Psych Chapter 11

Front 1

nature vs. nurture

Back 1

the temperament that the child has as a baby seems to be correlated to their temperament as an adult

Front 2

Research Designs

Back 2

-longitudinal designs
-cross sectional design
-cross-sequential design

Front 3

Longitudinal Design

Back 3

take a cohort of people and study them for a year every ten years, you are studying the same people at different stages of development
-weakness is that culture may have changed over time, are we studying something about human development or are we studying something about humans based on that moment in time

Front 4

Cross sectional Design

Back 4

a one-time assessment of people born at different times, studying people born in all different years today
-advantage is that it is cheap and immediate
-disadvantage is that you are compaing different age people to other people not to themselves so the differences in certain age groups could be because of the cohort their in, not their cognitive development

Front 5

Cross sequential Design

Back 5

can reduce the influence of the cohort effect
-combo of longitudinal and cross sectional

Front 6

zygote

Back 6

a single cell that contains chromosomes from both a sperm and an egg

Front 7

germinal stage

Back 7

2 week period of prenatal development that begins at conception
-zygote divides into millions of cells
-implants itself into e wall of the uterus

Front 8

embryonic stage

Back 8

period of prenatal development that lasts from the 2nd week until the 8th week
-cells begin to differentiate
-zygote is known as an embryo

Front 9

fetal stage

Back 9

period that lasts from the 9th week until birth
-brain cells divide quikly
-brain cells migrate toward their specifc area then their axons and dendrites are generated
-myelination forms a fatty sheath around the axons of the brain, myelin insulates the brain cells and prevents the leakage of neural signals that travel along the axon
-a newborn human's brain is ony 25% of its adult size

Front 10

teratogens

Back 10

agents that daage the process of development such as drugs and viruses
-monster makers

Front 11

fetal alcohol syndrome

Back 11

a developmental disorder that stems from heavy alcohol use y the mother during pregnancy

Front 12

blood brain barrier

Back 12

adults have a physiological barrier that prevents excessive damage from a lot of toxins, fetuses and embryos don't
-if mom drinks, the alcohol will be in the baby's blood too

Front 13

infancy

Back 13

the stage of development that begins at birth and lasts between 18 months and 24 months
-although infants can't use their eyes right away, they spend considerably more time learning how to use most of their other parts

Front 14

motor development

Back 14

the emergence of the ability to execute physical action

Front 15

reflexes

Back 15

specific patterns of motor response that are triggered by specific patters on sensory stimulation
-rooting reflex: a baby's cheek will turn to anything that touches it
-sucking reflex: a baby will suck on anything close to its mouth
-grasp reflex: touch palm, baby's hand will close around it
-Babinsky reflex: touch feet, toes will close around it

Front 16

cephalocaudal rule

Back 16

the "top to bottom" rule that describes the tendency for motor skills to emerge in sequence from the head to the feet

Front 17

proximodistal rule

Back 17

the "inside to outside" rule that describes the tendency or motor skills to emerge from the center to the periphery

Front 18

cognitive development

Back 18

the emergence of the ability to understand the world

Front 19

Jean Piaget

Back 19

widely considered to be the father of modern development psychology
-stage theory of cognitive development, development is more characterized as a stair case of stages not a linear pattern
-thought that children graduated from one stage to another
-sensorimotor
-preoperational
-concrete operational
-formal operational

Front 20

sensorimotor stage
(birth-2 yrs)

Back 20

infants acquire information about the world by sensing it and moving around with it, they don't distinguish themselves and the unviverse very well
-don't understand object permanence
-schemas
-assimiation
-accomodation

Front 21

schemas

Back 21

theories about or models of the way the world works

Front 22

assimilation

Back 22

the process by which infants apply their schemas in novel situations
-things happen and the child is able to see the world the way he or she does

Front 23

accomodation

Back 23

infants revise their schemas in light of new information
-when brute fact sinks in
-things happen that cannot be explained within the child's current framework and it can't be assimilated

Front 24

object permanence

Back 24

objects continue to exist even when they are not visible
-infants cannot understand this

Front 25

preoperational stage
(2-6 yrs)

Back 25

children have a preliminary understanding of the physical world, defined in terms of what a child cannot do
CANNOT DO
-concrete operations
-conserve quanitity or numbers
-difficulity with inclusive categories
-rank things
-child mountain teddy, what can teddy see? nothing
-conservation
-centration

