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Lifespan PSYC > Ch 1-4 > Flashcards

Ch 1-4 Flashcards

1
Q

Emphasizes the importance of adaptation, reproduction, and “survival of the fittest” in shaping behavior

A

Evolutionary psychology

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2
Q

The red light structures made up of deoxyribonucleic acid, or DNA

A

Chromosomes

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3
Q

A complex molecule with a double helix shape that contains genetic information

A

DNA

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4
Q

1.Units of hereditary information composed of dna
2.Direct cells to reproduce themselves and manufacture the proteins that maintain life.

A

Genes

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5
Q

Cellular reproduction in which the cells nucleus duplicates itself with 2 new cells being formed, each containing the same dna as the parent cell arranged in the same 23 pairs of chromosomes

A

Mitosis

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6
Q

A specialized form of cell division that occurs to form eggs and sperm (or gametes)

A

Meiosis

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7
Q

A person’s genetic heritage, the actual genetic material

A

Genotype

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8
Q

The way an individual’s Genotype is expressed and observed and measurable characteristics

A

Phenotype

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9
Q

The field that seeks to discover the influence of hereditary and environment on individual differences in human traits and development

A

Behavior genetics

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10
Q

A study in which the behavioral similarity of identical twins is compared with the behavioral similarity of fraternal twins

A

Twin study

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11
Q

A study in which investigators seek to discover whether, in behavior and psychological characteristics, adopted children are more like their adoptive parents, who provided a home environment, or more like their biological parents, who contributed their heredity. Another form of the adoption study compares adoptive and biological siblings

A

Adoption study

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12
Q

Emphasizes that development is the result of an ongoing bi directional interchange between heredity and environment

A

Epigenetic view

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13
Q

The interaction of a specific measured variation in dna and a specific measured aspect of the environment

A

Gene X Environment interaction

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14
Q

The period of prenatal development that occurs 2 to 8 weeks after conception. During this period, the rate of cell differentiation intensifies, support system for the cells form, and organs appear

A

Embryonic period

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15
Q

Oregon formation that takes place during the 1st 2 months of prenatal development

A

Organogenesis

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16
Q

The prenatal period of development that begins 2 months after conception and usually last for 7 months

A

Fetal period

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17
Q

Nerve cells that handle information processing at the cellular level in the brain

A

Neurons

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18
Q

A cluster of abnormalities that appear in the offspring of mothers who drink alcohol heavily during pregnancy

A

Feedle alcohol spectrum disorders (FASD)

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19
Q

A childbirth method in which no drugs are used to relieve pain or assist in the birth process.

A

Natural childbirth

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20
Q

Developed by French obstetrician Ferdinand Lamaze, childbirth strategy is similar to natural childbirth but includes a special breathing technique to control pushing in the final stages of labor and more detailed anatomy and physiology instruction

A

Prepared childbirth

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21
Q

The period after childbirth when the mother adjusts, both physically and psychologically, to the process of childbearing. This lasts for about 6 weeks or until her body has completed it’s adjustment and returned to a nearly pre pregnant state.

A

Postpartum period

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22
Q

Developmental sequence in which the earliest growth always occurs at the top- the head-with physical growth in size weight and feature differentiation gradually working from top to bottom

A

Cephalocaudal pattern

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23
Q

Developmental sequence in which growth starts at the center of the body and moves toward the extremities

A

Proximodistal pattern

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24
Q

Developmental perspective in which biological processes and environmental conditions influence the brain’s development; the brain has plasticity and is context dependent; and cognitive development is closely linked with brain development

A

Neuroconstructivist view

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25
Q

The perspective on motor development that seeks to explain how motor behaviors are assembled for perceiving and acting

A

Dynamic systems theory

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26
Q

Motor skills that involve large-muscle activities, such as walking.

