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Psychology 235 > Chapter 2 & 4 > Flashcards

Chapter 2 & 4 Flashcards

1
Q

systematic statement of principles and generalizations, provides framework for understanding how and why ppl change as they grow older

A

Developmental Theory

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2
Q

arise from preconceptions and everyday experience

A

Folk theories

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3
Q

average or usual event or experience

A

normal

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4
Q

includes psychoanalytic, behavioral, cognitive theories; comprehensive, enduring, widely applied

A

Grand theories

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5
Q

A theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. Originated w Sigmund Freud (1856–1939).

A

Psychoanalytic theory

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6
Q

Described eight developmental stages, each characterized by a challenging developmental crisis. His first five stages build on Freud’s theory; but he also described three adult stages.

A

Erikson’s ideas of Psychoanalytic Theory

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7
Q

A theory of human development that studies observable behavior.

Also called learning theory as it describes the laws and processes by which behavior is learned.

A

Behaviorism

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8
Q

the processes by which responses become linked to particular stimuli and learning takes place.

A

Conditioning -

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9
Q

Ivan Pavlov (1849-1936); Type of Behaviorism, (also called respondent conditioning), a process in which a person or animal learns to associate a neutral stimulus with a meaningful stimulus, gradually reacting to the neutral stimulus with the same response as to the meaningful one.

A

Classical Conditioning

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10
Q

B.F. Skinner (1904–1990), Type of Behaviorism, (also called instrumental conditioning) a learning process in which a particular action is followed either by something desired or by something unwanted.

A

Operant Conditioning

Operant conditioning -

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11
Q

Increasing the probability of a response; A technique for conditioning behavior; Examples: -Food for a hungry animal, -A pat on the back for a job well done, -An A for a well written paper

A

What is reinforcement in Operant Conditioning?

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12
Q

Albert Bandura (b. 1925); An extension of behaviorism that emphasizes the influence that other people have over a person’s behavior.

A

Social Learning Theory-

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13
Q

people learn by observing other people and then copying them.

A

modeling

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14
Q

.

how effective people think they are when it comes to changing themselves or altering their social context.

A

Self-efficacy-

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15
Q

Thoughts and expectations profoundly affect action., Focuses on changes in how people think over time., Jean Piaget (1896–1980)

A

Cognitive Theory

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16
Q

A state of mental balance, no confusion; Interpret new ideas through past ideas; Needed for intellectual advancement; Easy equilibrium not always possible; If new experience is not understandable, cognitive disequilibrium can occur

A

Cognitive Equilibrium

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17
Q

new experiences are interpreted to fit into, or assimilate with, old ideas;

A

Assimilation -

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18
Q

old ideas are restructured to include, or accommodate, new experiences

A

Accommodation -

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19
Q

two types of cognitive adaptation.

A

assimilation and accommodation

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20
Q

Not a single theory but a framework; Inspired by how a computer works; How people think before they respond; How attention and thought affects mental function; Relationship between one person’s thinking and another’s

A

Information Processing theory

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21
Q

Lev Vygotsky (1896-1934); Development results from a person’s interaction with their social and cultural surroundings; Culture is integral to development; Apprenticeship in thinking: how cognition is “taught” by the older and more skilled

A

Sociocultural Theory

22
Q

how cognition is “taught” by the older and more skilled

A

“apprenticeship in thinking.”

23
Q

Made up of the skills, knowledge, and concepts that the learner is close to acquiring; Learner needs help to master; Learning must be individualized

A

zone of proximal development.

24
Q

Abraham Maslow (1908-1970), Carl Rogers (1902-1987); Stresses the potential of humans for good; All people have the same needs; Emphasize what people have in common

A

Humanism

25
Q

Based on Darwin’s ideas; Very controversial in psychological circles; Humans are more alike than different; Human development influenced by drives to survive and reproduce; Selective adaptation: process by which people adapt to their environment

A

Evolutionary Theory

26
Q

The approach taken by most developmentalists; Aspects of each of the various theories of development are applied rather than adhering exclusively to one

A

Eclectic Perspective

27
Q

What are the 3 stages of prenatal development? How long do each of them last? What develops during each stage?

