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AP Psychology > Unit 3a: Development > Flashcards

Unit 3a: Development Flashcards

1
Q

Lifespan Development

A

study of how individuals grow, change, and remain the same throughout their entire lives, from conception to death.

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2
Q

Nature and Nurture

A

interplay between genetic inherited traits and enviornments influences in shaping an individual’s development.

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3
Q

Stability and Change

A

stability proponents might argue that personlaity traits persistfrom infancy to adulthood

change proponents might argue that our personalities are modified by interactions with family and friends

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4
Q

Discontinuous Development

A

changes occur in distint stages, each with its own unique characterisitic

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5
Q

Continous Development

A

changes occur steadily and progressively, without sudden shifts of stages.

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6
Q

Teratogens

A

substances or environmental factors that can cause harm to a developing fetus or embryo.

  • can lead to birth defects or developmental problems.
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7
Q

Reflexes

A

involuntary, automatic responses to specific stimuli, present at birth and often serving as survivial mechanisms.

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8
Q

Rooting Reflex

A

newborn’s automatic response to turn their head and open their mouth toward a touch on their cheek or mouth, aiding in breastfeeding.

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9
Q

Gross Motor Coordination

A

ability to perform movements that involve large muscle groups, such as those in the arms, legs, and torso.

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10
Q

Fine Motor Coordination

A

ability to make precise movements using small muscle groups, typically involving the hands and the fingers.

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11
Q

Maturation

A

process of development in which an individual matures or reaches full funcionality.

  • based on genetic instructions
  • milestones
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12
Q

Critical Periods

A

specific time frames during development when an organism is particularly sensitive to certain environmental stimuli.

  • certain skills/abilities are most readily acquired
  • if appropriate stimuli are not received, there may be difficulty developing those skills later.
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13
Q

Sensitive Periods

A

similar to critical periods but less rigid; sensitive periods are times when an individual is more responsive to certain types of enviornmental conditions.

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14
Q

Imprinting

A

in some animals, the young will immediately form a familial attachment to whatever animal/human that is present.

  • an example of a critical period
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15
Q

Growth Spurt

A

rapid increase in physcial growth and development.

  • infanct
    -adulthood.
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16
Q

Puberty

A

period of physical and hormonal changes that lead to sexual changes that lead to sexual maturation and the ability to reproduce.

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17
Q

Primary Sex Characteristics

A

reproductive organs/structures involved in reproduction.

  • ovaries
    -testes
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18
Q

Secondary Sex Characteristics

A

physical characteristics not for reproduction

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19
Q

Menarche

A

The 1st menstrual period in females, signaling, the onset of reproductive capability.

age: 11-14 (mean 12.4)

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20
Q

Sepemarche

A

The start of sperm production in males at puberty, signaling the onset of reproduction capability.

age: 12-15 (mean 13.5)

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21
Q

Menopause

A

natural cessation of menstruation and the end of reproductive capabilities in women.

no more periods

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22
Q

Piaget’s Theory

A

beleived that intellectual development is driven by biological development amidst experiences with the enviornment.

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23
Q

Stage 1: Sensorimotor Stage

A

0-2 years

infants learn about the world through their senses and actions.

develop object permanence

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24
Q

Object Permanence

A

understanding that objects continue to exist even when they are not visible.

