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Psychology > Chapter 8: Human Development > Flashcards

Chapter 8: Human Development Flashcards

(54 cards)

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1
Q

examines the physical, cognitive, and socioemotional changes across the lifespan.

A

DEVELOPMENTAL PSYCHOLOGY

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2
Q

Show development because of heredity, or because our interactions with the environment.

A

Nature vs Nurture

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3
Q

examines people of different ages at a single point in time

A

The Cross-Sectional method

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4
Q

examines one sample of people over a period of time, to determine age related changes

A

Longitudinal Method

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5
Q

examines groups of people from different ages, following them across time. Combination of cross-sectional and Longitudinal

A

Cross-Sequential Method

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6
Q

a single cell formed by the union of the sperm cell and an egg

A

Zygote

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7
Q

mom has one egg, and dad has one sperm. That zygote splits in half. 100% genetically the same

A

Monozygotic twin (identical)

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8
Q

Mom has two eggs and dad has two sperm. Two zygotes growing at the same time. Genetically different

A

Dizygotic twin (fraternal)

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9
Q

from conception to the end of the second week. Conception occurs at the end of two weeks. End when it implants itself to the uterine wall.

A

Germinal period

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10
Q

third through the eighth week. It becomes an embryo.

A

Embryonic period

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11
Q

in the germinal period, all the cells are the same. They become different in the embryonic period

A

Cells differentiate

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12
Q

first two months of pregnancy

A

Major organs systems form:

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13
Q

time frame when an organism is sensitive to the environmental factors.

A

Critical period

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14
Q

environmental agents, that can damage the growing zygote, embryo, or fetus. Drugs (smoking: Sudden infant death syndrome), environmental factors, infections, and maternal disease.

A

Teratogens

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15
Q 
automatic inborn responses to stimuli some are necessary for survival, others serve no obvious purpose, but may be evolutionary in nature
Ex: Rooting 
        	Sucking
        	Grasping
        	Babinski
        	Stepping
        	Moro (startle)
A

Reflexes

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16
Q

Crying: starts at birth
Cooing: vowels. Begins between two and three months.
Babbling: ba ba ba, ma ma ma, 4-6 months first word
Telegraphic speech:two word phrases, 18 months.

A

The sequence of acquisition

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17
Q

use senses and motor skills to learn about their world

A

Sensorimotor Stage (birth-2)

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18
Q

milestone of the sensorimotor stage, Infant realizes that objects and people exists even when they’re out of mind or touch

A

Object permanence

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19
Q

children start to use language to explore and understand their world.

A

Preoperational Stage (2-7)

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20
Q

hard time seeing the perspective of others. Person is only able to image the world from his or her own perspective

A

Egocentrism

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21
Q

unchanging properties of volume mass or amount in relation of appearance. Kids in the preoperational stage can’t perform conservation tasks

A

Conservation

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22
Q

children begin to think more logically, but mainly in reference to concrete objects and circumstances. Can perform conservation tasks

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A

Concrete Operational Stage (7-11)

23
Q

children begin to think more logically and systematically.

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A

Formal Operational Stage (11 +)

24
Q

Social interactions and culture affected the child development.

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A

VYGOTSKY AND COGNITIVE DEVELOPMENT

25
characteristics differences in behavioral patterns and emotional reactions that are evident from birth. Influenced by nature and nurture
Temperament
26
follow a regular pattern of eating and sleeping, easy to care for, easily scheduled (40%)
Easy
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difficult to care for. Don’t follow sleeping and eating patterns. Don’t transition to changes in environment. Often irritable. (10%)
difficult
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Not irritable or active as Difficult babies, but not fond of change, will adapte. (15%)
Slow to Warm Up
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degree to which an infant feels an emotional attachment to primary care givers. Formed in early childhood and affects later relationships in life.
Attachment (Mary Ainsworth Strange Situation)
30
babies monkeys prefer the soft cloth covered mother over the food but wired mother.
The Harlows and Their Monkeys
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infant use mom as a secure base. Explore, play, and come back to mom and check in. played more when mom was in the room, cried a bit when she left, but warmly welcomed her back.
Secure attachment
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paid little attention to mom when she was in the room. Went off to explore easily, didn’t cry when she left, and didn’t pay attention when she came back.
Avoidant attachment
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Clung to mom. Didn’t want to play with toys. When mom left, there was a high level of stress. Hard to comfort when she came back in the room
Ambivalent
34
Develop in stages. Earlier stages affects us in later stages.
ERIKSON’S PSYCHOSOCIAL STAGES
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you develop a sense of trust in the caregiver and the environment, or you learn to mistrust them. (them attending to your needs or not)
Trust v mistrust (birth-one year)
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where you learn independence, or you learn shame and self doubt when freedom to explore is restricted
Autonomy v shame and doubt (1-3 years, toddler)
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become responsible or develops guilt when unable to handle responsibilities. (coloring doggie pink and your mother says good job, or says that’s wrong)
Initiative v guilt (3-6 preschool)
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learn to become productive and involved. Develop skills in physical, cognitive, and social.
Industry v interiority (6-puberty elementary school)
39
ack of direction with respect to one’s role in life or public identity.
Identity v Role confusion (13- early 20’s)
40
organs associated with reproduction
Primary sex characteristics
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developed during puberty, but not associated with reproduction. (Pubic hair, underarm hair, breast development)
Secondary sex characteristics
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Menstruation begins. (usually 12-13 years old)
Menarche
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boy’s first ejaculation
Spermarche
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Everyone is focused on them. (I have a pimple, everyone is looking!) Nothing bad can happen to me, only to others. Take more risks.
Egocentrism (Elkind)
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the limbic system is in overdrive, processing emotions and perceiving rewards and punishment. Prefrontal cortex, thinking and planning, hasn’t fully developed. Fully developed at age 25
The adolescent brain
46
right and wrong are determined by consequences. He shouldn’t have stolen because hed goo to jail if he was caught.
Pre conventional moral reasoning (ten years old)
47
right and wrong are based on the expectations of society and important others, not based on personal consequences. Should steal it: it’s his duty to take care of his wife, or he shouldn’t: it’s against the law.
Conventional moral reasoning (13 years)
48
right and wrong are determined by individual's belief about morality, which might be inconsistent with society rule. He should steal it because the law fails this.
Post conventional moral reasoning (16 years)
49
knowledge we gained through learning and experience. (Vocabulary) Doesn’t decrease with age.
Crystallized intelligence
50
decreases with age. Ability to think with abstract and create associations among concepts. Ability to think on your feet.
Fluid intelligence
51
Rule the roost. Strict rules and poor communication skills. Children: low self esteem, less autonomy, more problems in social settings. (rigid)
Authoritarian parenting
52
(good communication skills) high expectations. Strong support and respect for children. Children: self assured, independent, responsible and friendly.
Authoritative parenting
53
low demands and few limitations. Children: lack self control, and have no boundaries with others.
Permissive parenting
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indifference, lack of emotional involvement. Children: behavioral problems, poor school performance, immaturity.
Uninvolved parenting

Psychology (13 decks)

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