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AP Psych 3 > 8.03 Infancy and childhood > Flashcards

8.03 Infancy and childhood Flashcards

1
Q

inborn, naturally occurring, does not have to be taught

A

innate

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2
Q

an innate, involuntary behavior pattern that helps an infant to survive

A

reflex

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3
Q

five reflexes in infants

A
  • grasping
  • startle
  • rooting
  • stepping
  • sucking
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4
Q

between birth and age three, the human brain __ in weight

A

triples

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5
Q

most early brain growth is due to the formation of new __

A

synapses

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6
Q

the loss of unused synapses, which are cleared to make way for functioning connections and cells

A

synaptic pruning

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7
Q

infants can __ the difference between their own mothers’ milk and that belonging to other women

A

smell

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8
Q

tastes preferred by infants

A

sweet and salty

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9
Q

this sense in great in newborns, except that their auditory canals often have fluid

A

auditory

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10
Q

least functional sense at birth

A

vision

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11
Q

cells that are not well developed in a newborn’s retina

A

cones –> poor color perception and fuzzy vision

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12
Q

cells that are reasonably well developed in a newborn’s retina

A

rods

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13
Q

most preferred visual stimulus for an infant

A

human face

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14
Q

experiment that proves infants possess depth perception

A

visual cliff

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15
Q

typical sequence of motor milestones

A
  • raise head (2-4 months)
  • roll over (2-5)
  • sit up with support (4-6)
  • sit up without support (6-7)
  • crawl (7-8)
  • walk (8-18)
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16
Q

Piaget’s term for a mental concept or framework

A

schema

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17
Q

Piaget’s term for a child’s process of trying to understand new things in terms of the schemes they already possessed

A

assimilation

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18
Q

Piaget’s term for the learning of new information that forces a child to alter his/her preexisting shema

A

accommodation

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19
Q

Piaget’s stages of cognitive development

A
  1. sensorimotor (birth - 2 years)
  2. preoperational (2-7 years)
  3. concrete operational (7-12)
  4. formal operational (12-adulthood)
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20
Q

sensorimotor stage

A

coordination of senses with motor response, sensory curiosity and learning, language for demands and cataloguing, object permanence develops

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21
Q

preoperational stage

A

symbolic thinking, use of proper syntax and grammar, expression of full concepts, imagination and intuition are strong, complex abstract thought is difficult, conservation develops, animism, egocentrism

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22
Q

concrete operational stage

A

conservation fully develops, reversible thinking is possible, rational thinking takes over, still difficult to handle abstract concepts

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23
Q

formal operational stage

A

theoretical, hypothetical, abstract, strategic thinking

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24
Q

an understanding that an object exists, even when it is not in sight

A

object permanence

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25
Q

the belief that anything that moves is alive, and even has human-like qualities

A

animism

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26
Q

the inability to see the world from another person’s perspective

A

egocentrism

27
Q

a tendency to focus on just one feature of an object, rather than taking all of its features into account

A

centration

28
Q

the idea that changing the appearance of something does not change its amount

A

conservation

29
Q

the inability to mentally reverse actions

A

irreversibility

30
Q

Russian psychologist who emphasized the importance of social and cultural interactions during development

A

Lev Vygotsky

31
Q

process during which the more highly skilled adult helps the learner in the beginning of the learning process, then withdraws help as the learner improves

A

scaffolding

32
Q

the difference between what a child could do alone, versus what she could do with the help of a teacher

A

zone of proximal development (ZPD)

33
Q

five stages of language development

A
  1. cooing (2 months)
  2. babbling (6 months)
  3. one-word speech (1 year)
  4. telegraphic speech (18 months)
  5. whole sentences (preschool)
34
Q

single words represent entire phrases

A

holophrases

35
Q

making vowel-like sounds

A

cooing

36
Q

a broad range of disorders, which cause problems in thinking, feeling, language, and social skills

A

autism spectrum disorder

37
Q

a set of behavioral and emotional characteristics, usually hereditary and lasting into adulthood

A

temperament

38
Q

babies of this temperament tend to follow regular schedules, adapt well to change, and are easily soothed