  • develops between 4-7 months
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25
Stage 2: Preoperational Stage
2-7 years children begin to use mental symbols, engage in pretend play, and develop language. attributes: - theory of mind - egocentrism - animism - pretend play
26
Theory of Mind
ability to understand that others have thoughts, beliefs, desires, and prespectives that are different one's own. - develops at 4-5 years of age - crucial for social interactions
27
Egocentrism
the inability to see things from another person's perspective.
28
Animism
belief that inanimate objects have life-like qualities, such as thoughts and feelings.
29
Stage 3: Concrete Operational Stage
7-11 years of age children develop logical thinking skills and understand concepts such as conservation and reversibility.
30
Conservation
understanding that certain properties of objects, such as volume, mass, and number, remain the same despite changes in their form or appearance.
31
Reversibility
ability to understand that certain processes can be undone, returning an object to its original state.
32
Stage 4: Formal Operational Stage
12 years- adulthood individuals develop the ability to think abstractly, logically, and systematically.
33
Vyotsky's Zone of Prozimal Development
the range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently.
34
Scaffolding
teaching method in which a more knowledgeable other provides support and guidance to a learner, gradually reducing the support as the learner becomes more proficient.
35
Fluid Intelligence
reason quickly, think abstractlly, and solve novel problems without relying on accumlulated knowledge.
36
Crystalized Intelligence
accumulated knowledge and skills acquired though experience and expectations.
37
Language
spoken, written, or gestured work that communicated meaning.
38
Phonemes
smallest distinctive sound unit in a language
39
Morphemes
smallest unit of meaning in a language.
40
Grammar
set of rules that govern how words are used to convey meaning in a language. - includes semantics and syntax.
41
Semantics
rules by which we derieve meaning from words and phrases
42
Syntax
rules by which we arrange words in a sentence.
43
Babbling Stage
4-6 months infants produce rptitive consontant-vowel combinations such as "baba"
44
One-word Stage
12-18 months use of single words to communicate complete thoughts or ideas.
45
telegraphic speech stage
18-24 months combing two or more words to form simple sentences.
46
Overgeneralization of Language
applying a grammatical rule where it doesn't belong.
47
Ecological Systems Theory
explains how a child's development is influenced by the different types of environmental systems they interact with. systems range from immediate, close influences to broader societal and cultural contexts.
48
Microsystem
Child’s immediate environment Direct interaction (e.g. family, school, peers, and neighborhood).
49
Mesosystem
Interconnections between microsystems
50
Exosystem
Larger social systems that indirectly influence a child’s development.
51
Macrosystem
Broader cultural, societal, and economic contexts.
52
Demandigness
how much control over the child
53
Responsiveness
how willing to meet the child's needs.
54
Authoritarian Parenting
high demands and low responsiveness. lot of control and not much will to meet needs. strict rules/expectations little warmth or feedback often rely on punishment to enforce rules.
55
Permissive Parenting
low demands and high responsiveness - lenient - more like a friend than a parent.
56
Authoritative Parenting
high demands and high responsiveness - clear rules/expectations - provide warmth/support - open communication
57
Neglectful Parenting
low demands and low responsiveness. - low expectations - provide for basic needs but not much else - low level of emotional connection
58
Secure Attachement
children feel confident and secure in their relationship with their caregiver. they are comfortable exploring their environment and show distress when the caregiver leaves but are easily comforted upon return.
59
Avoidant Attachment
children avoid or ignore their caregiver, showing little emotion when the caregiver leaves or returns. these children often appear self-sufficient but may suppress their needs for comfort.
60
Anxious Attachment
children are overly clingy and dependent on their caregiver. they are highly distressed when the caregiver leaves and have difficulty being comforted upon return, often seeking but also resisting comfort.
61
Disorganized Attachement
characterized by a lack of a coherent strategy for dealing with separation and reunion with the caregiver. these children may display confused or contradictory behaviors, reflecting unresolved anxiety or fear.
62
Temperament
innate traits that influence how a child interacts with the world activity level emotional reactivity sociability believed to be biologically based and relatively stable over time.
63
Separation Anxiety
distress and fear that children often experience when separated from their primary caregiver typically observed in infants and toddlers.
64
Child Social Development (Stages of Play)
As children develop, their play activities begin to rely more and more on others.
65
Parallel Play
the first stage of peer involvment. children play neareach other without interacting.
66
Adolescent Social Development (Egocentrism)
Adolescents rely more on peers as they age. They tend to be more egocentric in their social relationships than adults.
67
Imaginary Audience
individuals believe that other are constantly watching and evaluatiing them.
68
Personal Fable
feeling that they are the main character in their unique story.
69
Social Clock
Social Clock: culturally preferred timing for major life events, such as marriage, parenthood, and retirement. can influence individuals' perceptions of their life progress and satisfaction.
70
Stage Theory of Psychosocial Development
Each stage of life has an issue that needs resolution. We rely on experiences to progress. The ultimate goal is a search for identity.
71
Trust vs Mistrust (infancy)
Develop trust that basic needs (nourishment and affection) will be met If needs are not met, then mistrust develops
72
Autonomy Vs Shame/Doubt (toddlerhood)
Develop a sense of independence in tasks If independence is not developed, the child will doubt their abilities.
73
Initiative vs Guilt (preschool)
May develop guilt if unsuccessful… or if boundaries are overstepped.
74
Industry vs Inferiority (elementary)
Develop confidence in own abilities May develop a sense of inferiority if not competent
75
Identity vs Role Confusion (adolescence)
Experiment with identity and roles If unsuccessful, role confusion may result.
76
Intimacy vs Isolation (young adulthood)
Establish intimacy and close relationships with others If unsuccessful, may feel a sense of isolation
77
Generativity vs Stagnation (middle adulthood)
Contribute meaningfully to society If unsuccessful, may feel a sense of stagnation (lack of purpose).
78
Integrity vs Despair (late adulthood)
Assess and make sense of life and contributions Or feel despair about a lack of meaning and contribution
79
Identity Status Theory (James Marcia)
suggests that there are two parts to adolescent identity achievement: Crisis and Commitment
80
Crisis
old values or choices are reexamined
81
Commitment
make choices about self within social context
82
Diffusion
Diffusion: adolescent has not yet experienced an identity crisis or made any commitments to an identity. They may be unconcerned or indifferent about their future.
83
Foreclosure
Foreclosure: adolescent has made a commitment to an identity without exploring alternatives. often based on the expectations or values of others, such as parents.
84
Moratorium
Moratorium: adolescent is actively exploring various identity options but has not yet made a commitment. This stage involves a high level of exploration and can be a time of anxiety and uncertainty.
85
Achievement
Achievement: adolescent has explored different options and made a commitment to a particular identity or set of values.
86
Adverse Childhood Experiences (ACEs)
potentially traumatic events that occur in childhood (0-17 years) can have long-term effects on health, behavior, and life potential.

AP Psychology (11 decks)

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