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71 Cards in this Set
- Front
- Back
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Conception |
Sperm and egg unite to bring genetic material together to create a zygote |
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Zygote stage |
First 10-14 days Cells begin to differentiate into specialized locations and structures |
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Implantation |
The embryo implants into the uterine wall |
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The embryo |
3-8 weeks Multicellular cluster Differentiation continues |
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The fetus |
At 9 weeks Hands and face have developed 6 months- 50% survival |
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Sensitive period |
Heightened times of influence to environmental stimuli |
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Age of viability |
6 months-50% chance of survival |
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Teratogens |
Environmental substances that negatively affect fetal development |
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Habituation |
Fetuses recognizes repeated, familiar sounds heard only in the womb--response to sound weakens the more used to it they become. |
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Inborn skills |
Reflexes--behaviors that require no obvious postnatal experience--increase likelihood of survival |
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Rooting reflex |
When something touches a newborns cheek, the infantt turns towards that side with an open mouth |
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Sucking reflex |
To suck--can be triggered by a finger |
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The grasp reflex |
Occurs when infants palm is stroked |
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Preference for faces |
Baby immediately prefers and organized faced (3 dots) vs unorganized dots |
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Infancy |
Newborns growing almost into toddlers |
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Childhood |
Toddlers growing almost into teenagers |
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Maturation |
Changes that occur bc of time passage |
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Cognition |
Refers to mental activities that help us function including: Problem solving Figuring out how the world works Developing models and concepts Storing and retrieving info |
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Infantile amnesia |
Not being able to remember stuff before age 3 bc our brain stored memories differently |
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Assimilate |
Interpewr new experiences in terms of our current understandings (schemas) |
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Accommodate |
Adjusting our schemas to incorporate information provided by new experiences |
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Piagers theory |
Children construct their understanding of the world while interacting with it |
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Sonsorimotor stage |
Birth to age 2, babies take in the world through their senses and actions, through looking, hearing, touching, mouthing, and grasping |
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Object permanence |
The awareness that objects continue to exist even when not perceived--begins around 8 months |
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Preoperational stage |
Until 6 or 7 Able to represent things with words and images but too yoing to perform mental operations--imaging and action and reversing it--milk example |
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Conservation |
The principal that quantity remains the same despite changes in shape |
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Egocentricism |
Difficulty perceivung things from anothers point of view |
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Theory of mind |
Ability to infer others mental states |
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Concrete operational stage |
Age 7, begin to grasp conservation |
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Formal operational stage |
Age 12, expands from purely concrwte to abstract thinking involving purely imagined realities and symbols. Can ponder hypotheticals and deduce consequences. Systematic reasoning. |
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Attachment |
Refers to quality of relationship between caregiver and infant. Product of interactions and derived from sensitivity and responsiveness of caregiver to childs needs |
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Secure attachment |
Uses caregiver as secure base to explore, mild distress when mom leaves, seeking contact when she returns. Contact is effective in meeting childs needs. |
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Insecure attachment anxious resistant |
Not exploring, clining to mother, loudly upset when leaves, remains upset when zhe returns |
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Insecure attachment anxious avoidant |
Seemingly indifferent to mothers leave/return |
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Temperament |
Refers to a person's characteristic style and intensity of emotional reactivity |
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Lev Vygotsky |
Psychologist who emphasized how the child's mind grows through interaction with the social environment |
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social scaffolding |
parents provide this by teaching their children new words, provides a blank from which children can step to high levels of thinking |
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Mary Ainsworth |
designed the strange situation experiment, observed mother-infant pairs during first 6 mo |
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difficult babies |
irritable, intense, unpredictable |
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easy babies |
cheerful, relaxed, and feeding and sleeping on predictable schedules |
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self-concept |
an understanding and assessment of who they are. Answers "Who am I?" |
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Authoritarian |
coercive parenting. "Because I said so" impose rules, expect obedience. |
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Permissive |
unrestraining parenting. Make few demands and use little punishment. May be indifferent, unresponsive, or unwilling to set limits |
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Authoritative |
Confrontive parenting. Both demanding and responsive. Exert control by setting rules, but encourage open discussion and allow exceptions |
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Adolescence |
the years spent morphing from child to adult, starts with the physical beginnings of sexual maturity and ends with the social achievement of independent adult status |
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puberty |
the period of sexual maturation, during which a person becomes capable of reproducing |
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Moral reasoning |
Lawrence Kohlberg, the thinking that occurs as we consideer right and wrong |
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Lawrence Kohlberg |
studied the development of moral reasoning, posed moral dilemmas to children, adolescents, and adults |
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Preconventional morality |
before age 9, focus on self interest, obey rules to avoid punishment or gain concrete rewards |
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Conventional morality |
Early adolescence, focus on uphold laws and rules to gain social approval or maintain social order |
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Postconventional morality |
Adolescence and beyond, actions reflect belief in basic rights and self-defined ethical principles |
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Jonathan Haidt |
Psychologist, believes our morality is rooted in moral intuition--"quick gut feelings". moral decisions based on feelings-- disgust when we see bad things, elevation, warm, tingly, when we do good |
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Erik Erikson |
Theorist, said that each stage of life has its own psychosocial task, a crisis that needs resolution |
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social identity |
the "we" aspect of our self-concept; the part of our answer to "who am I"that comes from our group memberships |
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Psychological disorder |
a significant dysfunction in an individuals cognition, emotions, and/or behaviors |
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causes of disorders |
a disturbance in the psychological, biological, and / or developmental processes underlying mental functioning |
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ADHD |
Inattention, hyperactivity, impulsivity, noticeable by age 7, morer common in boys |
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DSM-V |
Diagnostic and Statistical Manual, classifies disorders, diagnoses individuals, justifies insurance payment for treatment |
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Generalized Anxiety Disorder |
Ongoing , constant tendency to wrry, having anxious feelings and thoughts about many subjects |
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Panic attack |
many minutes of intense dread/terror, heart racing, choking feeling, sweating, chest pain, numbness, need to escape |
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Panic disorder |
repeated and unexpected panic attacks as well as fear of next attack |
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Agoraphobia |
fear of public spaces, but may be particular to those where panic attack occured |
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Phobia |
Uncontrollable, irrational, intense desire to avoid the objecct or situation |
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Social anxiety disorder
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intense fear of being watched and judged by others, often showing as a fear of possibly embarassing public appearance |
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Obsessive Compulsive Disorder |
Obsessions are intense, unwanted worries, ideas, images that repeatedly pop up in the mind. Compulsions are a repeatedly strong feeling of "needing" to carry out an action |
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Major depressive disorder |
depressed, lack of interest, change in appetite/weight, sleep changes, lethargy, fatigue, worthlessness, guilt, problems thinking, concentration, making decsions |
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Bipolar I |
fluctiates between manic anddepressed |
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Bipolar II |
Fluctuates between depression and irritibility and anger |
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Schizophrenia |
Psychosis-mental split from reality and rationality. |
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Positive schizophrenia |
Presence of problematic behaviors--hallucinations, delusions, disorganized thoughts, nonsensical speech, inappropriate emotions |
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Negative schizophrenia |
Absence of healthy behaviors--flat affect, reduced social interest, toneless voice, anhedonia, avolition, catatonia |