A

Germinal (first 2 weeks after conception): Rapid cell division and beginning of cell differentiation; Embryonic (Wks 3-8): Basic forms of all body structures develop; Fetal (Wk 9 – birth): Fetus grows in size and matures in functioning

28
Q

Primitive streak becomes the neural tube and later forms the brain and spine of the CNS. Head takes shape. Eyes, ears, nose, and mouth form. Heart begins to pulsate. Extremities develop and webbed fingers and toes separate. Theses are the things that form ______

A

First

29
Q

When do sex organs appear?

A

Fetal Period

30
Q

baby born after 22 wks gestation?

A

Viable

31
Q

Rapid cell division and beginning of cell differentiation within hours of conception; Development of the placenta; Implantation (about 10 days after conception)

A

Germinal period

32
Q

What is the “Most Dangerous Journey” of the Germinal period?

A

First 10 days after conception; Period of time before implantation of the embryo in the uterine wall.

33
Q

What percent of pregnancies end in the embryonic period?

A

20%

34
Q

What percent of pregnancies end in the fetal period?

A

5%

35
Q

What percent of pregnancies reach birth?

A

31%

36
Q

9th week after conception until birth. Genitals form and sex hormones cause differences in brain organization. Cephalocaudal and proximodistal growth. Heartbeat detectable via stethoscope. Cortex is not fully mature at birth. Brain at birth is biggest part of baby .

A

fetal period

37
Q

Rapid growth with considerable variation; Average: 3 months; 3 ounces; 3 inches; 9th week: SRY gene triggers development of sex organs; 3rd month: Neurological sex differences begin

A

3rd month of pregnancy

38
Q

similar to an X-ray but uses sound waves instead of radiation; used to determine gender of baby in 3rd month

A

Unltrasound

39
Q

Digestive and excretory system develop. Fingernails, toenails, and buds for teeth form, and hair grows (including eyelashes); Brain: Experiences rapid growth. Follows proximodistal sequence from brainstem to midbrain, to cortex. Develops many new neurons (neurogenesis) and synapses (synaptogenesis). Begins to regulate basic bodily functions as entire CNS becomes responsive happens during ___ month of pregnancy

A

3rd

40
Q

Involves expansion and contraction of lungs. Includes final maturation of heart valves, arteries, and veins. Provides time for extensive growth and folding in cortex
during…

A

last 3 months

41
Q

what happens in the first few minutes after birth

A

Usually cry spontaneously. Color changes from bluish to pinkish. Eyes open, fingers grab, toes stretch.

42
Q

Quick assessment of newborn’s heart rate, breathing, muscle tone, color, and reflexes. Completed twice (1 minute and 5 minutes after birth). Score of 0, 1, or 2 in each category. Desired score: 7 or above

A

Apgar scale

43
Q

Prenatal teratogens: Any agent or condition, including viruses and drugs, resulting in birth defects or complications; Behavioral teratogens: Agents and conditions that can harm the prenatal brain, impairing the future child’s intellectual and emotional functioning

A

Prenatal teratogens:

44
Q

Certain teratogens are relatively harmless until exposure reaches a certain level;

A

threshhold effect

45
Q

Maintaining oxygen: Breathing, hiccupping, sneezing; Maintaining constant body temperature: Crying, shivering, tucking legs to body, pushing; Managing feeding: Sucking, rooting, swallowing

A

survival reflux

46
Q

When a newborn’s feet are stroked, the toes fan upward. . .

A

Babinski reflex.

47
Q

When newborns are held upright, feet touching a flat surface, they move their legs as if to walk.

A

Stepping reflex.

48
Q

When held horizontally on their stomachs, newborns stretch out their arms and legs.

A

Swimming reflex.

49
Q

When something touches newborns’ palms, they grip it tightly

A

Palmar grasping reflex

50
Q

When someone bangs on the table they are lying on, newborns fling their arms outward and then bring them together on their chests, crying with wide-open eyes.

A

Moro reflex.

Psychology 235 (24 decks)

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