Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
74 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Developmental Psychology
|
The Scientific study of biological, cognative, and personality development across a lifespan
|
|
|
|
What limits abilities and usually is associated with slanted eyes, enlarged tongue,and repiratory problems
|
Down syndrome
|
Called trisomy 21
|
|
|
Development from a single fertilized ovum, like identical twins
|
Monozygotic
|
twins
|
|
|
Development from two fertilized ova, like fraternal twins
|
Dizygotic
|
twins
|
|
|
Contains Genetic Material
|
Nucleus
|
in cell
|
|
|
Threadlike structures in the nucleus of a cell
|
Chromosomes
|
23 pairs
|
|
|
Segments of chromosomes that contain DNA
|
Genes
|
blue
|
|
|
Fertilized egg that contains 23 chromosomes
|
Gametes
|
XX and XY
|
|
|
Cell formed by union of two gametes, especially a fertilized ovum
|
Zygote(conception to two weeks
|
Germinal stage that takes place in uterus
|
|
|
When Zygote is implanted in the walls of the uterus
|
Implantation
|
|
|
|
Two weeks - two months - when the baby is in its early and unrecognizable stages of development
|
Embryo
|
ZEFN
|
|
|
Two months - Birth - When baby is in reconizable/late stage
|
Fetus
|
ZEFN
|
|
|
The Baby right at birth or first 28 days
|
Neonate
|
ZEFN
|
|
|
Provides for the nourishment of the fetus and elimination of its waste products
|
Placenta
|
Acts as a barrier of teratogens and forms the umbilical cord
|
|
|
An agent, such as a virusm drug, or radiation that causes malformation of an embryo
|
Teratogen
|
Fetal Alcohol Syndrome, Reduction in oxygen, Malnutrition, Chickenpox death
|
|
|
What is most critical period in prenatal development
|
Embryonic Stage
|
|
|
|
Standards for average age where child reaches developmental milestones
|
Developmental Norms
|
|
|
|
Going from reflexes to involuntary reflexes... occurs in spurts and stahls...
|
Patterns in development
|
Problems with long delays or reversals
|
|
|
Unlearned, automatic responses of which most of these disappear within first year of life
|
Reflexes
|
Indicate Neurological development and are survival methods
|
|
|
Looking for food - the idea that when you feed a baby for the first time you can touch the cheek and the baby will stimulate a sucking response
|
Rooting
|
tree____
|
|
|
evidence of sucking in the fetal stage
|
Sucking
|
Sucking thumb or toes in ultrasound
|
|
|
When you put something near a baby they will automatically cling on tight
|
Grasping
|
From primates.. when babies clung to backs of mothers when they climbed trees
|
|
|
A foot reflex when you stroke the bottom of the foot, the toes curl out and up, if they never get rid of this during the forst year that is a sign of incomplete neurological development
|
Babinski
|
Babushka
|
|
|
Babies reaction to changes in the enviroment including temperature
|
Moro (startle)
|
catching themselves from falling and letting out short sharp cry
|
|
|
If you dangle babies they will imitate stepping reflex, but dont have enough control to support this
|
Walking/stepping reflex
|
|
|
|
Automatic Unfolding of abilities
|
Maturation
|
|
|
|
Habituation - Vision
|
limited color vision, preference of faces to stimuli,
|
|
|
|
Habituation- Hearing
|
Like higher pitched sounds better, mothers, can locate a sound in space but not track where it is at
|
|
|
|
Habituation - Smell
|
Not great sense of smell, but its there, they react greatly to shrimp
|
|
|
|
Habituation - Taste
|
respond positively to sweet tastes, dont give botulism containing honey
|
|
|
|
Habituation - Touch
|
Do experience pain which is crucial in deciding whether to get circumsized with anesthesia
|
|
|
|
Habituation - Depth Perception
|
Have some depth perception but they do have to develop some of it
|
Visual cliff - piece of flooring taken out
|
|
|
Habituation - Imitation
|
If you stick your tongue out at a baby they will do the same thing back
|
|
|
|
When people talk to babies their voices will change in pitch
|
Motherese/ Parentese
|
ese
|
|
|
Language around 6 months that consists of a constant and vowel
|
Babbling
|
not cooing
|
|
|
Language from birth to 6 months that consists of mumble
|
Cooing
|
|
|
|
Launguage beween 12 and 18 monts that is use of one word to express a complete idea
|
Holophrase
|
holograph
|
|
|
When baby applies a newly learned word to more things than it applies to
|
Overextension
|
|
|
|
When Baby fails to apply new words more generally such as only calling their dog doggy and no one elses dog a doggy
|
underextension
|
|
|
|
Language from 18-24 months getting a message across in as few words as possible
|
Telegraphic speech
|
AIM lingo
|
|
|
Language - linking together words to sentences
|
