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INTRODUCTION TO PSYCHOLOGY > WEEK 3: Human Development > Flashcards

WEEK 3: Human Development Flashcards

(58 cards)

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1
Q

The pattern of changes that begins at conception and continues through the lifespan

A

DEVELOPMENT

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2
Q

Genetically based changes

A

BIOLOGICAL/PHYSICAL DEVELOPMENT

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3
Q

Changes in an individual’s ability to thnk and ability to use language

A

COGNITIVE DEVELOPMENT

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4
Q

Changes in an individual’s relationship with other people

A

PSYCHOSOCIAL/SOCIOEMOTIONAL DEVELOPMENT

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5
Q

The perspective that development is lifelong, multidimensional, multidirectional, multidisciplinary, and contextual; and is constructed through biological, sociocultural, and individual factors working together

A

LIFESPAN PERSPECTIVE

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6
Q

Tremendous changes in terms of growth and development

A

PRE-NATAL PERIOD

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7
Q

An infant is very much dependent upon adults; a lot of psychological activities might come into play

A

INFANCY

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8
Q

Develop school readiness skills and spend many hours in play with peers

A

EARLY CHILDHOOD

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9
Q

Beginning skills from early childhood are mastered; achievements become more prominent and the central theme of the child’s world

A

MIDDLE AND LATE CHILDHOOD

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10
Q

girls and boys undergo maturation; secondary sex characteristics start to develop

A

PUBERTY

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11
Q

transition from childhood to early adulthood; “sandwich stage”; start of pursuing independence and establishing own identity

A

ADOLESCENT

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12
Q

Establishes personal and economic independence; starting a family, living with someone intimately, and rearing children

A

EARLY ADULTHOOD

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13
Q

Expanding social and personal involvement; really want to contribute to society

A

MIDDLE ADULTHOOD

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14
Q

Time of life review, retirement, adjustment to new social roles involving decreased strength and health

A

LATE ADULTHOOD

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15
Q

The final stage of a normal lifespan

A

OLD AGE/SENESCENE

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16
Q

Describe development as primarily unconscious and heavily colored by emotion; highlights early childhood experiences with parents

A

PSYCHOANALYTIC THEORY

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17
Q

This theory believes that personality develops during early childhood

A

FREUD’S PSYCHOSEXUAL THEORY

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18
Q

Each of us must pass through a series of stages during childhood, and if the need for pleasure at any stage of development is either under-gratified or over-gratified, one may become stuck, or fixated, at that stage.

A

FREUD’S PSYCHOSEXUAL THEORY

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19
Q

The libido is focused on the mouth

A

ORAL STAGE

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20
Q

This stage is characterized by the focus on the genital area and the development of a child’s understanding of gender differences.

A

PHALLIC STAGE

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21
Q

The libido is focused on the anus; introducing proper toilet training

A

ANAL STAGE

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22
Q

A psychoanalytic theory wherein girls feel desire for their fathers and jealousy towards their mothers

A

ELECTRA COMPLEX

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22
Q

A boy’s sexual desire for sexual involvement with the mother and develops hostility towards the father

A

OEDIPUS COMPLEX

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23
Q

The stage of psychosexual development where the libido is quiet.

24
The sexual instinct reawakens as youth seeks to establish mature and sexual relationships
GENITAL STAGE
25
Personality development takes place all through the lifespan
ERIKSON'S PSYCHOSOCIAL THEORY
26
How we interact with others is what affects our sense of self, or what he called the ego identity
ERIKSON'S PSYCHOSOCIAL THEORY
26
Our cognitive abilities develop through specific stages, which exemplifies the discontinuity approach to development
JEAN PIAGET'S COGNITIVE THEORY OF DEVELOPMENT
27
The use of senses and movements; infant progresses from reflexive and instinctual action at birth
SENSORIMOTOR STAGE
28
Knowing that an object exists, even if it is hidden/not visible
OBJECT PERMANENCE
29
Concepts or mental models that are used to help us categorize and interpret information
SCHEMA
30
A process where the child takes in new information or experiences in terms of their current schema
ASSIMILATION
31
A process where the child changes their schema based on the new information
ACCOMMODATION
32
Understanding that something stays the same in quantity even though its appearance changes
CONSERVATION
33
Social interaction and culture play important roles in cognitive development
VYGOTSKY'S SOCIOCULTURAL COGNITIVE THEORY
34
The gap between what a learner can do independently and what they can do with help.
ZPD (Zone of proximal development)
35
Emphasizes that individuals manipulate information, monitor it, and strategize about it
SEIGLER'S COGNITIVE INFORMATION-PROCESSING THEORY
36
Individuals develop a gradually increasing capacity for information processing, which allows them to acquire increasingly complex knowledge and skills
SEIGLER'S COGNITIVE INFORMATION-PROCESSING THEORY
37
The consequences of a behavior produce changes in the probability of the behavior's occurrence
B.F. SKINNER'S OPERANT CONDITIONING
38
Also called imitation or modeling, is learning that occurs through observing what others do
OBSERVATION LEARNING
39
This theory stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods
KONRAD LORENZ'S ETHOLOGICAL THEORY
40
People acquire a wide range of behaviors, thoughts, and feelings through observing other's behavior and these observations plays a central role in lifespan development
BANDURA'S SOCIAL COGNITIVE THEORY
41
The rapid, innate learning that involves attachment to the first moving object seen
IMPRINTING
42
This theory emphasizes the importance of both micro and macro dimensions of the environment in which the child lives
URIE BROFENBRENNER'S ECOLOGICAL THEORY
43
Most direct interactions with social agents take place
MICROSYSTEM
44
Involves relations between microsystems or connections between contexts
MESOSYSTEM
45
Links between a social setting in which the individual does not have an active role and the individual's immediate context
EXOSYSTEM
46
Involves the culture in which individuals live
MACROSYSTEMS
47
Consists of the patterning of environmental events and transitions over the life course, as well as socio-historical circumstances
CHRONOSYSTEM
48
Theoretical emphasis is on how one decides to respond to a moral dilemma, not what one decides or what one actually does
LAURENCE KOHLBERG'S MORAL DEVELOPMENT THEORY
49
At this stage, individuals focus on avoiding punishment. They obey rules to avoid negative consequences. Individuals in this stage follow rules to meet their own needs. They understand that there is a mutual benefit in adhering to rules.
PRE-CONVENTIONAL MORALITY
50
At this level, we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs
CONVENTIONAL MORALITY
51
Individual judgement is based on self-choice principles, and moral reasoning is based on individual's rights and justice
POST-CONVENTIONAL MORALITY
52
If a child is given too much freedom during toilet training or if the parents are too lenient, the child might create a sense of control and satisfaction
ANAL EXPULSIVE
53
If the parents are too strict or demanding during toilet training, the child might need for order and control.
ANAL RETENTIVE
54
An individual with this might seek oral stimulation in various ways, such as through overeating, smoking, nail-biting, or other oral habits.
ORAL FIXATION
55
The support or guidance provided by a more knowledgeable person to help a learner move through the ZPD and develop new skills.
SCAFFOLDING
56
Are unlearned, genetically programmed behaviors that are triggered by specific stimuli. These behaviors are typically automatic and stereotyped.
FIXED ACTION PATTERNS

INTRODUCTION TO PSYCHOLOGY (7 decks)

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