A

Gross motor skills

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27
Q

The product of the interaction between information and the sensory receptors: the eyes, ears, tongue, nostrils, and skin

A

Sensation

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28
Q

The interpretation of what is sensed

A

Perception

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29
Q

The view that perception functions to bring organisms in contact with the environment and to increase adaptation

A

Ecological view

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30
Q

Piagetian concept of using existing schemes to deal with new information or experiences

A

Assimilation

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31
Q

Piagetian concept of adjusting schemes to fit new information and experiences

A

Accommodation

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32
Q

Piaget’s concept of grouping isolated behaviors and thoughts into a higher order, more smoothly functioning cognitive system

A

Organization

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33
Q

A mechanism that Piaget proposed to explain how children shift from one stage of thought to the next

A

Equilibration

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34
Q

The 1st of Piaget’s stages which lasts from birth to about 2 years of age; during this stage, infants construct an understanding of the world by coordinating sensory experiences with motoric actions

A

Sensorimotor stage

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35
Q

The focusing of mental resources on select information

A

Attention

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36
Q

Process that occurs when (1) individuals focus on the same object and track each other’s behavior, (2) individual directs another’s attention, and (3) reciprocal interaction takes place.

A

Joint attention

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37
Q

Imitation that occurs after a delay of hours or days

A

Deferred imitation

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38
Q

A central feature of cognitive development, pertaining to all situations in which an individual retains information over time

A

Memory

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39
Q

Memory without conscious recollection: involves skills and routine procedures that are automatically performed

A

Implicit memories

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40
Q

Memory of facts and experiences that individuals consciously know and can state

A

Explicit memory

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41
Q

Cognitive groupings of similar objects, events, people, or ideas

A

Concepts

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42
Q

A form of communication, whether spoken, written, or signed, that is based on a system of symbols.

Consists of the words used by a community and the rules for varying and combining them

A

Language

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43
Q

The ability to produce and comprehend an endless number of meaningful sentences using a finite set of words and rules

A

Infinite generativity

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44
Q

The use of short and precise words without gramatical markers such as articles, auxiliary verbs, and other connectives

A

Telegraphic speech

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45
Q

Chomsky’s term that describes a biological endowment enabling the child to detect the features and rules of language, including phonology, syntax, and semantics

A

Language acquisition device (LAD)

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46
Q

Also called parentese, language spoken in a higher pitch, slower tempo, and with more exaggerated intonation then normal, with simple words and sentences

A

Child-directed speech

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47
Q

Feeling, or affect, that occurs when a person is in a state or interaction that is important to them.
Characterized by behavior that reflects (expresses) the pleasantness or unpleasantness of the state a person is in or the transactions being experienced

A

Emotion

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48
Q

A smile that does not occur in response to external stimuli. It appears during the 1st month after birth, usually during sleep

A

Reflexive smile

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49
Q

A smile in response to an external stimulus, which, early and development, typically is a face

A

Social smile

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50
Q

An infant’s fear and weariness of strangers that typically appears in the 2nd half of the 1st year of life

A

Is stranger anxiety

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51
Q

And infants distressed crying when the caregiver leaves

A

Separation protest

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52
Q

“reading” emotional cues and others to help determine how to act in a particular situation

A

Social referenceing

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53
Q

An individual’s behavior style and characteristics way of responding emotionally

A

Temperament

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54
Q

A child who is generally in a positive mood, who quickly establishes regular routines and infancy, and who adapts easily to new experiences

A

Easy child

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55
Q

A child who tends to react negatively and cry frequently, who engages in irregular daily routines, and who is slow to accept new experiences

A

Difficult child

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56
Q

A child who has a low activity level, is somewhat negative, and displays a low intensity of mood

A

Slow to warm up child

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57
Q

Refers to the match between a child’s temperament and the environmental demands with which the child must cope

A

Goodness of fit

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58
Q

A close emotional bond between 2 people

A

Attachment

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59
Q

An observational measure of infant attachment that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order

A

Strange situation

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60
Q

Babies that use the care giver as a secure base from which to explore their environment

