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Psych 290 > unit 5 > Flashcards

unit 5 Flashcards

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1
Q

development

A

sequence of age related changes from conception to death

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2
Q

zygote

A

one-celled organism formed by the union of sperm and an egg

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3
Q

prenatal period

A

conception to birth, nine months of pregnancy

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4
Q

stages of prenatal development

A

germinal, embryonic, fetal

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5
Q

germinal stage

A

1st phase, first two weeks, zygote

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6
Q

placenta

A

structure that allows oxygen and nutrients to pass to the fetus from bloodstream, and bodily waste to pass out the mother

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7
Q

embryonic stage

A

2nd stage, from 2 weeks until end of the second month, embryo, basic physiological structures are being formed

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8
Q

fetal stage

A

3rd stage, from 2 months until birth, fetus, physical movements, sex organs, brain cells multiply

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9
Q

age of viability

A

age at which a baby can survive in the event of a premature birth

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10
Q

teratogens

A

external agents that can harm an embryo or fetus (alcohol, drugs)

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11
Q

fetal alcohol syndrome

A

collection of congenital (inborn) problems associated with alcohol use in pregnancy.(small head, heart defects, irritability, hyperactivity, delayed mental/motor development. most common known cause of intellectual disability.

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12
Q

motor development

A

driven by children’s exploration, progression of muscular coordination required for physical activities, grasping, crawling, walking, running

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13
Q

cephalocaudal trend

A

head-to-foot direction of motor development (upper body before lower)

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14
Q

proximodistal trend

A

centre-outward direction of motor development (torso before extremities)

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15
Q

maturation

A

genetically programmed physical changes that come with age, unfolding of genetic blueprint

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16
Q

developmental norms

A

the median age at which individuals display various behaviours and abilities, benchmarks at when kids walk for example

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17
Q

temperament

A

characteristic mood, activity level, emotional reactivity. infants have a considerable variability

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18
Q

Alexander Thomas and Stella Chess longitudinal study

A

temperament individuality is established around 2-3 months old. 3 styles of temperament (and a mixture of the three):

  1. easy children
  2. slow-to-warm up children
  3. difficult children
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19
Q

longitudinal design

A

observe one group of participants repeatedly over a period of time (more sensitive to developmental changes

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20
Q

cross-sectional design

A

compare groups of participants of differing age at a single point in time

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21
Q

cohort effects

A

occur when differences between age groups are due to growing up in different time periods

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22
Q

attachment

A

close emotional bonds to a caregiver and infant

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23
Q

seperation anxiety

A

emerges around 14-18 months, emotional distress when infants are separated from a caregiver with which they have formed an attachment.

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24
Q

Mary Ainsworth

A

attachment comes from interplay between infant and mother

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25
Q

strange situation procedure

A

infants are exposed to 8 separation and reunion episodes to assess the quality of attachment

26
Q

secure attachment

A

play comfortably when mother is present, upset when leaves, fine when back

27
Q

anxious-ambivalent attachment

A

anxious when mother is present, protest lots when she leaves, not really comforted when she returns

28
Q

avoidant attachment

A

seek little contact with mother, not distressed when she leaves

29
Q

disorganized-disoriented attachment

A

children are confused whether they should approach or avoid their mother

30
Q

Erik Erikson

A

personality continues to evolve over an entire lifespan, stage theory of development

31
Q

stage

A

developmental period where characteristic patterns of behaviour are exhibited and some extablished
assume:
1. individuals progress in a certain order (stages build on each other)
2. progress is strongly related to age
3. development is marked by major discontinuities that usher in dramatic transitions in behaviour

32
Q

Erikson’s stage theory

A

8 stages, each have a psychosocial crisis

  1. trust vs. mistrust
  2. autonomy vs. doubt and shame
  3. initiative vs. guilt
  4. industry vs. inferiority
  5. identity vs. confusion
  6. intimacy vs. isolation
  7. generativity vs. isolation
  8. integrity vs. despair
33
Q

cognitive development

A

transitions in youngster’s patterns of thinking: reasoning, remembering, problem solving

34
Q

Jean Piaget

A

wondered about the reasoning for children’s wrong answers on intelligence tests, stage theory of development

  1. sensorimotor period (birth to 2)
  2. preoperational period (2-7)
  3. concrete operational period (7-11)
  4. formal operational period ( 11 onwards)
35
Q

assimilation

A

interpreting new experiences by using existing mental structures without changing them

36
Q

accomodation

A

changing existing mental structures to explain new experiences

37
Q

object permanence

A

when a child realizes that an object continues to exist when they are no longer visible

38
Q

conservation

A

awareness that physical quantities remain constant in spite of changes in their shape or appearance

39
Q

centration

A

tendency to focus on just one aspect of a problem, neglecting other aspects

40
Q

irreversibility

A

inability to envision reversing an action

41
Q

egocentrism

A

thinking has a limited ability to view someone else’s viewpoint

42
Q

animism

A

belief that all things are living

43
Q

Vygotsky’s sociocultural theory

A

cognitive development is fuelled by environment, social interactions with older peeps, culture influences, language plays a high role in development, zone of proximal development (ZPD)

44
Q

zone of proximal development

A

gap between what a learner can do alone and what they can do with a more skilled partner

45
Q

scaffolding

A

when the assistance provided is adjusted as learning progresses (generally less and less help)

46
Q

habituation

A

gradual reduction in the strength of a response when a stimulus is presented repeatedly

47
Q

dishabituation

A

if a new stimulus elicits an increase in the strength of a habituated response

48
Q

Kohlberg’s stage theory of moral development

A

reasoning over behaviour
preconventional level: punishment orientation, naive reward orientation
conventional level: good boy/girl orientation, authority orientation
postconventional level: social contract, individual principles and conscience

49
Q

adolescence

A

not universal across cultures

50
Q

pubescence

A

two year span preceding puberty, changes leading to physical and sexual maturity take place

51
Q

secondary sex characteristics

A

physical features that distinguish one sex from the other but that are not essential for reproduction

52
Q

puberty

A

stage where sexual functions reach maturity, marks the beginning of adolescence

53
Q

primary sex characteristics

A

structures necessary for reporduction

54
Q

menarche

A

first period for ladies

55
Q

family life cycle

A

sequence of stages that families tend to progress through

56
Q

dementia

A

an abnormal condition marked by multiple cognitive deficits that include memory impairment

57
Q

sex

A

biological categories of female and male

58
Q

gender

A

cultural constructs of feminine and masculine

59
Q

gender differences

A

actual disparities between the sexes in typical behaviour or average ability

60
Q

socialization

A

acquisition of societal norms

61
Q

gender roles

A

expectations about what is appropriate for each sex

Psych 290 (9 decks)

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