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Developmental Psych Flashcards

(93 cards)

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1
Q

Developmental Psychology

A

Describe and explain changes in human behavior over time

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2
Q

knowledge gained through experience

A

British Empiricist school of thought (Hobbes, Berkely, Hume, Mill, and Mill)

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3
Q

Rousseau

A

society was not only unnecessary but also a detriment to optimal development; Emile

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4
Q

studying the mind as it functioned to help the individual adapt to the environment

A

Functionalist system of thought

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5
Q

G. Stanley Hall

A

father of developmental psychology

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6
Q

importance of environmental influences in child development; believed emotions, as well as thought, were acquired through learning

A

Watson

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7
Q

development occurred as a maturational (biological) process regardless of practice or training; nativist

A

Gesell

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8
Q

psychodynamic orientation; role of subconscious conflicts in the development of functioning and personality

A

Freud

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9
Q

cognitive structuralists; children are actively involved in their own development

A

Piaget

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10
Q

compares groups of subjects at different ages

A

Cross sectional

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11
Q

specific group over an extended period of time

A

Longitudinal

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12
Q

several groups of different ages are studied over several years

A

Sequential cohort

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13
Q

collate facts about a particular subject and their environment in order to gain a better perspective

A

Clinical method (case study)

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14
Q

human capabilities are innate and individual differences are largely the result of genetic difference

A

Nature

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15
Q

human capabilities are determined by the environment and shaped by experience

A

Nurture

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16
Q

Gene

A

basic unit of heredity

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17
Q

Allele

A

two different forms of a gene; dominant and recessive

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18
Q

total genetic complement

A

Genotype

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19
Q

collection of expressed traits; observable characteristics

A

Phenotype

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20
Q

Tryon

A

maze-bright vs maze-dull rats; learning ability had a genetic basis

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21
Q

Terman

A

first study of gifted children; large scale longitudinal study

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22
Q

Klinefelter’s syndrome

A

possession of an extra X chromosome in males

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23
Q

Turner’s syndrome

A

possession of only one X chromosome in females

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24
Q

Zygote

A

sperm cell fertilizes the egg cell and forms a single cell

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25
fertilized egg travels to uterus and implants in uterine wall
Germinal period
26
eight weeks following germination
Embryonic period
27
Fetal period
third month; measurable electrical activity
28
behaviors that occur automatically in response to a given stimulus
Reflexex
29
turning of the head in the direction of a stimulus that touches the cheek
Rooting
30
Moro
infants react to abrupt movements of theirs heads by flinging out the arms, extending their fingers, and then bringing their arms back to their bodies
31
Babinski
toes spread apart when the sole of the foot is stimulate
32
Grasping
infants close their fingers around objects placed in their hands
33
Schemata
organized patterns of behavior and/or thought
34
Assimilation
process of interpreting new information in terms of existing schemata
35
Accommodation
when new information doesn’t fit into existing schemata, modifying existing schemata to adapt to this new information
36
Piaget's stages of development
Sensorimotor Preoperational Concrete operational Formal operational
37
Primary circular reaction
coordinate separate aspects of movement (Sensorimotor)
38
Secondary circular reaction
directed toward manipulation of objects in the environment (Sensorimotor)
39
Object permanence
objects continue to exist even though the child cannot perceive their existence (Sensorimotor)
40
mental representations of external objects and events
Representational thought (Preoperational)
41
tendency to be able to focus on only one aspect of a phenomenon
Centration (Preoperational)
42
Egocentrism
inability to understand reciprocal relationships (Preoperational)
43
Conservation
physical properties of matter do not change simply because the appearance of the matter changes (Preoperational)
44
child can conserve and take the perspective of others, but are limited to working with information that is directly available; difficulty with abstract though
Concrete operational
45
form hypotheses and make deductions
Formal operational
46
Vygotsky
internalization of various aspects of culture
47
skills and abilities that have not fully developed; child needs guidance to demonstrate skill
Zone of proximal development
48
Phonology
actual sound stem of language
49
Categorical perception
ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning
50
Semantics
learning of word meanings
51
Syntax
how words are put together to form sentences
52
Pragmatics
actual efficient use of language
53
Lenneberg, Rebelsky, and Nichols
babbling begins at about the same age for hearing children with hearing parents, hearing children with deaf parents, and deaf children
54
Holophrasis
use of a single word to express a complete thought
55
Errors of growth
increase of grammatical errors as children begin to master complex general rules
56
transformational grammar
Chomsky
57
changes in word order that differ with meaning
Syntactic transformations
58
Language acquisition device
innate capacity for language acquisition
59
Freud's Stages of Development
``` Oral Anal Phallic (Oedipal) Latency Genital ```
60
gratification is obtained primarily through the putting of objects into the mouth by biting and sucking
Oral stage
61
Anal stage
gratification is gained through the elimination and retention of waste material
62
de-eroticizes or sublimates libidinal energy
Phallic (Oedipal) stage
63
libido is sublimated
Latency stage
64
Genital stage
if prior development has proceeded correctly, enter into healthy herterosexual relationship
65
Erikson's Stages of Development
``` Trust vs. mistrust Autonomy vs. shame and doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Integrity vs. despair ```
66
development is a sequence of central life crises
Psychosocial theory (Erikson)
67
Easy Temperament
displayed a positive mood, regularity in bodily functions, easy adaption to new situation
68
Slow to warm up Temperament
initially withdrawn, but soon able to adapt to new situations
69
Difficult Temperament
negative emotions and irregular bodily functions; tends to withdraw in new situations
70
temperament is a strong predictor of adult behaviors
Kagen
71
3 types of Crying (Wolff)
Basic--hunger Angry--frustration Pain--after painful stimulus
72
smiling associated with facelike patterns
Social smiling
73
Fear response
follows developmental course from undifferentiated to increasingly specific
74
Contact comfort was more essential in bond formation than providing for physical needs
Harlow
75
infant reacts identically to every adult and smiling face
Pre-attachment (Bowlby)
76
Separation anxiety
child reacts to the mother’s absence with strong protest
77
not distressed when left alone with stranger; avoid contact with mother upon her return
Insecure/avoidant (type A) (Ainsworth)
78
mildly distressed during separations from mother, but greet her positively when she returns
Secure (Type B) (Ainsworth)
79
-distressed during separation and are inclined to resist physical contact with the mother upon her return
Insecure/resistant (Type C) (Ainsworth)
80
Imprinting
rapid formation of an attachment bond between an organism and an object in the environment (Lorenz)
81
Kohlberg’s Stages of Moral Development
Preconventional morality Conventional phase or morality Postconventional morality
82
Preconventional morality
right and wrong are defined by punishment and reward Punishment and obedience Orientation toward reciprocity (instrumental relativist stage)
83
Conventional phase or morality
based on social rules Good girl, nice boy--seeks approval of others Law-and-order orientation--defined by the rules or authority
84
Postconventional morality
Social contract orientation--moral rules designed to ensure the greater good Universal ethical principles
85
Criticism of Kohlberg; Males and females adopt different perspectives on moral issues and that these difference stem from the different ways in which boys and girls are raised
Gilligan
86
Kohlberg’s Gender Stages
Gender Labeling Gender Stability Gender Conistency
87
realization that they are a member of a particular sex and accept that they are a boy or a girl and are able to label themselves as such
Gender labeling
88
children can predict that they will still be a boy or a girl when they grow up
Gender stability
89
children understand the permanency of gender
Gender consistency
90
as soon as children are able to label themselves, they being concentrating on those behaviors that seem to be associated with their gender
Gender schematic processing theory (Martin and Halverson)
91
Authoritarian Parent
use punitive control methods and lack emotional warmth (Baumrind)
92
Authoritative Parent
high demands for child compliance (low punitive control methods), utilize positive reinforcement, and score high on emotional warmth (Baumrind)
93
Permissive Parent
very low on control/demand measures (Baumrind)

GRE Psych (9 decks)

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