A

easy

39
Q

babies of this temperament usually have irregular schedules, dislike change, are loud, and tend to be crabby

A

difficult

40
Q

babies of this temperament tend to be quiet and slow to adapt to change, though they can gradually adapt to new people and situations

A

slow to warm up

41
Q

the emotional bond that forms between an infant and his/her primary caregiver

A

attachment

42
Q

researcher who measured and categorized the attachment of an infant to its caregiver

A

Mary Ainsworth

43
Q

four attachment styles identified by Mary Ainsworth

A

secure, avoidant, ambivalent, disorganized-disoriented

44
Q

attachment style: explorative, distress when caregiver leaves, happy when s/he returns, seeks comfort when scared

A

secure

45
Q

attachment style: no distress when caregiver leaves, does not acknowledge caregiver’s return

A

avoidant

46
Q

attachment style: distress when caregiver leaves, not comforted by his/her return

A

ambivalent

47
Q

attachment style: no attaching behaviors, often appear confused or nervous in presence of caregiver

A

disorganized-disoriented

48
Q

researcher who studied imprinting extensively by working with greylag geese

A

Konrad Lorenz

49
Q

process that occurs when infant animals attached themselves to or follow the first animal/person they see after birth, a critical period in development

A

imprinting

50
Q

researcher who demonstrated the significance of contact comfort in attachment, using surrogate mechanical mothers for rhesus monkeys

A

Harry Harlow

51
Q

the idea that one is separate from his/her surroundings

A

self-concept

52
Q

test that can be used to determine whether infants have any awareness of self

A

rouge test

53
Q

psychoanalyst who came to believe that social interactions were more important in development than Freud’s emphasis on sex; he argued that development occurred in eight stages

A

Erik Erikson

54
Q

a turning point in personality, according to Erikson

A

crisis

55
Q

Erikson’s eight stages of psychosocial development

A
  1. trust versus mistrust (infant)
  2. autonomy versus shame and doubt (toddler)
  3. initiative versus guilt (preschool)
  4. industry versus inferiority (elementary school)
  5. identity versus role confusion (adolescence)
  6. intimacy versus isolation (early adulthood)
  7. generativity versus stagnation (middle adulthood)
  8. ego integrity versus despair (late adulthood)
56
Q

Erikson’s stage: trust versus mistrust (infant)

A

Learn basic sense of trust, based on how one’s needs are met.

success: needs are met, develop a sense of trust in others
failure: needs not met, develop a sense of mistrust in others

57
Q

Erikson’s stage: autonomy versus shame and doubt (toddler)

A

Learn that one can control one’s own actions.

success: develop independence
failure: self-doubt and shame

58
Q

Erikson’s stage: initiative versus guilt (preschool)

A

Learn to take responsibility for one’s own behavior, develop self-control.

success: feel capable, develop sense of initiative
failure: feel irresponsible, anxious, develop sense of guilt

59
Q

Erikson’s stage: industry versus inferiority (5-12 years)

A

Learn new skills academically and socially, compare oneself to others to measure success.

success: feeling of competence
failure: sense of inferiority in comparison to others

60
Q

Erikson’s stage:

identity versus role confusion (adolescence)

A

decide who one is, what one believes, what one wants to become as an adult

success: able to define one’s own values, goals and beliefs
failure: remain confused about one’s identity and might isolate themselves or “copy” others

61
Q

Erikson’s stage:

intimacy versus isolation (early adulthood)

A

find a person with whom one can share their identity in an intimate relationship

success: find someone and share values in an intimate relationship
failure: isolation or loneliness

62
Q

Erikson’s stage:

generativity versus stagnation (middle adulthood)

A

find a creative outlet, be productive and nurture the next generation

success: productivity and creativity
failure: stagnation, self-centeredness

63
Q

Erikson’s stage: ego integrity versus despair (late adulthood)

A

come to terms with the end of life, reach a sense of acceptance of life as it has been

success: able to let go of regrets, sense of completion
failure: cannot let go of regrets, see death as coming too soon

AP Psych 3 (26 decks)

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