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Psychology > April 23 > Flashcards

April 23 Flashcards

0
Q

Life span psychologists

A

Study development

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1
Q

Developmental psychology

A

Takes view that development is not a process with a clear ending
WAS thought to end with the onset of adolescence
It is now viewed as a process that continues from birth to death

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2
Q

Child psychologist

A

Study development but focus on a particular earlier portion of the typical life span

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3
Q

Erik erikson

A

First to successfully champion the view that development occurs across an entire lifetime

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4
Q

Normative development

A

Typical sequence of developmental changes for a group of people
Often studied using cross sectional method

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5
Q

Cross sectional method

A

Seeks to compare groups of people of various ages on similar tasks
Tells us little about the actual development of any single individual

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6
Q

Longitudinal method

A

To research the developmental processes
Involves following a small group of people over a long portion of their lives, assessing change at set intervals
More difficult and more expensive to conduct

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7
Q

Benefits of longitudinal research

A

Study of individuals over time rules out the differences between subjects that other studies include
Also allow for the study of the temporal order of events

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8
Q

Zygote

A 
Fertilized egg
Three stages
       Germinal
       Embryonic
       Fetal
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9
Q

Germinal stage

A

Zygotes undergo cell division and implant themselves on the uterine wall

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10
Q

Embryonic stage

A

Consists of organ formation and lasts until the beginning of the third month

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11
Q

Fetal stage

A

Sexual differentiation and movement begins to develop
Growth is rapid
Teratogens: harmful environmental agents

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12
Q

Fetal alcohol syndrome

A

Fetuses exposed to alcohol develop this resulting in physical abnormalities and cognitive deficiencies

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13
Q

Assimilation

A

Incorporating new ideas into existing schemas

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14
Q

Schema

A

Mental representation model

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15
Q

Accommodation

A

Modifying schema to include the new information

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16
Q

Maturationists

A

Emphasize the role of genetically programmed growth and development on the body, and particularly on the nervous system

Greater preprogrammed physiological development of the brain allows for more complex conceptualization and reasoning

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17
Q

Maturation

A

Biological readiness

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18
Q

Environmentalists

A

Opposing position of maturationists

Extreme form in Locke’s Tabula Rasa idea

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19
Q

Locke’s tabula rasa idea

A

All development is the direct result of learning, infants are born with a blank slate onto which experience etches it’s lesson

The organism develops more complex behaviors and cognition because it acquires more associations through learning

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20
Q

Discontinuous

A

Evidence of growth spurts and leaps of cognition support the discontinuous approach

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21
Q

Continuous approach

A

Gradual development such as social skills

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22
Q

Critical period

A

A time during which a skill or ability must develop; if the ability does not developed during that time, it probably will never develop or at least will not develop as well

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23
Q

Collectivist culture

A

Needs of society are placed before needs of the individual

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24
Q

Individualist culture

A

Cultures promote personal needs above the needs of society

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25
Q

Stages

A

Patterns of behavior that occur in a fixed sequence

Edges of stages are blurred and may overlap for various domains within a stage

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26
Q

Neonate

A

A newborn baby

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27
Q

Neonate reflexes

A

Sucking, Paulmar, Babinski, Head turning, Morro, orienting

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28
Q

Sucking reflex

A

Can be triggered by placing something in the baby’s mouth

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29
Q

Paulmar reflex

A

The automatic grabbing elicited by something being placed in one of the neonates hands

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30
Q

Babinski reflex

A

Stroking the bottom of the foot causes the toes to splay out

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31
Q

Head turning reflux a.k.a. the rooting reflex

A

The response elicited by touching the babies cheek

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32
Q

Moro reflex

A

splaying out of the limbs when a loud noise occurs

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33
Q

Orienting reflex

A

Activated when they orient themselves to sudden changes in their surroundings

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34
Q

Stereotyped ingestive responses

A

Sucking and smacking their lips, if someone places a drop of sugar water in their mouth

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35
Q

Sour and bitter flavors

A

Are often associated with harmful bacteria that can make the baby ill

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36
Q

Motor control and perceptual abilities

A

Dependent on neural development

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37
Q

Environmental interaction

A

Development of the nervous system depends on this

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38
Q

Depriving an eye of stimuli by covering it at the very beginning of life will lead to

A

Under development of a part of the occipital lobe responsible for vision in that Eye

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39
Q

Plasticity

A

Changeability

Experiment where third eye added to frog

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40
Q

Children have some

A

Innate reflexes at birth

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41
Q

Adulthood is marked by

A

Gradual decrease of physical abilities

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42
Q

Cognitive development

A

The development of learning, memory, reasoning, problem-solving, and related skills

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43
Q

Jean Piaget

A

Proposed an influential theory of cognitive development of children
Based on the concept of equilibriation

