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Review > Developmental Psychology > Flashcards

Developmental Psychology Flashcards

1
Q

first four weeks of life, a time of transition from intrauterine dependency to independent existence

A

neonatal period

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2
Q

places on the head where the bones have not yet grown together and are covered by a tough membrane

A

fontanels or soft spots

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3
Q

may occur during delivery as a result of repeated compression of the placenta and umbilical cord with each contraction

A

Anoxia or hypoxia

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4
Q

this form of birth trauma can leave permanent brain damage, causing mental retardation, behavior problems, or even death

A

Anoxia or hypoxia

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5
Q

a stringy, greenish-black waste matter formed in the fetal intestinal tract

A

meconium

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6
Q

standard measurement of a newborn’s condition; it assesses appearances, pulse, grimace, activity, and respiration

A

Apgar Scale

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7
Q
  • neurological and behavioral test to measure neonate’s responses to the environment
  • takes about 30mins and scores are based on a baby’s best performance
A

Brazelton Neonatal Behavioral Assessment Scale (NBAS)

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8
Q

the systematic study of processes of change and stability throughout the life span

A

Human Development

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9
Q

4 Goals of Human Development

A
  1. Description
  2. Explanation
  3. Prediction
  4. Intervention
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10
Q

an infant’s physiological and behavioral status at a given moment in the periodic daily cycle of wakefulness

A

State of Arousal

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11
Q
  • equivalent of rapid eye movement sleep which in adults is associated with dreaming
  • appears rhythmically in cycles of about 1 hour and accounts for up to 50 percent of a newborn’s total sleep time
A

Active sleep

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12
Q

infants born before completing 37th week of gestation

A

Preterm

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13
Q

infants whose birth weight is less than that of 90 percent of babies of the same gestational age, as a result of slow fetal growth

A

Small-for-date infants

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14
Q

method of skin-to-skin contact which a newborn is laid face down between the mother’s breasts for an hour or so at a time after birth

A

Kangaroo care

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15
Q

referring to a fetus not yet born as of 2 weeks after the due date or 42 weeks after the mother’s last menstrual period

A

Postmaturity

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16
Q

death of a fetus at or after the 20th week of gestation

A

Stillbirth

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17
Q

infants learn to use the upper parts of the body before the lower parts

A

Cephalocaudal principle

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18
Q

principle that development proceeds form within to without, that is, that parts of the body near the center develop before the extremities

A

Proximodistal principle

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19
Q

children first develop the ability to use their upper arms and upper legs, then their forearms and forelegs, then hands and feet, and finally, fingers and toes

A

Proximodistal principle

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20
Q

grows fastest during the first year of life

A

cerebellum

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21
Q

largest part of the brain, is divided into right and left halves or hemispheres, each with specialized functions

A

cerebrum

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22
Q

tendency of each of the brain’s hemispheres to have specialized functions

A

lateralization

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23
Q

mainly concerned with language and logical thinking

A

left hemisphere

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24
Q

visual and spatial functions such as map reading and drawing

A

right hemisphere

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25
Q
  • a tough band of tissue joining the two hemispheres
  • allows them to share information and coordinate commands
A

corpus callosum

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26
Q

grows dramatically during childhood, reaching adult size by about age 10

A

corpus callosum

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27
Q

process by which neurons coordinate the activities of muscle groups

A

Integration

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28
Q

process by which cells acquire specialized structures and functions

A

Differentiation

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29
Q

enables signals to travel faster and more smoothly, permitting the achievement of mature functioning

A

Myelination

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30
Q

begins about halfway through gestation in some parts of the brain and continues into adulthood in others

A

Myelination

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31
Q

an automatic, innate response to stimulation

A

Reflex Behaviors

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32
Q

are controlled by the lower brain centers that govern other involuntary processes such as breathing and heart rate

A

Reflex Behaviors

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33
Q

sucking, rooting for the nipple

A

Primitive reflexes

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34
Q

response to being startled or beginning to fall

A

moro reflex

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35
Q

reactions to changes in position or balance

A

postural reflexes

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36
Q

walking and swimming reflexes, resemble voluntary movements that do not appear until months after the reflexes have disappeared

A

Locomotor reflexes

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37
Q

the first sense to develop, and for the first several months it is the most mature sensory system

A

Touch

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38
Q

is functional before birth

A

Hearing

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39
Q

least developed sense at birth

A

Sight

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40
Q

increasingly complex combinations of motor skills, which permit a wider or more precise range of movement and more control of the environment

A

Systems of Action

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41
Q

physical skills that involve the large muscles eg., rolling and catching a ball

A

Gross motor skills

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42
Q

physical skills that involve the small muscles and eye-hand coordination eg., grasping a rattle and copying a circle

