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102 Cards in this Set
- Front
- Back
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Developmental Psychology
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A branch of psychology that studies physical, cognitive and social change throughout the life span. |
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Teratogens |
1. An agent or factor that causes malformation of an embryo. Most major birth defects occur in first trimester
ex. Morning Sickness meds caused limb loss |
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Germinal Stage (Ovum Stage) |
Approximately 10 days (up to 2 weeks)
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Embryonic Stage |
Approximately 2 to 8 weeks
Ends with the appearance of bone cells and the formation of the placenta. |
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Fetal Stage |
Approximately 8 to 40 weeks
More complexity of organ functions |
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Cell Specialization |
Most Critical period of development
3 Months |
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Physical Development
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Reflexes
Perceptual Development
Motor Development
Maturation
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Reflexes |
Simple unlearned responses to a stimulus. |
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Perceptual Develoment |
Best developed Sense : Smell/Hearing
Touch is first sense developed at birth
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Motor Development |
Nervous system becomes more mature
Most motor development occurs in the first year |
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Maturation |
Biological growth processes that enable orderly changes in behavior |
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Scheme |
A concept or framework that organizes and interprets information
helps compartmentalize things that are related to eachother |
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Assimilation |
interpreting one's new experience in terms of one's existing shemas |
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Accomodation |
Adapting one's current understandings (schemas) to incorporate new information |
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Cognitive Development |
Childs development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain
the emergence of the ability to think and understand
Jean Piagent |
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Sensorimotor Stage (Cog D) |
Age 0-2
Behaviors lack a sense of thought and logic
Move from acting upon inherited reflexes to interacting with the environment with a goal in mind |
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Preoperational Stage (Cog D) |
Ages 2-7
do not yet understand concrete logic, cannot mentally manipulate information
unable to take the point of view of other people, which he termed egocentrism.
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Egocentrism |
The inability to take anothers persective |
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Irreversability |
The inability to mentaly trace a line of reason |
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Centration |
Focusing only on one aspect of the situation
Inability to multitask
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Conservation |
Inability to realize the amount of something stays the same despite relevant changes
ex. Same amount of liquid presented in different cup sizes |
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Montesorri Schools |
child-centered educational approach based on scientific observations of children from birth to adulthood... or "little scientists that learn by experience".... -_- |
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Concrete Operational |
(7-12)
Concerning the present moment
Cannot be applied to future events
Egocentrism decline but stays the longest
beginning of logical or operational thought
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Formal Operation
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Age 12 +
Abstract reasoning
Abstract logic
Potential for moral reason
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Language Development
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The communication of thoughts and feelings through symbols that are arranged according to the rules of grammar
Grammar ensures we know exactly what is being said |
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Holophrases |
One word sentences (baba, liberry!)
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Telegraphic |
Subject + Verb (me want, you go etc...) |
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Overregularization |
Kids are learning the rules of grammar without explicitly being taught (tooths, runned etc...) |
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Over-extension |
Using words for something we don't have a word for (calling lions kittens) |
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Theory of Moral Development |
Lawrence Kohlberg
Focuses on the emergence, change, and understanding of morality from infancy through adulthood
Principles for how individuals ought to treat one another, with respect to justice, others' welfare, and rights.
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Pre Conventional Morality |
Acting in a way only to avoid being punished |
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Conventional Morality |
Internalizing beliefs as a result of people pleasing, or agreeing w/ those around you |
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Post Conventional Morality |
Willing to face the consequences of an action due to beliefs |
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Attachment |
An emotional tie that is formed between one animal or person and another specific individual
• Secure • Avoidant • Ambivalent/Resistant |
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Contact comfort |
comfort derived from physical closeness with a caregiver. |
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The Harlows’ Baby Monkeys |
Raised orphaned baby rhesus monkeys and studied their behavior
baby monkeys greatly preferred the cloth mother. They clung to the cloth mother even between feedings and went to it for comfort when they felt afraid.
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Peak of physical health |
Twenties |
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Fluid intelligence |
Thinking outside the box
Problem Solving
Decreases w/ age |
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Crystallized Intelligence |
Acquired intelligence over time
Increases w/ age
ex. Elderly people and crossword puzzles
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Authoritative Parenting Style (Best) |
Good communication allows + encourages independence
Still creates rules and boundaries
Rules have explanations
Comprimises |
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Permissive Parenting Style (Neglectful) |
Can be good communication, warm, kids can do whatever they want, avoids conflict |
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Authoritarian Parenting Style (Often Abusive) |
Parenting by force, obeying, controlling
"Because I said so" mentality |
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Memory |
Memory differs from learning in that memory involves "storage" of information, and learning typically involves a change in behavior.
