Lifespan Flashcards

Question

Unconditioned stimulus

Answer 1

A cue that has some biological significance and in the absence of prior training naturally evokes a response. -Food evokes a natural response

Answer 2

Response The naturally occurring response to an unconditioned stimulus (does not depend on learning) -Salivation

Answer 3

The trained response to a conditioned stimulus in anticipation of the unconditioned stimulus that it predicts.

Answer 4

A cue that is paired with an unconditioned stimulus and comes to elicit a conditioned response -the bell

Answer 5

A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

Answer 6

Increases probability of behavior occurring again. Presenting desirable stimulus and removing unpleasant stimulus. Positive Reinforcement add something to increase behavior Negative reinforcement take away something to increase behavior

Answer 7

Reduces probability of behavior occurring again. Presenting unpleasant stimulus Positive Punishment add something to decrease behavior Negative Punishment take away to decrease behavior

Answer 8

Any agent that can disturb the development of an embryo or fetus. Teratogens may cause a birth defect in the child. Or a teratogen may halt the pregnancy outright. The classes of teratogens include radiation, maternal infections, chemicals, and drugs.

Answer 9

Harm done by teratogens is affected by: dose, heredity, age, other negative influences Delayed health effects may show up decades later

Answer 10

Not sensitive during dividing Zygote and implantation. 3-8 weeks major structural abnormalities like facial disfiguration 9-38 weeks psychological defects and minor abnormalities

Answer 11

1. Fetal heart rate variability and fetal movement are positively correlated with maternal stress. 2. Stress is needed to promote neural development. 3. Helps baby withstand oxygen deprivation, prepare baby to breathe, and arouses alertness. 4. It is not proven that stress negatively impacts infant and child development

Answer 12

Children develop within multiple levels of the environment (microsystem, mesosystem, exosystem, macrosystem)

Answer 13

Immediate Environment. The prefix “micro” comes from the Greek for “small,” and is the first and most immediate layer of the nested systems. It encompasses an individual’s human relationships, interpersonal interactions and immediate surroundings. An example of this system would be the relationship between an individual and his or her parents, siblings, or school environment.

Answer 14

The second layer from the individual, surrounding the microsystem and encompassing the different interactions between the characters of the microsystem. For example, the relationship between the individual’s family and their school teachers or administrators. In order for an interaction to be considered part of the mesosystem, it has to be a direct interaction between two aspects of the microsystem that influences the development of the individual.

Answer 15

The exosystem is the third layer, and contains elements of the microsystem which do not affect the individual directly, but may do so indirectly. For example, if a parent were to lose their job or have their hours cut back, this would affect their child in an indirect way such as financial strain or increased parental stress.

Answer 16

The prefix “macro” comes from the Greek for “large,” and is used because this system was thought to be all-encompassing. The fourth and outermost layer of the bioecological model, it encompasses cultural and societal beliefs and programming that influence an individual’s development. Examples of this would include gender norms or religious influence.

Answer 17

1. Blastocyst: Collection of 32 or more cells (Day 5) 2. 3 layered structure: Ectoderm turns into the skin and nervous system 3. Neural Tube: Forebrain and midbrain develop from top and spinal cord from bottom

Answer 18

Children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive

Answer 19

1. Pre-attachment (0-2 months) 2. Attachment-in-the-making (2-6 months) 3. Clear-cut attachment (6 months - 3 years) 4. Goal-corrected partnership (4 yrs onwards)

Answer 20

(0-2 M) Infants do not discriminate one person from another. No fear of strangers

Answer 21

(2-6 months) Infant prefers a particular person. Recognizes their parents but does not protest when separated

Answer 22

(6M-3 years) Separation Anxiety: Cry when separated from caregiver. Can be attached to several persons

Answer 23

(4 years onwards) Understand caregivers schedule. Separation protests decline

Answer 24

Secure, insecure-ambivalent, insecure-avoidant, disorganized

Answer 25

Low anxiety and low emotional avoidance. Distressed when caregiver leaves, happy when caregiver returns, seeks comfort when scared or sad. Best outcomes Caregivers: Low avoidance, low anxiety. React quickly and positively to child's needs

