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AP Psych > Development > Flashcards

Development Flashcards

1
Q

Menarche

A

first menstrual cycle
does not signify fertility
about 13

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2
Q

Grasp Reflex

A

want to see if they grab your finger when you put in hand

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3
Q

Rooting Reflex

A

when you touch a baby’s cheek, they will open their mouths and “root”

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4
Q

Teratogens

A 
alcohol 
drugs
chemicals (DDT, PCBs (plastic), lead) 
radiation 
nutrition
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5
Q

Fetal Alcohol Syndrome

A

small, misproportioned head and lifelong brain abnormalities

leading cause of intellectual disabilities

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6
Q

Zygote

A 
first two weeks 
fertilized eggs 
less than half survive beyond two weeks 
cells begin to differentiate after one week 
attach to uterine wall
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7
Q

Embryo

A

two to eight weeks
body organs begin to form and function
heart starts beating and liver makes red blood cells
ones with Y chromosomes secrete testosterone
embryo— e for 8
bry—> be —-> beat —-> heart beat

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8
Q

Fetus

A 
after 8 weeks to birth 
looks humanish 
internal organs formed enough to function 
responsive to sound 
hear mother's voice
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9
Q

Age of viability

A

when fetus can exist on own

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10
Q

Primary sex characteristics

A

directly involved with reproduction/sex organs

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11
Q

Secondary sex characteristics

A

nonreproductive traits of males and females

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12
Q

neural pruning

A

get rid of things that aren’t used in the brain

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13
Q

PKU

A

can’t break down phenylalanine, which can cause a build up

early recognition and a certain diet can prevent health problems

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14
Q

Tay Sachs

A

deterioration of nerve cells that usually results in death by age four

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15
Q

Sickle Cell

A

crescent shaped blood cells

can block blood flow

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16
Q

Down Syndrome

A

trisomy 21
extra chromosome 21
distinctive facial features and intellectual disability

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17
Q

walking

A

in about a year

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18
Q

sit up by self

A

5 months

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19
Q

first ejaculation

A

about 13

may not have sufficient live sperm

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20
Q

Sucking reflex

A

see if they try to suck when you touch lip

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21
Q

Moro reflex

A

m for monster go up behind baby and scare them

make a loud noise to see that it cries

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22
Q

depth perception

A

visual cliff

don’t know when it develops, can’t test until 8 months

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23
Q

sight in newborns

A

can see 8-12 inches away (mom distance)

prefer to look at highly contrasting colors and complex patterns

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24
Q

newborn senses

A

all work except eyes are not fully developed and complex patterns

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25
Q

myelination

A

develop myelin sheath

important milestone

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26
Q

Physical Peaks

A

20s and 30s

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27
Q

Adult abilities

A

changes happen gradually decrease in abilities
big decreases in 50s 60s and 70s
slower reaction times
senses less keen

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28
Q

ability to put hands together `

A

2-3 months

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29
Q

reaching for stuff

A

3 months

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30
Q

transfer cubes from hand to hand

A

6 months

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31
Q

banging cubes together

A

8 months

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32
Q

roll over

A

3 months

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33
Q

crawl

A

8, 9, 10, 11 months

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34
Q

holding things

A

9 months - 1 year

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35
Q

nature vs. nurture

A

aka maturation vs. learning/socialization

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36
Q

Maturation

A

relatively permanent changes based on bio

process that change as we age

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37
Q

learning socialization

A

relatively permanent changes in thought and behavior due to environment

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38
Q

Continuity

A

development happens gradually over time

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39
Q

discontinuity

A

development happens in stages

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40
Q

Erikson

A

social development

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41
Q

Piaget

A

cognitive development

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42
Q

Research methods for studying development

A

longitudinal
cross sectional
naturalistic observation
twin studies

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43
Q

Sensorimotor stage

A

Birth to around two years
Learn about environment and explore
Object permanence
Representational thought

