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Midterms (1st Sem.) > Dev. Psych. > Flashcards

Dev. Psych. Flashcards

1
Q

Focuses on scientific study of the systematic processes of change and stability in people.

A

Human Development

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2
Q

Any alteration or modification in an individual’s behavior, thoughts, emotions, or social interactions; result of various factors, including experience, learning, or intervention.

A

Change

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3
Q

Physical increase in size, height, weight, and body proportions.

A

Growth

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4
Q

Natural biological process of development that unfolds over time, leading to qualitative changes in an individual’s abilities, skills, and functioning; influenced by genetic and biological factors.

A

Maturation

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5
Q

Encompasses growth, maturation, and change.

A

Development

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6
Q

Process by which parents pass down genetic information to their offspring.

A

Heredity

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7
Q

This interaction between ____ and ____ helps shape an individual’s physical, cognitive, emotional, and social characteristics throughout their lifespan.

A

Nature (Genetics)
Nurture (Environment)

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8
Q

Enumerate the 4 stages of development.

A

Psychosocial
Psychosexual
Moral
Cognitive

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9
Q

Refers to which a child grows up plays a significant role in their development. This includes conditions such as the quality of nutrition, exposure to toxins, and access to healthcare.

A

Physical Environment

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10
Q

Includes various factors such as family, peers, school, culture, and society. These elements play a crucial role in shaping an individual’s cognitive, emotional, and social development.

A

Social Environment

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11
Q

The first social environment a child encounters.

A

Family

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12
Q

Cultural norms, values, and socioeconomic status can shape an individual’s beliefs, attitudes, and opportunities.

A

Cultural and Socioeconomic Environment

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13
Q

Branch of psychology that focuses on the study of how individuals grow, change, and develop over the course of their lives.

A

Developmental Psychology

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14
Q

A relatively permanent change in behavior (or behavioral potential) that results from one’s experiences or practice.

A

Learning

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15
Q

Bodily changes and sequencing of motor skill.

A

Physical Growth

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16
Q

Perception, language, learning, and thinking.

A

Cognitive

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17
Q

Emotions, personality, and relationship.

A

Psychosocial

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18
Q

Given to participants as they should be fully aware of the nature and purpose of the study, and their participation should be voluntary.

A

Informed Consent

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19
Q

The ethical principle that refers to researchers has a moral responsibility to protect research participants from physical or mental harm.

A

Protection from Harm

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20
Q

The ethical principle that refers to the privacy of participants must be respected.

A

Confidentiality

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21
Q

In order to use this in a study, it must be justified, and participants must be debriefed after the study.

A

Deception

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22
Q

This is the right of participants that they can do any time without any negative consequences.

A

Right to Withdraw

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23
Q

An act where researchers explain the purpose of the research and answer any questions.

A

Debriefing

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24
Q

Pleasure principle

A

Id

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25
Q

Reality principle

A

Ego

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26
Q

Moral principle

A

Superego

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27
Q

What are the five stages of Freud’s psychosexual theory?

A

Oral stage
Anal stage
Phallic stage
Latency stage
Genital stage

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28
Q

This refers to Freud’s psychosexual stage, which starts from birth to 1 year old, where mouth is the primary focus of pleasure and interaction.

A

Oral stage

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29
Q

This refers to Freud’s Psychosexual stage, which starts from 1 to 3 years old, where the focus shift is the control of bowel movements.

A

Anal stage

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30
Q

This refers to Freud’s Psychosexual stage, which starts from 3 to 6 years old, where children become aware of their bodies and differences between males and females; Oedipus complex is the main conflict.

A

Phallic stage

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31
Q

Child’s feeling of desire for the opposite-sex parent and rivalry with the same-sex parent.

A

Oedipus Complex

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32
Q

This refers to Freud’s Psychosexual stage, which starts from 6 years old to puberty, where sexual impulses become repressed or dormant; where children generally engage in non-sexual activities, like learning skills.

A

Latency stage

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33
Q

This refers to Freud’s Psychosexual stage that takes place in puberty and onwards, where the focus of pleasure shifts to someone outside the family; being adolescent; engaging in emotional attachment with opposite sex.

A

Genital stage

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34
Q

What will occur if certain issues are not resolved at the appropriate stage?

A

Fixation

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35
Q

This refers to a persistent focus on an earlier psychosexual stage;

If the conflict is not resolved, the individual will remain stuck in that particular stage.

A

Fixation

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36
Q

This is Erik Erikson’s principle suggesting that people grow in a sequence that occurs over time and in the context of a larger community.

A

Epigenetic Principle

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37
Q

Erik Erikson’s; Infancy, 0-18 months; Develop when caregivers provide reliability, care, and affection.

A

Trust vs. Mistrust

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38
Q

Erik Erikson’s; Early childhood, 2-3 years old; Develop a sense of personal control over physical skills and and a sense of independence.

A

Autonomous vs. Shame/doubt

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39
Q

Erik Erikson’s; Pre-school, 3-5 years; Children are asserting control and power over the environment.

A

Initiative vs. Guilt

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40
Q

Erik Erikson’s; School Age, 6-11 years old; Children need to cope with new social and academic demands.

A

Industry vs. Inferiority

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41
Q

Erik Erikson’s: Adolescence, 12-18 years; Teens need to develop sense of self and personal identify.

A

Identity vs. Role Confusion

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42
Q

Erik Erikson’s; Young adulthood, 19-40 years; Young adults need to form intimate, loving relationships with other people.

A

Intimacy vs. Isolation

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43
Q

Erik Erikson’s; Middle Adulthood, 40-65 years; Adults need to create or nurture things that will outlast them.

A

Generativity vs. Stagnation

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44
Q

Erik Erikson’s; Maturity, 65 to death; Older adults need to look back on life and feel sense of fulfillment.

A

Ego Integrity vs. Despair

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45
Q

Developed the Cognitive Development and suggests that children move through four different stages of learning.

A

Jean Piaget

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46
Q

Pioneer of Psychosocial Theory

A

Erik Erikson

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47
Q

Pioneer of Psychosexual Theory

A

Sigmund Freud

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48
Q

Cognitive development first stage; birth-2 years; infants interact with the environment by manipulating object.

A

Sensorimotor Stage

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49
Q

The main achievement during the sensorimotor stage; knowing that object still exists, even if it is hidden.

A

Objective Permanence

50
Q

Cognitive development stage where it starts from 2-7 years old; children start to think symbolically and learn to use words and pictures to represent objects; they tend to be egocentric.

A

Preoperational Stage

51
Q

Cognitive development stage where it starts from 7-11 years old; children begin to think logically about concrete events.

A

Concrete Operational Stage

52
Q

Cognitive development stage where it starts from 12 years old to up; people develop to think about abstract concepts; logical thought, deductive reasoning, systematic planning.

A

Formal Operational Stage

53
Q

Suggests that individuals progress through six distinct stages of moral reasoning from infancy to adulthood.

A

Lawrence Kohlberg

54
Q

The level in Moral Development where it focuses on set of rules imposed by authority that must be followed to avoid punishment or receive rewards.

A

Pre-conventional Level

55
Q

The stage in Pre-conventional Level in which an individual is good to avoid being punished and if they are punished, they must have done wrong.

A

Stage 1. Obedience and Punishment Orientation

56
Q

The stage in Pre-conventional Level in which children recognize that there is not just one right view handed down by the authorities.

A

Individualism and Exchange

57
Q

The level in Moral Development wherein individual abides by standards learned from parents or society.

A

Conventional Level

58
Q

The stage in Conventional Level wherein the individual is good in order to be seen as being a good person by others; answers relate to approval of others.

A

Good Interpersonal Relationships

59
Q

The stage in Conventional Level wherein the individual becomes aware of the wider rules of society so judgements concern obeying rules in order to uphold the law and avoid guilt.

A

Maintaining the Social Order

60
Q

The level in Moral Development in which individual judgement is based on self-chosen principles, and moral reasoning is based on individual rights and justice.

A

Post-conventional Level

61
Q

The stage in Post-conventional Level wherein the individual becomes aware that while rules/law might exist for the good of greatest number, they are times when they will work against the interest of particular individuals.