Answer 26

Low anxiety and high avoidance. Little emotional sharing in play few signs of emotion when the caregiver leaves or returns. showing low affect when offered affection, treats stragers similarly to caregivers. the child may express lack attachment and low self-esteem by acting out Caregivers: unresponsive and dismissive

Answer 27

Low avoidance and high anxiety. Does not use the caregiver as secure base, for exploration protesting before the caregivers leaves. upset about the caregiver leaving and slow to warm on return. expressed concern about the caregivers location seeking contact but resisting angrily when its achieved. not easily calmed by stranger, the child always feel anxious because caregivers availability is never consistent. Caregiver: Responds inconsistently

Answer 28

Lack of attachment can be expressed by disorganized emotional behavior such as approaching the caregiver with the back turn. Worst Outcomes Caregiver: Neglectful or Abusive

Answer 29

The beginning phases of personality. Temperament is what causes arousal, expression and components of personality that contribute to developmental outcomes

Answer 30

Language Development - Skinner | Behaviorist. Learned through operant conditioning (reinforcement) and imitation

Answer 31

Tasks children cannot do alone but can learn with help of more skilled partners (Vygotsky's) Also known as Scaffolding Dr. Hamilton and TAs

Answer 32

believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual's mental structure of human learning describes learning as a social process and the origination of human intelligence in society or culture.

Answer 33

Speeds neural connection. Begins at birth, rapidly increases to 2 years old, and continues to increase through the next 30 years. creates efficiency.

Answer 34

Rhesus monkeys Mother love as emotional rather than purely physiological for healthy psychological development capacity for attachment associated with critical periods in early life impact of early maternal deprivation could be reversed in monkeys only if <90 days, human equivalent estimate <6 months

Answer 35

Types of attachment -Secure (65%) Associated with sensitive/responsive parenting -Insecure-resistant or ambivalent (15%) -Insecure-avoidant (20%) Main et al also identified a "disoriented" and/or "disorganized" type Validated in the US and abroad secure attachment was the most common type of attachment in all cultures lowest % of secure attachments - China highest % of secure attachments - Great Britain

Answer 36

Authoritative, Authoritarian, Permissive, Uninvolved

Answer 37

High support and high expectations. Most successful. Outcomes: upbeat mood, self-control, task persistent, cooperativeness, high self-esteem, social and moral maturity, favorable school performance

Answer 38

High expectations low support. Outcome: Anxiety, unhappiness, low self-esteem, low self-reliance, react with hostility, resort to force when they don't get their way, poorer school performance, boys- high rates of anger, girls- dependence, lack of interest in exploring, overwhelmed by challenging tasks,

Answer 39

Low expectations high support. I want to be your friend not your parent. Always supporting them. Outcomes: impulsivity, disobedience, rebelliousness, demanding and dependent adults, less persistence, poorer school achievement, antisocial behavior, boys-dependent, nonachieving behavior

Answer 40

Low expectations, low support. Outcome: poor emotional regulation, when it occurs early it disrupts all areas of development, School achievement difficulties, antisocial behavior.

Answer 41

states that we progress through three levels of moral thinking that build on our cognitive development. Preconventional, conventional, post conventional

Answer 42

Morality externally controlled Stage 1: Punishment and obedience orientation Stage 2: Concrete, individualistic orientation

Answer 43

Conformity to social rules to maintain social systems Stage 3: Social-Relational perspective Stage 4: Member of society perspective

Answer 44

Beyond unquestioning support, morality as abstract and applies to all situations Stage 5: Prior rights and social contract Stage 6: Universal ethical principles

Answer 45

1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance

Answer 46

Marcia’s theory of identity achievement argues that two distinct parts form an adolescent’s identity: crisis (i. e. a time when one’s values and choices are being reevaluated) and commitment. He defined a crisis as a time of upheaval where old values or choices are being reexamined. The end outcome of a crisis leads to a commitment made to a certain role or value.

Answer 47

Identity diffusion, identity foreclosure, identity moratorium, and identity achievement

Answer 48

the status in which the adolescent does no have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

Answer 49

the status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced an identity crisis. They tend to conform to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction) As such, these individuals have not explored a range of options.

Answer 50

the status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet.

Answer 51

he status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen.