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;
128 Cards in this Set
- Front
- Back
Question
|
Answer
|
|
Genotype
|
Info coded in Genes
|
|
Phenotype
|
Observed and measured, eg height and eye color. Interaction between genetics and environment
|
|
Critical Periods
|
limited time in which a person is biologically prepared to acquire certain behaviors, eg hatched geese
|
|
Sensitive Periods
|
In humans, sensitive period is often used instead of critical period.
|
|
Canalization:
|
Characteristics resistant to environmental factors. narrow devlopment path, eg sensorimotor development
|
|
Secular Trends
|
Timing of physical changes, eg menarche
|
|
Chromosomes: number/sex
|
23 pairs, 22 identical, 23rd for sex. xx=female, xy=male
|
|
Autosomes
|
22 idenitcal pairs of chromosomes
|
|
Dominant gene examples/blood
|
hair, hearring type B blood
|
|
Recessive Gene: Examples/blood
|
red hair, susceptibility to poison ivy, Type O blood
|
|
Sex Linked Genes: examples
|
red green color blindness, mostly carried on x chromosome, making males much more likely to receive as they don't have another X which can cancel it out
|
|
Recessive Gene Disorders
|
caused by presence of 2 recessive genes, eg PKU, Tay-Sachs, sickle cell, cystic fibrosis
|
|
PKU
|
can't digest phenylalanine and must not eat milk, eggs, fish or bread during first 6=9 years of life.
|
|
Dominant Gene Disorders
|
Caused by one dominant gene. Eg, Huntington's Chorea.
|
|
Chromosome Abnormality Disorders, example
|
Down Syndrone, Klinefelter's Syndrone
|
|
Down Syndrone: rate/why
|
Extra number 21 chromosome, 1 in 800 but rises with age to 1 in 30 for mothers over 45
|
|
Klinefelter's Syndrone
|
in males, extra x chromosome, often sterile, incomplete seconday sex characteristics
|
|
Bronfenbrenner: What model/systems
|
Ecological Model: Four interacting systems including:Microsystem (immdeiate setting, family and school);Mesosystem (interactions of childs microsystem);EXOSYSTEM (aspects child is affected but not in direct contact with, eg parent's jobs and friends);MACROSYSTEM (Cultural context, eg racism, socio-economic)
|
|
Rutter: Six factors affecting Psychopathology/risk %
|
1.Low Socioecon, 2.family size 3. severe marital discord 4. parental criminality 5. maternal psychopathology, 6. placement of child outside home. Risk is 2% with none or one factors and 21% for 4 or more
|
|
Teratogens: Germinal period: When/what
|
Conception to implantation. range from little affect to death.
|
|
Embryonic Perion: when/risk
|
end of second week after conception to end of 8th week. CNS and heart vulnerable 3rd-6th week.
|
|
Fetal period: when/risk
|
9th week till birth/less risk to organs but external genitalia and the brain
|
|
Teratogens: Alcohol:Impact
|
FAS, largely irreversible. leading cause of MR in kids. IQ averages 2 SD below mean
|
|
Teratogens: Drugs:Impact
|
Heroin/methodone increases prematurity, low bw, mortality at birth
|
|
Teratogens: Smoking:Impact
|
prematurity, low bw, death. Kids are less responsive, more irritable,
|
|
Piaget: Congitive development basis
|
adaption, cognitive schemas modified thru interaction with environment
|
|
Piaget: Cogn dev two processes
|
Assimilation: new info into existing schemas. Accomodation: Modify schemas to account for new info
|
|
Piaget: Cogn Dev 4 stages
|
SENSORIMOTOR:up to 2 years, includes object permanence, deferred initiation. PRE-OPERATIONAL: age 2-7, egocentric, inability to conserve. CONCRETE OPERATIONAL: 7-12, Conserves. FORMAL OPERATIONAL: 12 & up. Process info in abstract & hypothetical ways
|
|
Piaget: Equilabration
|
The process of assimilation and accommodation as complimentary processes.
|
|
Infant Reflex: Tonic Neck
|
infant extends his arm when someone turns his head side to side
|
|
Infant Reflex: Palmar grasp reflex
|
infant grasps finger pressed against surface of her palm
|
|
Infant Reflex: Babinski reflex
|
infant extends big toe and spreads small toe when sole of his foot is stroked
|
|
Infant Reflex: Moro reflex
|
when someone supporting infant body permits head to drop slightly, or suddden loud sounds, infant arches back, extends legs, throws arms upward
|
|
Infant Reflex: stepping reflex
|
infant help upright position and soles of feet touch groud, infant makes stepping motions
|
|
Infant Vision: acuity/ability
|
20/600 birth, 20/100 at 6 mths. Within minutes of birth prefer facial images, 2-3 mths have full color, 6mths have depth perception
|
|
Infant Hearing: timing/ability
|
By 3 days recognize mothers voice. Sound localization starts and stops between 40-100 days. Fully developed by about 12 mths of age
|
|
Infant Taste: which
|
can distinguish between bitter, sweet, sour and salty. Prefer sweet
|
|
Infant: Smell
|
respond to unleasant odors right away and discriminate between odors by 2-7 days
|
|
Infant Motor Skills:
|
walks alone at 14 months
|
|
Infant Motor Skills:
|
ealry training no impact on basic skills but may affect complext motor skills
|
|
Vygotsky: Theory of Cogn Dev`
|
based upon cultural, social and historical factors
|
|
Vygotsky: Zone of Proximal Development
|
gap between what child can do alone and with assistance
|
|
Vygotsky: Scaffolding
|
support provided to child by others
|
|
Scaffolding: author
|
Vygotsky
|
|
Zone of Proximal Development
|
Vygotsky
|
|
Metamemory:Def
|
knowledge about one's own memory
|
|
Infant Crying: which three at birth, which follows later/when
|
hunger, pain, anger followed three weeks later by cry for attention
|
|
Code Switching:
|
when bilingual and switches to another language
|
|
Attachment Bowlby: Theory called/def
|
Ethological: infants and mothers biologically programmed for attachment
|
|
Ethological Attachment Theory:author/phases
|
Bowlby/shows pref for mom by 4 mths, clear signs of attachment by 6=7 mths. SOCIAL REFERENCING: reads emotional reactions of others, SEPARATION ANXIETY: Starts a 6 mths and peaks at 14-18 months and then declines to little between 24-36mths. STRANGER ANXIETY: starts 8-10 months and peaks at 18 months, PROLONGED SEPARATION: 15-30 months is hardest, with protest and despair
|
|
SOCIAL REFERENCING
|
SOCIAL REFERENCING: reads emotional reactions of others
|
|
SEPARATION ANXIETY
|
SEPARATION ANXIETY: Starts a 6 mths and peaks at 14-18 months and then declines to little between 24-36mths
|
|
STRANGER ANXIETY
|
STRANGER ANXIETY: starts 8-10 months and peaks at 18 months
|
|
PROLONGED SEPARATION
|
PROLONGED SEPARATION: 15-30 months is hardest, with protest and despair
|
|
memory: babies: by when
|
2-3 months can recall some info when provided with cues.
|
|
Memory: children. Recall events of several months ago by age____?
|
two
|
|
Crying in general:physiological arousal
|
heart rate, skin conductance
|
|
Crying impact:
|
Most to least: first time parents, parents,non-parents. Pain cry most unpleasant and most response
|
|
Language Acquisition:Behavioral
|
result fo classic and operant conditioning and imitation. includes motherese and recasting-rephrasing a child sentence
|
|
Language Acquisition: Nativist: Who/what
|
emphasize innate genetically-determined factors. Chomsky showed children apply complex grammer they could not have previouly learned. research agrees
|
|
Language Acquisition: Cognitive
|
language acquisition is motivated by childs desire to express meaning
|
|
Language First words: when
|
10-16 months
|
|
Attachment: Patterns:Who
|
Ainsworth
|
|
Attachment: Child: 4 types
|
1)secure,2)anxious/avoidant, 3)anxious/resistant, 4)Disorganized/Disoriented
|
|
Attachment Child: Secure:
|
distress when she leaves, seeks when she returns
|
|
Attachment Child :Anxious/Avoidant
|
no distress when mom leaves, avoids when returns. Uninterested in environment
|
|
Attachment Child :Anxious resistant
|
very distressed when leaves, ambivalent when returns
|
|
Attachment Child : Disorganized/Disoriented
|
alternate between avoid/resist and proximity seeking. Dazed, confused. maltreated
|
|
Adult attachment: 4 types
|
1)secure-autonomous 2)Dismissing, 3)Preoccupied 4)Unresolved
|
|
Attachment Adult: Secure-autonomous
|
value attachment-secure base
|
|
Attachment Adult: Dismissing
|
devalue attachment, guarded and defensive. Idealize parents with no facts to support
|
|
Attachment Adult: Preoccupied
|
confused and incoherent, dissappointed and emeshed
|
|
Attachment Adult:Unresolved
|
severe trauma. Haven't dealth with. Children are often disorganized
|
|
Peer Relations: Girls enabling style
|
Agreement, suggestions, support. VALUE: intimate emotional aspects
|
|
Peer Relations: Boys Restrictive Style
|
Braggings, Contradicting, interrupting. VALUE sharing activities and interests
|
|
Peer Rejection:
|
rejected kids have more psychological problems than neglected. Less likely to help if moved
|
|
Peer Neglect
|
Mostly social isolation
|
|
Piaget Moral Development: two stages
|
HETERONOMOUS, AUTONOMOUS
|
|
Piaget Morality: HETERONOMOUS Stage: Age/Def
|
4-7, rules absolute,unchangeable, consequences matter
|
|
Piaget Morality: AUTONOMOUS Stage: Age/Def
|
age 7-8, rules are alterable, intentions matter
|
|
Kohlberg Moral Development: two stages each of three main areas named:
|
Preconventional, Conventional, Post Conventional
|
|
Preconventional def and two stages Defs
|
Morality based upon consequences. Stage 1, avoid punishment and obedience orientation, Steg 2: hedonistic orientation. what satisfies their own needs is good.
|
|
Conventional def and two stages def, age of transition
|
desires to maintain existing social laws. Stage 3; goal approval of friends and relatives, stage 4 obey society. transition to conventional ages 10-13
|
|
Post Conventional: Def, two stages def
|
morality based upon self-chosen principals. Stage 5 uphold democracy but laws can be broken for valid reason. Stage 6: morality represents universal ethical principals. Not everyone reaches this stage
|
|
Freud six stages/Ages
|
Oral(1 year), ANAL(1-3),PHALLIC(3-6), LATENCY(6-Puberty), GENITAL (post Puberty
|
|
Freud: Oral:Relates to Erickson's stage____
|
Trust versus Mistrust
|
|
Freud Anal: Relates to Erickson's Stage____
|
Autonomy versus Shame
|
|
Freud Phallic: Relates to Erickson's Stage____
|
Initiative versus guilt
|
|
Freud latency: Relates to Erickson's Stage____
|
Industry v. inferiority
|
|
Freud genital: Relates to Erickson's Stage____
|
identity v. role confusion
|
|
Erickson Six Stages: ages
|
Trust v. mistrust(1), Autonomy v. Shame(1-3), initiative v. guilt(3-6), industry v. inferiority(6-puberty), identity v. role confusion(adolescence), intimacy v. isolation(young adult), generativity v. stagnation(midddle adult), integrity v. dispair(old age).
|
|
Parenting: List 4 types
|
authoritative, authoritarian, permissive, uninvolved
|
|
Parenting: Authoritative def
|
high standards but explains, warm and nurturant. best results
|
|
Parenting: authoritarian
|
controlling, demanding, expect children to accept commands in unquestioning manner. Results: timid and unhappy
|
|
Parenting: Permissive
|
nurturant but fail to assert authority
|
|
Parenting:Uninvolved
|
children and non-compliant and demanding, lack self-control and are anti-social. Most predict delinquency
|
|
Identity: Marcia 4 types
|
diffusion, foreclosure, moratorium, achievement
|
|
Identity: Marcia diffusion
|
I don't know
|
|
Identity: Marcia: Foreclosure
|
I'll be fireman like my dad
|
|
Identity: Marcia: Moratorium
|
indecicion during crisis
|
|
Identity: Marcia: Achievement
|
resolved crisis and knows
|
|
Gilligan, Carol: Girls and identity. What?
|
"loss of voice" Girls may abandon themselves to fit cultural expectations
|
|
Agresssion: Boys v girls
|
same during year one, more for boys after. Social and biological.
|
|
Agressions and parenting: link
|
agressive kids come from homes which lack warmth and are rejecting. Either permissive or indifferent. Also insercure/resistant attachment pattern
|
|
Agressive children cognitive
|
more likely to interpret acts of others as hostile
|
|
TV viewing of agression
|
increases agression
|
|
Agression Child intervention:
|
social skills training, cathartic not affective
|
|
Children Chromic illness: highest risk of not complying
|
adolescents
|
|
Divorce Impact: most short-term impact
|
preschool
|
|
Divorce Impact: Most Long term
|
Teens
|
|
Divorce Impact: Most negative School performance
|
older and boys
|
|
Levinson: Adult development stages: % midlife crisis
|
80%
|
|
Neugarten Kansas City Study
|
Adult life stages, shift from time since birth to time until death
|
|
Aging and intelligence: verbal versus processing
|
little verbal decline, but decline in tasks requiring rapid processing.
|
|
Aging and intelligence: WAIS
|
Little decline in stored knowledge/verbal subtests (info, vocab, arithmetic, comp, similarities, digit span), sharper decline in all five performance subtests
|
|
Aging and intelligence: which declines, crystallized v fluid, def of each
|
crystallized (knowledge acquired via ed and experievces) declines little and Fluid(active processing of info and affected by neuron loss) most affected
|
|
Aging and Memory: brain shrink
|
starts at 30 and reduces 20% by age 80
|
|
Aging and Memory: Impact: most/leaste
|
most=recent long term, followed by working, leaste=remote long-term
|
|
Short-term memory: Two types and def, impact with age
|
PRIMARY(retain an small amount for short time), WORKING (ability to manipulate and transform info in primary memory. Working declines with age
|
|
Long-Term memory: Two types and def, impact with age
|
RECENT and REMOTE. Most impact on recent
|
|
Episodic v Semantic v Procedural; most decline?
|
Episodic (ability to recall personal experiences)
|
|
Semantic memory Def
|
common knowledge of such things as historical figures, public events, and frequently used words
|
|
Episodic memory Def
|
personal experiences
|
|
Procedural Memory Def
|
long-term memory of skills and procedures, or "how to" knowledge
|
|
Adult Memory: Explicit V Implicit. Most decline
|
Explicit
|
|
Metamemory: Def
|
knowledge of one's memory capacity
|
|
Kubler-Ross Facing death stages
|
denial, anger, bargaining, depression and acceptance
|