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44
Q

Equilibration

A

A child’s attempt to reach a balance between what the child encounters in the environment and what cognitive structures the child brings to the situation

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45
Q

Piaget

A

Believe that children go through a series of developmental stages times of these occur any fixed order

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46
Q

Sensorimotor

A

Act on objects that are present and begin to develop schemas but in capable of operations

Occurs during the first two years of life and is typified by reflexive reactions and then circular reactions, which are repeated behaviors by which the infant manipulates the environment

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47
Q

Preoperational

A

Able to use schemas not present (symbolic thought) but lacks the ability to perform mental operations

Occurs from ages 2 to 7, development of language

SCHEMAS X

48
Q

Concrete operational

A

Able to access schemas and perform mental operations but still limited to experiences

7 to 11

SCHEMAS X
MENTAL OPERATIONS X

49
Q

Formal operational

A

Able to use schemas, understand operations, and apply both to theoretical questions not based on experiences

Age 12, children are fully capable of understanding abstractions and symbolic relationships

SCHEMAS X
MENTAL OPERATIONS X
THEORETICAL THINKING X

50
Q

Object permeance

A

Develops during sensiomotor stage

The knowledge that objects continue to exist when they are outside the field of view

51
Q

Symbolic thinking

A

Ability to use words to substitute for objects

Develops in preoperational stage

52
Q

Egocentrism

A

Seeing the world only from one’s own point of view

Preoperational stage

53
Q

Artificialism

A

Believing that all things are human made

Preoperational stage

54
Q

Animism

A

Believing that all things are living

Preoperational stage

55
Q

Reversibility

A

Children develop the ability to perform a mental operation, then reverse their thinking back to a starting point

Concrete operational stage

56
Q

Conservation

A

The idea that the amount of a substance does not change just because it is arranged differently

Concrete operational stage

57
Q

Meta cognition

A

The ability to recognize one’s cognitive processes and adopt those processes if they aren’t successful

Concrete operational stage

58
Q

Piaget criticized bc

A

Studied his own three kids

Underestimated children’s abilities especially at ages four to five

59
Q

Theory of mind or Tom

A

Allows children to understand the other people see the world differently than they do

60
Q

False belief task

A

Gum balls versus pencils

61
Q

Lev vygotsky

A

Stress social factors as critical to the developmental process

62
Q

Internalization

A

Absorption of knowledge into the self from environmental and social context

Vygotsky

63
Q

Zone of proximal development

A

The range between the developed level of ability buddy child displays and the potential level of ability of which the child is actually capable

Vygotsky

64
Q

Actual development level

A

Rarely lives up to its potential because ability depends on input from the environment, and environmental input is rarely truly optimal

65
Q

Scaffolding

A

The support system that allows a person to move across the zone of proximal development in a mentally, with environmental supports, such as teachers and parents. If a person fails to advance, it might mean that scaffolding steps are too high above the persons current abilities

Vygotsky

66
Q

Fluid intelligence

A

The ability to think in terms of abstract concepts and symbolic relationships

67
Q

Crystallized intelligence

A

Specific knowledge of facts and information

68
Q

Generativity

A

Occurs during middle adulthood and brings with it the struggle to be productive in both career and home and to contribute to the next-generation with ideas and possibly with children

69
Q

Stagnation

A

Try to leave our mark on the world. Failure to resolve this stage can result in feelings of this or isolation

70
Q

Integrity versus despair

A

Struggle to come to terms with one’s life
Positive outcome equals wisdom
Failure equals bitterness and despair

71
Q

Harry Harlow

A

Demonstrated that rhesus monkey infants need comfort and security as much as food

72
Q

Attachment

A

The tendency to prefer specific familiar individuals to others

John Bowlby

73
Q

John Bowlby

A

Believe that a close and loving relationship between a child and his caregiver is critical to the infants healthy development and provides a model that the growing child will use to build mutually beneficial relationships in his life

74
Q

Mary Ainsworth

A

Studied human infant attachment
Four attachment patterns
Secure, insecure, avoidance, disorganized

75
Q

Secure

A

The child uses the parents for support

most common type of attachment

76
Q

Insecure

A

The child is not sure whether the parent will be supportive and shows great discomfort in the arms of strangers

77
Q

Avoidant

A

The child does not use the parent for support

78
Q

Disorganized

A

The child behaves erratically. It is this style of attachment that is associated with abuse

79
Q

Social development

A

The development of the ability to interact with others and with the social structures in which we live

80
Q

Erick Erickson psychosocial development stages

A

First theory he to assert that development is a lifespan process

81
Q

Trust versus mistrust

A

Occurs during first year of life
Infants decide whether the world is friendly or hostile depending on whether or not they can trust that their basic needs will be met
Trust and hopefulness are positive outcomes

