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AP Psychology > Unit Part 3 > Flashcards

Unit Part 3 Flashcards

1
Q

What did Jean Piaget Study?

A

studied children’s cognitive development

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2
Q

What did Jean Piaget emphasize?

A

Emphasized how child’s mind grows through interaction with physical environment

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3
Q

assimilation

A

Interpreting new experiences in terms of our existing schema

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4
Q

accommodation

A

Adapting our current schema to incorporate new information

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5
Q

How many stages did Paiget believe that children progressed through?

A

4

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6
Q

What are the stages that Piaget believed in?

A

Sensorimotor, Preoperational, Concrete Operational, Formal Operational

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7
Q

What is the Sensorimotor stage and when does it start?

A

ages 0-2 (infancy to toddler). They develop object permanence (awareness that things continue to exist when they are not perceived) They also have a sense of math and physics

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8
Q

example of sensorimotor stage

A

understanding peek-a-boo or knowing that there is an object even when object is covered

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9
Q

What is the Preoperational stage and when does it start?

A

ages 2-6. Young children can represent things with words and images, but they’re too young to perform mental operations like reasoning with logic.
They gain proficiency in mental symbols, engage in pretend play, and exhibit animism, egocentrism, and theory of mind.

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10
Q

animism

A

belief that inanimate objects are alive/lifelike

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11
Q

egocentrism

A

difficulty perceiving things from another person’s point of view/perspective

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12
Q

theory of mind

A

Awareness of one’s own and others’ mental states & behaviors these may predict

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13
Q

what does a child lack in the preoperational stage?

A

mental operations like reversibility and conservation

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14
Q

reversibility

A

reversed sequence or returning state to original

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15
Q

conservation

A

Recognition that the quantity of a substance remains same despite changes in shape, container, etc.

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16
Q

What is the Concrete Operational stage and when does it start?

A

ages 6-12. they generally correct cognitive errors of preoperational stage. They understand the world in logical, realistic, straightforward ways and struggle to think systematically.

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17
Q

What is the Formal Operational stage and when does it start?

A

ages 12 and up. They gain the ability to think abstractly and hypothetically. They also gain deductive reasoning.

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18
Q

What did Lev Vygostky study?

A

He studied children’s cognitive development in a socio-cultural environment.

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19
Q

What was Lev Vygostky’s approach?

A

Children are social learners
Learn through interacting with other people within sociocultural contexts
Language is important influence

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20
Q

What is the Zone of Proximal Development? (ZPD)

A

The set of skills or knowledge a child/ student can’t do on their own but can do with the help or guidance of someone else

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21
Q

Scaffolding

A

temporary support for children to step up in their development

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22
Q

Crystallized Intelligence

A

(accumulation of knowledge and experience) - remains relatively stable throughout adulthood

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23
Q

Fluid Intelligence

A

(capacity to reason, learn new information) -
tends to wane with age

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24
Q

Dementia

A

general cognitive disorder that impairs memory, cognition, and decision-making (caused by many different diseases

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25
Q

Alzheimer’s

A

specific type of dementia

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26
Q

Language

A

mutually agreed upon system of arbitrary symbols that can generate or produce ideas

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27
Q

What are symbols in language?

A

Phoneme and Morphemes

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28
Q

what is a phoneme?

A

basic unit of sound

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29
Q

what is a morpheme

A

smallest unit in a word that carries meaning

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30
Q

What are the rules of language?

A

grammar, syntax, and semantics

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31
Q

What are the stages of language development?

A

Cooing, babbling, one-word stage. telegraphic speech

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32
Q

cooing

A

soft, vowel-like sounds babies make when they’re happy or content

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33
Q

babbling

A

repetitive, consonant-like sounds from native language, develops around 6 months; important for developing phonemes

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34
Q

one-word stage

A

child uses single word that can still convey complex meaning (10-18 months)

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35
Q

telegraphic speech

A

first multi-word speech, 2-3 words, (18-30 months)

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36
Q

Overgeneralization

A

common error where child overgeneralizes a language rule and uses it incorrectly

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37
Q

what is critical/sensitive period?

A

Important for any language development (remember Genie the Wild Child) but also important for second language development

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38
Q

Who is Noam Chomsky?

A

he is the father of modern linguistics.

39
Q

What did Noam Chomsky believe?

A

He believed that language is in our nature and that Infants are biologically pre-wired for language

40
Q

what is social-emotional?

A

ability to manage feelings, form relationships, and learn from others

41
Q

What did Urie Bronfenbrenner believe?

A

different environments we encounter affect our cognitive, social, and biological development.

42
Q

Attachment

A

An emotional tie with another person; survival technique to keep caregivers close

43
Q

What does attachment look like?

A

When young children seek closeness with their caregiver and show distress upon separation.

44
Q

When do attachment bonds form?

A

During sensitive periods; some from the moment of birth!

45
Q

What was the Harlows’ experiments?

A

They experimented on baby monkeys with attachment.

46
Q

What did the Harlows’ experiments prove?

A

proved that attachment was based more on comfort than nourishment

47
Q

who is Mary Ainsworth?

A

she studied how babies interacted with and without their mothers in a laboratory setting to study their attachment to their caregiver.

48
Q

What did Mary Ainsworth create?

A

the strange situation

49
Q

What did the strange situation lead to?

A

classification of different attachment styles

50
Q

what are the different types of attatchment?

A

secure attachment
insecure attachment: anxious, avoidant, disorganized

51
Q

what is secure attachment?

A
  • infants comfortably explore environments in the presence of their caregiver
  • temporary distress when the caregiver leaves (related to object permanence as well)
  • find comfort in the caregiver’s return
52
Q

what is anxious behavior?

