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Psy 101 > Chapter 3: Human Development > Flashcards

Chapter 3: Human Development Flashcards

(60 cards)

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1
Q

Developmental Psychology

A

the study of changes in behavior and mental processes over time and the factors that influence the course of those changes

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2
Q

Nature (genetic inheritance)
Endogenous

A

Look at development as maturation-process biologically programmed to happen sequentially

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3
Q

Nurture (environment)
Exogenous

A

believes experience have greater influence on how we develop

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4
Q

Qualitative shift

A

Making developmental jumps.
Characterizing development as stages in life.
Babies go through different sequences- drawl then walk

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5
Q

Quantitative shift

A

Development is from constantly acquiring information. Believes that big jumps are results of accumulation of smaller changes.
Accounts for individual differences in timing of milestones

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6
Q

Critical period

A

in animals.
Points in development where an organism is extremely sensitive to environmental input, making it easier to acquire certain brain functions and behaviors.
All or nothing. If environmental stimuli does not occur at this stage, then development will be thrown off track.

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7
Q

Sensitive period

A

In human
we can recover at least partially even with deprivation during key periods.
Largely experience driven

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8
Q

Cross-sectional design

A

compares groups of different aged people

cons:
- some differences may be solely due to age (cohort effect)
- does not provide explanation of how or when age related changes may have occurred.

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9
Q

Longitudinal design

A

follows the same group of people over a period of time

cons:
- need lots of time and money
- many people drop out mid way

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10
Q

Cohort sequential design

A

bend of cross sectional and longitudinal. Follows at least 2 age group over time.

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11
Q

Prenatal period

A

from conception to birth

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12
Q

Genotype

A

a person’s genetic inheritance

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13
Q

Phenotype

A

the observable manifestation of genotype

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14
Q

Homozygous

A

both parents contribute the same genetic material for a particular trait

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15
Q

Heterozygous

A

parents contribute two different alleles to offspring

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16
Q

Dominant trait

A

trait that is expressed in phenotype, no matter whether the genotype is homozygous or heterozygous

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17
Q

Recessive trait

A

trait that is only expressed if genotype is homozygous

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18
Q

Three different phenotype from heterozygous combination

A
  1. dominant trait shows
  2. shows mixture
  3. express bth (codominance)
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19
Q

Discrete traits

A

trait that results as product of single gene pairing

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20
Q

Polygenic trait

A

trait that manifests as result of combination of multiple genes

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21
Q

Temperament

A

biologically based tendencies to respond to certain situations in similar ways throughout our lifetimes

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22
Q

Conception

A

sperm fertilizes egg and forms zygote

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23
Q

Germinal stage (2 weeks after conception)

A
  1. zygote divides and multiply
  2. zygote moves up fallopian tube to the uterus
  3. formation placenta
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24
Q

Embryonic stage (2-8 weeks)

