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development Flashcards

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Psychology 101 flashcards AP® Psychology flashcards
1
Q

development psychologist

A

study how our behaviors and thought change over our lives from birth to death (maturation)

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2
Q

cross sectional studies

A

a number of people of diffrent ages are assesd at one point in time and diffrences are noted

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3
Q

longitudinal study

A

asses the same participants multiple times over a lengthy period

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4
Q

Nature vs nurture

A

nature-refers to a persons biological inheritances especially his or her genes
nurture-refers to the individuals environmental and social experiences

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5
Q

maturation

A

a stage of completion of growth and strengthening of acquired mental, social and emotional development

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6
Q

zygote

A

a fertilized egg a single cell with 23 chromosomes from the mother and 23 from the father

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7
Q

embryo

A

organ formation

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8
Q

fetus

A

An unborn offspring that develops and grows inside the uterus

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9
Q

teratogen

A

any agent that causes a birth defect

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10
Q

fetal alchol syndrome (FAS)

A

physical abnormalities and cognitive deficiencies

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11
Q

rooting reflex

A

touch baby’s cheek

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12
Q

stucking reflex

A

infants tendency to suck on things that touch its lips

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13
Q

grasping reflex

A

an involuntary grasping by an individual of anything that touches the palm

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14
Q

moro reflex

A

activated when support for the neck and head is suddenly removed the arms of the infant are thrust outwards and then appear to grasp onto something

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15
Q

babinski reflex

A

stroke bottom of
foot causes toes to splay

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16
Q

schema

A

a mental concept or frame workthat organizes information and provides a structure for interperting it

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17
Q

assimilation

A

occurs when individuals incorporate new information into existing knowledge

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18
Q

accommodation

A

occurs when individuals adjust thier schema to new information

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19
Q

jean piaget

A

actively construct thier cognitive world as they go through a series of stages

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20
Q

sensorimotor stage

A

birth 2 years of age coordinating sensory experiences

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21
Q

object permanence

A

understanding that objects and events continue to exist even when they cannot directly be seen heard or touched

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22
Q

preoperational stages

A

2-7 years of age child begins to represent the world with woed and images

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23
Q

egocentric

A

the tendency to emphasize ones own needs concerns and outcomes rather than those of other

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24
Q

animism

A

the inanimate objects have thoughts and feelings

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25
Q

concerete operational stage

A

child can now reason logically about complex relationships between different characteristic of objects

26
Q

conservation

A

objects remain the same even when thier shape changes

27
Q

formal operational stage

A

the adolosent reasons in more abstract idealistic and logical ways

28
Q

lev vygotsky

A

believed that social interaction plays a critical role in children learning

29
Q

social development theory

A

Stages of grief

Elisabeth Kubler-Ross

Coming to terms with terminal illness/ grieving

30
Q

zone of proximal development

A

the range between the developed level of abilit the child displays

31
Q

fluid intelligence

A

those abilities requiring speed or rapid learning

32
Q

crytallized intelligence

A

learned knowledge and skills such as vocabulary

33
Q

temperament

A

a persons chracteristics way if responding emotionally

34
Q

imprinting

A

anykinds of phase sensitive learning that is rapid and apperently independent of sequences of behavior

35
Q

infant attachemtn

A

the class emotional bond between and infant and its caregiver

36
Q

mary ainsworth

A

the primary guardian leaves a child with a stranger and then returns

37
Q

secure attachement

A

the ways that infants use thier caregiver as a secure base from which to expolre the enviormen

38
Q

avoidant attachment

A

the child is inhibited in the presence other primary caregiver and may pretend to not be distressed when he or she leaves even thought they are stressed

39
Q

ANxious ambivalent attachment

A

the child may have stormy relationships with the primary caregiver is distressed when they leave and has difficulty being conselld when they leave

40
Q

harry harlow attachement reasearch

A

rhesus monkey infants need comfort and secrutiy as much as food

41
Q

eriksons thoery of socioemotional development

A

stages (8) theory of development (Adopted freuds theories)
-personality was profoundly influenced by our experiences with others
– each stage centers around a specific social conflict

42
Q

trust vs mistrust

A

the firs of eriksons eigh stages of psyhco social development between birth and 18 months of age

43
Q

automony vs shames and doubt

A

second stage of Erick Erikson theory of psychosocial development

44
Q

industry vs inferiority

A

fouth stage in which children enter into the greater society beyond the family for the first time

45
Q

identity v role confusion

A

Fifth stage adolescents need freedom to choose but not so much freedom that they connot in fact make achuite

46
Q

Intimacy v isolation

A

18- 40
-sixith stage of erik Eriksons theory of psychological development

47
Q

generativity vs stagnation

A

– Generativity vs. Stagnation
– 40’s and 50’s
– Be productive in BOTH
career and home life
– Change or identity or those
around us

48
Q

Integrity vs. despair

A

– 60’s-?
– Evaluation of their lives
– Accepting your
successes and your
failures
– wisdom or bitterness

49
Q

Authoritarian parenting:

A

–Strict standards and
punishments
–Be obedient with little
rational for why
–Children usually distrust
others and are withdrawn
from peers

50
Q

Authoritative parenting:

A

–Consistent standards but
standards are reasonable and
explained
–Encourages the child to be
independent but not passed rules
–Praise as often as punish
–Most desirable parenting style
–Children tend to be socially
capable and better in school

51
Q

Permissive parenting:

A

–Placing few limits on the
child’s behavior
–No clear guidelines not
enforced
–Children typically have
emotional control problems
and are more dependent

52
Q

Kohlberg’s Theory: Moral development:

A

focuses on how children develop morality and moral reasoning

53
Q

Preconventional level-

A

7-10 years

No internalization

Moral decisions based on fear of
punishment

Stage 1- avoid punishment and
receiving rewards(fear)

Stage 2- focus on individualism and
exchange- work for their own
interest and strike deals with others
to satisfy the other person-

54
Q

Conventional level 10-16

A

yrs

Intermediate Internalization-
internalizing society’s rules and
morals- obey rules because of moral
and societal obligations

Knowing it’s “the right thing to do”

Stage 3-live up to what others
expect of them

Stage 4- develop a conscience

55
Q

Post conventional level

A

16 on

Stage 5-Social Contract or Utility and
Individual rights

Individuals reason that values,
rights, and principles transcend the
law

Stage 6-Universal ethical principles of
justice

The person has developed moral
judgments that are based on
universal human rights. When faced
with a dilemma between law and
conscience, a personal,
individualized conscience is
followed

Few reach this stage

56
Q

Gender identity:

A

the awareness that they are boys or girls by age 3

a person’s perception of having a particular gender, which may or may
not correspond with their birth sex.

57
Q

Gender typing:

A

acquisition of sex-related roles

is the process by which a child becomes aware of their gender and
thus behaves accordingly by adopting values and attributes of
members of the sex that they identify as their own.

58
Q

Gender role:

A

set of expected behaviors for males and females

59
Q

gender schema theory

A

The theory that children learn from their cultures a (mental) concept of what it means to be
male and female and they adjust their behavior accordingly.

60
Q

gender-typing

A

the acquisition of a traditional masculine or feminine role

ap psych (12 decks)

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