A

child is deeply distressed with caregiver leaves and clingy, resentful when they return. Nervous to explore even with caregiver present.

53
Q

what is avoidant behavior?

A

child ignores or avoids caregiver, no reaction with caregiver leaves, little exploration no matter who is present, treats strangers no different than caregivers.

54
Q

what is disorganized behavior?

A

no consistent behavior regarding separations and reunions

55
Q

what does secure attachment lead to?

A

Leads to child/adult that is socially competent (form good relationships, can socialize well with others), well adjusted

56
Q

what does insecure attachments lead to?

A

Leads to child/adult that may struggle with relationships, socialization (constantly crave attention or experience discomfort with getting too close to people)

57
Q

what is temperament?

A

a person’s characteristic emotional reactivity and intensity

58
Q

what is the authoritarian parenting style?

A
  • coercive parents
  • impose rules and expect blind obedience
  • do not often offer explanations or discussion
59
Q

how does the authoritarian parenting style impact a child?

A

less confidence, less social skills, overreact at mistakes

60
Q

what is the authoratative parenting style?

A
  • confrontive parents
  • demanding, but also responsive
  • set rules, but also have discussions and exceptions
61
Q

how does the authuratative parenting style impact a child?

A

highest self-esteem, self-reliance, social competence

62
Q

what is the permissive parenting style?

A
  • unrestrained parents
  • few demands, limits, and little punishment
63
Q

how does the permissive parenting style impact a child?

A

immature and more aggressive, reckless

64
Q

what is the negligent parenting style?

A
  • uninvolved parents
  • neither demanding nor responsive; seek no close relationship with children
65
Q

how does the negligent parenting style impact a child?

A

poor academic and social outcomes

66
Q

what are adverse childhood experiences (ACEs)

A

are considered stressful or traumatic events that occur in the first 18 years of someone’s life

67
Q

what behaviors are adverse childhood experiences?

A

Deprivation of attachment, lack of stimulation as an infant

68
Q

what plays a huge role in parenting styles, attachment styles, and what is considered an ACE

A

culture

69
Q

what do Children begin engaging in peer relationships early on

A

through pretend and parallel play

70
Q

what do adolescents gradually rely more and more on?

A

peer relationships

71
Q

what continues to develop here?

A

egocentrism

72
Q

what is imaginary audience?

A

intense awareness and imagination about what others are thinking of them

73
Q

what is personal fable?

A

belief that they are unique and special and invulnerable (won’t fall into what happens to everyone else)

74
Q

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

A

culture

75
Q

what is the social-clock?

A

culturally-influenced timing of life events like marriage, parenthood, retirement (when’s the “right time” to do these things)

76
Q

what is emerging childhood?

A

transition period in many Western cultures where a person is not an adolescent but not a fully independent adult (18 years to mid-twenties)

77
Q

what is adult attachment often influenced by?

A

childhood attachment style

78
Q

who is Erik Erikson?

A

he is a psychologist who says that each stage of life has its own psychological task –a crisis that needs resolution

79
Q

what sis Erik Erikson build his theory upon?

A

Freud’s psychosexual stages

80
Q

What did Erik Erikson’s stages describe?

A

the issue or debate that people encounter at each stage of life

81
Q

what is the age, issue, and task of infancy?

A

to 1 year, trust vs. mistrust, If needs are dependably met, infants develop a sense of basic trust.

82
Q

what is the age, issue, and task of toddlerhood?

A

1 to 3 years, autonomy vs. shame and doubt, Toddlers learn to exercise their will and do things for themselves, or they doubt their abilities.

83
Q

what is the age, issue, and task of preschool?

A

3 to 6 years, initiative vs. guilt, Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent.

84
Q

what is the age, issue, and task of elementary school?

A

6 years to puberty, competence vs. inferiority, Children learn the pleasure of applying themselves to tasks, or they feel inferior.

85
Q

what is the age, issue, and task of adolescence?

A

teen years into 20s, indentity vs. role confusion, Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are.

86
Q

what is the age, issue, and task of young adulthood?

A

20s to early 40s, intimacy vs. stagnation, Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated.

87
Q

what is the age, issue, and task of middle adulthood?

A

40s to 60s, generativity vs. stagnation, Middle-aged people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose.

88
Q

what is the age, issue, and task of late adulthood?

A

late 60s and up, integrity vs. despair, Reflecting on their lives, older adults may feel a sense of satisfaction or failure.

89
Q

what is identity?

A

a collection of many separate components

90
Q

what occupies one or more of four identity statuses (states) at least temporarily

A

adolescents

91
Q

what is identity diffusion and if they have commitment and/or exploration/crisis

A

The adolescent has not committed to an identity and is not searching/not exploring possible identities. no commitment or exploration/crisis

92
Q

what is identity foreclosure and if they have commitment and/or exploration/crisis

A

The adolescent has committed to an identity and has not searched/explored possible identities. Often an identity provided by a family member or significant other is blindly accepted. yes commitment, no exploration/crisis

93
Q

what is identity moratorium and if they have commitment and/or exploration/crisis

A

The adolescent has not committed to an identity but is actively searching/exploring possible identities. no commitment, yes exploration/crisis

94
Q

what is identity achievement and if they have commitment and/or exploration/crisis

A

The adolescent has committed to an identity and continues to search/explore actively to refine their identity. Identity achievement is correlated with the positive benefits of high self-esteem, achievement motivation, and emotional stability. yes to both commitment and exploration/crisis

AP Psychology (8 decks)

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