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Developmental Psychology Flashcards

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1
Q

Developmental Psychology

A

The study of changes over the lifespan in physiological, cognitive, emotional and social behaviours

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2
Q

Synaptic Pruning

A

The physiological process of preserving synaptic connections that are in use and eliminating ones that are not in use

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3
Q

Teratogens

A

Agents that harm the embryo or foetus

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4
Q

Infantile Amnesia

A

The inability to remember events from early childhood

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5
Q

Attachment

A

A strong, intimate emotional connection between people that persists over time and across circumstances

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6
Q

Habituation Technique

A

A way to study how infants categorise a series of objects, such as faces, based on the principle that after looking at objects from the same category, babies will look for a longer time at objects from a different category.

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7
Q

Dynamic Systems Theory

A

The view that development is a self- organising process in which new forms of behaviour emerge through consistent interactions between a person and cultural and environmental contexts

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8
Q

Mylienation

A

The brains way of insulating its “wires”

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9
Q

Age of Viability

A

-22-26 weeks
- survival outside the womb is possible though there may not be full development of the respiratory system, eating and temperature control

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10
Q

Reflex

A

Automatic, unlearned behaviours that newborns carry out

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11
Q

Imprinting

A

A sensitive period during which young animals become strongly attached to a nearby adult/ moving object

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12
Q

Internal Working Models

A

Beliefs and expectations of how a person should behave in social relationships based on joint relationship history.

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13
Q

Separation Anxiety

A

a worried or fretful reaction by infants/ toddlers when approached by unfamiliar adults
- Occurs at 6-8- months when the child gains mobile freedom

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14
Q

Anxious/ Resistance Attachment Style

A
  • Tension in relationship with caregiver
  • Explores little in presence of parent
  • Distress at departure
  • Ambivalent behaviour on return
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15
Q

Anxious/ Avoidant Attachment

A
  • Distant or aloof when caregiver is present
  • Little protest at separation
  • Tendency to avoid/ ignore the caregiver when they return
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16
Q

Disorganised Attachment

A
  • Most insecure children
    Product of abuse or neglect
  • Conflicting behaviour towards the caregiver
  • Disorientated and disorganised
  • May adopt a ‘frozen’ or ‘still’ posture when caregiver is present
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17
Q

Secure Attachment

A
  • Secure when parentis present
  • Confident to explore their environment when the parent is there
  • Distressed by separation
  • Delight at reunion
  • Readily comforted by caregiver during times of distress
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18
Q

Assimilation

A

The process by which new information is placed into an existing scheme

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19
Q

Accomodation

A

The process by which a new scheme is created or an existing scheme is drastically altered to accommodate new information that wouldn’t otherwise fit into the scheme

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20
Q

Sensorimotor Stage

A

The first stage in Piaget’s theory of cognitive development; during this stage, infants acquire information about the world through their senses and motor skills. Reflexive responses develop into more deliberate actions through the development and refinement of schemes
- Birth to 2 years

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21
Q

Object Permanence

A

The understanding that an object continues to exist even when it cannot be seen

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22
Q

Pre-operational Stage

A

The second stage in Piaget’s theory of cognitive development; during this stage, children think symbolically about objects, but they reason based on intuition and superficial appearance rather than logic
- 2-7 Years

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23
Q

Concrete Operational Stage

Study These Flashcards
A

-The third stage in Piaget’s theory of cognitive development.
- During this stage, children begin to think about and understand logical operations and are no longer fooled by appearances
- 7-12 years

24
Formal Operational Stage
- The final stage in Piaget's theory of cognitive development - People can think abstractly, and they can formulate and test hypotheses through deductive logic - 12 to adulthood
25
Egocentrism
The tendency for pre-operational thinkers to view the world through their own experiences i.e. closing their eyes in hide and seek and believing that they cannot be seen
26
Piaget
-Individual centric - Development of a child follows a fixed pattern i.e. innate and neglects to consider culture and variations in cognitive development
27
Vygotsky
- Development is reflective of the social and cultural context in which the child is embedded - Dialogue, scaffolding and co-operation is essential for cognitive development
28
Morality
The capacity to distinguish between right and wrong
29
3 components to morality
Affective; moral emotions Cognitive; Thinking and reasoning Behavioral; Moral conduct
30
Pre-conventional Morality
- Strongly influenced by external influences - Is outcome- determined - Doing right involves obedience to those in authority Focus on getting reward and avoiding punishment
31
Conventional Level
- Still highly externally drive but the motivation is more internal - Reasoning at this level is based on conforming to the rules/ norms of the group to which you belong - Strict adherence to societal rules i.e. laws of the land - Focused on obtaining approval from others
32
Post- Conventional
- Precedence is given to basic ethical principles, even if they clash with the laws of the land - Focus on value of all life and achieving the greater good - May be argued as idealistic and not representative of a collectivist society
33
Universality
Often middle class adults from complex urban societies exhibited post conventional thought
34
Gender Based
Women tended to address moral issues differently to men
35
Homogeneity
The same individual can score differently across a series of dilemmas i.e. different responses to their family as to the tax man
36
Inequity Aversion
Dislike of unfairness
37
Language
-A system of communication using sounds and symbols that is underpinned by strict grammatical rules - Most important cultural invention of humans
38
Phonemes
-Basis sounds of speech i.e. Kissed= 'kis' 't' - Building blocks of language
39
Morphemes
Smallest language units that have standalone meanings i.e. child-ish-ness
40
Semantics
System of meaning underlying words and phrases -Caroline embraced the screaming child - Screaming, Caroline embraced the child
41
Syntax
System of rules that govern how words are combined into phrases and phrases are combined into sentences -Embraced the screaming child Caroline
42
Babbling
- 5 to 7 months - Experimentation of speech sounds -A duplication and repetition process
43
First Words
- Approximately 6 months - Wide range of communicative purposed
44
Type of first words
- Acquire nouns quicker than verbs but can use action words i.e. 'go' and 'up' - Naming people and objects -Socially interactive words i.e. 'hi' and 'bye'
45
Telegraphic Speech
Rudimentary sentences; missing words and grammatical marking but convey a wealth of meaning
46
Receptive Language
Comprehension
47
Productive Language
Expression
48
Noam Chomsky
- Children have a language acquisition device - Argued that language had a surface structure (the sound and order of the words) and a deep structure (the implicit meaning of sentences)
49
Puberty
Onset of sexual maturity that marls the beginning of adolescence
50
Primary Sex Characteristics
- Maturation of the male and female sex organs - Menstruation and Ejaculation
51
Secondary Sex Characteristics
- Body and public hair - Increase in muscle mass for boys - Fat deposits on breasts and hips in girls
52
Erik Erikson
- Thought of identity as being composed of eight stages, where each stage has a unique "crisis" to challenge - Adolescents face one of the most fundamental challenges; how to form an adult identity
53
Identity
Definition of the self
54
Changes that provoke adolescents to question their identity
- Physical appearance transforms- shift in self image - Cognitive abilities grow more sophisticated; allowing an increased tendency for introspection - Increased societal pressure to prepare for the future
55

Developmental Psychology (1 decks)

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