Developmental Psych Flashcards

Question

Gregor Mendel

Answer 1

Studied genes/ alleles/ heredity in pea plants (think punnet squares)

Answer 2

total genetic complement/ makeup

Answer 3

total collection of expressed traits that constitute an individuals observable characteristics

Answer 4

Chromosomes = DNA + proteins; 46 chromosomes, in 23 pairs; somatic cells are diploid, germ cells are haploid

Answer 5

Family studies: con is that you can't rule out environmental effects, twin studies: MZ (100%) or DZ (50%) twins studied, good because they are genetically similar, but again may share environment, adoption/ twin studies: are the best when done with MZ twins because they are genetically identical but have distinguishable environments

Answer 6

genetic anomaly with extra 21st chromosome

Answer 7

degenerative disease of the N.S. lacking an amino acid, can avoid deleterious effects with strict diet

Answer 8

Extra X chromosome in males (XXY), males with this are sterile and often have intellectual disabilities

Answer 9

Females with only one X chromosome (X0), females with this fail to develop secondary sex characteristics and often have short fingers and odd shaped mouths

Answer 10

a single, fertilized egg which will divide into two (and continues to divide)

Answer 11

Germinal period: lasts ~ two weeks from conception, zygote travels down fallopian tube and gets implanted into the uteran wall. Embryonic stage: lasts the next 8 weeks, the embryo increases in size by 2 Mil %, grows to about one inch long. Limbs appear, tail recedes, nerve cells are forming, etc. Fetal period: Begins in third month with measurable activity in fetus' brain.

Answer 12

Infants automatically turn heads in direction of stimuli applied to cheek

Answer 13

Infants react to abrupt movements of their heads by flinging out their arms, extending their fingers, bringing arms back in to hug themselves (usually disappears after 4-5 months old)

Answer 14

infants toes spread when soles of feet are stimulated

Answer 15

Infants automatically close fingers around objects placed in their hands

Answer 16

Piaget says infants learn from interacting with their environment through reflexive behaviors. Organized patterns of behavior and thought are called schemata. Infants have behavioral schemata and older kids have operational schemata (more abstract)

Answer 17

Occurs through assimilation and accommodation

Answer 18

The process of interpreting new information in terms of existing schema

Answer 19

The process of modifying a schema to adapt to new information that doesn't fit into any existing schema

Answer 20

sensorimotor, preoperational, concrete operational, and formal operational

Answer 21

Birth- 2 years; primary and secondary circular reactions and object permanence forms

Answer 22

Infant begins to coordinate separate aspects of movement; goal-oriented behavior; restricted to motions concerned with the body

Answer 23

Directed toward the manipulation of objects in the environment

Answer 24

occurs when a child realizes an object continues to exist even when they cannot perceive its existence (see it). The beginning of representational thought

Answer 25

2-7 Years; children have the capacity to understand the concept that objects continue to exist, even though they cannot see them, and centration, egocentrism, and conservation

Answer 26

The tendency to be able to focus on any one aspect of a phenomenon

Answer 27

Cannot take on the perspective of other people and cannot understand relationships as reciprocal

Answer 28

The notion that physical properties of matter (i.e. volume, quantity) do not change just because the appearance of the matter changes

Answer 29

7-11 Years: Child masters conservation and take perspective of others into account; still have trouble with abstract thought

Answer 30

11- Onward: Can "think like a scientist" by making hypotheses and deductions. Understand abstract thought.

Answer 31

Thought that stages of development of thought directed the development of language

Answer 32

Refers to those skills and abilities that have not fully developed, but are in the process of developing. Child needs guidance to demonstrate these skills. (How much they improve with guidance = the zone)

Answer 33

Phonology, semantics, syntax, pragmatics

Answer 34

The ability to distinguish between differences in sound that do not denote differences in meaning versus those differences in sound that do denote differences in meaning.