A

Securely attached babies

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61
Q

Babies that show insecurity by avoiding their mothers

A

Insecure avoidant babies

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62
Q

Babies that often cling to the caregiver, then resist her by fighting against the closeness, perhaps by kicking or pushing away

A

Insecure resistant babies

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63
Q

Babies that show insecurity by being disorganized and disoriented

A

Insecure disorganized babies

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64
Q

Model that Involves connections across domains over time that influence developmental pathways and outcomes

A

Developmental cascade model

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65
Q

Parents time interactions in such a way that the infant experiences turn taking with the parents

A

Scaffolding

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66
Q

the pattern of change beginning at conception and continuing throughout the life span.

A

Development

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67
Q

the perspective that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual.

A

Life-span Perspective

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68
Q

What involves growth, maintenance, and regulation and is constructed through biological, sociocultural, and individual factors working together?

A

Development

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69
Q

What is the life expectancy in the US?

A

79 years

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70
Q

People are living longer because of?

A

Better sanitation, nutrition, and medicine.

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71
Q

Currently, more people are over ___ than _____ ___ in the population

A

60 than under 18

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72
Q

Lifelong.
Multidimensional.
Multidirectional.
Plastic.
Contextual.
It involves growth, maintenance, and regulation of loss.
It is a co-construction of biological, sociocultural, and individual factors.
This science is multidisciplinary.

A

Development

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73
Q

What kind of influence are similar for individuals in a particular age group?

A

Normative age-graded influences

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74
Q

What kind of influence have common generational experiences due to historical events?

A

Normative history-graded influences

75
Q

What are unusual occurrences that have a major life impact?

A

Nonnormative life events

76
Q

a setting influenced by historical, economic, social, and cultural factors.

A

context

77
Q

behavior patterns, beliefs, and all other products of a group passed on from generation to generation.

A

Culture

78
Q

comparison of one culture with one or more other cultures to gain information about their developmental similarities.

A

Cross-cultural studies

79
Q

a characteristic based on cultural heritage, nationality characteristics, race, religion, and language.

A

Ethnicity

80
Q

grouping of people with similar occupational, educational, and economic characteristics.

A

Socioeconomic status

81
Q

characteristics of people as males or females.

A

Gender

82
Q

a national government’s course of action designed to promote the welfare of its citizens.

A

Social policy

83
Q

Social policy issues may include what?

A
  1. The increase in the number of children living in poverty and resulting stressors.
  2. The role of resilience in overcoming adversity.
  3. The well-being of older adults, with escalating health care costs and the need for access to adequate health care.
84
Q

the process of changes in an individual’s physical nature.

A

Biological processes

85
Q

the process of changes in an individual’s thought, intelligence, and language.

A

Cognitive processes

86
Q

the process of changes in an individual’s relationships, emotions, and personality.

A

Socioemotional processes

87
Q

Science that explores links between development, cognitive processes, and the brain.

A

Developmental cognitive neuroscience

88
Q

Science that examines connections between socioemotional processes, development, and the brain.

A

Developmental social neuroscience

89
Q

In many instances, biological, cognitive, and socioemotional processes are bidirectional.
T/F

A

True

90
Q

How many periods of Development are there according to your professor?

A

8

91
Q

List the developmental periods and ages according to the textbook?

A
  1. Prenatal period: conception to birth.
  2. Infancy: birth to 18 or 24 months.
  3. Toddler: 18 months to 3 years of age.
  4. Early childhood: 3 to 5 years of age.
  5. Middle and late childhood: about 6 to 10 or 11 years old.
  6. Adolescence: 10 to 12 years old, to 18 to 21 years old.
  7. Emerging adulthood: 18 to 25 years of age.
  8. Early adulthood: early twenties through the thirties.
  9. Middle adulthood: forties and fifties.
  10. Late adulthood: sixties or seventies, until death.
92
Q

What are the four types of age?

A
  1. Chronological Age
  2. Biological Age
  3. Psychological Age
  4. Social Age
93
Q

a person’s age in terms of biological health.

