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PSY 336 Developmental Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Development

A

the growth of humans throughout the lifespan, from conception to death

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2
Q

Continuity

A

smooth and gradual. Measurable, quantitative

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3
Q

Heterotypic Continuity

A

looks different behaviorally but it stems from same place, same reason/cause (I am dysregulated so I bite in preschool and in middle I can’t pay attention, in high school I skip a lot because I can’t focus so I don’t want to be there, as an adult have trouble controlling self)
 manifest differently because of developmental period or given moment (not always physically aggressive may do something else)

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4
Q

Homotypic Continuity

A

looks the same over development (physically aggressive in preschool, middle school, high school, bars)

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5
Q

Discontinuity

A

abrupt and unstable, made up of qualitative stages and changes

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6
Q

Endogenous

A

changes that come from within (puberty)

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7
Q

Exogenous

A

causes of development that arise from environment (parents)

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8
Q

Plasticity

A

The capacity for different areas (neurons) of the brain to take on new functions (re-organize the brain)

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9
Q

Dynamic Bi-Directional Interactions

A

mutual influences in both directions (parents impact me and I impact them)

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10
Q

Erikson

A

German psychologist who extended and refined Freud’s theory of development (Psychosocial theory). He believed we go through psychosocial crises that reflect a struggle between two conflicting personality characteristics. These crises represent critical periods in personality development.
o Trust vs. Mistrust: ability to predict and depend on one’s own behavior and the behavior of others (0-1)
o Autonomy vs. Shame/Doubt: Ability to do things for oneself (2-3)
o Initiative vs. Guilt: High and realistic sense of ambition and independence (3-6)
o Industry vs. Inferiority: Active and satisfying involvement in activities (7-12)
o Identity vs. Identity Diffusion: Determination of one’s identity (12-18)
o Intimacy vs. Isolation: Ability to commit to another and establish a close, loving relationship (20s)
o Generativity vs. Stagnation: Incorporation of the needs of others into one’s personal life (20s-50s)
o Integrity vs. Despair: Healthy adjustment to aging and mortality (50s+)

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11
Q

Sensitive Period

A

periods of time that are important for development but not crucial, you can still possibly catch up (reading)

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12
Q

Critical Period

A

Periods of time during which a particular event or stimulus has to occur to have an impact on development (exposure to language to develop language, attachment)

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13
Q

Early Childhood

A

36 months-6 years

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14
Q

Emerging Adulthood

A

18-23/24 years

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15
Q

Nature

A

The inherited biological predispositions of the individual

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16
Q

Nurture

A

The influence of the social and cultural environment on the individual

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17
Q

Maturation

A

Developmental changes brought about by the unfolding of the genetic code

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18
Q

Ecological Validity

A

real world validity

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19
Q

Validity

A

the extent to which your measures, tests what it was designed to assess

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20
Q

External Validity

A

generalizability

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21
Q

Internal Validity

A

third-variable problem, no other variables account for cause

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22
Q

Reliability

A

the extent to which your measure produces the same information on repeat testing

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23
Q

Cohort

A

a group of people born around same time and/or share experiences.

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24
Q

Neonate

A

an infant in the first 1-2 months of life

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25
Q

Piaget

A

Swiss scientist who became interested in the question of how we come to know and understand the world around us. Cognitive Developmental Theory: children of different ages use different kinds of thought processes.

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26
Q

Piaget’s Stages

A

o Sensorimotor: child relates to objects and people through sense and motor skills. Motoric knowledge, lack of object permanence, present orientation (0-2 years)
o Pre-operational: think in symbols, which permit more flexibility and planning in their problem solving. Symbolic representation, planning, thinking and problem solving guided by perception and appearances, egocentric thinking (their own perception is shared by others) (2-7 years)
o Concrete Operational: logic used in problem solving, logic applied only to concrete objects and events (7-11 years)
o Formal Operational: logic applied to hypothetical and abstract problems, concern with concepts like justice, equality, and fairness (11+)

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27
Q

Object Permanence

A

objects continue to exist even when you cannot see them

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28
Q

Conservation

A

is an object the same of different than it was before (tall glass, wide glass, do they have the same amount?)

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29
Q

Zone of Proximal Development

A

distance between what I can do alone vs. what I can with help

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30
Q

Internal Working Model

A

view about self and others

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31
Q

Strange Situation

A

a procedure used to assess infants’ attachment behavior under conditions of increasing stress due to separations from caregivers and strangers

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32
Q

Types of Attachment: Secure

A

parent is responsive to needs. Cries when caregiver leaves and is easily comforted by caregiver’s return, is not easily soothed by a stranger, wary of stranger, look to caregiver for cues

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33
Q

Types of Attachment: Anxious/Ambivalent

A

conflicted about whether or not they want the caregiver to help and often it’s because not sure if they can trust caregiver (I might be hungry and not sure if you’re going to follow through establishes distrust) results from chaotic or inconsistent care. Child is trying to stay vigilant. Very wary of stranger but mother can’t soothe them.

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34
Q

Types of Attachment: Anxious/Avoidant

A

don’t visibly get upset as much, rejected so many times there’s no point in trying (it’s not worth getting upset because you haven’t responded to me and I don’t get what I need) Not wary of stranger, avoid caregiver at return.

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35
Q

Types of Attachment: Disorganized/Disoriented

A

bizarre behavior indicates abuse usually, confusing for child because there is a draw to caregiver for comfort but they are scary so conflicted, odd behaviors emerge (dissociating, breathing, etc.), don’t fit other categories, may have troubles in life due to dissociating, etc. Results from abusive, fearful or threatening parents.

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36
Q

Secure Base

A

secure infants use caregiver as secure base from unknown/strangers

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37
Q

Harlow

A

feeding is not the basis for attachment

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38
Q

Bowlby & Ainsworth

A

Attachment Theory

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39
Q

Bronfenbrenner’s Ecological Model

A

Model explores the interplay between the child and his or her immediate and social/physical environment. ex: you are not just influenced by what happens to only you, you go home and your roommate had a terrible day, their jobs, classes, and life has nothing to do with you but you will be influenced because they are in a bad mood or want to go drinking or say something rude to you (it’s part of a larger system you are part of)

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40
Q

Developmental Niche

A

Emphasizes the links between child’s development and the community within which she/he was born (physical and social context)
• Including everything from child-rearing and educational practices of the society to the psychological characteristics of the parents
• Attempt to get a sense of the child’s opportunities and difficulties

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41
Q

Social Learning Theory

A

Individuals are greatly influenced by other people (Bandura)

42
Q

Vygotsky

A

Children use psychological tools (e.g., language, numbering system, maps) to develop higher levels of thinking

43
Q

Bandura

A

Social Learning Theory

44
Q

Longitudinal

A

Data are gathered on the same group of individuals as they grow older over an extended period of time

45
Q

Cross-sectional

A

Children of various ages are studied at the same time

46
Q

Experiment

A

change is introduced in a person’s experience and the effect of that change is measured

47
Q

Case Study

A

Research collects information about a person’s life

48
Q

Self-recognition

A

when infants recognize that their reflection is actually them (usually not before 15 months). Use Rouge test to determine

49
Q

Habituation

A

decrease in attention to a repeatedly presented stimulus

50
Q

Random Assignment

A

Assign participants to conditions at random

51
Q

Random Selection

A

select participants at random

52
Q

Genome

A

a person’s complete set of DNA (complete map of your genetics)

53
Q

Genotype

A

the genetic makeup of the individual

54
Q

Phenotype

A

the observable expression of genotype (e.g., Bb genotype results in brown eyes)

55
Q

Range of Reaction

A

the range of possibilities of phenotypic variation displayed in response to different environments

56
Q

Passive G-E Correlation

A

Parents share genetic material with child and thus often provide a rearing environment that matches child’s genotype. Parent’s behavior influenced by their own genetic inheritance. (the environment I’m in is created in part by people who share my genetic material, so they’ll be similar to me in ways that wouldn’t be the same in an adoptive home)

57
Q

Evocative G-E Correlation

A

Child’s genes can influence other’s directly. For example, child’s genetic predisposition to be positive, extroverted, happy, and good-natured and is more likely to be responded to and treated positively by teachers and others → gives rise to more social experiences (different from child who is fussy and irritable, not happy, don’t like things, can tell difference between siblings by attitude which evokes a different response)

58
Q

Active G-E Correlation

A

People seek out environment that is compatible with their genotype. For example, children who are fairly inactive/quiet may seek out other people who are also quiet → niche building (Prof. G’s best friend is like her, sarcastic, cranky, she influences her to be more sarcastic and cranky because she reinforces it)

59
Q

DNA

A

a double helix consisting of two backbones, like a twisted ladder, whose rungs are made up of chemical combinations; the basis of chromosomes

60
Q

Recessive Gene

A

a gene who’s code is not expressed in the presence of a dominant gene

61
Q

Dominant Gene

A

a gene who’s code is expressed when only one copy of the gene is present

62
Q

Teratogen

A

agents that cross the placental barrier and cause or increase the incidence of physical malformations and behavioral and cognitive deficits

63
Q

Emic

A

culture specific certain things are universal in development (smiling, babbling, making noises)

64
Q

Etic

A

universal ex: the sounds I am able to produce later because of what I am exposed to (the way something is pronounced), if you don’t use it you lose it

65
Q

Individualistic

A

Self as autonomous individuals (personal attitudes guide behavior; Independence)

66
Q

Collectivistic

A

Self as appendage of group (Group norms/rules guide behavior; Harmony; Interdependence)

67
Q

Generative Tension

A

balance between closeness/proximity vs. separation/exploration

68
Q

Symbiotic Harmony

A

pull toward adapting the self to fit the needs of others

69
Q

Zygote

A

Fertilized egg; complete genetic material

• By 4th day, cells arrange themselves into two layers: inner cell mass and outer cell mass

70
Q

Blastocyst

A

A thin-walled hollow structure in early embryonic development that contains a cluster of cells called the inner cell mass from which the embryo arises. The outer layer of cells gives rise to the placenta and other supporting tissues needed for fetal development within the uterus while the inner cell mass cells gives rise to the tissues of the body.

