of family experiences to school experiences, school experiences to religious experiences, and family experiences to peer experiences.)

A

Mesosystem

68
Q

URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Consists of links between a social setting in which the individual does not have an active role and the individual’s immediate context.

A

Exosystem

69
Q

URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Involves the culture in which individuals live.

A

Macrosystem

70
Q

URIE BRONFENBRENNER’S ECOLOGICAL THEORY

Consists of the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances.

A

Chronosystem

71
Q

THEORIES OF LIFE SPAN DEVELOPMENT

  • Life span developmental psychologist Paul Baltes identified three social influences on the course of development.
  • These interact in ways that result in the patterning of specific life events.
A

Paul Baltes
(Paul Baltes Life Span Development Theory)

72
Q

PAUL BALTES LIFE SPAN DEVELOPMENT THEORY

The expectations associated with specific ages reflected in a given culture.

A

Age-Graded Normative Influences

73
Q

PAUL BALTES LIFE SPAN DEVELOPMENT THEORY

The effects of living in a given time and place that have similar influences on people within that society.

A

History-graded normative influences

74
Q

PAUL BALTES LIFE SPAN DEVELOPMENT THEORY

Random, unpredictable influences that are idiosyncratic to each individual

A

Nonnormative influences

75
Q

Three Stages of Gestation

A

Zygote: Conception to 2 weeks
Embryo: 2 weeks to 8 weeks
Fetus: 8 weeks to Birth

76
Q

PRENATAL DEVELOPMENT

  • Fertilization occurs
  • Zygote implants itself in the lining of the uterus ending the zygote period
  • Rapid cell division occurs
  • Embryonic stage lasts from end of the 2nd week to end of the 8th week
  • Cells differentiate into three distinct layers: the ectoderm, the mesoderm, and the endoderm
  • Nervous system begins to develop
  • Embryo is 1/2 inch long
A

1st Month

77
Q

PRENATAL DEVELOPMENT

  • Heart and blood vessels form
  • Head area develops rapidly
  • Eyes begin to form detail
  • Internal organs grow, especially the digestive system
  • Sex organs develop rapidly and sex is distinguished
  • Arms and legs form and grow
  • Heart begins to beat faintly
  • Embryo is 1 inch long and weighs 1/10 ounce
A

2nd Month

78
Q

PRENATAL DEVELOPMENT

  • Head growth occurs rapidly
  • Bones begin to form rapidly, which marks the transition to the fetal stage
  • The digestive organs begin to function
  • Arms, legs, and fingers make spontaneous movements
  • Fetus is 3 inches long and weighs 1 ounce
A

3rd Month

79
Q

PRENATAL DEVELOPMENT

  • Lower parts of the body show rapid growth
  • Bones are distinct in X-ray films
  • Reflex movement becomes more active
  • Heartbeat detected by physician
  • Sex organs are fully formed
  • Fetus is 7 inches long and weighs 5 ounces
A

4th Month

80
Q

PRENATAL DEVELOPMENT

  • Mother begins to feel reflex movements
  • A fine, downy fuzz covers the entire body
  • Vernix (a waxy coating) collects over the body
  • Ears and nose begin to develop cartilage
  • Fingernails and toenails begin to appear
  • Fetus shows hiccups, thumb sucking, and kicking
  • Fetus is 12 inches long and weighs 14 ounces
A

5th Month

81
Q

PRENATAL DEVELOPMENT

  • Eyes and eyelids fully formed
  • Fat is developing under the skin
  • Fetus is 14 inches long and weighs 2 pounds
A

6th Month

82
Q

PRENATAL DEVELOPMENT

  • Cerebral cortex of brain develops rapidly
  • Fetus is 17 inches long and weighs 3 pounds
A

7th Month

83
Q

PRENATAL DEVELOPMENT

  • Subcutaneous fat is deposited for later use
  • Fingernails reach beyond the fingertips
  • Fetus is 17 inches long and weighs 5 pounds
A

8th Month

84
Q

PRENATAL DEVELOPMENT

  • Hair covering the entire body is shed
  • Organ systems function actively
  • Vernix is present over the entire body
  • Fetus settles into position for birth
  • Neonate is 21 inches long and weighs 7 pounds
A

9th Month

85
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

  • Rolls over
  • Grasps rattle
A

1 Month

86
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Sits without support

A

6 months

87
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Stands holding on

A

7 month

88
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Grasps with thumb and finger

A

8 months

89
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Stands well alone

A

11 months

90
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Walks well alone

A

12 months

91
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Builds tower of two cubes

A

15 months

92
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Walks up steps

A

17 months

93
Q

MOTOR DEVELOPMENT MILESTONES OR STAGES

Jumps in place

A

24 months

94
Q

REFLEXES PRESENT AT BIRTH

Holds a finger or other object firmly

A

Grasping reflex

95
Q

REFLEXES PRESENT AT BIRTH

Turns head when touched on cheek

A

Rooting Reflex

96
Q

REFLEXES PRESENT AT BIRTH

Clears the throat

A

Gag Reflex

97
Q

REFLEXES PRESENT AT BIRTH

Flings out the arms, fans the fingers, and arches the back in response to a sudden noise

A

Startle reflex

98
Q

REFLEXES PRESENT AT BIRTH

Sucks objects placed in mouth

A

Sucking Reflex

99
Q

REFLEXES PRESENT AT BIRTH

Curls toes when outer edge of sole of foot is stroked

A

Babinski reflex

100
Q

PARENTING STYLES

  • A restrictive, punitive style in which parents exhort the child to follow their directions and to respect their work and effort.
  • Parent places firm limits and controls on the child and allows little verbal exchange.
A

Authoritarian Parenting

101
Q

PARENTING STYLES

A parenting style in which parents encourage their children to be independent but still place limits and controls on their actions.