A

Social Contract and Individual Rights

62
Q

The stage in Post-conventional Level wherein people at this stage have developed their own set of moral guidelines which may or may not fit the law.

A

Univeral Principles

63
Q

Developed the Ecological Model.

A

Bronfenbrenner

64
Q

Also known as ecological systems theory; posits that an individual’s development is influenced by series of interconnected environmental systems.

A

Ecological Model

65
Q

The system in Ecological Model which is the most immediate and direct influence the individual; family, school, and peers.

A

Microsystem

66
Q

The system of Ecological Model involving interconnections between the microsystem (relationship between parents and teachers can impact a child’s attitude towards school and learning.

A

Mesosystem

67
Q

The system in Ecological Model including environments that indirectly influence the individual (parent’s workplace; directing negative mood from work to children).

A

Exosystem

68
Q

The system in Ecological Model encompasses the larger societal context, such as cultural values, economic conditions, and political systems.

A

Macrosystem

69
Q

The system in Ecological Model involving the dimension of time, reflecting the impact of life transitions and environmental events on personality development.

A

Chronosystem

70
Q

Pionner of Sociocultural Theory

A

Vygotsky

71
Q

This theory tells that human development is a socially mediated process in which individuals acquire cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society.

A

Sociocultural Theory

72
Q

What are the two functions of language that Vygotsky proposed?

A

Inner speech - for mental reasoning
External speech - for conversing with others

73
Q

Developed the Attachment Theory

A

Mary Ainsworth and Margaret Mahler

74
Q

Three primary attachment styles by Ainsworth:

A
  • Secure Attachment
  • Anxious-Ambivalent Attachment
  • Avoidant Attachment
75
Q

This attachment style tends to develop trust and confidence in their relationships.

A

Secure Attachment

76
Q

Having this attachment style may develop a heightened need for reassurance and may struggle with insecurity and anxiety in their relationships. In adult, they may exhibit clinginess and fear of abadonment.

A

Anxious-Ambivalent Attachment

77
Q

This attachment style leads children to become more self-reliant and less dependent on others. In adulthood, they might have difficulty expressing emotions, and forming close, intimate connections.

A

Avoidant Attachment

78
Q

Developed by Ainsworth. These models influence how individuals perceive themselves and others, impacting their personality development and interpersonal interactions throughout life.

A

Internal Working Models

79
Q

Work of Margaret Mahler; emphasizing the significance of early mother-child interactions and the development of object relations.

A

Object Relations Theory

80
Q

In Mahler’s work, during this phase, children gradually separate from their primary caregiver (usually the mother) and form a more independent sense of self.

A

Separation-Individuation

81
Q

Mahler’s work; children who successfully navigate this phase develop a sense of autonomy and self-identity.

A

Successful Separation-Individuation

82
Q

Mahler’s work; children who struggle with this phase may develop personality traits characterized by dependency, difficulty establishing boundaries, and problems with identity formation.

A

Unsuccesful Separation-Individuation

83
Q

Developed Identity Formation.

A

James Marcia

84
Q

Often referred to as the “Identity Statuses” theory; outlines the process by which adolescents form their sense of identity.

A

Identity Formation

85
Q

Adolescents in this status have not yet actively explored various identity options, nor have they made any firm commitments.

A

Identity Diffusion

86
Q

Adolescents in this status have made commitments to certain identity aspects (e.g., career, values, religion) without engaging in thorough exploration.

A

Identity Foreclosure

87
Q

Adolescents in this status are actively exploring various identity options and values.

A

Moratorium

88
Q

Adolescents in this status have successfully explored various options and have made firm commitments based on their own choices and values.

A

Identity Achivement

89
Q

Focuses on observable behavior.

A

Behaviorism

90
Q

The key concept in behaviorism, suggests that associations between stimuli and responses influence behavior.

A

Classical Conditioning

91
Q

It focuses on how consequences (rewards and punishments) influence behavior.

A

Operant Conditioning

92
Q

It emphasizes the role of observational learning and modeling.

A

Social Learning Theory

93
Q

It posits that individuals learn by observing others and imitating their behaviors.

A

Observational Learning

94
Q

It suggests that personality, behavior, and the environment all influence each other in a dynamic and interactive way.

