Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Psychology 1XX3 > Development > Flashcards

Development Flashcards

1
Q

Development

A

gene-environment interactions across an individuals life span
refers to the changes and continuity that occur within the individual between conception and death

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Evolution

A

gene-environment interactions across the entire evolutionary history of a species

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Neuroscience

A

the study of the nervous in the system and the neuro-basis of thought and behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Maturation

A

biologically-timed unfolding of changes within the individual’s genetic plan
-influenced by specific environmental conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Learning

A

the acquisition of neuronal representations of new information. Relatively permanent changes in or thoughts, behaviour and feelings as a result of our experiences. Provide optimal strategies to respond to events and stimuli. Conditioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Interactionist Perspective

A

the view that holds that maturation and learning interact during development (maturation influences learning; learning influences maturation)

interaction between the extreme behaviourist and extreme genetic beliefs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

4 ways to measure abilities in infants

A

Habituation Procedure
Event-Related Potentials
High-amplitude Sucking Method
Preference Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Habituation Procedure

A

repeatedly presents the infant with the same stimulus while measuring changes in physiological responses or behavioural-oriented responses

  • when a new stimulus is presented, there is a bust of activity
  • when that stimulus is presented repeatedly, responses return to baseline levels
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Habituation

A

a decrease in the responsiveness to a stimulus following its repeated presentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Dishabituation

A

an increase in the responsiveness to a stimulus that is somehow different from the habituated stimulus.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Event-Related Potentials (ERP)

A

a measure of the brain electrical activity evoked by the presentation of a stimuli. A special cap with an array of electrodes is used, which can detect changes in the electrical activity across a population of neurons in the brain. the particular behaviour being measured will evoke changes in various brain regions of interest

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

High-Amplitude Sucking Method

A

Infants can control their sucking behaviour to measure what the infant likes or dislikes. Infant is given control over the presentation of the stimulus, where the increase in sucking behaviour triggers a switch in the pacifier causes the stimulus to be presented (stop sucking to end presentation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Preference Method

A

Infant is placed in looking chamber. Infant simultaneously looks at two different stimuli while the research is measuring the direction the infant is looking to tell if more attention is being paid to one stimulus over the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

limitations of measurements of infants’ abilites

A

researchers are making inferences about complex cognitive and perceptive processes primarily from carefully observed behaviours
inferences and assumptions can cause a lack of validity
competence-performance distinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Competence-Performance Distiction

A

an individual may fail a task not because they lack those cognitive abilities but because they are unable to demonstrate those abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Longitudinal Design

A

a developmental research design in which the same individuals are studied repeatedly over some subset of their lifespan -assesses developmental change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Critique of Longitudinal Design

A

Expensive and time-consuming
Selective attrition
practice effects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Selective Attrition

A

loss of participants in a study such that the sample ends up being non-responsive of the population as a whole

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Cross-Sectional Design

A

a developmental research design in which individuals from different age groups are studied at the same point in time
-less time consuming and expensive; can uncover age differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Critique of Cross-Sectional Design

A

cannot distinguish age effects from generational effects, cannot directly asses developmental change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

zygote

A

formed from a sperm cell penetrating an ovum. contains 46 chromosomes (23 from each)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

chromosome

A

a thread-like structure that is made from deoxyribonucleic acid (DNA). segments of DNA comprises genes which provide the chemical code for full development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

monozygotic twins

A

identical twins

formed from one zygote split in two; genetically identical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