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44
Q

Object permanence

A

Understanding that a ball that rolls out of sight into a closet still exists, even though unseen
know that objects are not gone
out of sight does not = out of mind
about 9 months

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45
Q

The preoperational stage

A 
Two to six ish 
representing things with words and images but lacking logical reasoning 
pretend play- animistic thinking 
--imaginary friends 
Egocentrism- took a little kid 3 mountains can you see how 
can't put selves in other's shoes 
clay model test 
language development 
sense of self 
-Rouge test 
lacks principal of conservation 
-water moving from glass to glass
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46
Q

Piaget

A

Stages of Development
Changed the way people thought about kids
kids are NOT mini adults

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47
Q

Neo-Piagetians

A

like/<3 Piaget, and added to his ideas

One is Dialectical thinking

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48
Q

Dialectical Thinking

A

Postformal thinking
evolving views based on Hegel’s idea of a dialectic
thesis + antithesis —> synthesis
1 idea or Prevalent attitude and new info that leads to different/new thinking—> new idea/attitude (which then becomes the accepted)
ex. opinions about political/social questions are good examples

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49
Q

Lev Vygotsky

A

Russian who died young from TB
theories rediscovered in the 70s and 80s and helped influence edu
nuture-y

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50
Q

Vygotsky’s cognitive development theory

A

TWO PARTS
a. Internalization = kids recreate what they experience through social interactions (they watch parents interact with other and learn how to socialize, function in the world, and internalize values of parents)
Parents are the first teacher
b. Zone of Proximal Development (ZPD)
= gap between kid’s current abilities and the kid’s latent abilities (i.e., what s/he may be able to do— the kid’s potential)
SUPER important for edu
teachers need to assume that kids have lots and lots of potential/assess abilities in multiple ways, not just objective tests
enrichment activities

51
Q

Information Processing Theory of Cognitive Development

A

an alternative to the cognitive developmental theories
answers the question: “how do our ways of understanding, processing, and manipulating info change over time?”
cognitive developmental psychologists who are interested in information processing tend to look at one specific area instead of the whole kid
cognition increases because attention span and memory increases, language skills and metacognition improve

52
Q

Cognitive development in adolescence

A

continuation of childhood development (Piaget’s formal operational stage)
without “formal edu,” not all teens/adults reach this stage
ideas from information processing model explain cognitive development: increases in problem solving, reasoning, metacognition

53
Q

Cognitive development in adulthood

A

people learn throughout adulthood but the PROCESSES of that learning don’t really change
complex problem solving takes longer, but expertise and broader range of problem skills make up for slower time
Problem solving and memory seem to decrease less or not at all in most people who practice these skills #useitorloseit
decision making and judgement tend to be better than younger people’s b/c older adults are more thorough in considering options

54
Q

Animistic thinking

A

pretend play

imaginary friends

55
Q

Egocentrism

A

took a little kid (3 mountains can you see cross/house from each side)= clay model test
sees whether or not they can put themselves in other’s shoes
If they can put themselves in other’s shoes, they are in the concrete operational stage
If not, possibly preoperational, as they are egocentric

56
Q

representational thought

A

about 18-24 months (sensorimotor stage)

having mental images of people and objects

57
Q

Sense of Self

A

Develops in preoperational stage Rouge test
take baby, put rouge on its nose, hold it up to a mirror
1yr old will touch mirror
2 yr old will touch own nose

58
Q

Principle of Conservation

A

things don’t change
when you roll out clay, still have the same amount
move water from one jar to another, still has the same amount, graham cracker pieces
develops in concrete operational stage
so, if a kid gets super excited about one crumbeled up graham cracker instead of a regular one, they are in the preoperational stage

59
Q

Concrete Operational Stage

A

Principle of conservation
-water glass/bead arrangement/length
thinking logically about concrete events, grasping concrete analogies and performing arithmetical operations
mathematical transformations

60
Q

Formal Operational stage

A

abstract reasoning
abstract logic
potential for mature, moral reasoning

61
Q

Cognitive development

A

development of mental abilities

62
Q

Piaget

A

1896-1980 worked with Binnet looked at mistakes kids made in school noticed three things

63
Q

assimilation

A

new info fits into existing schemas
calls moose a cow
sees cake, thinks birthday
part of Piaget

64
Q

schemas

A

general concepts or ideas about things ex gender, office, house
cow
part of Piaget

65
Q

Accommodation

A

changing schemas to fit new info
ex. doesn’t jump to birthday when sees cake
calls it a moose

66
Q

stranger anxiety

A

fear of strangers
like 8 or 9 months
when handed to strangers, cry and want to go back to caregivers

67
Q

attachement

A

intense and mutual infant-parent love

68
Q

Harlow’s monkeys

A

separated monkeys soon after birth and raised them by themselves, became attached to their blanket
Harlow created two artifical mothers, one with wire and food, one with cltoh. Monkeys preferred cloth mothers

69
Q

How does attachement function in humans?

A

one person provides another with a secure base from which to explore and a safe haven

70
Q

critical period

A

an optimal period after birth when certain events must take place if proper development is to occur.

71
Q

Imprinting

A

young gosling/duckling/chick attatches to first moving object is sees, normally mother, follows her

72
Q

Lorenz

A

imprinting

ducks followed him around

73
Q

Is there a critical period for attachment?

A

no precise one

occurs gradually, allowing for lots of time

74
Q

secure attachment

A

with mother in room, babies are fine in a strange situation
they become distressed if she leaves but recover
welcome return of mother

75
Q

resistant/ambivalent attachment

A

Child sends mixed messages to mother upon return, seemingly saying HOLD ME but then resisting attempts to be held

76
Q

temperament

A

includes rudiments of personality, especially emotional excitability
temperament endures

77
Q

Monkey Temperament study

A

easygoing monkey, uptigght mother—> more easygoing

uptight monkey, easygoing mother—> more uptight

78
Q

Trust vs. Mistrust

A

Birth to about 18 months, the child learns what to trust in the environment, and gains a fundamental sense of one’s own trsutworthiness

79
Q

Autonomy vs. Shame and Doubt

A

18 Months to about 3 years
Gains in physical and cognitive skills, which the child tries to utilize.
Seeks sense of indpndce and internal control, deels shame with loss of control

80
Q

Diana Baumrind

A

1970s parenting styles

81
Q

Initiative vs. guilt

A

3 to 6 years old
self-esteem begins to emerge from rapidly growing abilities and now set goals and work to achieve them
develops a self-concept
pride in tasks that initiates shame when comes up short

82
Q

self-concept

A

children gain insight into who they are in terms of appearance, personality, and ability

83
Q

Industry vs. Inferiority

A

about 6 to 12 years old
child seeks to master cognitive and social skills necessary for successful participation in society. Success makes them feel super duper competent and industrious, while failure can leed to feelings of inferiority

84
Q

Identity vs. role confusion

A

adolescence
teenager seeks to answer questions “Who am I” and “Who do I want to be?”
Erikson-gain a core understanding of who one is and what roles one should play as an adult

85
Q

Intimacy vs. isolation

A

early adulthood
young adult either successfully establishes strong, committed relationships or faces the task of dealing with some level of isolation

86
Q

Generativity vs. Stagnation

A

middle adulthood
adults if 40s or 50s strive to be productive in a meaningful way, usually through work or parenthood to create a lasting legacy for future generations #Beowulf
Failure to be generative could lead to feeling of emptiness and purposelessness

87
Q

Integrity vs. Despair

A

late adulthood
the older adult reflects back on his or her life feeling either a sense of accomplishment and pride or a sense of missed opportunities and sadness

88
Q

Alfred Adler

A

birth order tests

89
Q

Mary Ainsworth

A

put young kids in strange situations and looked at attachment style

90
Q

Avoidant attachement

A

child generally ignores mom when she returns, appears to “attach” to stranger as much as mom– very little

91
Q

Disorganized attachement

A

new category
children appear confused, disoriented, or fearful with mother
(could be a potential sign of abuse)

92
Q

Can early attachment styles predict future social functioning?

A

yes, but conflicting evidence says that attachment style may not remain stable

93
Q

birth order theory

A

birth order affects personality development
Alfred Adler
(first born more achievement-oriented)

94
Q

strange situations

A

Mary Ainsworth

separated children from mothers and monitored when mother returned

95
Q

John Bowlby

A

separation anxiety

96
Q

separation anxiety

A

begins at 6 and nine months, characterized by distress at being separated from parents or a familiar caregiver Woof

97
Q

authoritarian

A

top-down parenting approach
parents establish rules, expect obedience, and punish transgressions
VERY demanding
not really warm or responsive to child’s needs
Tywin Lannister

98
Q

Authoritative

A

parents are authority figures, but willing to listen to input from kids, respect rights and explain rules and decisions
seen as most successful
set high standards, but caring and responsive
Ned and Cat

99
Q

Permissive

A

parents give children lots of freedom
either tolerant and trusting or less engaged
tend not to be demanding but are generally warm
Oberyn

100
Q

Uninvolved or Neglectful

A

parents do not set limits for kid and tend to reject or ignore the needs of the child
like got rid of responsibility for raising and controlling kids

101
Q

social clock

A

Feel strong societal expectations to do things at certain times
ex. go to college
be married

102
Q

empty nest syndrome

A

adjustments parents make to the last of their children leaving home
some WOOOHOO
others rediscover marraige
some find a new focus

103
Q

Elisabeth Kubler-Ross

A

5 stages of grief

104
Q

midlife crisis

A

realize mortality

deal with self-perception and unrealized goals

105
Q

5 stages of grief

A 
denial 
anger 
bargaining 
depression 
acceptance
not strictly hierarchical go in and out of different stages
106
Q

personal fable

A

David Elkind
teens tend to create stories of specialness about themselves
feel invulnerability and rules don’t apply to them
may be interpreted as a type of egocentrism

107
Q

imaginary audience

A

David Elkind
may be interpreted as a type of egocentrism
teens feel that others are constantly monitoring them, looking for mistakes, moments of embarrassment, etc…
some say not exclusive

108
Q

hospice movement

A

philosophy of treatment of dying in a warm, personalized, and informed about the processes which impact those facing death

109
Q

ideal day care

A

not too many kids
verbally stimulating
safe

110
Q

Invincibility fallacy

A

I can’t be hurt, so I will jump of bridge

111
Q

Looking Glass fallacy

A

see self as others see you

112
Q

relationship with parents

A

generally good but some conflict

generally agree on isseus but to different extents q

113
Q

sturm und drang

A

teen angst

114
Q

self-disclosure

A

reveal self

115
Q

rites of passage

A

ritual event move from one status to another

116
Q

social competence

A

ability to get along with others

117
Q

Theory of Mind

A

very important skill
understanding that others hace beliefs, desires, and emotions that differ from your own
understanding how people will react in certain situations
ex. when given a present, how will people react?

118
Q

Heinz Dilemma

A

fictional story

steal drug to save a life

119
Q

Kohlberg

A

studied moral development

120
Q

Preconventional Level

A

4-10 (and Cornelius Vanderbilt)
the focus is reward and punishment
responses self-interested

121
Q

Conventional Level

A

children 10-13
focuses on social conventions
“What will others think of me?”
“What are the rules we have all agreed to follow? “

122
Q

Postconventional LEvel

A

generally not reached until 13, if at all
moral decisions are based on personal ,internal judgements or right and wrong
(Principled level)

123
Q

Carol Gilligan

A

males and females view things differently

AP Psych (9 decks)

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