Psy 2410 - Exam 3

Front 1

Puberty

Back 1

Period of rapid physical growth and sexual maturation. This is not a single, sudden event; it's a qualitative, cumulative change.

Front 2

Pubertal Changes (Onset)

Back 2

This is determined by: hormones, genetics, nutrition and health care, body mass, and stress.

Front 3

Early Onset Pubertal Changes

Back 3

This is seen more in: adopted children, single parent homes with an absent father, family conflict or maltreatment, and marital conflict homes.

Front 4

Hormones in Puberty

Back 4

The hypothalamus controls the pituitary gland, which affects the gonads, and adrenal and thyroid glands. These three create combined effects which have different outcomes for boys and girls.

Front 5

Adrenal Gland

Back 5

Releases a growth hormone during puberty. (GH)

Front 6

Gonads

Back 6

This is in charge of the gonadaltropal releasing hormone (GRH) during puberty.

Front 7

Thyroid Gland

Back 7

This is in charge of the functioning of reproductive organs. It is important for the normal growth of sexual characteristics during puberty.

Front 8

Primary and Secondary Sex Characteristics of Boys

Back 8

1) Testicles and penis maturation; 2) Facial and pubic hair growth as well as a deepening voice. These changes peak around 13.5 years.

Front 9

Primary and Secondary Sex Characteristics of Girls

Back 9

1) Maturation of ovaries, uterus, and vaginal lining; 2) Breast enlargement, change in voice, and growth of pubic hair. These changes peak around 11.5 years.

Front 10

Precocious Puberty

Back 10

Puberty that occurs before 8 for females and 9 for males. This happens ten times more often in girls than boys. This can be treated by reducing the release of GRH.

Front 11

Growth Spurt

Back 11

This occurs when girls increase about 3.5 inches per year, and 4 inches per year for boys.

Front 12

Spermarche

Back 12

Development of sperm in boys testicles during puberty.

Front 13

Menarche

Back 13

The first menstrual cycle in a female.

Front 14

Early Maturing Girls

Back 14

In this female phenomena, body dissatisfaction is higher; they become a target for teasing and innuendo; they are rejected by less mature girls; parents worry about risk for sexual experiences.

Front 15

Risks for Early Maturing Girls

Back 15

Dropping out of high school; Smoking; Drinking; Eating disorders; Depression; Cohabitation and/or Early Marriage.

Front 16

Cohabitation Effect

Back 16

Propensity to marry because it's the next step in the relationship. Doing this AFTER getting engaged is more effective on the marriage.

Front 17

Early Maturing Boys

Back 17

In this male phenomena, they have more positive perceptions of self; Larger and stronger; Advantage in socially approved male activities; More confident, more popular, and more likely to be leaders among peers.

Front 18

Sexual Activity in Teens

Back 18

Kids ages 15-19: 55% of males and 54% of females (54.5% of all them) have had oral sex. 63% of US seniors have had intercourse, and by age 20, 77% have had intercourse.

Front 19

First Year of Physical Development

Back 19

Infants are capable of sitting, standing and walking at this time.

Front 20

Standing Without Support

Back 20

For 50% of children: 12 months

For 90%: 14 months

Front 21

Walking without Support

Back 21

For 50% of children: 13 months

For 90%: 14.3 months

Front 22

Reflexes

Back 22

Built in reactions to stimuli - these are survival mechanisms. Ex.) Holding breath under water.

Front 23

Sucking Reflex

Back 23

Automatic sucking on an object placed in a newborn's mouth. (Disappears around 3-4 months)

Front 24

Rooting reflex

Back 24

Reaction when infant's cheek is stroked/side of mouth is touched. Infant turns toward the touch. (Disappears around 3-4 months)

Front 25

Moro reflex

Back 25

A startle response in reaction to sudden intense noise or movement. (Starfish)

Front 26

Gross Motor Skills

Back 26

Activities that use large muscles (arms and legs). Also includes development of posture, learning to walk. Typically develops a lot in the second year.

Front 27

Gross Motor Skills - Age 3

Back 27

Simple movements: Hopping, jumping, and running at this age.

Front 28

Gross Motor Skills - Age 4

Back 28

At this age, they become more adventurous and show interest in climbing.

Front 29

Gross Motor Skills - Age 5

Back 29

At this age, kids start running hard and engage in adventurous climbing.

Front 30

Fine Motor Skills

Back 30

Described as finely tuned movement, such as finger dexterity.

Front 31

Fine Motor Skills - First 2 years

Back 31

At this age: Initially move shoulders and elbows crudely; Move wrists; Rotate hands; Coordinate thumb and forefinger; Reaching and grasping becomes more refined.

Front 32

Fine Motor Skills - Age 3

Back 32

At this age, kids are still emerging from infant ability to place and handle things. Thumb and forefinger coordination not quite developed.

Front 33

Fine Motor Skills - Age 4

Back 33

At this age, their coordination is improved and are more precise.

Front 34

Fine Motor Skills - Age 5

Back 34

At this age, kids hand, arm and body move together under better command of eyes.

Front 35

Toilet Training

Back 35

Controlling elimination depends on both muscular maturation and motivation. Average age is 3 years (60% of kids). By 48 months, 98% of kids.

Front 36

Readiness Approach for Toilet Training

Back 36

1. Staying dry for 2 hours

2. Falling into a schedule

3. Holding it, getting to bathroom, and assuming position

4. Child expresses discomfort with soiled diaper

5. Child expresses desire to get out of diapers

Front 37

Franz (1960) Visual Preference Method

Back 37

Explored the length of time that infants attend to certain stimuli. Infants that are younger will fixate on PATTERN over COLOR or brightness.

Front 38

Sound in the Womb

Back 38

Fetus responds to sound @ 22-24 weeks, which is attenuated by mom's skin/tissue.

Front 39

Touch/Pain in the Womb - First Trimester

Back 39

- At 8 weeks, touch develops

- Fetus responds by moving away from touch

Front 40

Touch/Pain - 13 Weeks (2nd Trimester)

Back 40

- Fetus moves toward touch

- Fetus will make contact with its face, and twins will make tactile connection in the womb.

Front 41

Touch/Pain - 26 Weeks

Back 41

- Neural pathways formed for pain sensation

Front 42

Infantile Amnesia

Back 42

Children can't remember anything until they are about 3 years old.

Front 43

Taste in Infants

Back 43

In utero - Can discriminate between sweet and noxious substances

2 hours post birth - Making different expressions to sweet, sour, and bitter

Front 44

Smell in Infants

Back 44

Newborns can differentiate odors.

Babies like vanilla and strawberry, but not rotten eggs and fish.

Front 45

Intermodal Perception

Back 45

Babies use all modalities/senses interactively as they engage the world. This defines development.

Front 46

Stages of Artistic Development

Back 46

1. Placement Stage

2. Shape Stage

3. Design Stage

4. Pictoral Stage

Front 47

Placement Stage

Back 47

Kids draw placement patterns/scribbles. (There are 20 types of scribbles?)

Front 48

Shape Stage

Back 48

Kids draw diagrams in different shapes.

Front 49

Design Stage

Back 49

Mix 2 basic shapes into more complex designs. (Triangle and square to make a house)

Front 50

Pictoral Stage

Back 50

Drawings depicting objects that adults can recognize (people, flowers, etc.)

Front 51

Positive Outcomes from Sports

Back 51

1. Provide Exercise

2. Learn how to compete

3. Increased self-esteem

4. Develop peer/friendship relations

Front 52

Negative Consequences from Sports

Back 52

1. Pressure to achieve/win

2. Physical injuries

3. Distraction from academic work

4. Unrealistic expectations for success as an athlete

Front 53

Cognition

Back 53

Thinking - includes language, learning, memory, and intelligence.

Front 54

Schemas

Back 54

Actions/mental representations that help organize knowledge

Front 55

Adaption

Back 55

Adjusting to new environmental demands - Piaget says this is the "essence of intelligence"

Front 56

Assimilation

Back 56

Use of existing schemas in a new context - Subcategory of Adaption

Front 57

Accommodation

Back 57

Adjusting schemas to fit new experiences - Subcategory of Adaption

Front 58

Piaget's Four Stages of Cognitive Development

Back 58

1. Sensorimotor Stage

2. Preoperational Stage

3. Concrete Operational Thought

4. Formal Operational Stage

Front 59

Sensorimotor - Birth to 1 month

Back 59

Simple reflexes like sucking, grasping, staring and listening (Primary Circular Reaction)

Front 60

Sensorimotor - 1-4 months

Back 60

First habits form.

Sucking pacifier different than a nipple. Starts grabbing at bottle to suck it.

(Primary Circular Reaction)

Front 61

Primary Circular Reaction

Back 61

When infants have responses to their own bodies - Seen in the first two stages of Piaget's Sensorimotor stage.

Front 62

Sensorimotor - 4-8 months

Back 62

Baby starts to have an awareness of things. They begin to respond to people and objects (clapping hands for patty cake). [Secondary Circular Reaction]

Front 63

Sensorimotor - 8-12 months

Back 63

Babies are more deliberate and purposeful in responding to people and objects. They experience new adaptations and anticipation. (Secondary Circular Reaction)

Front 64

Secondary Circular Reactions

Back 64

Involve infants responses to objects and people. Occurs in stages 3 and 4 of Piaget's Sensorimotor stage.

Front 65

Sensorimotor - 12-18 months

Back 65

Give things new means through active experimentation. They throw blocks instead of building with them now.

Front 66

Sensorimotor - 18-24 months

Back 66

Infants now anticipate consequences - they consider before acting. Schemas become internalized.

Front 67

Tertiary Circular Reactions

Back 67

Last two stages of Piaget's Sensorimotor Stage - Most creative; Now are having more ideas with their actions.

Front 68

Object Permanence

Back 68

Occurs around 8 months; If you take an object away, child still knows it exists.

Front 69

Attention

Back 69

Focusing of mental resources improves cognitive processing.

Front 70

Joint attention

Back 70

Two individuals focus on same object or event. This occurs in children around 7-8 months - it's a reciprocal interaction.

Front 71

Piaget's Preoperational Stage

Back 71

Occurs between ages 2-7.

Stable concepts begin to form and mental reasoning emerges.

These kids represent the world with words, images, and drawings.

Still a lack of operational thought.

Front 72

Symbolic Function

Back 72

Substage of Preoperational Stage; When the child gains ability to mentally represent an object that is not present (ages 2-4).

Front 73

Egocentrism

Back 73

Inability to distinguish between one's own perspective and someone else's (Pre-Op stage, 2-4)

Front 74

Animism

Back 74

Belief that inanimate objects have lifelike qualities and are capable of action. (Pre-Op stage, 2-4).

Front 75

Intuitive Thought

Back 75

Occurs between ages 4-7; Kids begin to use primitive reasoning and want to know answers to all sorts of questions (Human behavior, Biology, Objects and Nature)

Front 76

Centration

Back 76

Focusing attention on 1 characteristic to the exclusion of others

Front 77

Conservation

Back 77

Certain physical characteristics of an object stay the same even though appearance has changed. (Water in different tubes)

Front 78

Piaget's Concrete Operational Stage

Back 78

Made up of operations, or mental actions that allow kids to do mentally what they had done physically before. (Can reverse process)

Front 79

Classification

Back 79

Ability to classify or divide things into different sets/subsets to consider their interrelationships

Front 80

Seriation

Back 80

Order stimuli along quantitative dimension (like length)

Front 81

Transitivity

Back 81

Logically combine relations to understand certain conclusions

Front 82

Piaget's Formal Operational Stage

Back 82

Includes abstract thinking (hypothetical possibilities), logical reasoning, and deductive reasoning.

Front 83

Adolescent Egocentrism

Back 83

Heightened self-consciousness among teens. They engage in an imaginary audience and personal fables.

Front 84

Imaginary Audience

Back 84

Kids believe that others are as interested in them as they are themselves; They feel as if they're the center of attention.

Front 85

Personal Fable

Back 85

Kids believe that they have personal uniqueness and are invincible.

Front 86

Vygotsky's Theory of Development

Back 86

Kids develop ways of thinking and understanding primarily through social interactions; Cognitive development depends on tools provided by society. This person also developed the idea of zone of proximal development and scaffolding.

Front 87

Zone of Proximal Development

Back 87

This explains the difference between what kids can achieve independently and what they can achieve with guidance and assistance of adults or more skilled kids. (Max with homework)

Front 88

Scaffolding

Back 88

Describes how teachers change support over the course of a teaching session to fit child's current performance level.

Front 89

Dialogue

Back 89

A type of scaffolding; It facilitates development across ZPD. It includes guided participation.

Front 90

Private Speech

Back 90

Vygotsky's idea that kids use language for self-regulation. This external self talk eventually transitions to silent inner talk.

Front 91

Vygotsky's Theory to Teach Young Kids

Back 91

-Assess and use child's ZPD

- Use more-skilled peers as teachers

- Monitor and encourage private speech

- Place instruction in meaningful context