dizygotic twins

A

fraternal twins

come from a different sperm and ovum; two different zygotes; share ~50% of genes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
sex chromosomes
males determine the sex of the child | females carry two X chromosomes and the males carry one X and one Y chromosome
26
Genotype
an individual's inherited genes
27
Phenotype
the expression of and individual's genotype in terms of observable characteristics
28
Patterns of Inheritance
Simple Dominant-Recessive Inheritance Polygenetic Inheritance CoDominance Sex-Linked Inheritance
29
Simple Dominant-Recessive Inheritance
a pattern of inheritance in which the expression of a trait is determined by a single pair of alleles
30
Homozygous
when two alleles have the same effect on the phenotype
31
Heterozygous
when two alleles have different effects on the phenotype - only the dominant is expressed - recessive allele is not expressed but still heritable
32
Polygenetic Inheritance
when multiple genes are included in the expression of a trait. Determined by the interaction of multiple genes when adds exquisite complexity. -no single gene can account for most complex behaviours
33
Codominance
two dominant alleles are both fully and equally expressed to produce a phenotype that is a compromise between the two genes
34
Sex-Linked Inheritance
involves genes espressed on the X chromosome | -occur less frequently in females than males because they have two X chromosomes, but are often genetic carriers
35
Canalization Principle
genotype restricts the phenotype to a small number of developmental outcomes
36
Babbling example
despite range of language cultures, all infants babble in the same way. This universal phenomic sensitivity is independent of the environment
37
Range-of-Reaction Principle
genotype establishes a range of possible responses to different kinds of life experiences
38
Height Example
height is a trait that is clearly influenced by the interaction of genes and the environment. While it is determined by a number of environmental factors during development, it also has a genetically pre-determined potential range across poor and optimal environmental conditions
39
Passive Genotype/Environment Correlations
the environment that parens choose to raise their children in was influenced by their own genes
40
Evocative Genotype/Environment Correlations
the traits that we have inherited affect how other react and behave towards us. Genes can affect social environment.
41
Active Genotype/Environment Correlations
your genotype influences the kinds of environment that you personally will seek
42
Changes over the lifespan
passive is more influential early on life when we can't choose our own environments active begins to play a larger role in childhood and continues into adulthood as you have more opportunities to make decisions evocative is influential throughout entire lifespan
43
Twin studies
used to determine to what extent interactions between genetics and the environment and their relative contributions influence development
44
Critical Periods
a window of opportunity within an individual's development in which particular environmental stimulation is necessary to reach developmental changes in specific abilities -ex: visual deprivation in kittens; rat studies
45
enriched environements
more connections between neurons
46
deprived environments
less connections between neurons
47
Implications in the loop of thinking
REVIEW. | the relationship between synaptic growth and environmental conditions is unclear.
48
Experience-Expectant Brain Growth
our brains have evolved to expect a cettain amount of environmental input, and with this input, our brains develop normally
49
Experience-Dependent Brain Growth
our brains develop according to our own personal experiences (specific to each individual)
50
Sensitive Periods
brain maintains some capacity for change and growth in adulthood; our brains develop according to our won personal experiences -greater flexibility in the timing and type of stimulations required for normal development
51
Practice effects
changes in participant's responses due to repeated testing
52
Practice effects
changes in participant's responses due to repeated testing
53
Practice effects
changes in participant's responses due to repeated testing
54
Practice effects
changes in participant's responses due to repeated testing
55
Practice effects
changes in participant's responses due to repeated testing
56
Practice effects
changes in participant's responses due to repeated testing
57
Practice effects
changes in participant's responses due to repeated testing
58
Practice effects
changes in participant's responses due to repeated testing
59
Practice effects
changes in participant's responses due to repeated testing
60
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
61
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
62
Practice effects
changes in participant's responses due to repeated testing
63
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
64
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
65
Practice effects
changes in participant's responses due to repeated testing
66
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
67
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
68
Practice effects
changes in participant's responses due to repeated testing
69
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
70
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
71
Practice effects
changes in participant's responses due to repeated testing
72
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
73
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
74
Practice effects
changes in participant's responses due to repeated testing
75
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
76
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
77
Practice effects
changes in participant's responses due to repeated testing
78
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
79
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
80
Practice effects
changes in participant's responses due to repeated testing
81
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
82
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
83
Practice effects
changes in participant's responses due to repeated testing
84
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
85
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
86
Practice effects
changes in participant's responses due to repeated testing
87
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
88
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
89
Practice effects
changes in participant's responses due to repeated testing
90
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
91
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
92
Practice effects
changes in participant's responses due to repeated testing
93
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
94
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
95
Practice effects
changes in participant's responses due to repeated testing
96
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
97
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
98
Practice effects
changes in participant's responses due to repeated testing
99
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
100
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
101
Practice effects
changes in participant's responses due to repeated testing
102
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
103
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
104
Practice effects
changes in participant's responses due to repeated testing
105
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
106
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
107
Practice effects
changes in participant's responses due to repeated testing
108
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
109
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
110
Practice effects
changes in participant's responses due to repeated testing
111
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
112
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
113
Practice effects
changes in participant's responses due to repeated testing
114
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
115
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
116
Practice effects
changes in participant's responses due to repeated testing
117
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
118
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
119
Practice effects
changes in participant's responses due to repeated testing
120
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
121
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
122
Practice effects
changes in participant's responses due to repeated testing
123
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
124
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
125
Practice effects
changes in participant's responses due to repeated testing
126
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
127
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
128
Practice effects
changes in participant's responses due to repeated testing
129
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
130
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect
131
Practice effects
changes in participant's responses due to repeated testing
132
The Extreme Behaviourist Point of View
believes that nurture was all-important and development was largely independent of genetic factors
133
The Extreme Genetic Point of View
believes that who you become was largely predetermined by inherited genes and that the environment had minimal effect

Psychology 1XX3 (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions