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INTRODUCTION TO PSYCHOLOGY > WEEK 3: Human Development > Flashcards

WEEK 3: Human Development Flashcards

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1
Q

The pattern of changes that begins at conception and continues through the lifespan

A

DEVELOPMENT

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2
Q

Genetically based changes

A

BIOLOGICAL/PHYSICAL DEVELOPMENT

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3
Q

Changes in an individual’s ability to thnk and ability to use language

A

COGNITIVE DEVELOPMENT

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4
Q

Changes in an individual’s relationship with other people

A

PSYCHOSOCIAL/SOCIOEMOTIONAL DEVELOPMENT

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5
Q

The perspective that development is lifelong, multidimensional, multidirectional, multidisciplinary, and contextual; and is constructed through biological, sociocultural, and individual factors working together

A

LIFESPAN PERSPECTIVE

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6
Q

Tremendous changes in terms of growth and development

A

PRE-NATAL PERIOD

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7
Q

An infant is very much dependent upon adults; a lot of psychological activities might come into play

A

INFANCY

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8
Q

Develop school readiness skills and spend many hours in play with peers

A

EARLY CHILDHOOD

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9
Q

Beginning skills from early childhood are mastered; achievements become more prominent and the central theme of the child’s world

A

MIDDLE AND LATE CHILDHOOD

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10
Q

girls and boys undergo maturation; secondary sex characteristics start to develop

A

PUBERTY

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11
Q

transition from childhood to early adulthood; “sandwich stage”; start of pursuing independence and establishing own identity

A

ADOLESCENT

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12
Q

Establishes personal and economic independence; starting a family, living with someone intimately, and rearing children

A

EARLY ADULTHOOD

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13
Q

Expanding social and personal involvement; really want to contribute to society

A

MIDDLE ADULTHOOD

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14
Q

Time of life review, retirement, adjustment to new social roles involving decreased strength and health

A

LATE ADULTHOOD

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15
Q

The final stage of a normal lifespan

A

OLD AGE/SENESCENE

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16
Q

Describe development as primarily unconscious and heavily colored by emotion; highlights early childhood experiences with parents

A

PSYCHOANALYTIC THEORY

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17
Q

This theory believes that personality develops during early childhood

A

FREUD’S PSYCHOSEXUAL THEORY

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18
Q

Each of us must pass through a series of stages during childhood, and if the need for pleasure at any stage of development is either under-gratified or over-gratified, one may become stuck, or fixated, at that stage.

A

FREUD’S PSYCHOSEXUAL THEORY

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19
Q

The libido is focused on the mouth

A

ORAL STAGE

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20
Q

This stage is characterized by the focus on the genital area and the development of a child’s understanding of gender differences.

A

PHALLIC STAGE

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21
Q

The libido is focused on the anus; introducing proper toilet training

A

ANAL STAGE

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22
Q

A psychoanalytic theory wherein girls feel desire for their fathers and jealousy towards their mothers

A

ELECTRA COMPLEX

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22
Q

A boy’s sexual desire for sexual involvement with the mother and develops hostility towards the father

A

OEDIPUS COMPLEX

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23
Q

The stage of psychosexual development where the libido is quiet.

A

LATENT STAGE

24
Q

The sexual instinct reawakens as youth seeks to establish mature and sexual relationships

A

GENITAL STAGE

25
Q

Personality development takes place all through the lifespan

A

ERIKSON’S PSYCHOSOCIAL THEORY

26
Q

How we interact with others is what affects our sense of self, or what he called the ego identity

A

ERIKSON’S PSYCHOSOCIAL THEORY

26
Q

Our cognitive abilities develop through specific stages, which exemplifies the discontinuity approach to development

A

JEAN PIAGET’S COGNITIVE THEORY OF DEVELOPMENT

27
Q

The use of senses and movements; infant progresses from reflexive and instinctual action at birth