A

Fine motor skills

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43
Q

the use of the eyes to guide the movement of the hands (or other parts of the body)

A

visual guidance

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44
Q

ability to perceive objects and surfaces three-dimensionally

A

depth perception

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45
Q

ability to acquire information about properties of objects (eg., size, weight) by handling them

A

haptic perception

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46
Q

infants learn about themselves and their world through their developing sensory and motor activity

A

Piagetian Approach: The Sensorimotor Stage

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47
Q

the ability to mentally represent objects and actions in memory, largely through symbols such as words, numbers, and mental pictures — fress toddlers from immediate experience

A

Representational ability

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48
Q

the idea that objects have their own independent existence, characteristics, and locations in space

A

Object concept

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49
Q

is a later cognitive development fundamental to an orderly view of physical reality

A

object concept

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50
Q
  • Piaget’s term for the understanding that a person or object still exists when out of sight
  • develops gradually during the sensorimotor stage
A

Object Permanence

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51
Q

a communication system based on words and grammar

A

Language Development

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52
Q

forerunner of linguistic speech; utterance of sounds that are not words. Includes crying, cooing, babbling, and accidental deliberate imitation of sounds without understanding their meaning

A

Prelinguistic Speech

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53
Q

by 12 months; waving bye-bye, nodding head to mean yes and shaking head to signify no

A

Conventional social gestures

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54
Q

by 13 months; hold an empty cup to her mouth to show that she wanted a drink or hold up her arms to show that she wanted to be picked up

A

Representational gestures

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55
Q

such as blowing to mean hot or sniffing to mean flower, often emerge around the same times as babies say their first words, and they function much like words

A

Symbolic gestures

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56
Q

verbal expression that conveys meaning

A

linguistic speech

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57
Q

children with larger vocabularies and quicker reaction times can recognize spoken words from just the first part of the word

A

Passive vocabulary

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58
Q

between 16 and 24 months, a “naming explosion” may occur, though this phenomenon is not universal

A

Expressive vocabulary

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59
Q

the most primitive parts of the brain and the earliest to develop which controls a newborn’s cries

A

brain stems and pons

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60
Q

subjective reactions to experience that are associated with psychological and behavioral changes

A

Emotions

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61
Q

a rhythmic cry, which is not always associated with hunger

A

basic hunger cry

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62
Q

a variation of the rhythmic cry, in which excess air is forced through the vocal cords

A

angry cry

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63
Q

a sudden onset of loud crying without preliminary moaning, sometimes followed by holding the breath

A

pain cry

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64
Q

two or three drawn-out cries, with no prolonged breath holding

A

frustration cry

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65
Q

is an orderly process in which complex emotions unfold from simpler ones

A

emotional development

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66
Q

such as embarrassment, empathy, and envy, arise only after children have developed self-awareness

A

self-conscious emotions

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67
Q

conscious knowledge of the self as a distinct, identifiable being

A

self-awareness

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68
Q

emotions such as pride, shame and guilt that depend on both self-awareness and knowledge of socially accepted standards of behavior

A

self-evaluative emotions

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69
Q

characteristic disposition, or style of approaching and reacting to situations

A

temperament

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70
Q
  • described as the how of behavior: not what people do, but how they go about doing it
  • relatively consistent and enduring
A

temperament

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71
Q

reciprocal, enduring tie between two people, especially between infant and caregiver

A

attachment

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72
Q

laboratory-based technique designed to assess attachment patterns between an infant and an adult

A

Strange Situation

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73
Q

pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return

A

secure attachment

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74
Q

pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return

A

avoidant attachment

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75
Q

pattern in which an infant becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return

A

Ambivalent (resistant) attachment

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76
Q

pattern in which an infant, after separation from the primary caregiver, shows contradictory repetitious or misdirected behaviors on his or her return

A

Disorganized-disoriented attachment

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77
Q

one person forms an understanding of how to act in an ambiguous, confusing, or unfamiliar situation by seeking and interpreting another person’s perception of it

A

social referencing

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78
Q

descriptive and evaluative mental picture of one’s abilities and traits

A

self-concept - sense of self

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79
Q

the realization that they can control external events

A

personal agency

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80
Q

the sense of being a physical whole with boundaries separate from the rest of the world

A

self-coherence

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81
Q

is the process by which children develop habits, skills, values, and motives that make them responsible, productive members of the society

A

socialization

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82
Q

is the foundation of socialization, and it links all domains of development - physical, cognitive, emotional and social

A

self-regulation

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83
Q

enables children to develop willpower and cope with frustration

A

attentional regulation

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84
Q

internal standards of behavior, which usually controls one’s conduct and produce emotional discomfort when violated