A
  1. body structures and inner organs are formed
  2. most vulnerable to miscarriage
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25
Fetal stage (9 weeks to birth)
1. developing muscular and skeletal system. 2. brain grows
26
Teratogens
environmental agents that can interfere with a fetus's development during gestation
27
Infancy
birth to 2 years
28
Proximodistal Pattern
pattern where growth and development proceed from the center to the extremities. (first)
29
Cephalocaudal Pattern
pattern where growth and development proceed from top to bottom. (second)
30
Which sense are developed at birth? Which are not?
Developed: taste, smell, touch Not: sight, hearing
31
4 Different Reflexes
Rooting- touch the corner of infants mouth and the infant will turn towards the stimulation Grasping- press finger against infant's palm and the infant will grasp the finger Moro- let infant's head lose support and the infant will fling arms outward and make hugging motion Babinski- stroke soles of infant's foot and the toes will spread out
32
Brain growth in first 2 years
1. increase in brain connections among neurons 2. myelination, which helps speed up electric impulses
33
Synapse Pruning
Experiences help strengthen connections and synapse that are not used will weaken and dissipate
34
Jean Piaget
Focused on cognitive development in children. Used naturalistic observation schemata, assimilation, accommodation
35
Schemata
Piaget's proposed mental frameworks for understanding and thinking about the world
36
Assimilation
Defined by Piaget as inclusion of new information or experiences into preexisting schemata
37
Accommodation
Defined by Piaget as alteration of preexisting schemata to take in new information
38
Piaget's Four Stages of Cognitive Development
Sensorimotor (birth-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (11 and on)
39
Sensorimotor (birth-2)
"thinks" by using senses and motor skills. No thought beyond immediate experiences. Develops object permanence at around 8 months
40
Preoperational (2-7)
Able to hold ideas of object in imagination Unable to consider another point of view (egocentrism) or distinguish between cause and effect Irreversibility and lack of conservation
41
Concrete Operational (7-11)
Can think about complex relationships Understands conservation Unable to think abstractly or hypothetically
42
Formal Operational (11 and on)
Able to think abstractly and hypothetically
43
Critics of Piaget
- Piaget often looked at what children could not do and use that to determine their abilities. Today, psychologists focus on what children can do - More quantitative growth instead of qualitative shifts - development actually occurs earlier than what Piaget thought
44
Attachment Theory
Human tends to become attached to one caregiver (usually mom). Early positive experience with that caregiver is critical to health and well-being and that it shapes how well the individual functions emotionally, socially, and even cognitively later in life.
45
Mary Ainsworth's Strange Situation Experiment
Observes how baby reacts when mother leaves the baby in a room with a stranger.
46
4 Attachment Styles
Secure Attachment: infant sad when mom leaves and happy when she returns Anxious/avoidant Attachment: infant is unresponsive when mom leaves and indifferent when she returns Anxious/ambivalent Attachment: infant reacts strongly when mother leaves but shows mixed emotions when she returns Disorganized/disoriented Attachment- Infant displays confused and contradictory behavior when mother returns
47
Parenting Style
Authoritative- warm, sensitive to child's needs, make reasonable remands and encourages appropriate autonomy Authoritarian- cold, critical, makes coercive demands Permissive- warm, accepting, overindulgent, inattentive Uninvolved- emotionally detached, little time in child rearing
48
Childhood
2-6 yr is early childhood 6-12 is middle childhood
49
Brain development in Childhood
Myelination is concentrated in association regions (coordinate the activities of other regions) Leads to more sophisticated planning and problem-solving abilities Synaptic connections begin to stabilize
50
Scaffolding
Incremental assistance and giving prompters. Not helping the children completely
51
Zone of Proximal Development
Gap between what child can accomplish alone and what they can accomplish with help from ithers
52
Kolhberg's Theory of Moral Development
Preconventional (up to 9)- morality center on what you can get away with. Obey rules to avoid punishment or get rewards Conventional (adolescent)- morality centered on societal values and expectations Postconventional (adult)- morality based on the individual understanding of universal ethical principles
53
Differences between girl and boy moral judgement
Boys focus more on abstract moral values like justice and fairness Girls focus more on maintaining relationships and caring
54
Adolescence
12 to 20 year old
55
Erikson's Stages of Psychosocial Development
Trust vs Mistrust (birth-1): infants develop basic trust in others. If their needs are not met by caregivers, mistrust develops Autonomy vs Shame (1-3): children exercise new motor and mental skills. If caregivers are encouraging, children develops a sense of autonomy Initiative vs Guilt (3-6): Supportive caregivers promote feelings of power Industry vs Inferiority (6-12): Children learn productive skills and develop capacity to work with other. If not, they feel inferior Identity vs Role Confusion (12-20): Adolescent seek to develop satisfying identity and sense of their role I. society. If not, they will feel confused about their adult roles Intimacy vs Isolation (20-30): Young adults work to establish intimate relationships. If not, they feel isolated Generativity vs Stagnation (30-65): Middle age adults seek to influence welfare of next generation. If they fail, they may become self absorbed. Integrity vs Despair (65+): Older people reflect on their lives. Fear death if they do not feel a sense of satisfaction.
56
Menopause
Series of changes in hormonal function occurring in women during their 50s. End of menstrual cycle and reproductive capabilities
57
Cellular Clock Theory
We age because cells have built in limits. Telomeres grow shorter each time until the cell cannot reproduce anymore.
58
Wear-and-Tear Theory
We age because our bodies wear out
59
Free Radical Theory
We age because free radical build up in our body and causes destabilization
60
Conduct Disorder
In children and adolescents. Associated with emotional and behavioral problems

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