A

Biological Age

94
Q

a person’s adaptive capacities compared with those of other individuals of the same chronological age.

A

Psychological Age

95
Q

a person’s connectedness with others and the adoption of social roles.

A

Social Age

96
Q

What are the three developmental patterns of aging?

A
  1. Normal Aging
  2. Pathological Aging
  3. Successful Aging
97
Q

describes most individuals, with psychological functioning peaking early middle age.

A

Normal aging

98
Q

describes individuals with above average decline as they age, developing a condition leading to mild cognitive impairment or chronic disease that impairs daily functioning.

A

Pathological aging

99
Q

describes individuals maintaining positive physical, cognitive, and socioemotional development longer in life.

A

Successful aging

100
Q

the debate about whether development is primarily influenced by nature or nurture.

A

Nature-nurture issue

101
Q

the debate about the degree to which early traits and characteristics persist through life or change.

A

Stability-change issue

102
Q

the debate about the extent to which development involves gradual, cumulative change (continuity), or distinct stages (discontinuity).

A

Continuity-discontinuity issue

103
Q

an interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions.

A

Theory

104
Q

specific assumptions and predictions that can be tested to determine their accuracy.

A

Hypothesis

105
Q

describe development as primarily unconscious and heavily colored by emotion.

A

Psychoanalytic theories

106
Q

He defined five stages of psychosexual development.

Adult personality is determined by the way we resolve conflicts between sources of pleasure at each stage and the demands of reality.

A

Freud’s psychosexual theory - 5 stages

107
Q

the primary motivation for behavior is social in nature.

Personality and developmental change occurs throughout the life span.

Both early and later experiences are important.

includes eight stages of human development, each representing a crisis that must be resolved.

A

Erik Erikson psychosocial theory

108
Q

children go through four stages of cognitive development as they actively construct their understanding of the world.

A

Piaget’s theory

109
Q

emphasizes how culture and social interaction guide and are inseparable from cognitive development.

A

Vygotsky’s theory

110
Q

emphasizes that individuals manipulate information, monitor it, and strategize about it.

A

Information-processing theory

111
Q

development can be described in terms of behaviors learned through interactions with our surroundings.

A

Behavioral and social cognitive theories

112
Q

Development consists of the pattern of behavioral changes brought about by rewards and punishments.

A

Skinner’s operant conditioning

113
Q

Emphasizes behavior, environment, and cognition as the key factors in development.

Relations between behavior, person/cognitive, and environmental factors are reciprocal.

Using forethought, individuals guide and motivate themselves by creating action plans, formulating goals, and visualizing positive outcomes of their actions.

A

Bandura’s social cognitive theory

114
Q

stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by experiences during critical or sensitive periods.

A

Ethology

115
Q

helped bring ethology to prominence by showing the developmental importance of the imprinting behavior of geese.

A

Konrad Lorenz

116
Q

a certain, very early point at which imprinting must take place.

A

Critical period

117
Q

determined that attachment to a caregiver over the first year of life has important consequences for optimal social relationship development throughout the life span.

A

John Bowlby

118
Q

the time attachment should optimally occur.

A

Sensitive period

119
Q

development reflects the influence of five environmental systems.

A

Bronfenbrenner’s ecological theory
1.Microsystem
2.Mesosystem
3.Exosystem
4.Macrosystem
5.Chronosystem

120
Q

does not follow any one theoretical approach.

A

eclectic theoretical orientation

121
Q

a research method designed to observe and record behavior.

A

Descriptive research

122
Q

attempts to determine the strength of the relationship between two or more events or characteristics.

A

Correlation research

123
Q

a number based on statistical analysis that is used to describe the degree of association between two variables.

A

Correlation coefficient

124
Q

a test administered and scored utilizing uniform procedures to compare performance across individuals.

A

Standardized test

125
Q

an in-depth look at a single individual

A

Case Study

126
Q

a research strategy that compares individuals of different ages simultaneously.