Answer 35

think phoneme; the actual sound stem of language

Answer 36

Learning of word meanings

Answer 37

How words are put together to form sentences

Answer 38

The actual efficient use of language

Answer 39

Study on babbling; it began at the same age for hearing and deaf children with hearing and deaf parents; but hearing kids keep babbling after a few months

Answer 40

When a child uses one single word to express a thought

Answer 41

Overregulation- generalizing some internalized rule (e.g. I runned), suggests that language acquisition may not be imitation and reinforcement, but the active application of dynamic linguistic rules

Answer 42

Innate capacity for language acquisition; thought to be triggered when exposed to language; allows babies to listen and process sounds

Answer 43

Nativists thought that there was a critical period for language acquisition from 2 y.o. until puberty. Thought that if a kid wasn't exposed to language until after that time, they wouldn't learn it. Sensitive periods are more likely than critical. It's the time when environmental input has maximal effect on development of an ability. (e.g. Genie the child who didn't have much human contact. Could learn some stuff, but not master any of it)

Answer 44

Freud thinks this is present since birth; thinks that libidinal energy, and the drive to reduce it, are the underlying forces that accounted for physiological processes

Answer 45

Oral (0-1 year), Anal (1-3 years), Phallic (Oedipal/ Electra) (3-5 years), Latency (5-puberty), Genital (puberty-adulthood)

Answer 46

libidinal energy centered around the mouth; fixation can lead to excessive dependency

Answer 47

Toilet training occurs during this time; fixation can lead to excessive orderliness or messiness

Answer 48

Oedipal conflict resolved during this time;

Answer 49

Libido is largely sublimated

Answer 50

If previous stages have been successfully resolved, person will enter normal heterosexual relationships

Answer 51

1) trust v mistrust during 1st year of life; 2) autonomy v shame during 1-3 y; 3) Initiative v guild from 3-6 y; 4) Industry v inferiority from 6-12 y; 5) identity v role confusion during adolescence; 6) intimacy v isolation in young adulthood; 7) generativity v stagnation during middle age; 8) Integrity v despair in old age

Answer 52

Performed studies on temperament in kids; identified three categories of infant style: easy, slow to warm up, and difficult

Answer 53

1) parental reports of child's behavior 2) Observation in naturalistic settings (at home) 3) Observations in laboratory settings

Answer 54

Studied crying in newborns using spectrograms. Found three styles of crying: the basic cry, which usually associated with hunger, the angry cry, which is usually associated with frustration, and the pain cry. Adults (even non-parents) physiologically respond to pain cries. Infants learn that adults respond to their crying

Answer 55

Infants smiling associated with facelike patterns. At first, any face illicits smiles, but around five months old, only familiar faces will

Answer 56

Follows a developmental course from undifferentiated to increasingly specific. At first, evoked through sudden changes in level of stimulation. Changes eventually to separation/ stranger anxiety. Then specifies to the sudden absence of a specific individual (i.e. the mother).

Answer 57

Pre-attachment (birth- couple months), discriminating between familiar and unfamiliar faces (3 mos), infant responding to mother, bond intensifies, stranger anxiety develops (9-12 mos), child protests mom's absence, stranger anxiety (year 2), able to separate without distress (year 3)

Answer 58

insecure/ avoidant (type a): distressed with stranger and avoids mother upon return secure (type b): mildly distressed during separations but greet mom positively upon return insecure/ resistant (type c): distressed with stranger and inclined to resist physical contact with mother upon return

Answer 59

Pre conventional (punishment and obedience and instrumental relativist stage), conventional morality (good girl nice boy and law and order), Post conventional morality (social contract orientation and universal ethical principles)

Answer 60

right and wrong are defined by hedonistic consequences of an action (punishment or reward) Split into: punishment and obedience and instrumental relativist stage (reciprocity)

Answer 61

Based on social rules. Split into: "good girl, nice boy" seeking others approval and law-and-order orientation where morality is defined by rules

Answer 62

Split into: social construct orientation where morals are designed to ensure the greater good and universal ethical principles

Answer 63

Martin and Halverson; as soon as kids are able to label themselves, they begin concentrating on those behaviors that seem to be associated with their gender and pay less attention to those they believe are associated with the opposite gender

Developmental Psych Flashcards

(87 cards)