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;
96 Cards in this Set
- Front
- Back
|
Developmental Psychology
|
scientific study of biological, cognitive, social, and personality development across life
|
|
|
Down's Syndrome
|
Trisomy 21 (have three not two, 21st chromosomes) Physical characteristics included facial features
|
|
|
Genetics
|
Study of heredity
|
|
|
Heredity
|
the study of the potential from parents through to the off spring
|
|
|
Chromosomes/Genes/DNA
|
threadlike structures, every cell has information 23 pair/46 chromosomes. these segments of chromosomes are genes that consist of DNA`
|
|
|
Sex cells
|
23rd
xx:female xy:male |
|
|
Monozygotic
|
identical twins
|
|
|
Dizygotic
|
fraternal twins
|
|
|
zygote
|
fertilized egg
|
|
|
embryo
|
2 week- to 2 months
|
|
|
fetus
|
2 months to birth
|
|
|
neonate
|
new born
|
|
|
germinal stage
|
conception to first two weeks implants to the wall of the uterus
|
|
|
placenta
|
contents the embryo and fetus to attach to mother in order to get food
|
|
|
teratogens
|
environment agents that can impair prenential development such as drugs, FAS(fetal alcohol syndrome), viruses/disease, physical conditions(smoking,mulnurietion)
|
|
|
critical periods
|
specific time when certain internal/external influences can have effects on prenatal and later development
ex: chicken pox |
|
|
developmental norms
|
average age at which child reaches certain developmental mile stones. Problems: long delays or reversals
|
|
|
cephalocaudal
|
how the develop control over the body from top down
|
|
|
proximodistal
|
gaining control of the body from the center out.
ex:sprits and stalls |
|
|
reflexes
|
unlearned automatic responses survival responses, indication of neural development, disappear in the first year
|
|
|
rooting
|
touch the baby's cheek to start looking for food in order to feed them
|
|
|
sucking
|
starts in uterus
|
|
|
grasping
|
important survival mechanism
|
|
|
babinski
|
sign of neurological development, touch the feet, there feet turn up and out
|
|
|
moro (startle)
|
survival and neruological, loud noise, change of temp, startle cry
|
|
|
walking/stepping
|
holding them up above a floor the baby with start stepping
|
|
|
walking/stepping
|
holding them up above the floor and the baby will start to step
|
|
|
preferential looking technique
|
babies will spend the most time looking at faces
|
|
|
habituation
|
decrease in physiological responding to a stimulus because it becomes boring
|
|
|
vision
|
"blind" at birth- limited detail and color vision until 2 months, best distance is 8 to 10 inches
|
|
|
hearing
|
can hear in the womb, not specific words, can hear there mother's voice from other voices, speech to non speech noises, higher pitch noises
|
|
|
smell
|
can identify the smell of there mother, can smell really smell things, but can also become used to smells.
|
|
|
taste
|
don't have developed tastes, but prefer sweet to other tastes
|
|
|
touch/pain
|
some sense of touch
|
|
|
the visual cliff
|
will test depth perception once they start crawling
|
|
|
milestones of language development
|
babies inmate things very early on, at brim can't talk that much
|
|
|
the role of "motherese"
|
its how adults talk to babies, shorter sentences and higher pitch
|
|
|
cooing
|
repeating vowel sounds
|
|
|
babbling
|
6 months, rhythmic repeation of phomnes or sounds that include vowels and consents
|
|
|
holophrase
|
one year old, one word that means a frase
|
|
|
overextension
|
take a newly learned word to objects that aren't
|
|
|
underextension
|
fail to apply the word to other objects that are they same
ex: calling your pet dog, but not calling the neighbors dog a dog |
|
|
telegraphic speech
|
2 to 3 words to express there emotions, expressions, frase means more than said
|
|
|
development of grammar
|
rules of language, and the ability to transform words into meaningful sentences
|
|
|
development of grammar: nurture
|
social learning theory
|
|
|
development of grammar: nature
|
Chomsky(genetic) LAD: language aquicition device
|
|
|
Piaget's Stage Model
|
naturalistic observation of children
|
|
|
schemes
|
frameworks for our knowledge about people, objects, events, actions that allow us to organize and interpret information about our world
|
|
|
assimilation
|
intepretations of new experiences in terms of present schemas
|
|
|
accomodation
|
modification of present schemas to fit with new experiences
|
|
|
sensorimotor period
*most important stage* |
birth-2yrs. children use sense and motor abilities to learn about the world and develop object permanence
|
|
|
object permanence
|
when an object is physically gone, they still know it exists
ex:peek-a-boo |
|
|
self-relevence
|
recognizing themselves
ex:looking in a mirror |
|
|
preoperations
|
2-6yrs. children use symbolic thinking to understand the world but remain egocentric and lack the mental operations that allow logical thinking
|
|
|
egocentrism
|
inability to distinguish your own thoughts and feelings and other peoples
ex; the world revolves around them, and confuse fantasy and reality |
|
|
animism
|
an object has human qualities
|
|
|
concrete operational
|
