chpt5

Question 1

developmental psychology

Answer 1

a branch of psychology that studies physical, cognitive, and social change throughout the life span

Question 2

zygote

Answer 2

the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo

Question 3

embryo

Answer 3

the developing human organism from about 2 weeks after fertilization through the second month

Question 4

fetus

Answer 4

the developing human organism from 9 weeks after conception to birth

Question 5

teratogens

Answer 5

agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm

Question 6

fetal alcohol syndrome

Answer 6

physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. In severe cases, signs include a small, out of proportion head and abnormal facial features

Question 7

habituation

Answer 7

decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a stimulus, their interest wanes and they look away sooner

Question 8

maturation

Answer 8

biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience

Question 9

cognitive

Answer 9

all the mental activities associated with thinking, knowing, remembering, and communication

Question 10

schemas

Answer 10

a concept or framework that organizes and interprets information

Question 11

asssimilate

Answer 11

interpreting our new experiences in terms of our existing schemas

Question 12

accomodation

Answer 12

adapting our current understandings(schemas) to incorporate new information

Question 13

Who pioneered the 4-stage cognitive development model?

Answer 13

Jean Piaget

Question 14

What are Piaget’s stages of Cognitive Development?

Answer 14

Sensorimotor, Preoperational, Concrete Operational, Formal Operational

Question 15

Sensorimotor stage

Answer 15

the stage(from birth to nearly 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

Coordination of senses with motor responses, sensory curiosity about the world. Language used for demands and cataloguing. Object permanence is developed

Question 16

Object permanence

Answer 16

the awareness that things continue to exist even when not perceived

Question 17

Preoperational stage

Answer 17

from about 2 to about 6-7 years of age, during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

symbolic thinking, use of proper syntax and grammar to express concepts. Imagination and intuition are strong, but complex abstract thoughts are still difficult. Conservation is developed.

Question 18

conservation

Answer 18

the principle that properties such as mass, volume, and number remain the same despite the changes in the form of objects

Question 19

egocentrism

Answer 19

in Piaget’s theory, the preoperational childs’s difficulty taking another’s point of view

Question 20

theory of mind

Answer 20

people’s ideas about their own and other’s mental states- about their feelings, perceptions, and thoughts, and the behaviors they might predict

Question 21

concrete operational

Answer 21

in Piaget’s theory, the stage of cognitive development(from about 7-11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

conservation!

Question 22

Formal operational

Answer 22

in Piaget’s theory, the stage of cognitive development(normally beginning about age 12) during which people begin to think logically about abstract concepts

Question 23

animism

Answer 23

the belief that natural phenomena or inanimate objects are alive or possess lifelike characteristics, such as intentions, desires, and feelings.

Question 24

pretend play

Answer 24

the stage of play engaged in by children who are capable of assigning action to symbolic objects. Children will take on roles, assign meaning to objects, and transform their reality into a world of its own.

Question 25

hierarchical classification ability

Answer 25

the ability to simultaneously sort things into general and more specific groups, using different types of comparisons. Most children develop hierarchical classification ability between the ages of 7 and 10.

Question 26

reversibility

Answer 26

a mental operation that reverses a sequence of events or restores a changed state of affairs to the original condition.

Question 27

autism spectrum disorder

Answer 27

a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors

Question 28

Stranger anxiety:

Answer 28

the fear of strangers that infants commonly display, beginning by about 8 months of age.

Question 29

Attachment

Answer 29

an emotional tie with another person shown in young children by their seeking closeness to the caregiver and showing distress on separation

Question 30

Critical period

Answer 30

an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development.

Question 31

Imprinting

Answer 31

the process by which certain animals form strong attachments during early life.

Question 32

Basic trust

Answer 32

according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers

Question 33

Self-concept

Answer 33

all our thoughts and feelings about ourselves, in answer to the question, “Who am I?”

Question 34

Adolescence

Answer 34

the transition period from childhood to adulthood, extending from puberty to independence

Question 35

Puberty

Answer 35

the period of sexual maturation, during which a person becomes capable of reproducing

Question 36

Who created the Levels of Moral Thinking?