Development of grammar
|
|
|
|
Cognitive Dev - birth to 2 years - most important of four stages that is when child is leaing simple motions and to gain more control over body
|
Sensorimotor Period
|
Sensory/motor actions
|
|
|
dev 8-12 months - recognition of an object that is no longer right in front of them still exists
|
Object Permanence
|
|
|
|
Dev 8-12 months - recognition of a person that is no longer there still exists
|
person permanence
|
|
|
|
Cognitiv Dev - 2-6 years - children use symbolic thinking to understand world but they remain egocentric and cannot think logically
|
Preoperations
|
pre having good operations when they confuse dreams with reality
|
|
|
the knowlege that quantitative properties, like weight mass number reamin the same despite changes in appearance
|
Conservation
|
reversability and centration
|
|
|
Cognitive Dev - 6-12 years - when child gains operations for logical thinking about concrete events and understands conversation, they can perform some math operations
|
Concrete Operational
|
would know that xmas isnt tomorrow
|
|
|
Cognitive Dev-12 years to adulthood - when further cognitive development enables child to take place in abstract thinking
|
Formal Operational
|
ELKIND, belief in own break future, dont have full morals
|
|
|
Russian scientist who influenced society and the presense of other peoples contributions
|
Vygotsky's socialcultural approach
|
VVV
|
|
|
The difference between what the child can do, and what the child can do with the help of others
|
zone proximal development
|
by Vygotsky
|
|
|
style of teaching where the level of help in relation to the childs level of performance is adjusted
|
scaffolding
|
sca
|
|
|
a study in which the performance of groups of participants of differnce groups of ages are compared to one another
|
cross-sectional studies
|
|
|
|
people of a given age are affected by factors unique to their generation leading to different performances among different generations
|
cohort effect
|
|
|
|
Accumulated knowledge, verbal and numerical skils that increase with age
|
Crystallized Intelligence
|
building blocks
|
|
|
abstract thinking, logical problem solving and spatial reasoning that declines with age
|
Fluid Intelligence
|
flowss
|
|
|
system of learned personal beliefs about right and wrong that we use to evaluate situations and behaviors
|
Morality
|
|
|
|
morality stage - as long as you dont get caught its okay.. Stage 1 punishment orientation stage 2 reward orientation
|
Preconventional Morality
|
reward punishment
|
|
|
Morality levels - based on social rules and laws and fairness stage 3 good girl good boy stage 4 law and order orientation
|
Conventional Morality
|
if you go over speed limit the worst thing is reputation
|
|
|
morality level of justice liberty and equality
|
Post conventional morality
|
going over speed limit no matter what
|
|
|
lifelong emotional bond between mothers and baby formed within 1st 6 months
|
Attatchment
|
|
|
|
Attatchment type when mom leaves the room they cry but they become more independant or autonomic
|
Secure
|
2/3 infants have this
|
|
|
Attatchment type when the baby shows little distress when mother leaves and avoids her when she returns
|
Insecure - avoidant
|
|
|
|
attatchment type when the infant seeks closeness to the mother and high levels of distress when she leaves and when she returns the baby clings and pushes aways
|
insecure-ambivalent
|
|
|
|
attatchment type when the mother leaves and returns the baby is confused and has no way of coping with it
|
insecure-disorganized
|
|
|
|
the set of innate tendencies that leads a person to behave in certain ways
|
temperament
|
precursor personalites
|
|
|
parenting syle of my way of the highway.. has rules but no explanation for the rules
|
Authoritarian
|
dictatorship
|
|
|
Parenting style of setting boundaries but having communication with the child (the good one(
|
Authoritative
|
|
|
|
parenting style that is tolerant or lenient and eventually they give in
|
permissive
|
laissez-faire
|
|
|
parenting style where the parent tells kid to deal with it on their own
|
Uninvolved
|
|
|
|
new characteristics that will arive at each stage that help the growing child to resolve crisis
|
the epigenetic principle
|
eriksons stage theory
|
|
|
the scientific study of how we influence one's behavior and thinking
|
Social Psychology
|
|
|
|
judgements that we use to explain our behaviors as well as other peoples behaviors
|
Attribution theory
|
us compared to others
|
|
|
type of attribution where they behaved that way because of ability or effort
|
internal
|
dispositional
|
|
|
type of attribution where they behaved a certain way out of task difficulty of luck
|
external
|
situational
|