82
Q

Autonomy versus shame and doubt

A

Ages one and three

Child must develop a sense of control over bodily functions as well as over the environment

83
Q

Initiative versus guilt

A

3 to 6
Children must gain a sense of accomplishment and pride in their work. They begin to understand what they’re capable of doing
Produces a sense of competence

84
Q

Identity versus role confusion

A

Involves adolescents search for identity

Resolution of this stage is Fidelity or truthfulness to one’s self

85
Q

Industry versus inferiority

A

6 to 12
Correspond with a child’s entry into a broader social world outside the home
Must take initiative and learning to assert themselves socially, without overstepping their bounds
Development of a sense of purpose

86
Q

Intimacy versus isolation

A

Early adulthood
We attempt to form loving lasting relationships
Results in one’s learning how to love any mature giving way
Not successfully resolved, feelings of isolation or lack of intimacy may result

87
Q

Three types of parent styles identified by Diana baumrind

A

Authoritative, authoritarian, permissive

88
Q

Authoritarian

A

Have a high expectations and is most likely to use corporal punishment
Children of these parents are socially withdrawn, one decision-making capabilities, and lack curiosity
Parents will exert a high level of control and low level of warmth

89
Q

Authoritative

A

Parents expect compliance to rules but explain the rules and encourage independence
Also set limits and to give out punishments and forget
Children have high self-esteem are independent and are articulate
Parents will exert a low level of control and high-level of warmth

90
Q

Permissive

A

Parents have few expectations and are warm and non-demanding
Children are rarely punished and parents consider themselves friends of the child
Children of these parents are not good at excepting responsibility, controlling their impulses, or being generous in social relationships
Parents will exert a low level of control and high-level of warmth

91
Q

Elizabeth Kubler Ross

A

People tend to come to terms with terminal illnesses through denial, anger, bargaining, depression, and acceptance

92
Q

Moral development

A

Advanced by Lawrence Colberg and divided into levels with two distinct stages

93
Q

Kohlberg’s level one

A

Encompasses ages 7 to 10 and is the level of preconventional morality which is a two-stage system of moral judgment

94
Q

Stage one

A

Children make judgments motivated by fear

95
Q

Stage two

A

Children make judgments by evaluating the benefit for themselves

96
Q

Kohlberg’s level 2

A

Occurs from ages 10 to 16 and sometimes beyond

Conventional morality which is the internalizing of societies rules and morals

97
Q

Stage III

A

The side by the child’s trying to live up to what others expect them to be
Child understands that the rules set forth are important

98
Q

Stage four

A

Involves the development of conscience. They obey rules and feel moral societal obligations

99
Q

Kohlburg’s level III

A

Occurs from ages 16 and on words
Level of postconventional morality
Societal rules are still important but an internal set of values has developed that may generate occasional conflict societal views

100
Q

Stage five

A

Characterized by a belief in individual rights and social contracts
Individual rights outweigh social contract

101
Q

Stage six

A

Involves the belief in universal principles of justice

Believes that the universal principles of justice outweigh societal rules and act accordingly

102
Q

Carol Gilligan

A

Theory places the development of caring relationships as central to moral progress

103
Q

Psychosexual development

A

Development of an awareness of one’s own sexuality

104
Q

Gender identity

A

Awareness that they are boys or girls age to or three

105
Q

Gender typing

A

The acquisition of sex-related rolls

Ages 2 to 7

106
Q

Gender constancy

A

Gender is a fixed, unchangeable characteristics

Two to seven

107
Q

Androgyny

A

May develop as children begin to blur the lines between stereotypical male and female roles in society

108
Q

Sigmund Freud’s developmental stages

A

Oral stage, anal stage, phallic stage, genital stage

109
Q

Oral stage

A

Occurs during the first two years of life, is the stage when the primary source of pleasure for the infant becomes sucking

110
Q

Anal stage

A

Ages 2 to 7

Child derives pleasure from the process of elimination or defecation

111
Q

Phallic stage

A

Four years into middle childhood

Child discovers that genital stimulation is pleasurable

112
Q

Latency period

A

Psychosexual issues are suppressed

113
Q

Genital stage

A

Bring the establishment and maintenance of standard heterosexual relationships

114
Q

Fixation

A

The in adequate resolution of a stage, which prevents an individual from progressing into the next stage

115
Q

Oedipal conflict

A

The male sexual desire for the mother, which conflicts with the child’s fear of the father

116
Q

Electra conflict

A

Girls desire their fathers while fearing their mothers

117
Q

Albert bandura

A

Sexual roles can be acquired through social or vicarious learning

Psychology (11 decks)

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