A

conscience

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85
Q

wholehearted obedience of a parent’s orders without reminders or lapses

A

committed compliance

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86
Q

obedience of a parent’s orders only in the presence of signs of ongoing parental control

A

situational compliance

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87
Q
  • goes beyond committed compliance
  • eager willingness to cooperate harmoniously with a parent in daily interactions, including routines, chores, hygiene and play
A

receptive cooperation

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88
Q

identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo

A

monozygotic twins

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89
Q

often called “fraternal twins”, occurring when two eggs each get fertilized by two different sperm, resulting in two zygotes in the uterus at the same time

A

Dizygotic twins

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90
Q

inborn traits or characteristics inherited from the biological parents

A

heredity

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91
Q

basis of heridity

A

DNA

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92
Q

are coils of DNA that consists of smaller segments called genes

A

chromosomes

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93
Q

functional units of heredity

A

genes

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94
Q

complete sequence of genes in the human body

A

genome

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95
Q

22 pairs of chromosomes that are not related to sexual expressions

A

autosomes

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96
Q

23rd pair, one from the mother and one from the father, that determines the baby’s gender

A

sex chromosomes

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97
Q

triggers cell differentiation and formation of the testes

A

SRY gene

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98
Q

without this, female reproductive organs will develop instead

A

SRY gene

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99
Q

produced by male embryos which prompts the development of male sex organs

A

testosterone

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100
Q

the development of female reproductive system is controlled by a signaling molecule called

A

Wnt-4

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101
Q

two or more alternative forms of a gene that occupy the same position on paired chromosomes and affect the same trait

A

Alleles

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102
Q

possessing two identical alleles

A

homozygous

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103
Q

possessing differing alleles for a trait

A

heterozygous

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104
Q

when an offspring receives contradictory alleles for a trait, only the dominant will be expressed

A

dominant inheritance

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105
Q

when the offspring receives identical recessive alleles resulting in expression of nondominant or recessive trait

A

recessive inheritance

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106
Q

interaction of several genes

A

polygenic inheritance

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107
Q

permanent alterations in genetic material

A

mutation

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108
Q

genetic makeup of a person, containing both expressed and unexpressed characteristics

A

genotypes

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109
Q
  • observable characteristic of a person
  • product of the genotype and environmental influences
A

phenotypes

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110
Q

combination of genetic and environmental factors to produce certain complex traits

A

multifactorial transmission

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111
Q

mechanisms that turns genes on or off and determines functions of the body cells

A

epigenesis

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112
Q

also called trisomy-21 because it is usually caused by an extra 21st chromosomes

A

down syndrome

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113
Q

approx. 38-week period of development between conception and birth

A

gestation

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114
Q

usually dated from the first day of an expectant mother’s menstrual cycle

A

gestational age

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115
Q

first two weeks after fertilization during which the zygote moves down to the uterus and begins to implant in the lining embryo name for the developing organism from two weeks to eight weeks after fertilization

A

germinal period

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116
Q

the period from two to eight weeks after fertilization during which the major organs and structures of the organism develop

A

embryonic period

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117
Q

is the expulsion from the uterus of an embryo or fetus that is unable to survive usually happens during this time

A

spontaneous abortion or miscarriage

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118
Q

times during which certain environmental influences can have an impact on the development of the infant

A

critical periods

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119
Q

any factor that can cause a birth defect

A

teratogen

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120
Q

the time from about eight weeks after conception until the birth of the child

A

fetal period

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121
Q

name for the developing organism from eight weeks after fertilization to the birth of the baby

A

fetus

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122
Q

happens when a child appears to awaken abruptly early in the night from a deep sleep in a state of agitation

A

sleep or night terror

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123
Q

repeated, involuntary urination at night by children old enough to be expected to have bladder control

A

enuresis

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124
Q

preference for using a particular hand; usually evident by about age 3

A

handedness

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125
Q
  • children this age are not yet ready to engage in logical mental operations
  • characterized by a great expansion in the use of symbolic thought, or representational ability, which first emerged during the sensorimotor stage
A

preoperational cognitive development

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126
Q

ability to use mental representations (words, numbers, images) to which a child has attached meaning

A

symbolic function

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127
Q

based on mental representation of a previously obvious event; robust after 18 months

A

deferred imitation

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128
Q

play involving imaginary people and situations

A

present play

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129
Q

piaget’s term for for a preoperational child’s tendency to mentally link particular phenomena, whether or not there is logically a causal relationship

A

transduction

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130
Q

the tendency to attribute life to objects that are not alive

A

animisim

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131
Q

awareness and understanding of own mental processes and those of others

A

theory of mind

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132
Q

during _____, children improve in attention and in the speed and efficiency with which they process information; and they begin to form long-lasting memories