A

SENSORIMOTOR STAGE

28
Q

Knowing that an object exists, even if it is hidden/not visible

A

OBJECT PERMANENCE

29
Q

Concepts or mental models that are used to help us categorize and interpret information

A

SCHEMA

30
Q

A process where the child takes in new information or experiences in terms of their current schema

A

ASSIMILATION

31
Q

A process where the child changes their schema based on the new information

A

ACCOMMODATION

32
Q

Understanding that something stays the same in quantity even though its appearance changes

A

CONSERVATION

33
Q

Social interaction and culture play important roles in cognitive development

A

VYGOTSKY’S SOCIOCULTURAL COGNITIVE THEORY

34
Q

The gap between what a learner can do independently and what they can do with help.

A

ZPD (Zone of proximal development)

35
Q

Emphasizes that individuals manipulate information, monitor it, and strategize about it

A

SEIGLER’S COGNITIVE INFORMATION-PROCESSING THEORY

36
Q

Individuals develop a gradually increasing capacity for information processing, which allows them to acquire increasingly complex knowledge and skills

A

SEIGLER’S COGNITIVE INFORMATION-PROCESSING THEORY

37
Q

The consequences of a behavior produce changes in the probability of the behavior’s occurrence

A

B.F. SKINNER’S OPERANT CONDITIONING

38
Q

Also called imitation or modeling, is learning that occurs through observing what others do

A

OBSERVATION LEARNING

39
Q

This theory stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods

A

KONRAD LORENZ’S ETHOLOGICAL THEORY

40
Q

People acquire a wide range of behaviors, thoughts, and feelings through observing other’s behavior and these observations plays a central role in lifespan development

A

BANDURA’S SOCIAL COGNITIVE THEORY

41
Q

The rapid, innate learning that involves attachment to the first moving object seen

A

IMPRINTING

42
Q

This theory emphasizes the importance of both micro and macro dimensions of the environment in which the child lives

A

URIE BROFENBRENNER’S ECOLOGICAL THEORY

43
Q

Most direct interactions with social agents take place

A

MICROSYSTEM

44
Q

Involves relations between microsystems or connections between contexts

A

MESOSYSTEM

45
Q

Links between a social setting in which the individual does not have an active role and the individual’s immediate context

A

EXOSYSTEM

46
Q

Involves the culture in which individuals live

A

MACROSYSTEMS

47
Q

Consists of the patterning of environmental events and transitions over the life course, as well as socio-historical circumstances

A

CHRONOSYSTEM

48
Q

Theoretical emphasis is on how one decides to respond to a moral dilemma, not what one decides or what one actually does

A

LAURENCE KOHLBERG’S MORAL DEVELOPMENT THEORY

49
Q

At this stage, individuals focus on avoiding punishment. They obey rules to avoid negative consequences. Individuals in this stage follow rules to meet their own needs. They understand that there is a mutual benefit in adhering to rules.

A

PRE-CONVENTIONAL MORALITY

50
Q

At this level, we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs

A

CONVENTIONAL MORALITY

51
Q

Individual judgement is based on self-choice principles, and moral reasoning is based on individual’s rights and justice

A

POST-CONVENTIONAL MORALITY

52
Q

If a child is given too much freedom during toilet training or if the parents are too lenient, the child might create a sense of control and satisfaction

A

ANAL EXPULSIVE

53
Q

If the parents are too strict or demanding during toilet training, the child might need for order and control.

A

ANAL RETENTIVE

54
Q

An individual with this might seek oral stimulation in various ways, such as through overeating, smoking, nail-biting, or other oral habits.

A

ORAL FIXATION

55
Q

The support or guidance provided by a more knowledgeable person to help a learner move through the ZPD and develop new skills.

A

SCAFFOLDING

56
Q

Are unlearned, genetically programmed behaviors that are triggered by specific stimuli. These behaviors are typically automatic and stereotyped.

A

FIXED ACTION PATTERNS

INTRODUCTION TO PSYCHOLOGY (7 decks)

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