chapter 3 and 4 exam

Question 1

Developing Morality

Answer 1

Kohlberg (1981, 1984) sought to describe the development of moral reasoning by posing moral dilemmas to children and adolescents, such as “Should a person steal medicine to save a loved one’s life?” He found stages of moral development.

Question 2

Kohlberg Research Method

Answer 2

Interview Method
No influence from the group
Subjects share personal information
Follow-up interviews find the subject more compliant due to the researcher establishing a personal relationship with subject.

Question 3

Preconventional Morality

Answer 3

: Before age 9, children show morality to avoid punishment or gain reward.

Question 4

Conventional Morality:

Answer 4

By early adolescence, social rules and laws are upheld for their own sake.

Question 5

Postconventional Morality:

Answer 5

Affirms people’s agreed-upon rights or follows personally perceived ethical principles.

Question 6

Moral Feeling

Answer 6

Moral feeling is more than moral thinking. When posed with simulated moral dilemmas, the brain’s emotional areas only light up when the nature of the dilemmas is emotion-driven.

Question 7

Moral Action

Answer 7

Moral action involves doing the right thing. People who engage in doing the right thing develop empathy for others and the self-discipline to resist their own impulses.

Question 8

Criticisms of Kohlberg

Carol Gilligan

Answer 8

Based on the responses of boys.

Can’t assume boys and girls come to the same conclusions in the same way.

Gilligan believed that women pay attention to situational factors more than moral absolutes.

Question 9

Zygote:

Answer 9

conception to 2 weeks

Question 10

Embryo:

Answer 10

2 weeks – 8 weeks

Question 11

Fetus:

Answer 11

9 weeks to birth

Question 12

Conception

Answer 12

A single sperm cell (male) penetrates the outer coating of the egg (female) and fuses to form one fertilized cell.

Question 13

Prenatal Development

Answer 13

A zygote is a fertilized cell with 100 cells that become increasingly diverse. At about 14 days the zygote turns into an embryo (a and b).

Question 14

Prenatal Development/ teratogens

Answer 14

At 9 weeks, an embryo turns into a fetus (c and d). Teratogens are chemicals or viruses that can enter the placenta and harm the developing fetus.

Question 15

stage
Infancy

what is the span

Answer 15

Newborn to toddler

Question 16

stage
childhood

what is the span

Answer 16

toddler to teenager

Question 17

Maturation

Answer 17

Growth processes through orderly changes
Experience does not control it, but helps
adjust

Question 18

Maturation

As Seen Through Motor Development

Answer 18

First, infants begin to roll over. Next, they sit unsupported, crawl, and finally walk. Experience has little effect on this sequence.

Question 19

sitting unsupported

Answer 19

6 months

Question 20

crawling

Answer 20

8-9 months

Question 21

beginning to walk

Answer 21

12 months

Question 22

walking independetly

Answer 22

15 months

Question 23

1. Brain Development

Answer 23

Neurons overproduced
23 billion at birth
Most in frontal lobe

Question 24

The earliest age of conscious memory is around

Answer 24

3 and ahalf yeas

Question 25

A 5-year-old has

Answer 25

a sense of self and an increased long-term memory

Question 26

Infants are born with

Answer 26

reflexes that aid in survival

Question 27

Reflexes are specific

Answer 27

inborn, automatic responses to certain, specific stimuli.

