Psych 100 Exam 2

Front 1

Developmental Psychology

Back 1

Studies age-related changes in behavior and mental processes from conception to death.

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Nature vs. Nurture

Back 2

Heredity vs. Environment

How does it affect course of psychological development.

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Continuity vs. Stages

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Development is continuous and steady compared to development in periods of abrupt change then periods of little change.

Ability, skills, knowledge, etc are acquired at a gradual pace.

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Stability vs. Change

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Characteristics maintained vs. characteristics changing.

Stability believes characteristics in childhood determine future behavior.

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Interaction Perspective

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Says that no single debate is right all the time - all the debates influence each other.

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Cross Sectional Research

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Examines individuals of various ages at one point in time giving information on age differences.

Advantages: quick, less expensive, can generate larger sample.

Disadvantages: not as in depth, not as reliable.

Cohort effect: confusing genuine age differences with differences that result from specific histories of age groups studied.

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Longitudinal Research

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Follow the same individuals over an extended period of time to determine age related changes.

Advantages: increases reliability.

Disadvantages: takes a long time, more expensive, people may drop out.

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Cultural Guidelines for Aging Research

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1. culture may be most important determinant
2. developemntal cannot be studies outside sociocultural context
3. each culture's ethnotheories are important determinants
4. culture is largely invisible to participants

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germinal period

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conception to implantation in the uterus

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embryonic period

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uterine implantation through eight week

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fetal period

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eight week until birth

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teratogens

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environmental agents that cause damage during prenatal developments by crossing placenta barrier

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newborn reflexes

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present at birth

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primitive reflexes

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useful in earlier stages of human evolution - disappear after a few months

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newborn temperament

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either approach response or withdrawal response

remains stable over time

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approach response

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newborn temperament where baby reacts positively to new situations or stimuli

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withdrawal response

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newborn temperament where baby generally reacts negatively to new situations or stimuli

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Jean Piaget

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believed infants begin at a cognitively primitive level and progress in distinct stages

observed how children developed by looking at their mistakes

"schemas" are the most basic unit of intellect

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assimilation

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absorbing new information into existing schemas

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accommodation

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adjusting old schemas or developing new ones to better fit with new information

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Piaget's four stages

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sensorimotor - birth to 2 years

preoperational - 2 to 7 years

concrete operational - 7 to 11 years

formal operational - 11+ years

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Sensorimotor stage

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birth to 2 years

infants cannot form mental representations that can be used to think objects are there even in their absence.

no object permanence

ability to imitate

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preoperational stage

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2 to 7 years

have object permanence

can imitate past, but no concept of time

ability to pretend

no logic or reasoning

cant understand conservation

egocentric

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conservation

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principle that certain properties of objects remain the same even when appearance changes

eg liquid moved from one container to another

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egocentrism

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inability to take another's point of view

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concrete operational

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7 to 11 years

can take other's perspective

can classify and distinguish between groups of things

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formal operational

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11+ years

more abstract thinking

reversible mental acts that can be performed with abstract concepts

eg thinking of consequences of actions

theory of mind: theory of other people's mental acts (beliefs, desires, feelings)

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attachment

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strong affectionate bond with special others that endures over time.

Front 29

harlow's attachment work

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baby monkey exposed to nice mom w/ no food and mean mom w/ food, preferred nice mom w/ no food - aka not a classically conditioned response.

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ainsworth's strange situation

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discovered three types of attachment in children - securely attached, avoidant, and anxious/ambivalent

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securely attached

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child stays close to mother, shows distress when separated, is happy when mother returns

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avoidant

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child treats mother and stranger the same

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anxious/ambivalent

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child is upset when mother leaves

when mother returns, child seeks closeness but also squirms away

child may be angry when she leaves, and angry when she comes back

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romantic love and infant attachment

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research suggests that early infant to caregiver attachment patterns may carry over into adult romantic relationships

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permissive indifferent parenting

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parents set few limits and give little attention or support

- poor self control
- demanding
- poor social skills

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permissive indulgent parenting

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parents are highly involved but set few demands or controls

- limited respect from others
- impulsive and immature

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authoritarian parenting

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parents are rigid and punitive

children are easily upset, moody, aggressive, and have poor communication skills

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authoritative parenting

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parents are tender and caring

children are self reliant, self controlled, high achieving, and socially competent

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menarche

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first menstrual period

in 1890s the average interval between a woman's menarche and marriage was about 7 years - now its 12

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kohlberg's moral ladder

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as moral development progresses, the focus of concern moves from self to wider world

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postconventional level

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morality of abstract principles

to affirm agreed-upon rights and personal ethnic principles

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conventional level

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morality of law and social rules

to again approval or avoid disapproval

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preconventional level

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morality of self interest

to avoid punishment or gain concrete rewards

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conscience

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children develop conscience at 3 years of age

has to do with child's temperament and social interactions w/ mother

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imaginary audience

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a view of oneself as an actor with everyone else as the audience - more likely to engage in risky behaviors

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personal fable

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story in which the person is the star and they have extraordinary abilities or privileges

Front 47

erikson's infancy stage of development (1st year)

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trust vs. mistrust

if needs are met, infants develop sense of basic trust

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erikson's toddler stage of development (2nd year)

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autonomy vs. shame and doubt

toddlers learn to exercise will and do things for themselves, or they doubt their abilities

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erikson's preschooler stage of dev. (3-5 years)

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initiative vs. guilt

preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent

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erikson's elementary stage of dev. 6 years to puberty

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competence vs. inferiority

children learn the pleasure of applying themselves to tasks or they feel inferior

freud believed that dev. was done at this point

erikson believed that this point is critical in development

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erikson's adolescence stage of dev. teens into late 20s

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identity vs. role confusion

teenagers work at refining sense of self by testing roles and then integrating them to form single identity, or they become confused about who they are

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erikson's young adult stage of dev. 20s to 40s

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intimacy vs. isolation

young adults struggel to form close relationships and to gain the capactity for intimate love, or they feel socially isolated

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erikson's middle adult stage of dev. 40 to 60

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generavity vs stagnation

the middle aged discover a sense of contributing to the world, usually through family and work, or they may feel lack of purpose

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erikson's late adult stage of dev. 60+ years

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integrity vs. despair

when reflecting on life, old adult may feel a sense of satisfaction or failure

if they're satisfied w/ life,less likely to fear death

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fluid intelligence

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involves flexibility in reasoning and the ability to figure out new situations

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crystallized intelligence

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involves using knowledge as a basis of reasoning

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cerebral reserve hypothesis

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suggests that people with more intelligence have better protection from cerebral disease at older ages

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activity theory

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four factors affect life after retirement:

good health
control over one's life
social support
participation in community service

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disengagement theory

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successful aging is natural and graceful withdrawal from life

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socio-emotional theory

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people do not withdraw and that there is a tendency to become more selective in relationships

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permanence

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once a living thing dies it cannot be brought back

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universality

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developed at age 7

all living things die

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nonfunctionality

Back 63

develop at age 7

all living functions end at death

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5 stages surrounding death

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denial
anger
bargaining
depression
acceptance

Front 65

encoding

Back 65

process of organizing and transforming info so that it can be entered into memory

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storage

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process of retaining info into memory

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retrieval

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process of digging info out of memory

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information processing approach

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memory is a process analogous to a computer which encodes, stores, and retrieves info

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parallel distribution processing model

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memory is distributed across a network of interconnected units that work simultaneously in a parallel fashion to process info

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levels of processing approach

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memory depends on the degree or depth of mental processing occurring when material is initially encountered

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traditional three-stage memory model

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memory requires three different storage boxes to hold/process info for various lengths of time

1. sensory memory
2. short term memory
3. long term memory

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sensory memory

Back 72

briefly preserves a relatively exact replica of sensory information

has a large capacity but info only lasts a few second

select info is sent onto short term memory

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short term memory

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temporarily stores sensory infomration and decides whether to send it to LTM

can hold 5-9 items for about 30 seconds

can be increased with chunking and duration imporoves with maintenance rehearsal

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chunk

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a unit of info, such as a digit, a letter, or a word

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visuospatial sketchpad

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visiual info remains and slowly fades

area of STM that holds visual and spatial info

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phonological loop

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area of stm that holds verbally produced sounds

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central executive

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takes info from visuospatial sketchpad and phonological loop and combines them in a sophisticated way to help with higher level reasoning

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long term memory

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relatively permanent memory storage with virtually limitless capacity

divided into two systems:

explicit memory

implicit memory

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explicit memory

Back 79

refers to intentional learning or concious knowledge; memory with awareness, specific info that can be stated

Front 80

implicit memory

Back 80

refers to unintentional learning or unconcious knowledge such as brushing your teeth