71
Q

Embryo

A

developing child in embryonic stage

72
Q

Germinal Stage

A

conception-implantation. Cell division and differentiation

73
Q

Embryonic Stage

A

implantation-8 weeks. Major organs and body parts develop almost daily. Most critical time in prenatal development, environmental damage most likely to occur

74
Q

Fetal Stage

A

8 weeks-birth. Developing child is a fetus, elaboration of the existing organs and structures occurs and the brain develops rapidly

75
Q

Synaptogenesis

A

each neuron forms synapses with thousands of others

76
Q

Fetus

A

developing child in fetal stage

77
Q

Apgar

A 
anesthesiologist who developed scale to diagnose potential problems in full-term and preterm newborns. Scale taken at 1 and 5 minutes after birth
o	Respiration
o	Reflex responsiveness
o	Muscle tone
o	Color
o	Heart rate
78
Q

Cohort Sequential

A

a cross-sectional study expanded so that data are collected from the same cohorts at different points in time. ex: if I followed two different groups at a time (one at birth, other at 5) and follow them each for 5 years, so I can span between 0 and 10

79
Q

Mitosis

A

a type of cell division that gives rise to two daughter cells, each with identical chromosomes and genotypes; involves one duplication of chromosomes and one cell division

80
Q

Meiosis

A

the process of cell replication undergone by ova and sperm; involves one duplication and one division of chromosomes, resulting in cells with a full set of genetic material, which undergo another division so that the final four cells each contain half the complement of chromosomes

81
Q

Balanced Polymorphism

A

a kind of genetic diversity in which the genes that cause diseases provide certain genetic advantages as well as disadvantages

82
Q

x-chromosome characteristics

A

vision, hearing, skin, etc.

83
Q

sex-linked transmission

A

for recessive genes on autosomes there must be two recessive copies for characteristic to be expressed but with x-linked Y is smaller than X so there is not enough space to match material. So a single recessive gene on x may be expressed because there is no corresponding gene of the Y to suppress it. (hemophilia, baldness, color-blindness)
females are more likely to be carriers because they have two x’s

84
Q

Fragile X syndrome

A

a condition passed on by sex-linked transmission and characterized by protruding ears, prominent jaw, unusual speech, poor eye contact, and mild to moderate retardation

85
Q

Polygenic Transmission

A

combined effect of multiple genes

86
Q

Turner’s Syndrome

A

45, x
Females missing second x or part of second x usually as a result of cell division abnormalities in father’s sperm. lack ovaries and have immature external genitalia, short, broad-chested, wide webbed neck. Poor skills in spatial relations, attention, memory, and social skills. Prone to heart, kidney, and thyroid problems. Infertile

87
Q

Trisomy X Syndrome

A

47, xxx
females born with extra x chromosomes. slightly lower intelligence level, phenotypically normal, quiet, passive, may have delayed development of speech and motor skills. Fertile but may have earlier menopause.

88
Q

Klinefelter’s Syndrome

A

47, xxy
males born with extra x chromosomes. ling limbs, immature testes, lack facial and body hair, may have female-like breast development, mental retardation can occur, language deficits, attention problems, and reading difficulties. Sterile

89
Q

XYY Syndrome

A

47, xyy or 48, xyyy
males born with extra y chromosomes. appear normal, tall, severe acne during adolescence, poorly coordinated, impulsive behaviors, lower intelligence (the more y’s the lower the intelligence). caused by cell division problems during sperm production.

90
Q

Amnion

A

a membrane that grows over the embryo and becomes filled with amniotic fluid, which protects the embryo

91
Q

Chorion

A

a membrane that grows to surround the embryo after about one month of development and helps form the placenta

92
Q

Placenta

A

the structure through which nutrients and waste products are exchanged between the mother and the developing embryo

93
Q

Umbilical Cord

A

The lifeline of the embryo, consisting of two arteries and one vein

94
Q

Cephalocaudal Development

A

the principle that growth occurs from the head downward

95
Q

Proximodistal Development

A

the principle that body parts closer to the central axis of the body develop first, while those farther away from the center of the body develop later

96
Q

Age of viability

A

28 weeks odds of survival are higher because you can potentially breathe on your own at this point because you’re lungs have developed, could be born and survive without serious medical attention

97
Q

Lightening

A

sensation that occurs when the fetus drops in to the pelvic cavity, decreasing pressure on the mother’s diaphragm

98
Q

Molding

A

the pressing together or even overlapping of the bones n the babies’ skull to accommodate passage through the birth canal

99
Q

Preterm or Premature

A

term describing infants born prior to 37 weeks gestation

100
Q

Low Birthweight

A

term describing infants born after 37 weeks gestation but weighing less than 5.5 pounds

PSY 336 Developmental Psychology (4 decks)

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