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Chapter 4 + 5: nature nurture, developing through life span > chpt5 > Flashcards

chpt5 Flashcards

1
Q

developmental psychology

A

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

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2
Q

zygote

A

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

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3
Q

embryo

A

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

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4
Q

fetus

A

the developing human organism from 9 weeks after conception to birth

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5
Q

teratogens

A

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

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6
Q

fetal alcohol syndrome

A

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

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7
Q

habituation

A

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

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8
Q

maturation

A

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

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9
Q

cognitive

A

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

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10
Q

schemas

A

a concept or framework that organizes and interprets information

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11
Q

asssimilate

A

interpreting our new experiences in terms of our existing schemas

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12
Q

accomodation

A

adapting our current understandings(schemas) to incorporate new information

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13
Q

Who pioneered the 4-stage cognitive development model?

A

Jean Piaget

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14
Q

What are Piaget’s stages of Cognitive Development?

A

Sensorimotor, Preoperational, Concrete Operational, Formal Operational

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15
Q

Sensorimotor stage

A

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

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16
Q

Object permanence

A

the awareness that things continue to exist even when not perceived

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17
Q

Preoperational stage

A

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.

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18
Q

conservation

A

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

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19
Q

egocentrism

A

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

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20
Q

theory of mind

A

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

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21
Q

concrete operational

A

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!

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22
Q

Formal operational

A

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

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23
Q

animism

A

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

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24
Q

pretend play

A

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.

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25
Q

hierarchical classification ability

A

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.

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26
Q

reversibility

A

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

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27
Q

autism spectrum disorder

A

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

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28
Q

Stranger anxiety:

A

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

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29
Q

Attachment

A

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

30
Q

Critical period

A

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

31
Q

Imprinting

A

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

32
Q

Basic trust

A

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

33
Q

Self-concept

A

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

34
Q

Adolescence

A

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

35
Q

Puberty

A

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

36
Q

Who created the Levels of Moral Thinking?

A

Kohlberg

37
Q

artificialism

A

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

38
Q

Lev Vygotsky

A

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

39
Q

Zone of Proximal Development

A

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

40
Q

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

A

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

41
Q

secure attachment

A

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

42
Q

Preconventional morality

A

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.

43
Q

stage 1(obedience and punishment orientation)

A

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

44
Q

stage 2(individualism and exchange)

A

individual interest: behavior driven by self-interest and rewards

45
Q

Conventional morality

A

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.

46
Q

stage 3: interpersonal

A

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.

47
Q

Stage 4: law and order

A

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.

48
Q

Postconventional morality

A

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.

49
Q

stage 5: social contract

A

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.

50
Q

stage 6: universal ethics

A

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.

51
Q

Moral action

A

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

52
Q

identity

A

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

53
Q

Social identity

A

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

54
Q

Who developed eight stages of psychosocial development theory?

A

Erik Erikson

55
Q

8 Stages of Psychosocial development theory

A
  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
56
Q

Trust vs Mistrust

A

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

57
Q

Autonomy vs shame and doubt

A

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

58
Q

initiative vs guilt

A

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

59
Q

competence vs inferiority

A

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

60
Q

identity vs role confusion

A

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)

61
Q

intimacy vs isolation

A

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

62
Q

generativity vs stagnation

A

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)

63
Q

integrity vs despair

A

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)

64
Q

emerging adulthood

A

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

65
Q

menopause

A

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

66
Q

cross-sectional study

A

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

67
Q

Longitudinal study:

A

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

68
Q

Neurocognitive disorder(NCD)

A

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.

69
Q

Alzheimer’s disease:

A

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

70
Q

Social clock:

A

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

Chapter 4 + 5: nature nurture, developing through life span (2 decks)

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