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AP Psychology > Unit 9 - Development > Flashcards

Unit 9 - Development Flashcards

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1
Q

longitudinal design

A

one group of people is followed and assessed at different times as the group ages

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2
Q

cross-sectional design

A

several different age-groups are studied at one time

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3
Q

cross-sequential design

A

different participants of various ages are compared at several points in time

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4
Q

cohort effect

A

particular impact on development that occurs when a group of people share a common time period or life experience

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5
Q

stages of pregnancy

A

germinal
embryonic
fetal

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6
Q

teratogen

A

any substance that causes a birth defect (drug, chemical, virus, etc.)

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7
Q

5 infant reflexes

A 
grasping
startle
rooting
stepping
sucking
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8
Q

6 motor milestones

A 
raising head and chest (2-4 months)
rolling over (2-5 months)
sitting up with support (4-6 months)
sitting up without support (6-7 months)
crawling (7-8 months)
walking (8-18 months)
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9
Q

accomodation

A

altering/adjusting old schemas to fit new information

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10
Q

assimilation

A

trying to understand something with the schema one already had

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11
Q

object permanence

A

knowledge that object exists even when not in sight

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12
Q

animism

A

belief that everything is alive

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13
Q

egocentrism

A

inability to see the world through anyone else’s eyes but theirs

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14
Q

centration

A

focusing only on one feature of some object instead of taking all features into consideration

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15
Q

conservation

A

ability to understand that altering the appearance of something doesn’t have to change its amount

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16
Q

irreversibility

A

unable to “mentally reverse” actions

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17
Q

concrete concepts

A

objects, written rules, real things…

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18
Q

abstract concepts

A

no physical reality

19
Q

Piaget’s cognitive development stages

A

sensorimotor
preoperational
concrete operational
formal operational

20
Q

sensorimotor stage

A

0-2 years
senses
achieving object permanence

21
Q

preoperational stage

A

2-7 years
symbolic thinking (language, no operations/reversible logic)
egocentrism, animism

22
Q

concrete operational stage

A

7-11 years
thinking logically, obsessed with rules
conservation

23
Q

formal operations stage

A 
11+ years
hypothetical thinking (moral reasoning)
adolescent egocentrism (personal fable & imaginary audience)
24
Q

scaffolding

A

helping by asking leading questions and providing examples of concepts

25
Q

zone of proximal development (ZPD)

A

difference between what a child can do alone versus what a child can do with the help of a teacher

26
Q

stages of language development

A 
cooing
babbling
one-word speech
telegraphic speech
whole sentences
27
Q

temperament

A

behavioral and emotional characteristics that are fairly well established at birth

28
Q

easy temperament

A

regular schedules of waking/sleeping/eating; adaptable to change; happy

29
Q

difficult temperament

A

irregular schedules; unhappy with change; crabby; loud/active

30
Q

slow to warm up temperament

A

slow to adapt to change; quiet; less grumpy; pretty regular schedules

31
Q

attachment

A

emotional bond that forms between infant and primary caregiver

32
Q

Mary Ainsworth’s “Strange Situation”

A

securely attached:
- explores, returns to mom periodically, calm w stranger and mom, sad when mom gone, easily soothed when mom returns

avoidant:
- no interest/concern for mother or stranger, didn’t “touch base”

anxious/ambivalent:
- clingy, not exploring, upset by stranger, didn’t want mom to leave, mixed reaction to mom returning

33
Q

imprinting

A

how infant animals attach themselves to/follow the first animal/person they see immediately after birth

34
Q

contact comfort

A

monkeys attached to something soft to the touch

35
Q

3 aspects of attachment

A 
familiarity:
- mere-exposure effect
- imprinting
body contact:
- Harlow experiment
responsiveness:
- Ainsworth's "Strange Situation"
36
Q

Kohlberg’s levels of morality

A

preconventional (reinforcement/punishment)
conventional (society’s rules)
postconventional (abstract ideas, ethical/moral principles)

37
Q

Erikson’s psychosocial stages of development

A 
trust vs mistrust
autonomy vs shame/doubt
initiative vs guilt
industry vs inferiority
identity vs role confusion
intimacy vs isolation
generativity vs stagnation
integrity vs despair
38
Q

3 parenting styles

A

permissive - lets kid call the shots; neglectful
authoritarian - strict; constantly laying down the law
authoritative - democracy; not overbearing

39
Q

Elisabeth Kubler-Ross’ stages of death and dying

A 
denial
anger
bargaining
depression
acceptance
40
Q

theories of physical and psychological aging

A

cellular-clock theory
wear-and-tear theory
free-radical theory
activity theory

41
Q

cellular-clock theory

A

cells are limited in number of times they can reproduce to repair damage; when telomeres (on ends of chromosomes) are too short the cells can’t reproduce and damage accumulates, resulting in effects of aging

42
Q

wear-and-tear theory

A

outside influences (stress, physical exertion, bodily damage) cause body’s organs and cell tissues to wear out with repeated use and abuse; damaged tissues accumulate and produce the effects of aging

43
Q

free-radical theory

A

biological explanation for damage done to cells over time; free radicals are oxygen molecules that have unstable electron that bounces around cell, stealing electrons from other molecules and increasing damage to structures inside cell; as people age more free radicals do more damage, producing effects of aging

44
Q

activity theory

A

elderly person adjusts more positively to aging when remaining active in some way (volunteering, hobbies, friendships, social activities)

AP Psychology (12 decks)

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