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Psychology 2 > Development > Flashcards

Development Flashcards

1
Q

Zygote

A

Fertilized egg with chromosomes from egg and sperm

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2
Q

Prenatal stages-3

A
  1. Germinal stage
  2. Embryonic stage
  3. Fetal stage
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3
Q

Germinal stage

A
  • 2 weeks
  • begins conception
  • zygote divides and implants in uterine wall
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4
Q

Embryonic stage

A
  • week 2-8
  • zygote divides in uterine wall
  • cells differentiate
  • zygote is an embryo
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5
Q

Fetal stage

A
  • 9th week-birth
  • fetus has skeleton and muscles
  • myelination of neurons begins
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6
Q

Human brain development

A
  • mostly happens after birth

- head and brain grow

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7
Q

Prenatal environment

A

-influences genes even while fetus develops in the womb

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8
Q

Teratogens

A
  • agents that destroy development
  • ie environmental poisons (lead, paint dust etc)
  • alcohol, tobacco
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9
Q

Fetal alcoholism

A
  • developmental disorder that stems from heavy alcohol use by mother during pregnancy
  • facial features, abnormal brain,
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10
Q

Tobacco during pregnancy

A

-low birth weight babies

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11
Q

Infancy

A
  • birth-18 to 24 months
  • perceptual and motor development
  • cognitive development
  • social development
  • moral decelopment
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12
Q

Motor development

A
  • physical actions: reaching, crawling, grasping

- reflexes: motor response to stimulation (ir sucking reflex for breasts feeding)

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13
Q

Cephalocaudal rule

A

-motor skills develop head to foot

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14
Q

Proximodistal rule

A

Motor skills develop from center to extremities

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15
Q

Cognitive development

A
  • ability to think and understand

- jean Piaget

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16
Q

3 tasks of cognitive development

A
  • how physical world works
  • how minds represent it
  • how other minds represent it
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17
Q

Piaget’s 4 stages of cognitive development

A
  1. Sensorimotor (birth-2)
  2. Preoperational (2-6)
  3. concrete operational (6-11)
  4. Formal operational (11+)
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18
Q

Sensorimotor

A
  • develop schemas
  • object permanence
  • assimilation
  • accomodation
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19
Q

Schemas

A
  • theories/models of how the world works

- assimilation can occur

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20
Q

Assimilation

A

Apply schemas to other situations

-ie pull object closer and realize that doing the same things to other objects produce the same effect

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21
Q

Accommodation

A
  • infants revise schemas in light of new information

- ie pull cat closer, cat runs away; child realizes that only pulling inanimate objects makes them come closer

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22
Q

Object permanence

A

Objects continue to exist even when they are not visible

23
Q

Childhood- 2 stages

A
  1. Preoperational

2. Concrete operational

24
Q

Preoperational

-can’t understand

A
  • 2-6 yrs
  • language
  • think symbolically
  • can’t understand reversibility, conservation
  • can’t perform operations
  • egocentrism
  • brains can misrepresent the world; things can look different than they are-they don’t realize this
25
Q

Conservation

A
  • quantitative properties don’t change even if appearance does
  • ie eggs in cups taken out; line of eggs is longer but number doesn’t change
  • present in concrete operational stage
26
Q

Centration

A
  • focus on one property of object

- present in Preoperational stage

27
Q

Reversibility

A
  • cant do this in Preoperational stage

- ie you have a brother but you can’t say that your brother has a brother

28
Q

Formal operational stage

A
  • 11+

- solve non physical problems

29
Q

Egocentrism

A
  • failure to understand the world is different to different observers
  • present in Preoperational stage
  • ie child tries to show mom picture through phone
30
Q

Concrete operational

A
  • conservation becomes apparent

- child learns how various operations affect objects

31
Q

Theory of mind

A

Human behavior is guided by mental representations

  • awareness of others and their minds
  • each mind represents the world differently
  • autistic children fail to develop this
32
Q

Autism

A
  • fail to develop theory of mind

- don’t understand that people can have false beliefs and self-conscious emotions

33
Q

What determines when children acquire theory of mind

A
  • number of siblings
  • frequency of pretend play
  • imaginary friends
  • socioeconomic standing of family
  • how caregivers talk to children-using psychological words
34
Q

Piaget’s flaws

A
  • children go through cognitive stages gradually

- children can acquire these abilities earlier than realized

35
Q

3 skills that humans use to learn from others

A
  1. Joint attention
  2. Social referencing
  3. Imitation
36
Q

Joint attention

A
  • the ability to focus on what another person is focused on

- ie following gaze

37
Q

Social referencing

A
  • use another persons actions as information about the world

- ie a baby looking at mom’s reaction to toy to see if its dangerous

38
Q

Imitation

A

Ability to do what another person does/means to do

-ie infants mimic taking lid off jar even if adults slip up

39
Q

Primary caregiver

A
  • emotional center of infant
  • infants keep mental tally of who responds most to them
  • form emotional bond or attachment
40
Q

Strange situation test

-developed by?

A
  • Mary ainsworth
  • determines child’s attachment style
  • determined 4 attachment styles
    1. Secure
    2. Avoidant
    3. ambivalent
    4. Disorganized
41
Q

Secure attachment style

A

Infant is calmed when caregiver is around

42
Q

Avoidant attachment style

A

Infant is not distressed in absence of caregiver

43
Q

Ambivalent attachment style

A

Don’t like when caregiver leaves but tries to get away when caregiver returns

44
Q

Disorganized attachment style

A

No consistent pattern when caregiver leaves/returns

45
Q

Internal working model of relationships

A
  • beliefs about self, primary caregiver and relationship between them
  • different thoughts for different attachment styles
46
Q

Shift from realism to relativism

A
  • shift in child’s moral thinking
  • younger children think of it as real, inviolable truths about the world
  • get older and realize that some morals are created
47
Q

Shift from prescriptions to principles

A
  • Moral development
  • younger: see rules as specific to a certain situation
  • older: see general principles
  • ie sharing marbles–>fairness and equity
48
Q

Shift from outcomes to intentions

A
  • moral development
  • young: unintentional action that causes more harm is worse than an intentional action that causes less harm
  • shift when older
49
Q

Kohlberg

A
  • moral reasoning
  • 3 stages
    1. Preconventional stage
    2. Conventional stage
    3. Postconventional stage
50
Q

Preconventional stage

A
  • kohlberg
  • morality determined by effect of actor
  • children
51
Q

Conventional stage

A
  • kohlberg
  • mortality determined by how well it conforms to social rules
  • adolescent
52
Q

Postcoventional stage

A
  • kohlberg
  • morality determined by principles that reflect core values
  • adults
53
Q

Moral intuitionist perspective

A
  • emotional reactions explained by distinguishing between right and wrong
  • people are upset because of other peoples’ emotional suffering
54
Q

Protraction

A

The period of time between childhood and adulthood has increased
-people take on adult responsibilities at an Older age

Psychology 2 (4 decks)

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