A

Reciprocal Determinism

95
Q

It refers to an individual’s belief in their ability to achieve specific goals or tasks.

A

Self-Efficacy

96
Q

It shapes behavior and personality through thoughts, beliefs, and expectations.

A

Cognitive Factors

97
Q

Ten Stages of Human Development:

A
  • Pre-natal
  • Infancy (1st 2 weeks)
  • Babyhood (2nd week to end of 2nd year)
  • Early Childhood (2-6 years old)
  • Late Childhood (6-10 years old)
  • Puberty/Pubescence
  • Adolescence
  • Early adulthood (18-40 years old)
  • Middle age (40-60 years old)
  • Old age/senescence 60 to death
98
Q

Giving too much satisfaction.

A

Overindulge

99
Q

This could possibly occur in anal stage when parents are too strict and begin toilet training too early, where children become organized and orderly.

A

Anal-retentive personality

100
Q

This is the fear of a boy from losing his private organ.

A

Castration Anxiety

101
Q

This is the girls’ jealousy with the boys’ penis.

A

Penis envy

102
Q

A research design that seems like a true experiment; it lacks essential elements like manipulation of IV and random assignment.

A

Quasi-Experimental Design

103
Q

A research design in which the researcher compares the effect of diff. treatment conditions on pre-existing groups of respondents/subjects.

A

Nonequivalent Groups Design

104
Q

A research design used to assess whether the occurrence of an event alters behavior—comparing before and after scores.

A

Pretest/Posttest Design

105
Q

A research study wherein a researcher systematically examines the effects of pre-existing subject characteristics by forming groups based on these naturally occurring diff. between subjects.

A

Ex-Post Facto Study

106
Q

A research design wherein the same group of subjects is followed and measured at diff. points in time; it takes a long time.

A

Longitudinal Design

107
Q

A research method that establishes cause-and-effect relationships.

A

Experimental Method

108
Q

A research method that observes a relationship between two variables.

A

Correlational Method

109
Q

A type of research that explores ideas and formulates hypotheses/theories; descriptive; presents data using words; interpretes.

A

Qualitative Research

110
Q

A type of research that tests hypotheses; uses math and statistical analysis for data acquired.

A

Quantitative Research

111
Q

Erik Erikson’s 8 stages of development:

A
  • Trust vs. Mistrust
  • Autonomous vs. Shame/Doubt
  • Initiative vs. Guilt
  • Industry vs. Inferiority
  • Identity vs. Role Confusion
  • Intimacy vs. Isolation
  • Generativity vs. Stagnation
  • Ego Integrity vs. Despair
112
Q

4 stages of Cognitive Development by Jean Piaget:

A
  • Sensorimotor Stage
  • Preoperational Stage
  • Concrete Operational Stage
  • Formal Operational Stage
113
Q

3 levels of Moral Development by Kohlberg:

A
  • Pre-conventional Level
  • Conventional Level
  • Post-conventional Level
114
Q

2 stages of Pre-Conventional Level (Moral Development)

A
  1. Obedience and Punishment Orientation
  2. Individualism and Exchange
115
Q

2 stages of Conventional Level (Moral Development)

A
  1. Good Interpersonal Relationships
  2. Maintaning the Social Order
116
Q

2 stages of Post-Conventional Level (Moral Development)

A
  1. Social Contract and Individual Rights
  2. Universal Principles
117
Q

5 Ecological Models of Bronfenbrenner:

A
  1. Microsystem
  2. Mesosytem
  3. Exosystem
  4. Macrosystem
  5. Chronosystem
118
Q

3 Attachment Styles by Mary Ainsworth:

A
  1. Secure Attachment
  2. Anxious-Ambivalent Attachment
  3. Avoidant Attachment
119
Q

2 types of Mahler’s Separation-Individuation:

A
  1. Successful Separation-Individuation
  2. Unsuccessful Separation-Individuation
120
Q

Types of Identity Formation by James Marcia:

A
  • Identify Diffusion
  • Identity Foreclosure
  • Moratorium
  • Identity Achievement

Midterms (1st Sem.) (7 decks)

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