A

Cross-sectional approach

127
Q

a research strategy where the same individuals are studied over a period of time, usually several years or more.

A

Longitudinal approach

128
Q

characteristics determined by a person’s time of birth, era, or generation rather than the person’s actual age.

A

Cohort effects

129
Q

an evolutionary process by which individuals of a species that are best adapted are the ones that survive and leave the most fit offspring.

A

Natural selection

130
Q

emphasizes the importance of adaptation and reproduction to ensure survival.

A

Evolutionary psychology

131
Q

Human have how many genes?

A

22,000

132
Q

the reproductive stage when egg and sperm fuse to create a zygote

A

Fertilization

133
Q

a single cell, formed through fertilization, in which 23 unpaired chromosomes from the egg and 23 unpaired chromosomes from the sperm combine

A

Zygote

134
Q

a permanently altered segment of DNA

A

Mutated gene

135
Q

genes that make the individual more vulnerable to specific diseases or accelerated aging.

A

Susceptibility genes

136
Q

genes that make the individual less vulnerable to certain diseases and more likely to live to an older age.

A

Longevity genes

137
Q

One gene of a pair always exerts its effects, overriding the potential influence of the other gene.

A

Dominant-recessive genes principle

138
Q

Many different genes interacting, plus environmental influences, determine a characteristic or developing disease.

A

Polygenic inheritance

139
Q

studies focusing on the interdependence of two or more genes in influencing characteristics, behavior, diseases, and development.

A

Gene-gene interaction

140
Q

a form of an intellectual disability caused by the presence of an extra copy of chromosome 21.

Can cause intellectual and physical issues.

A

Down Syndrome

141
Q

a sex-linked chromosomal disorder in which males have an extra X chromosome, making them XXY instead of XY.

Characteristics are underdeveloped testes, enlarged breasts, and becoming tall.

A

Klinefelter syndrome

142
Q

a sex-linked disorder involving an abnormality in the X chromosome, which becomes constricted and often breaks.

Can cause intellectual disability, learning disability, or short attention span.

A

Fragile X syndrome (FXS):

143
Q

a sex-linked disorder in females in which either an X chromosome is missing or the second X chromosome is partially deleted.

Can cause intellectual disability and sexual underdevelopment.

A

Turner syndrome

144
Q

a sex-linked disorder in which males have an extra Y chromosome.

Can cause above-average height.

A

XYY syndrome

145
Q

are produced by harmful genes

A

Gene-linked abnormalities

146
Q

a genetic disorder in which an individual cannot properly metabolize an amino acid called phenylalanine.

If left untreated, it results in intellectual disability and hyperactivity.

A

Phenylketonuria (PKU)

147
Q

a genetic disorder that affects the red blood cells and occurs most often in people of African descent.

Red blood cells become hook-shaped and cannot carry oxygen properly.

A

Sickle-cell anemia

148
Q

occur because biological parents provide a rearing environment for the child.

A

Passive genotype-environment correlations

149
Q

occur because a child’s genetically-influenced characteristics elicit certain types of environments.

A

Evocative genotype-environment correlations

150
Q

occur when children seek out environments that they find compatible and stimulating and suited for their genetically influenced abilities.

A

Active (niche-picking) genotype-environment correlations

151
Q

the inner layer of cells that develops into the embryo.

A

Blastocyst

152
Q

the outer layer of cells that provides nutrition and support for the embryo.

A

Trophoblast

153
Q

a sac that contains a clear fluid in which the developing embryo floats

A

Amnion

154
Q

contains two arteries and one vein and connects the baby to the placenta.

A

Umbilical cord

155
Q

a disk-shaped group of tissues in which small blood vessels from the mother and the fetus intertwine but do not join.

A

Placenta

156
Q

The average American baby weighs __ pounds and is about __ inches long

A

8, 20

157
Q

develops out of the ectoderm at about 18 to 24 days after conception.

