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AP Psych 23-24 > Unit 6: Developmental Psychology > Flashcards

Unit 6: Developmental Psychology Flashcards

1
Q

developmental psychology

A

a branch of psych that studies physical, cognitive, and social changes throughout the lifespan

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2
Q

zygote

A

1st cell divisions. (conception to week 2)

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3
Q

embryo

A

when zygote attaches to uterine wall. Genes initiate organ formation, heartbeat, liver makes red blood cells. (week 2 to week 8)

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4
Q

fetus

A

mov felt by 4th month. more dev; sensory exp + learning. can survive after 27 weeks.
(week 8 to birth)

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5
Q

teratogens

A

agents with a harmful effect in pregnancy. e.g.
infections such as measles + STDS
environment such as pesticides + radiation
drugs/alcohol (fetal alcohol syndrome)

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5
Q

Moro reflex

A

the startle reflex found in infants

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6
Q

maturation

A

orderly sequence of biological growth process - enables routine behavior, relatively uninfluenced by experience

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7
Q

brain development in infancy

A

neural networks strengthen + become more complex (enable walk/talk/remember)
brain size increases rapidly, nerve cell interconnections

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8
Q

pruning

A

during puberty, brain shut down unused neural connections formed in infancy

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9
Q

motor development in infancy

A

relatively predictable - babies roll over -> sit -> crawl -> walk
walking, bowel/bladder cntrl by age 1 usually, enabled by rapid cerebellum dev

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10
Q

infant memory

A

infantile amnesia (little stored before age 4), but unconscious recall can still happen: classical conditioning, forgotten childhood languages

afterwards, hippocampus + frontal lobe continue to mature, enabling memory encoding, storing retrieval

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11
Q

schema

A

concept/framework we use to assimilate new experiences
ex: Alexandra looks at picture books of dogs and learns the schema for dog

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12
Q

assimilation

A

the process of interpreting new experiences in terms of existing schemas (our current understandings)
ex: Alexandra sees a cat and tries to assimilate it into the schema for dog

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13
Q

accommodation

A

the process of adjusting/adapting current understanding to incorporate new information
ex: Alexandra learns to narrow her dog schema by distinguishing dogs from cats

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14
Q

Piaget’s stages of development

A

sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), formal operational (12+)

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15
Q

sensorimotor stage (Piaget)

A

know the world mostly in terms of sensory impressions + motor activities
++ stranger anxiety,
XX object permanence: awareness of objects beyond perception (“out of sight out of mind”

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16
Q

preoperational stage (Piaget)

A

learning to use language BUT can’t comprehend mental operations / concrete logic
++ pretend play
++ egocentrism (difficulty taking others’ POV)
XX conservation

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17
Q

concrete operational stage (Piaget)

A

gaining mental operations that enable logical thinking about concrete ideas
++ conservation (properties remain unchanged despite changes in form of objects)
++ simple arithmetic

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18
Q

formal operational stage (Piaget)

A

beginning to think logically about abstract concepts
potential for more mature moral reasoning

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19
Q

theory of mind

A

people’s ideas about their own / other’s mental states (feelings, perceptions, thoughts)
enables ability to infer people’s emotions and subsequent behaviors

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20
Q

Vygotsky’s development theory

A

alt theory 2 Piaget that emphasized children’s interactions with SOCIAL (not physical) environment
authority provides scaffold (framework of temporary support to dev higher levels of thinking)
to bridge gap of zone of proximal development (what a child can do with help; the gap btwn what a child can or can’t do)

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21
Q

autism spectrum disorder

A

impaired theory of mind
communication deficiency / social interaction difficulty

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22
Q

attachment

A

an emotional tie with another person; shown in young children by their seeking closeness to their caregiver + showing distress upon separation

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23
Q

critical/sensitive period

A

optimal period for infant when exposure to certain stimuli and experiences produces normal development
(where attachments absent don familiarity form)

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24
Q

imprinting

A

process by which certain animals form strong attachments during early life

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25
Q

Harlow monkey experiments

A

separated infant monkeys from mothers, raised by inanimate “mother” with baby blanket
monkeys showed distress upon separation
demonstrated that attachment did not depend on source of nourishment, but rather of combo that included physical contact

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26
Q

Lorenz geese experiements

A

found that geese imprint to a variety of objects, and that imprinting is a very rigid attachment process

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27
Q

Ainsworth “strange situation” experiment

A

child placed in unfamiliar environment while caregiver leaves/returns; child’s reactions observed
demonstrated effect of abuse/neglect on child attachment

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28
Q

How does childhood neglect or abuse affect children’s attachments?

A

secure: infants comfortably plays + explores enviro. temp distress when caregiver leaves, comfort when they return.
insecure: infant displays either clinging/anxious attachment OR avoidant attachment (resists closeness)

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29
Q

basic trust

A

a term coined by Erik Erikson
the sense that the world is predictable and trustworthy
said to be formed during infancy through appropriate experiences with responsive caregivers (aka good early parenting)

30
Q

self-concept

A

“Who am I” - understanding + assessment of who one is
stable by age 8-10

31
Q

authoritarian parenting style

A

“too hard”
coercive - impose rules and expect obedience.
“Why? Because I said so.”
–>
less social skill, self esteem, overreact to mistakes

32
Q

permissive parenting stylw

A

“too soft”
unrestraining - make few demands, set few limits, use little punishment
–>
more aggressive + immature

33
Q

negligent parenting style

A

uninvolved. neither demanding nor responsive. careless, inattentive, not close with children
–>
poor academic and social outcomes

34
Q

authoritative parenting style

A

“just right”
confrontive. both demanding and responsive. exert control by setting rules, but encourage open discussion and allow exceptions
–>
high self-esteem, self reg, social skill

35
Q

How can cultural values influence child-raising practices?