Question 28

Examples of Reflexes Evident at Birth

Answer 28

``` sucking Reflex Grasping Reflex rooting reflect Moro Reflex Babinski Reflex ```

Question 29

Motor Development Differences

Answer 29

1. timing 2. culture Experience/Maturing Nervous System Identical Twins (Genetics)

Question 30

Cognitive Development | piaget

Answer 30

Piaget believed that the driving force behind intellectual development is our biological development amidst experiences with the environment. Our cognitive development is shaped by the errors we make.

Question 31

Piaget’s Core Idea

Answer 31

Children are active thinkers, constantly trying to construct more advanced understandings of the world.

Question 32

Schemas

Answer 32

A concept or framework that organizes and | interprets information.

Question 33

Assimilation

Answer 33

Interpreting one’s new experience in terms | of one’s existing schemas.

Question 34

Accommodation

Answer 34

The process of adjusting our schemas and | modifying it to be more specific in correctl identifying things

Question 35

Sensorimotor Stage

Answer 35

In the sensorimotor stage, babies take in the world by looking, hearing, touching, mouthing, and grasping. Children younger than 6 months of age do not grasp object permanence, i.e., objects that are out of sight are also out of mind.

Question 36

Sensorimotor Stage: Criticisms

Answer 36

Piaget believed children in the sensorimotor stage could not think —they do not have any abstract concepts or ideas. However, recent research shows that children in the sensorimotor stage can think and count. Children understand the basic laws of physics. They are amazed at how a ball can stop in midair or disappear. Children can also count. Wynn (1992, 2000) showed that children stared longer at the wrong number of objects than the right ones.

Question 37

Preoperational Stage

Answer 37

Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stage—too young to perform mental operations.

Question 38

Preoperational Stage: Criticism

Answer 38

DeLoache (1987) showed that children as young as 3 years of age are able to use mental operations. When shown a model of a dog’s hiding place behind the couch, a 2½-year-old could not locate the stuffed dog in an actual room, but the 3-year-old did.

Question 39

Egocentrism

Answer 39

Piaget concluded that preschool children are egocentric. They cannot perceive things from another’s point of view. When asked to show her picture to mommy, 2-year-old Gabriella holds the picture facing her own eyes, believing that her mother can see it through her eyes.

Question 40

Theory of Mind

Answer 40

Preschoolers, although still egocentric, develop the ability to understand another’s mental state when they begin forming a theory of mind. The problem on the right probes such ability in children.

Question 41

Concrete Operational Stage

Answer 41

In concrete operational stage, given concrete materials, 6- to 7-year-olds grasp conservation problems and mentally pour liquids back and forth into glasses of different shapes conserving their quantities. Children in this stage are also able to transform mathematical functions. So, if 4 + 8 = 12, then a transformation, 12 – 4 = 8, is also easily doable.

Question 42

Formal Operational Stage

Answer 42

Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagined realities to systematically reason. Piaget called this formal operational thinking.

Question 43

Critics of Piaget believe:

Answer 43

Development is a continuous process. Children express their mental abilities and operations at an earlier age. Formal logic is a smaller part of cognition.

Question 44

Vygotsky

Answer 44

Lev Vygotsky believed that through play and social situations, we learn to think for ourselves.

Question 45

Origins of Attachment

Answer 45

Harlow (1971) showed that infants bond with surrogate mothers because of bodily contact and not because of nourishment.

Question 46

Deprivation of Attachment | What happens when circumstances prevent a child from forming attachments?

Answer 46

Withdrawn Frightened Unable to develop speech

Question 47

Secure Attachments

Answer 47

66% Explore when parents are present Distressed when parents leave Come to parents when they return

Question 48

Avoidant Attachments

Answer 48

21% Resist being held by parents Explore novel environment Do not go to parents for comfort upon return

Question 49

Anxious/ | Ambivalent

Answer 49

12% Ambivalent reactions to parents Show stress when parents leave Resist being comforted when they return.

Question 50

Separation Anxiety

Answer 50

Separation anxiety peaks at 13 months of age, regardless of whether the children are home or sent to day care.

Question 51

Prolonged Deprivation

Answer 51

If parental or caregiving support is deprived for an extended period of time, children are at risk for physical, psychological, and social problems, including alterations in brain serotonin levels.

Question 52

Adolescence – Physical Development | Primary sex characteristics develop quickly

Answer 52

Reproductive organs | External genitalia

Question 53

Adolescence Brain Development

Answer 53

Until puberty, neurons increase their connections. However, at adolescence, selective pruning of the neurons begins. Unused neuronal connections are lost to make other pathways more efficient.

Question 54

Frontal Cortex

Answer 54

During adolescence, neurons in the frontal cortex grow myelin, which speeds up nerve conduction. The frontal cortex lags behind the limbic system’s development. Hormonal surges and the limbic system may explain occasional teen impulsiveness.

Question 55

Erikson’s Psychosocial Development

Answer 55

Believed that our personality was influenced by our experiences with others. At each stage we face an important issue or crisis. How we resolve each crisis shapes our personality and affects our relationship with others.

Question 56

Erikson’s Psychosocial | Trust vs. Mistrust

Answer 56

infancy to 1 and a half

Question 57

Erikson’s Psychosocial | 2. Autonomy vs. Shame and Doubt

Answer 57

1 and a half to 3

Question 58

Erikson’s Psychosocial | Initiative vs. Guilt

Answer 58

3-5

Question 59

Erikson’s Psychosocial | Industry (competence) vs. Inferiority

Answer 59

5-12

Question 60

Erikson’s Psychosocial Identity vs. Role Confusion

Answer 60

12-18

Question 61

Erikson’s Psychosocial Intimacy vs. Isolation

Answer 61

18-40

Question 62

Erikson’s Psychosocial | Generativity vs. Stagnation

Answer 62

40-65

Question 63

Erikson’s Psychosocial | Ego Integrity vs. Despair

Answer 63

65+

Question 64

Cross-sectional study

Answer 64

A study in which people of different ages are compared with one another.

Question 65

Longitudinal study

Answer 65

Research in which the same people are restudied and retested over a long period.

Question 66

Alzheimer’s Biological Causes

Answer 66

Damage to neurons that transmit the neurotransmitter acetylcholine. Tangles are twisted fibers of the protein tau that build up inside of cells. Plaques are deposits of a protein fragment called beta-amyloid that build up in the spaces between neurons

Question 67

Alzheimer’s - Cognition impact

Answer 67

Plaques and tangles seem to begin in areas important for memory, the hippocampus. Further damage spreads to regions for thinking and planning, the frontal lobe. Speaking and understanding of language areas also see damage. These would be in the left hemisphere and include the Wernicke’s area and the Broca’s area.

Question 68

Concluded that there are five (5) stages of coping:

Answer 68

``` Denial Anger Bargaining Depression Acceptance ```

Question 69

epigentic researc

Answer 69

studies gees and how they change due to environemnt and what it can cause in the body studey of biological mechanisms that switch genes on and ogg