Answer 36

Kohlberg

Question 37

artificialism

Answer 37

natural events or objects(sun moon tornadoes) are under the control of people or superhuman agents

Question 38

Lev Vygotsky

Answer 38

he believed that -children learn by interacting with their social environment -development varies across cultures -development does NOT happen in distinct stages(contradict Piaget)

Question 39

Zone of Proximal Development

Answer 39

It represents the distance between what a learner is capable of doing unsupported, and what they can only do supported

Question 40

what's the famous case study that reflects the Zone of Proximal Development theory?

Answer 40

Genie("Wild Child") girl was neglected, abused, and left in social isolation

Question 41

secure attachment

Answer 41

relaxed and attentive caregiving becomes the back bone of secure attachment.

Question 42

Preconventional morality

Answer 42

Level 1; Preconventional morality is the first stage of moral development, and lasts until approximately age 9. At the preconventional level children don’t have a personal code of morality, and instead moral decisions are shaped by the standards of adults and the consequences of following or breaking their rules.

Question 43

stage 1(obedience and punishment orientation)

Answer 43

The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong.

Question 44

stage 2(individualism and exchange)

Answer 44

individual interest: behavior driven by self-interest and rewards

Question 45

Conventional morality

Answer 45

Level 2; Conventional morality is the second stage of moral development, and is characterized by an acceptance of social rules concerning right and wrong. At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs.

Question 46

stage 3: interpersonal

Answer 46

The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.

Question 47

Stage 4: law and order

Answer 47

The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

Question 48

Postconventional morality

Answer 48

Level 3; Postconventional morality is the third stage of moral development, and is characterized by an individuals’ understanding of universal ethical principles. These are abstract and ill-defined, but might include: the preservation of life at all costs, and the importance of human dignity.

Question 49

stage 5: social contract

Answer 49

The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.

Question 50

stage 6: universal ethics

Answer 50

People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g., human rights, justice, and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage.

Question 51

Moral action

Answer 51

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 52

identity

Answer 52

our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles.

Question 53

Social identity

Answer 53

the “we” aspect of our self concept; the part of our answer to “who am I?” that comes from our group memberships

Question 54

Who developed eight stages of psychosocial development theory?

Answer 54

Erik Erikson

Question 55

8 Stages of Psychosocial development theory

Answer 55

1. Trust vs Mistrust 2. Autonomy vs shame and doubt 3. initiative vs guilt 4. competence vs inferiority 5. Identity vs role confusion 6. intimacy vs isolation 7. generativity vs stagnation 8. integrity vs despair

Question 56

Trust vs Mistrust

Answer 56

if needs are dependably met, infants develop a sense of basic trust(0-1)

Question 57

Autonomy vs shame and doubt

Answer 57

Toddlers learn to exercise their will and do things for themselves or they doubt their abilities(1-3)

Question 58

initiative vs guilt

Answer 58

preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent(3-6)

Question 59

competence vs inferiority

Answer 59

children learn the pleasure of applying themselves to tasks or they feel inferior(6-puberty)

Question 60

identity vs role confusion

Answer 60

teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are(puberty- 20s)

Question 61

intimacy vs isolation

Answer 61

young adults struggle to form close relationships and to gain the capacity for inmate love, or they feel socially isolated(20-40s)

Question 62

generativity vs stagnation

Answer 62

in middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose(40-60)

Question 63

integrity vs despair

Answer 63

reflecting on his or her life, an older adult may feel a sense of satisfaction of failure with what they did with their lives(60-death)

Question 64

emerging adulthood

Answer 64

a period from about 18 to mid twenties where many in Western cultures are no longer adolescents but have not yet achieved full independence as adults

Question 65

menopause

Answer 65

the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines

Question 66

cross-sectional study

Answer 66

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

Question 67

Longitudinal study:

Answer 67

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

Question 68

Neurocognitive disorder(NCD)

Answer 68

acquired(not lifelong) disorders marked by cognitive deficits; often related to Alzheimer’s disease, brain injury or disease, or substance abuse. In older adults neurocognitive disorders were formerly called dementia.

Question 69

Alzheimer’s disease:

Answer 69

a neurocognitive disorder marked by neural plaques, often with an onset after age 80, and entailing a progressive decline in memory and other cognitive abilities

Question 70

Social clock:

Answer 70

the culturally preferred timing of social events such as marriage, parenthood, and retirement