A

Neural tube

158
Q

the massive proliferation of new immature neurons, beginning at about week 5 and continuing through the remainder of the prenatal period.

A

Neurogenesis

159
Q

the process of cells moving outward from their point of origin to their appropriate locations takes place between 6 and 24 weeks.

A

Neuronal migration

160
Q

at about the 23rd week, is when connections between neurons begin to occur.

A

Neural Connectivity

161
Q

the inability to conceive a child after 12 months of regular intercourse without contraception.

A

Infertility

162
Q

a process in which eggs and sperm are combined in a laboratory dish by experts.

A

In vitro fertilization (IVF)

163
Q

any agent that can cause a birth defect or negatively alter cognitive and behavioral developmental outcomes.

A

Teratogen

164
Q

the study of the cause of birth defects.

A

Teratology

165
Q

a relationship-centered program providing complete prenatal care in a group setting or group prenatal care

Sessions emphasize empowering women to play an active role in experiencing a positive pregnancy.

Research shows positive outcomes for the fetus and child as well as the mother.

A

Centering pregnancy

166
Q

a caregiver who provides continuous physical, emotional, and educational support for the mother before, during, and after childbirth.

A

Doula

167
Q

provide health care to women during pregnancy, birth, and the postpartum period.

A

Midwives

168
Q

the baby is surgically removed from the mother’s uterus through an abdominal incision.

A

Cesarean delivery

169
Q

the baby’s position in the uterus causes the buttocks to be the first part to emerge.

A

Breech position

170
Q

a method for assessing the health of newborns at one and five minutes after birth.

A

Apgar scale

171
Q

skin-to-skin contact with the baby upright against the parent’s bare chest.

A

Kangaroo care

172
Q

the formation of a connection, especially a physical bond between parents and their newborn shortly after birth.

A

Bonding

173
Q

the baby remains in the mother’s room most of the time during its hospital stay.

A

Rooming-in arrangement

174
Q

the process by which the uterus returns to its prepregnant size five or six weeks after birth.

A

Involution

175
Q

a condition experienced by women that have trouble coping with daily tasks during the postpartum period.

A

Postpartum depression

176
Q

a rhythmic pattern usually consisting of a cry, a briefer silence, a shorter whistle, then a rest before the next cry.

A

Basic cry

177
Q

a variation of the basic cry, with more excess air forced through the vocal cords.

A

Anger cry

178
Q

a sudden long, loud cry followed by breath holding.

A

Pain cry

179
Q

variations in the speed and intensity with which an individual responds to situations with positive or negative emotions.

A

Reactivity

180
Q

variations in the extent or effectiveness of an individual’s control over emotions.

A

Self-regulation

181
Q

Focuses on differences between a shy, subdued, timid child—an inhibited child—and the sociable, extraverted, bold child.

Shyness with strangers is one feature of a broad temperament category called inhibition to the unfamiliar.

Inhibited children react to many aspects of unfamiliarity with initial avoidance, distress, or subdued affect.

A

Jerome Kagan’s behavioral inhibition

182
Q

Mary Rothbart and John Bates stress _________ ________ as an important dimension of temperament.
Infants who are high in this have strategies for soothing themselves.
Those who are low in this are easily agitated and become intensely emotional.

A

Effortful control (self-regulation)

183
Q

Freud: infants become attached to the person who provides oral satisfaction.
Harlow: contact comfort is preferred over food.
Erikson: trust arises from physical comfort and sensitive care.

A

Different views based on attachment

184
Q

Phase 1: From birth to 2 months: infants direct their attachment to human figures.
Phase 2: From 2 to 7 months: attachment becomes focused on one figure (primary caregiver).
Phase 3: From 7 to 27 months: specific attachments develop. With increased locomotion, babies actively seek contact with regular caregivers.
Phase 4: From 24 months on: children become aware of others’ feelings and goals and account for them in their own actions.

A

Bowlby’s four phases of attachment

Lifespan PSYC (3 decks)

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