Front 26

conservation

Back 26

the notion that the quantitative properties of an object are invariant despite changes in the objects appearance
-preoperational children do not understand this
(glasses of water, cookies, ball of clay)

Front 27

centration

Back 27

tendency to focus on just one property of an object to the exclusion of all others

Front 28

concrete operational
(6-11 yrs)

Back 28

acquire a basic understanding of the physical world and a preliminary understanding of their own and other's minds
-understands that some operations change what an object looks like without changing what the object is really like
-gain skills of pre-operational stage
CAN DO
-representaion
-conservation
-relational terms
-class inclusion
-serialization

Front 29

formal operational

Back 29

children gain a deeper understanding of their own and other's minds and learn to reason abstractly, ability to think almost scientificially, to think in terms of alternatives and possibility

Front 30

Vygotsky

Back 30

believed that cognitive development was largely the result of the child's interaction with society
-at any age, a child was capable of acquiring a wide but bounded range of skills called the child's "zone of proximal development"

Front 31

Bolby

Back 31

babies send signals and keep a mental tally of who responds most often and most prompty and then they target those signals to the best responder or "primary caregiver"
-attachment

Front 32

attachment

Back 32

emotional bond formed between babies and their caretaker
-if they are deprived of attachment, they suffer social and emotional deficits

Front 33

Strange Situation

Back 33

a behavioral test developed by Mary Ainsworth that is used to determine a child's attachment style
-secure attachment
-avoidant attachment (insecure avoidant)
-ambivalent attachment (insecure resistant)
-disorganized attachment

Front 34

Lawrence Kohlberg

Back 34

3 stages of moral development
-preconventional
-conventional
-post conventional

Front 35

preconventional stage

Back 35

morality of an action is primarily determined by its consquences
-people are guided by whether they get caught
(it would be bad if he went to jail for stealing)

Front 36

conventional stage

Back 36

morality of an action is primarily determined by the extent to which it conforms to social rules
-make judgments based upon the law, religion, arbitrary set of rules

Front 37

postconventional stage

Back 37

morality of an action is primarily determined by a set of general principles that reflect core values
-make judgments based upon abstract principles

Front 38

Adolescence

Back 38

-occurs earlier and lasts longer than ever before
-marks the beginning of sexual maturity, intensification of sexual interest, onset of sexual activity
-develop adult identities by seeking autonomy from their parent and becoming more peer oriented

Front 39

Adulthood

Back 39

-older adults show decline in working memory, episodic memory, and retrieval tasks but they often develop strategies to compensate
-gradual physical decline begins early in adulthood
-size and structure of social network declines to just family and a few close friends
-people who get married are typically happier
-taste starts to fade around 50s
-touch starts to fade around 40s
-digestion slows down after 30
-metabolic rate slows down in 30s
-sex for women in 20s, men in adolescence

Front 40

cephalocaudal rule

Back 40

the "top to bottom" rule that describes the tendency for motor skills to emerge in sequence from the head to the feet

Front 41

proximodistal rule

Back 41

the "inside to outside" rule that describes the tendency or motor skills to emerge from the center to the periphery

Front 42

cognitive development

Back 42

the emergence of the ability to understand the world

Front 43

Jean Piaget

Back 43

widely considered to be the father of modern development psychology
-stage theory of cognitive development, development is more characterized as a stair case of stages not a linear pattern
-thought that children graduated from one stage to another
-sensorimotor
-preoperational
-concrete operational
-formal operational

Front 44

sensorimotor stage
(birth-2 yrs)

Back 44

infants acquire information about the world by sensing it and moving around with it, they don't distinguish themselves and the unviverse very well
-don't understand object permanence
-schemas
-assimiation
-accomodation

Front 45

schemas

Back 45

theories about or models of the way the world works

Front 46

assimilation

Back 46

the process by which infants apply their schemas in novel situations
-things happen and the child is able to see the world the way he or she does

Front 47

accomodation

Back 47

infants revise their schemas in light of new information
-when brute fact sinks in
-things happen that cannot be explained within the child's current framework and it can't be assimilated

Front 48

object permanence

Back 48

objects continue to exist even when they are not visible
-infants cannot understand this

Front 49

preoperational stage
(2-6 yrs)

Back 49

children have a preliminary understanding of the physical world, defined in terms of what a child cannot do
CANNOT DO
-concrete operations
-conserve quanitity or numbers
-difficulity with inclusive categories
-rank things
-child mountain teddy, what can teddy see? nothing
-conservation
-centration