Psych 1 Ch 5

Front 1

Male genotype

Back 1

XY

Front 2

Female genotype

Back 2

XX

Front 3

Monozygotic twins

Back 3

Twins who develop from the same fertilized egg.
Also called identical twins.

Front 4

Dizygotic twins

Back 4

Twins developed from two eggs fertilized by two different sperm.
Also called fraternal twins.

Front 5

Sex-linked genes

Back 5

Recessive genes on the x chromosome are more likely to be expressed in males becaue the Y chromosome does not contain another (potentially dominant) copy.

E.g., color-blindness is more common in men.

Front 6

Sex-limited genes

Back 6

Occur equally as often in both sexes, but are expressed phenotypically more often in one sex than the other.

E.g., facial hair gene is present in both sexes, but is activated by hormones found in higher levels in men.

Front 7

Direct influences of genes on behavior

Back 7

Genes control the expression of neurotransmitters and brain development.

Front 8

Indirect influences of genes on behavior

Back 8

Genes control the expression of proteins that influences bodily functions (e.g. lactose intolerance) which then influences behavior.

Front 9

Cross-sectional study

Back 9

Compares groups of different ages all at the same time.

Front 10

Longitudinal study

Back 10

Study two age groups, then study them again at a later date.

Front 11

Cross-Sequential study

Back 11

Groups of people of different ages, studied at the same time, and then study them again at later times.

Front 12

Cohort Effects

Back 12

Many differences between young people and old people are not due to age but to time of birth. A group of people born in a particular era is called a cohort, and one cohort can differ from another in important ways.

Front 13

Jean Piaget's View of Cognitive Devlopment

Back 13

Though processes differ qualitatively at different developmental stages.

Front 14

Schema

Back 14

An organized way of interacting with objects in the world and guides thought and action.

Front 15

Assimilation

Back 15

Applying an old schema to new objects or problems.

Front 16

Accommodation

Back 16

Modifying an old schema to fit a new object or problem.

Front 17

Equilibration

Back 17

A balance between assimilation and accommodation. Key to intellectual growth.

Front 18

Stages of Development:
Sensorimotor Stage

Back 18

Birth -> 18 months
Behavior is mostly simple motor responses to sensory stimuli.

Front 19

Object Permanence

Back 19

The knowledge that objects continue to exist when they are not in sight. (None at sensorimotor stage).

Front 20

Preoperational Stage

Back 20

(+/- 2 years -> +/-7 years)
Child lacks operations, which are reversible mental processes.

Front 21

Egocentrism

Back 21

Child sees the world as centered around him/herself & cannot easily take another person's perspective.

Front 22

Conservation

Back 22

The understanding that objects conserve certain properties even after changing form or arrangement. (Pour water in long glass.)
None at preoperational stage.

Front 23

Concrete Operations

Back 23

7->11
Children can perform mental operations with concrete objects, but still have trouble with abstract or hypothetical ideas.

Front 24

Formal Operations

Back 24

Hopefully 11->adulthood.
Children develop mental processes that deal w/ abstract hypothetical situations (logic, reasoning, planning).

Front 25

Lev Vygotsky: Zone of Proximal Development (ZDP)

Back 25

The distance between what a child can do alone and what the child can do with help.

when teaching, adult's guidance serves as scaffolding, which can eventually be removed to leave the child standing on her/his own.

Front 26

Securely Attached

Back 26

Mother is base of exploration, some distress when the mother leaves, easily consoled when the mother returns.

Front 27

Anxious (or resistant)

Back 27

Responses to mother fluctuates between happy and angry. When mother returns the child clings to her and doesn't leave.

Front 28

Avoidant

Back 28

Infant ignores mother while she is present, and is not disturbed by her absence.

Front 29

Disorganized

Back 29

May alternate between approach and avoidance and shows more fear than affection.

Front 30

Biculturalism

Back 30

Partical identification with two cultures.
e.g. Chinese customs at home, American customs in public.

Front 31

Biracial

Back 31

Having parents from different racial or ethnic origins.

Front 32

Birth Order

Back 32

IQ correlates with family size.

Front 33

Authoritative parents

Back 33

Set high standards and impose controls, but are also warm and responsive to the child's communications.

Front 34

Authoritarian parents

Back 34

Emotionally distant and sets rules without explaining the reasons behind them.

Front 35

Permissive parents

Back 35

Warm, loving, and undemanding.

Front 36

Indifferent or uninvolved parents

Back 36

Spend little time with their children and do little more than provide them with food and shelter.