A

Authoritative Parenting

102
Q

PARENTING STYLES

A style of parenting in which the parent is uninvolved in the child’s life

A

Neglectful Parenting

103
Q

PARENTING STYLES

A style of parenting in which parents are highly involved with their children but place few demands or controls on them.

A

Indulgent Parenting

104
Q

Reasons that Erikson’s theory of identity development contains four statuses of identity, or ways of resolving the identity crisis

A

James Marcia (1980, 1994)

105
Q

PARENTING STYLES

Erikson’s term for the gap between childhood security and adult autonomy.

A

Psychosocial Moratorium

106
Q

PARENTING STYLES

Adolescents who do not successfully resolve this identity crisis suffers this

A

Identity Confusion

107
Q
  • The status of individuals who have not yet experienced a crisis or made any commitments.
  • Not only are they undecided about occupational and ideological choices, they are also likely to show little interest in such matters.
A

Identity Diffusion

108
Q
  • The status of individuals who have made a commitment but not experienced a crisis.
  • This occurs most often when parents hand down commitments to their adolescents, usually in an authoritarian way, before adolescents have had a chance to explore different approaches, ideologies, and vocations on their own.
A

Identity Foreclosure

109
Q

The status of individuals who are in the midst of a crisis but whose commitments are either absent or are only vaguely defined.

A

Identity Moratorium

110
Q

The status of individuals who have undergone a crisis and made a commitment

A

Identity Achievement

111
Q

Developmental Issues

A

Nature vs. Nurture Issue
Stability vs. Change Issue
Continuity vs. Discontinuity Issue

112
Q

BIOLOGICAL THEORIES OF AGING

Natural selection has not eliminated many harmful conditions and non-adaptive characteristics in older adults because natural selection is linked to reproductive fitness, which is present only in the earlier part of adulthood.

A

Evolutionary Theory of Aging

113
Q

BIOLOGICAL THEORIES OF AGING

Leonard Hayflick’s (1977) theory that cells can divide a maximum of about 75 to 80 times, and that as we age our cells become less capable of dividing.

A

Cellular Clock Theory

114
Q

BIOLOGICAL THEORIES OF AGING

States that people age because when cells metabolize energy, the by-products include unstable oxygen molecules known as free radicals.

A

Free-Radical Theory

115
Q

BIOLOGICAL THEORIES OF AGING

  • States that aging is due to the decay of mitochondria.
  • Mitochondrial theory views emphasize that this decay is primarily caused by oxidative damage and loss of critical micronutrients supplied by the cell.
A

Mitochondrial theory

116
Q

BIOLOGICAL THEORIES OF AGING

are a family of proteins that have been linked to longevity, regulation of mitochondria functioning in energy, possible benefits of calorie restriction, stress resistance, and lower rates of cardiovascular disease and cancer.

A

Sirtuin

117
Q

BIOLOGICAL THEORIES OF AGING

Proposals have been made that the mTOR pathway has a central role in the life of cells, acting as a cellular router for growth, protein production/metabolism, and stem cell functioning.

A

mTOR Pathway Theory

118
Q

BIOLOGICAL THEORIES OF AGING

TOR stands for ? and in mammals it is called mTOR.

A

Target of rapamycin

119
Q

BIOLOGICAL THEORIES OF AGING

Argues that aging in the body’s hormonal system can lower resistance to stress and increase the likelihood of disease.

A

Hormonal Stress Theory

120
Q

INFANCY AND CHILDHOOD

The decrease in response to a stimulus that occurs after the same stimulus is repeatedly presented, is used to measure an infant’s awareness.

A

Habituation

121
Q

INFANCY AND CHILDHOOD

By _ months, infants can discriminate all sounds relevant to language production.

A

7 months

122
Q

VISUAL PERCEPTION

Color Perception

A

1 month

123
Q

VISUAL PERCEPTION

Focus on near or far objects

A

4 months

124
Q

VISUAL PERCEPTION

Recognition of two- and three-dimensional objects

A

4-5 months

125
Q

VISUAL PERCEPTION

Different responses to different facial expressions, such as smiles or frowns

A

7 months

126
Q

CHILDHOOD:PHYSICAL AND MOTOR DEVELOPMENT

In the first ____ months, children triple their birth weight and double their height

A

12 months

127
Q

CHILDHOOD:PHYSICAL AND MOTOR DEVELOPMENT

From age _ to _ , children gain about 5 pounds and 3 inches’ height per year. However, the proportions of the body also change such that the head grows at a slower rate than the rest of the body

A

3 to 13

128
Q

CHILDHOOD:PHYSICAL AND MOTOR DEVELOPMENT

From age 3 to 13 , children gain about _ pounds and _ inches’ height per year. However, the proportions of the body also change such that the head grows at a slower rate than the rest of the body

A

5 Pounds and 3 Inches

129
Q

INFANCY AND CHILDHOOD

Newborns show a preference for ____ tastes.

A

Sweet Tastes

PSYCH101 INTRODUCTION TO PSYCHOLOGY (4 decks)

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