A

early childhood

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133
Q

information is prepared for long-term storage and later retrieval

A

encoding

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134
Q

retention of information in memory for future use

A

storage

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135
Q

information is accessed or recalled from memory storage

A

retrieval

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136
Q

ability to identify previously encountered stimulus

A

recognition

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137
Q

ability to produce material from memory

A

recall

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138
Q

three storehouses of the brain

A
  1. sensory memory
  2. working memory/short-term memory
  3. long-term memory
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139
Q

initial, brief, temporary storage of sensory information

A

sensory memory

140
Q

short-term storage information being actively processed

A

working memory/short-term memory

141
Q

storage of virtually unlimited capacity that holds information for long periods

A

long-term memory

142
Q

memory that produces scripts of familiar routines to guide behavior; begins at about age 2

A

generic memory

143
Q

produced by generic memory; general remembered outline of a familiar, repeated event, used to guide behavior

A

script

144
Q
  • long-term memory of specific experiences or events, linked to time and place
  • episodic memory is temporary and children remember clearly events that are new to them
A

episode memory

145
Q
  • a type of episodic memory
  • not everything in episodic memory becomes part of autobiographical memory, only those memories that have special, personal meaning to the child
A

autobiographical memory

146
Q

process by which a child absorbs the meaning of a new word after hearing it once or twice in a conversation

A

fast mapping

147
Q

speech intended to be understood by a listener

A

social speech

148
Q

sense of self; descriptive and evaluative mental picture of one’s abilities and traits

A

self-concept

149
Q

significance of being male or female

A

gender

150
Q

cluster of characteristics used to describe oneself; typically changes between about ages 5 and 7

A

self-definition

151
Q

neo-Piagetian term, first stage in development of self-definition in which children describe themselves in terms of individuals unconnected characteristics and in all-or-nothing terms

A

single representation

152
Q

second neo-Piagetian development of self-definition in which a child makes logical connections between aspects of the self but still sees these characteristics in all-or-nothing terms

A

representational mappings

153
Q

the judgement a person makes about their self-worth; based on children’s growing cognitive ability to describe and define themselves

A

self-esteem

154
Q

awareness of one’s femaleness or maleness and all it implies in one’s society of origin

A

gender identity

155
Q

psychological or behavioral differences between males and females

A

gender differences

156
Q

behaviors, interest, attitudes, skills and traits that a culture considers appropriate for each sex; differ for males and females

A

gender roles

157
Q

socialization process whereby children at an early age, learn appropriate gender roles; acquisition of gender roles

A

gender typing

158
Q

preconceived generalizations about male or female role behavior

A

gender stereotypes

159
Q

play involving repetitive large muscular movements

A

functional/locomotor play

160
Q

use of objects or materials to make something

A

constructive play/objective play

161
Q

involves imaginary people or situations; peaks during preschool and declines as school-age children become more involved in formal games with rules

A

dramatic play/pretend play/fantasy play/imaginative play

162
Q

using reward and punishment to discipline and change the child’s behavior

A

reward and punishment

163
Q

use of physical force with the intention of causing pain but not injury so as to correct or control behavior

A

corporal punishment

164
Q

verbal attacks on a child by a parent that may result in psychological harm

A

psychological aggression

165
Q

disciplinary techniques designed to induce desirable behavior by appealing to a child’s sense of reason and fairness

A

inductive techniques

166
Q

disciplinary strategy designed to discourage undesirable behavior through physical or verbal enforcement of parental control

A

power assertion

167
Q

disciplinary strategy that involves ignoring, isolating, or showing dislike for a child

A

withdrawal of love

168
Q
  • emphasizes control and unquestioning obedience
  • make children conform to a set standard of conduct and punish them arbitrarily and forcefully for violating it
  • more detached and less warm than other parents
  • children tend to be more discontented, withdrawn, and distrustful
A

authoritarian parenting

169
Q
  • emphasizes self-expression and self-regulation
  • make few demands and allow children to monitor their own activities as much as possible
  • when they do have to make rules, they explain the reasons for them
  • warm, noncontrolling, and undemanding
  • their preschool children tend to be immature, the least self-controlled and the least exploratory
A

permissive parenting

170
Q
  • emphasizes a child’s individuality but also stresses social constraints
  • have confidence in their ability to guide children, but they also respect children’s independent decisions, interests, opinions and responsibilities
  • loving and accepting but also demand good behavior and are firm in maintaining standards
  • impose limited, judicious punishment when necessary, within the context of a warm, supportive relationship
A

authoritative parenting

171
Q

third stage of Piagetian cognitive development (approx. ages 7 to 12) during which children develop logical but not abstract thinking

A

concrete operations

172
Q

the ability to categorize helps children think logically

A

categorization

173
Q

ability to order items along a dimension; by 7 or 8, children can grasp the relationships among a group of sticks on sight and arrange them in order of size

A

seriation

174
Q

understanding of the relationship between two objects by knowing the relationship of each to a third object

A

transitive inference

175
Q

understanding of the relationship between a whole and its parts

A

class inclusion

176
Q

three stages to moral reasoning

A
  1. rigid obedience to authority
  2. increasing flexibility
  3. equity
177
Q

Gardner’s theory that each person has several distinct forms of intelligence

A

theory of multiple intelligence

178
Q

Sternberg’s theory describing three elements of intelligence: componential, experiential, contextual intelligence

A

triarchic theory of intelligence

179
Q

analytic aspect of intelligence

A

componential element

180
Q

insightful or creative aspect of intelligence

A

experiential element

181
Q

practical aspect of intelligence

A

contextual element

182
Q
  • practical use of language to communicate
  • includes both conversational and narrative skills
A

pragmatics

183
Q

process of phonetic analysis by which a printed word is converted to spoken from before retrieval from long-term memory

A

decoding

184
Q

approach to teaching reading that emphasizes decoding of unfamiliar words

A

phonetic (code-emphasis) approach

185
Q

process of retrieving the sound of a printed word when seeing the word as a whole

A

visually based retrieval

186
Q

approach to teaching reading that emphasizes visual retrieval and use of contextual clues

A

whole-language approach

187
Q

awareness of one’s thinking processes, helps children monitor their understanding of what they read and enables them to develop strategies to clear up any problems

A

metacognition

188
Q

third stage in development of self-definition, characterized by breadth, balance, and the integration and assessment of various aspects of the self

A

representational systems

189
Q

as children grow older, they are more aware of their own and other people’s feelings. They can better regulate or control their emotions and can respond to other’s emotional distress

A

industry vs inferiority

190
Q

pattern of behavior, persisting into middle childhood, marked by negativity, hostility, and defiance

A

oppositional defiant disorder (ODD)

191
Q

repetitive, persistent pattern of aggressive, antisocial behavior violating societal norms or the rights of others

A

conduct disorder (CD)

192
Q

unrealistic fear of going to school; may be a form of separation anxiety disorder or social phobia

A

school phobia

193
Q

condition involving excessive, prolonged anxiety concerning separation from home or from people to whom a person is attached

A

separation anxiety disorder

194
Q

mood disorder characterized by such symptoms as a prolonged sense of friendliness, inability to have fun or concentrate, fatigue, extreme activity or apathy, feelings of worthlessness, weight of change, physical complaints, and thoughts of death or suicide

A

childhood depression

195
Q

a developmental transition that involves physical, cognitive, emotional, social changes and takes varying forms in different social, cultural, and economic settings

A

adolescence

196
Q

offers opportunities for growth, not only in physical dimensions, but also in cognitive and social competence, autonomy, self-esteem and intimacy

A

adolescence

197
Q

biological changes of puberty, which signal the end of childhood, include rapid growth in height and weight, changes in body proportions and form, and attainment of sexual maturity

A

puberty

198
Q

maturing of the adrenal glands

A

adrenarche

199
Q

maturing of sex organs

A

gonadarche

200
Q

plays a part in the growth of pubic, axillary, and facial hair, as well as in faster body growth, oilier skin, and the development of body odor

A

DHEA

201
Q

unfolding of a natural sequence of physical and behavioral changes

A

maturation

202
Q

two-generational kinship, economic, and household of one or two parents and their biological/adopted/step children

A

nuclear

203
Q

multi-generational kinship of parents, children, and relatives living together in an extended family household

A

extended

204
Q

characteristic of an event that occurs in a similar way for most people in a group

A

normative

205
Q

influences related to age

A

age graded influences

206
Q

significant environmental events that shape the behavior and attitudes of an age cohort

A

history graded influence

207
Q

organs directly related to reproduction, which enlarge and mature during adolescence

A

primary sex characteristics

208
Q

physiological signs of sexual maturation (such as breast development and growth of body hair

A

secondary sex characteristics

209
Q

first ejaculation

A

spermarche

210
Q

monthly shedding of tissue from the lining of the womb

A

menstruation

211
Q

first menstruation

A

menarche

212
Q
  • brain network that is sensitive to social and emotional stimuli such as peer influence
  • becomes more active at puberty
A

socioemotional network

213
Q
  • brain network that regulates responses to stimuli
  • early adulthood
A

cognitive-control network

214
Q

a small almond shaped structure deep in the temporal lobe that is heavily involved in emotional and instinctual reactions

A

amygdala

215
Q

overweight teenagers tend to be in poorer health than their peers and are more likely to have difficulty attending school, performing household chores, or engaging in strenuous activity or personal care