6-12yrs (shown,not told) children gain cognitive operations for logical thinking about concrete events, understand conservation and perform mathematical operation but they cannot reason abstractly
|
|
|
conservation
|
knowledge that the size or number remains the same despite changes in appearance
|
|
|
imaginary audience
|
everyone is watching you
|
|
|
personal fable
|
stories about the future, growing up
|
|
|
formal operational
|
12yrs-adulthood. further development of cognitive operations enables adolescents to engage in abstract thinking and hypothetical-deductive reasoning
|
|
|
critique of piagets theory
|
ages aren't always right, but the stages are right, also some people don't get to the formal operational stage, and kids also learn from social interactions
|
|
|
Vyfotsky's Sociocultural approach
|
understand language through the interaction with people and knowledge of there culture
|
|
|
Zone of Proximal Development
|
difference between what a child can actually do and what a child can do with the help from others (adults)
|
|
|
Scaffolding
|
a style of teaching in which the level of help is adjusted by the level of need a child has
|
|
|
crystallized intelligence
|
refers to verbal skills, and numbers increase with age
|
|
|
Cohort effects
|
people of a given age are affected by factors unique to their generation, leading to differences between generations
|
|
|
Fluid
|
abstract thinking, problem solving decrease with age
|
|
|
cross sectional studies
|
a study in which the performances of groups of participants of ages are compared to one another
|
|
|
longitudinal studies
|
following one group across here life span, same group examined at different ages
|
|
|
morality
|
system of learned personal briefs about right/wrong that we use to evaluate situations
|
|
|
moral dilemmas
|
not sure what right/wrong is
|
|
|
Kohlberg's Theory of moral reasoning:Level I
|
preconventional morality- child's level, advoiding punishment, getting pleasure
|
|
|
Level II
|
conventional morality, abstract concepts such as fairness, intention, putting yourself in someones shoes, obey laws, social pressures to be good
|
|
|
Level III
|
Postconventional morality, more abstract thought, justice, liberty, equality. they obey the rules, but if they do break them its because they think they are wrong, and are willing to take consequences ex: mlk
|
|
|
Kohlberg: Critique of the theory
|
-realibilty/valitiy
-determined by laws/rules -used to interpersonal rules -moral reasoning -cultural issues |
|
|
attachment
|
bond between child and care giver (takes months to form)
|
|
|
insecure-avoidant attachment
|
little interest in the mother, showing only minimal distress when the mother leaves, and avoiding her when she returns
|
|
|
insecure-ambivalent attachment
|
infant not exploring,but seeking closeness to the mother, high levels of distress when mother leaves. and upon returning infant clings and pushes her away
|
|
|
insecure-disorganized attachment
|
infants confusion when mother leaves, overwhelmed and doesn't demonstrate any consistent way of coping
|
|
|
temperament
|
the set of innate tendencies or dispositions that lead a person to behave in a certain ways
|
|
|
authoritarian parenting
|
demanding, rules are set in stone
|
|
|
authoritative
|
sets rational limits
|
|
|
permissive
|
letting their children do pretty much as they please
|
|
|
uninvovled
|
minimal time physically and emotionally with the child
|
|
|
Erikson's Stage theory of development
|
Has eight stages
|
|
|
the epigenetic principle
|
at each stage new characteristics will arise to help resolve the crisis at the stage
|
|
|
1.trust v. mistrust
|
(birth- 1yr) infants learn that they can or cannot trust others to take care of there basic needs
|
|
|
2.autonomy v. shame and doubt
|
(1 to 2) children learn to be self-sufficient in many activities such as toilet training, and walking. if restrained to much they learn to doubt their abilities and feel shame
|
|
|
3.initiative v. guilt
|
(3 to 5) children learn to assume more responsibility by taking initative but will feel guilty if they overstep limits set by parents.
-also they know there gender identity |
|
|
4. industry v. inferiority
|
(5-puberty) children learn to be competent by mastering new learning, social, and physical skills or feel inferior if they fail. Also part of self esteem.
|
|
|
5. Identity v. role confusion
|
(adolescence) adolescents develop a sense of there identity by experimenting with different roles. No role experimentation may result in role confusion.
-Rebel or Despair |
|
|
6. Intimacy v. Isolation
|
(young adulthood 16-24) young adults form intimate relationships with others or become isolated because of a failure to do so
|
|
|
7. Generativity v. Stagnation
|
(middle adulthood 25-65) middle aged adults feel they are helping the next generation through their work and child rearing, or they stagnate because they feel that they are not helping
|
|
|
8. Integrity v. Despair
|
(late adulthood 65 and above) older adults assess their lives and develop a sense of integrity if they find their lives have been meaningful, and a sense of despair if there lives don't seem meaningful
|
|
|
Erikson's; Critique of the theory
|
provides guidelines but not all stages have evidence to back them up
|