A

Some courage strong sense of familial self (Asians + Africans)
independence vs obedience are taught in West vs East usually

36
Q

sex

A

biologically influenced characteristics by which people define male/female/intersex

37
Q

gender

A

socially influenced characteristics by which people define boy, girl, man, woman, nonbinary

38
Q

aggression

A

any physical/verbal behavior intended to harm someone physically/emotionally
men generally&raquo_space;
hostile ag: impulsive behavior that is motivated by a desire to hurt someone

39
Q

relational aggression

A

an act of ag intended to harm a person’s relationship / social standing
women slightly > likely

40
Q

role

A

set of norms about social position, defining how those in position ought to behave

41
Q

gender role

A

set of expected behaviors, attitudes, traits for genders - social guide for gendered behavior

42
Q

gender identity

A

our sense of being male/female/both/none/other

43
Q

social learning theory

A

theory that we learn social behavior in childhood by observing and imitating AND rewards/punishment
e.g. “Boys don’t cry”

44
Q

gender typing

A

acquisition of traditional masc/fem role - argued it varies from child to child

45
Q

androgyny

A

displaying both trad masc + fem characteristics

46
Q

transgender people

A

people whose gender identity + expression differs from that associated with birth sex

47
Q

adolescence

A

transitional period fmo childhood or adulthood, extending from puberty to independence

48
Q

puberty

A

period of sexual maturation - capability of reproduction
impulse control, frontal lobe maturation (late)

49
Q

Kohlberg’s morality theory

A

development depends on MOTIVE, not action - moral reasoning guides moral actions
3 stages …
preconventional (before age 9)
convention (early adolescence)
post conventional (adolescence + beyond)

50
Q

conventional morality

A

uphold laws + rules to gain social approval / maintain social order –> “If you steal the drug for her, everyone will think you’re a crminal”

50
Q

preconventional morality

A

self-interest; obey rules out of reward/punishment –> “If you save your dying wife, you’ll be a hero”

51
Q

post conventional morality

A

actions reflect belief in basic rights/self-defined ethical principles –> “People have a right to live.”

52
Q

What criticisms did Gilgan / Haidt have about Holberg’s reserach

A

represents mortality from individualistic culture perspective (collectivists shows diff)
Haidt: mortality lies in moral intuition (trolley problem) AND moral action as well as thinking
moral action also feeds moral attitudes

53
Q

identity

A

sense of self developed in adolescence by testing + integrating various roles

54
Q

social identity

A

the “we” aspect of self-concept … “Who am I” answer that comes from the groups we belong to
as teens distance themselves from parents, peer relationships become more important

55
Q

intimacy

A

ability to form emotionally close relationships

56
Q

Erk Erikson’s stages of psychosocial development

A

trust v. mistrust (0-1)
autonomy v. shame and doubt (1-3)
initiative v. guilt (3-6)
competence v. inferiority (6-puberty)
identity v. role confusion (adolescence)
intimacy v. isolation (20s-40s)
generativity v. stagnation (40s-60s)
integrity v. despair (60+)

57
Q

trust v. mistrust

A

if needs met,infants (0-1) develop basic trust

58
Q

autonomy v. shame and doubt

A

toddlers (1-3) learn to exercise will + independence OR doubt abilities

59
Q

initiative v. guilt

A

preschoolers (3-6) initiate tasks + carry out plans OR feel guilty about attempts to be independent

60
Q

competence v. inferiority

A

elementaries (6-puberty) take pleasure in applying themselves to tasks OR feel inferior

61
Q

identity v. role confusion

A

adolescents (teens to 20s) identify roles + integrate them into single identity OR feel confused about who they are

62
Q

intimacy v. isolation

A

20s-40s attempt form close relationships + develop capability for intimate love OR socially isolate

63
Q

generativity v. stagnation

A

40s-60s discover sense of contributing to the world, usually through family/work OR lack of purpose is felt

64
Q

integrity v. despair

A

60s+ reflect on life: sense of satisfaction OR failure

65
Q

emerging adulthood

A

For some people in modern cultures, a period from late teens to mid- twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.

66
Q

primary sex characteristics

A

reproductive body structures (ovaries, testes, genitalia)

66
Q

What as research shown about sexual orientation

A

neither willfully chosen nor changed. no evidence of environment finfluence.
biological influence evidence: same sex pairings in animals (e.g. penguins)

66
Q

secondary sex characteristics

A

no reproductive sex traits such as fem breasts + hips, male voice quality + body hair

67
Q

What are some physical changes that occur in middle adulthood? (muscular, neurological, senses, immune)

A

muscle strength + reaction speed, cardiac output ««
amygdala responds less actively to events (less interaction with hippocampus)
vision and distance perception «<, hearing + smell ««
immune system &laquo_space;BUT suffer fewer s/t ailments due to accumulated antibodies
telomere shortening slowed by exercise

68
Q

menopause

A

female end of fertility (around age 50

69
Q

How does memory change with age?

A

recall «, but recognition steady
studied by cross-sectional or longitudinal studies

70
Q

How do love and work play important roles in how adults view their lives?

A

Love/marriage&raquo_space;> intimacy
Work&raquo_space;> generativity

AP Psych 23-24 (10 decks)

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