A

obesity

216
Q

descriptive and evaluative beliefs about one’s appearance

A

body image

217
Q

eating disorder characterized by self-starvation

A

anorexia nervosa

218
Q

regularly eats huge quantities of food and then purges the body by laxatives, induced vomiting, fasting, or excessive exercise

A

bulimia nervosa

219
Q

piaget’s final stage of cognitive development characterized by the ability to think abstractly

A

formal operations stage

220
Q

accompany the stage of formal operations to develop and test hypotheses

A

hypothetical-deductive reasoning

221
Q
  • changes in working memory capacity
  • there’s increasing amount of knowledge stored in long-term memory
A

structural changes

222
Q

acquired factual knowledge stored in long-term memory

A

declarative knowledge

223
Q

acquired skills stored in long-term memory

A

procedural knowledge

224
Q

acquired interpretive understandings stored in long-term memory

A

conceptual knowledge

225
Q

processes for obtaining, handling, and retaining information are functional aspects of cognition

A

functional change

226
Q

marcia’s term for states of ego development that depend on the presence or absence of crisis and commitment

A

identity statuses

227
Q

a period of conscious decision making and commitment as a personal investment in an occupation or system of beliefs

A

crisis

228
Q

characterized by commitment to choices made following a crisis, a period spent in exploring alternatives

A

identity achievement (crisis leading to commitment)

229
Q

a person who has not spent time considering alternatives (that is, has not been in crisis) is committed to other people’s plans for his or her life

A

foreclosure (commitment without crisis)

230
Q

characterized by absence of commitment and lack of serious consideration of alternatives

A

identity diffusion (no commitment, no crisis)

231
Q

person is currently considering alternatives (in crisis) and seems headed for commitment

A

moratorium (crisis with no commitment yet)

232
Q

seeing oneself as a sexual being, recognizing one’s sexual orientation, coming to terms with sexual stirrings, and forming romantic or sexual attachments

A

sexual identity

233
Q

focus of consistent sexual, romantic, and affectionate interest, either heterosexual, homosexual, or bisexual

A

sexual orientation

234
Q

pattern of emotional turmoil, characteristic of a minority adolescents, which may involve conflict with family, alienation from adult society, reckless behavior, and rejection of adult values

A

adolescent rebellion

235
Q

active engagement in broad range of social relationships, activities, and roles; related to lower mortality rate

A

social integration

236
Q

refers to material, informational, and psychological resources derived from the social network, on which a person can rely for help in coping with stress

A

social support

237
Q

a disorder that produces physical discomfort and emotional tension for up to the two weeks before menstrual period

A

PMS

238
Q

type of logical thinking that may emerge in adulthood, involving continuous, active evaluation of information and beliefs in the light of evidence and implications

A

reflective thinking

239
Q

mature type of thinking that relies on subjective experience and intuition as well as logic and is useful in dealing with ambiguity, uncertainty, inconsistency, contradiction, imperfection, and compromise

A

postformal thought

240
Q

ability to think within at least two different logical systems and to shift back and forth between abstract reasoning and practical, real-world considerations

A

shifting gears

241
Q

ability to define a problem as falling within a class or category of logical problems and to define its parameters

A

problem definition

242
Q

ability to see that a problem can be solved either through a process, with general application to similar problems, or through a product, a concrete solution to the particular problem

A

process product shift

243
Q

ability to choose the best of several possible logical solutions to recognize criteria for choosing

A

pragmatism

244
Q

awareness that most problems have more than one cause that people may have differing goals, and that a variety of methods can be used to arrive at more than one solution

A

multiple solutions

245
Q

recognition that a problem or solution involves inherent conflict

A

awareness of paradox

246
Q

a person’s awareness that he or she must be the judge of which logic to use: in other words, that he or she is using postformal thought

A

self-referential thought

247
Q

children and adolescents acquire information and skills mainly for their own sake or as a preparation for participation in society

A

acquisitive stage (childhood and adolescence)

248
Q

young adults no longer acquire knowledge merely for its own sake; they use what they know to pursue goals, such as career and family

A

achieving stage (late teens or early 20s to early 30s)

249
Q

middle aged people use their minds to solve practical problems associated with responsibilities to others, such as family members or employees

A

responsible stage (late 30s to early 60s)

250
Q

people in this stage which may overlap with the achieving and responsible stages are responsible for societal systems, or social movements. They deal with complex relationships on multiple levels

A

executive stage (30s or 40s through middle age)

251
Q

people who enter retirement reorganize their lives and intellectual energies around meaningful pursuits that fake the place of paid work

A

reorganizational stage (end of middle age, beginning of late adulthood)

252
Q

older adults may be experiencing biological and cognitive changes and tend to be more selective about what tasks they expend effort on

A

reintegrative stage (late adulthood)

253
Q

near the end of life, once reintegration has been completed

A

legacy-creating stage (advanced old age)

254
Q

according to ____, advancement to the third level of moral reasoning – fully principled, postconventional morality – is chiefly a function of experience

A

Kohlberg

255
Q

suggested that a woman’s central moral dilemma is the conflict between her needs and those of others

A

Carol Gilligan

256
Q
  • process that underlies the shift to an adult identity
  • a three stage process in which power, responsibility, and decision making gradually shift from the family of origin to the independent young adult
A

recentering

257
Q

difference in characteristics, influence or developmental outcomes

A

individual differences

258
Q
  • Father of psychoanalysis
  • he believe that the changes where due to inner forces, especially biological maturation
A

Sigmund Freud

259
Q

fully aware; immediate

A

conscious

260
Q

the area where unconscious information are easily brought about

A

preconscious

261
Q

repressed feelings, thoughts, and memories

A

unconscious

262
Q

guided by pleasure principle; existed since birth; illogical; has no morality; operates the primary process

A

Id

263
Q

guided by reality principle; existed since infancy (when the infant is able to distinguish themselves from the outer world) operates the secondary process (to bring into contact reality_

A

Ego

264
Q

guided by moral principle; existed since the child was indoctrinated by moral values from the parent; has no contact to reality since the desire is perfection; controls the Id

A

Superego

265
Q

a characteristic from an early stage of life which still exists until adulthood. it happens if there is too much gratification or frustration of a need

A

fixation

266
Q

a defense mechanism which makes the person return for a moment to an early effective way to avoid anxiety

A

regression

267
Q

baby’s chief source of pleasure involves the mouth oriented activities

A

oral phase (0-1 1/2 yrs)

268
Q

the child derives the sensual gratification from withholding and expelling feces. zone pf gratification is anal region, and toilet training is important activity

A

anal phase (1 1/2 - 3 yrs)

269
Q

if a child fights back over toilet training, they develop such character (a person who loves to spend, expressive)

A

anal expulsive

270
Q

if feces was disgusted, the person becomes either stingy or over clean

A

anal compulsive

271
Q
  • child becomes attached to parent of the opposite sex, and later identifies with the same-sex parent
  • superego develops. zone of gratification shifts to genitals
A

phallic phase (3 - 6 yrs)

272
Q

erotic love of son to his mother. it then is followed by castration anxiety making the superego of men stronger

A

oedipus complex

273
Q

erotic love of a daughter to his father, after being hostile to her mother for making her without a penis, but later, without any anxiety giving up the desire, thus, giving her a weaker superego

A

penis envy

274
Q

the sexual desire is repressed because they are discouraged by the parents

A

latency period (6yrs-puberty)

275
Q

reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality

A

genital period (puberty to adulthood)

276
Q

theoretical models that describe psychosocial development in terms of a definite sequence of age-related changes

A

normative-stage models

277
Q

theoretical model of personality development that describes adult psychosocial development as a response to the expected or unexpected occurrence and timing of important life events

A

timing-of-events model

278
Q

theoretical models of personality development that focus on mental, emotional, temperamental, and behavioral traits, or attributes

A

trait model

279
Q

theoretical model of personality developed and tested by Costa and McCrae, based on the “Big Five” factors underlying clusters of related personality traits

A

Five-factor model

280
Q

theoretical approach that identifies broad personality types or styles

A

typological models

281
Q

people are well adjusted: self confident, independent, articulate, attentive, helpful, cooperative, and task-focused

A

ego-resilient

282
Q

people are shy, quiet, anxious, and dependable; they tend to keep their thoughts to themselves and to withdraw from conflict, they are the most subject to depression

A

overcontrolled

283
Q

people are active, energetic, impulsive, stubborn, and easily distracted

A

undercontrolled

284
Q

____ saw the development of intimate relationships as the crucial task of young adulthood

A

Erikson

285
Q

holds that egalitarian marriages, in which both husband and wife share work and family responsibilities, are likely to be happiest and the most intimate

A

companionate model

286
Q

suggests that women are happier in marriage if they are committed to the traditional institution of marriage

A

institutional model

287
Q

claims that a woman’s perception of fairness in the marriage, and not the actual division of labor, affects marital quality

A

equity model

288
Q

suggests that women are happiest in marriages characterized by gender-typical role

A

gender model

289
Q

single word that conveys a complete thought

A

holophrase

290
Q

early form of sentence use consisting of only a few essential words

A

telegraphic words

291
Q

a lessened ability to focus on near objects

A

presbyopia

292
Q

nearsightedness

A

myopia

293
Q

a gradual hearing loss

A

presbycusis

294
Q

loss of smell due to aging

A

presbyosmia

295
Q

quantitative study of relative hereditary and environmental influences on behavior

A

behavioral genetics

296
Q

statistical estimate of contribution of heredity to individual differences in a specific trait within a given population

A

heritability

297
Q

it is the potential expression of a hereditary trait

A

reaction range

298
Q

certain behaviors develop along genetically dug channels but they are altered because of an extreme change in environment

A

canalization

299
Q

it is the effect of similar environmental conditions on genetically different individuals

A

genotype-environment interaction

300
Q

genetic and environmental influences are in the same direction

A

genotype-environment correlation

301
Q

the environment was created by the biological parent of the same trait

A

passive correlations

302
Q

the environment was created by the parent to support the early signs of dispositions

A

reaction/evocative correlations

303
Q
  • the person seeks an environment that is compatible to his genotype
  • also called niche-picking
A

active correlation

304
Q

perinatal transmission occur

A

AIDS

305
Q

if contracted before the 11th week, it can cause deafness and heart defects in the baby

A

rubella (german measles)

306
Q

an infection caused by parasites in animal’s bodies, can cause fetal brain damage, severely impaired eyesight, or miscarriage

A

toxoplasmosis

307
Q

the inability to remember events before 2 years old

A

infantile amnesia

308
Q

motor development is a continuous process of interaction between the baby and the environment

A

thelen’s dynamic systems theory

309
Q

psychometric test that seeks to measure intelligence by comparing a test-taker’s performance with standardized norms

A

intelligence quotient test

310
Q

psychometric test that compares a baby’s performance on a series of tasks with standardized norms for particular ages

A

developmental test

311
Q

standardized test of infants’ and toddler’s mental and motor development

A

bayley scales of infant and toddler development

312
Q

piaget’s term for organized patterns of thought and behavior used in particular situations

A

schemes

313
Q

processes by which an infant learns to reproduce desired occurrences originally discovered by chance

A

circular reactions

314
Q

imitation with parts of one’s body that one cannot see

A

invisible imitation

315
Q

imitation with parts of one’s body can see

A

visible imitation

316
Q

a type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus

A

habituation

317
Q

increase in responsiveness after presentation of a new stimulus

A

dishabituation

318
Q

tendency of infants to spend more time looking at one sight than another; it is based on the ability to make visual distinctions

A

visual preference

319
Q

tendency to prefer on familiar things

A

novelty preference

320
Q

ability to distinguish a familiar visual stimulus from an unfamiliar one when shown both at the same time

A

visual recognition memory

321
Q

ability to use information gained by one sense to guide another

A

cross-modal transfer

322
Q
  • the tendency to focus on one aspect of a situation and neglect others
  • it limits young children’s thinking to think about social and physical relationships
A

centration

323
Q
  • inability to consider another’s point of view
  • it causes children confusion with reality and what’s inside their head
A

egocentrism

324
Q

awareness that two objects that are equal according to a certain measure remain equal in the face of a perceptual alteration so long as nothing has been added to or taken away from either object

A

conservation

325
Q

failure to understand than an operation can go in two or more directions

A

irreversibility

326
Q

used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory

A

stanford-binet intelligence scale

327
Q

yields verbal and performance scores as well as a combined score

A

wechsler preschool and primary scale of intelligence revised

328
Q

vygotsky’s term for the difference between what a child can do alone and what the child can do with help

A

zone of proximal development

329
Q

temporary support to help a child master a task

A

scaffolding

330
Q

talking aloud to oneself with no intent to communicate with others

A

private speech

331
Q

preschooler’s development of skills, knowledge, and attitudes that underlie reading and writing

A

emergent literacy

332
Q

fluid filled membrane that encases the developing embryo, protecting it and giving it room to move and grow

A

amiotic sac

333
Q

allows oxygen, nourishment, and wastes to pass between mother and embryo, It also helps combat infections

A

placenta

334
Q

connects the placenta and embryo

A

umbilical cord

335
Q

psychosocial development theory

A

erik erikson

336
Q

operant conditioning

A

B.F skinner

337
Q

classical conditioning

A

ivan pavlov

338
Q

social learning theory

A

albert bandura

339
Q

cognitive development

A

jean piaget

340
Q

sociocultural theory

A

lev vygotsky

341
Q

bioecological theory

A

urie bronfenbrenner

342
Q

attachment theory

A

john bowlby

343
Q

moral development theory

A

lawrence kohlberg

344
Q

effort to new experience into an existing self-concept

A

assimilation

345
Q

adjustment of self-concept to fit new experience

A

accommodation

Review (4 decks)

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