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Implicit Memory |
memory in which previous experiences aid the performance of a task without conscious awareness of these previous experiences. |
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Explicit Memory |
Conscious, intentional recollection of previous experiences and information
ex. remembering the time of an appointment or recollecting an event from years ago. |
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Three Kinds of Memory (ESP) |
Episodic
Semantic
Procedural |
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Episodic Memory |
Memory for events in a particular time and place |
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Semantic memory |
The more or less permanent store of knowledge that people have
Common Sense
General knowledge |
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Procedural Memory |
Part of the long-term memory that is responsible for knowing how to do things
Aka Motor Skills
ie. Walking, talking, riding a bike |
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Encoding |
Converting information into psychological format that can be represented mentally
-visual code (seeing) - acoustic code (hearing) - semantic (language, words, symbols)
More consistency the better |
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Storage |
Maintaining information over a period of time
Maintenance rehearsal
Metamemory
Elaborated Rehearsal |
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Retrieval |
Locating Stored information and returning it to a consciousness |
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Sensory memory |
memory that is first encountered by a stimulus
Ex. iconic memory, eidedic memory (photographic)
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Short term memory |
Quickly lost
Gone after 30 seconds
Retains a memory of the stimulus for about 15 to 20 seconds after the trace of the stimulus decays |
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Serial position effect |
Tendency to remember first (more common) and last items in a series but not the middle
Primary effect (remembering beginning)
Recency (remembering end) |
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George Miller |
Humans remember things in groups of 7
7 ± 2
5 to 9 |
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Chunking |
Dividing information into meaningful chunks
(Why SSN is easier to recall than License #) |
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Long Term Memory |
Capable of Relatively Permanent and unlimited information storage |
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Flashbulb Memory |
Remembering events that occurred under unusual, emotionally arousing circumstances clearly and in great detail |
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Context Dependant Memory |
Memory dependent on the environment (similar context) in which the memory was encoded |
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State Dependent Memory |
Memory that is dependent on an emotional or psychological state |
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Amnesia |
Loss of memory |
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Recognition (To measure forgetting) |
Involves recognition of previously stored information
ex. taking a multiple choice test |
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Recall (to measure forgetting) |
The ability to retrieve information unaided by choice
ex. fill in the blank |
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Relearning |
Material can be relearned more rapidly the second time |
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Interference theory |
Theory that learning is disrupted because interference between short term and long term memory |
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Retroactive Interference |
Disruptive effect on new learning on recall of old information |
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Proactive Interference |
Disruptive effect of prior learning on recall of new information |
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Repression |
Motivated to repress painful memories and unacceptable ideas because they produce anxiety, fear, guilt, and shame |
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Drill and Practice |
Repetition helps transfer information from short-term memory to long-term memory. |
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Mnemonic Devices |
Organize “chunks” of information into a format such as an acronym, jingle, or phrase. |
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Classical conditioning |
involves reflexes |
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Operant conditioning |
involves voluntary behaviors. |
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Definition of Learning |
A relatively permanent change in behavior due to experience. |
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Pavlov’s Experiment & Classical Conditioning |
A simple form of associative learning that enables organisms to anticipate events. |
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Stimulus |
An environmental condition that elicits a response. |
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Unconditioned Stimulus (US) |
A stimulus the elicits a response before conditioning |
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Conditioned Stimulus (CS) |
(CS) ◦ A previously neutral stimulus (NS) that elicits a conditioned response (CR) because it has been repeatedly paired with a stimulus that already elicited the response |
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Unconditioned Response (UR) |
An unlearned response to an unconditioned stimulus (US) |
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Conditioned Response (CR) |
A learned response to a conditioned stimulus (CS). |
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Trace |
A procedure in which the CS is presented and removed before the US is presented. |
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Delayed |
A procedure in which the CS is presented before the US and remains in place until the response occurs. |
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Simultaneous |
A procedure in which the CS and US are presented at the same time. |
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Backwards |
A procedure in which the US is presented before the CS. |
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Taste Aversion |
The most powerful form of classical conditioning.
When an animal associates the taste of a certain food with symptoms caused by a toxic, spoiled, or poisonous substance |
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Counterconditioning |
Conditioning of an unwanted behavior or response to a stimulus into a wanted behavior |
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Systematic Desensitization |
Engaged in some type of relaxation exercise and gradually exposed to an anxiety producing stimulus, like an object or place
to treat fear, anxiety disorders and phobias |
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Operant Conditioning Defined |
A simple form of learning in which an organism learns to engage in behavior because it is reinforced. |
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Operant Behavior |
A voluntary behavior that is reinforced. |
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Reinforcement |
Operant procedure that maintains or increases a behavior |
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Positive reinforcement |
Once presented, the reinforcer increases the frequency of the operant behavior |
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Negative Reinforcment |
Once removed, the frequency of the operant behavior is increased. |
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Punishment |
Operant procedure that reduces a behavior |
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Positive Punishment |
Once presented, the punisher decreases the frequency of the operant behavior. |
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Negative Punishment |
Once removed, the frequency of the operant behavior decreases. |
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Continuous Reinforcement |
Every correct response is reinforced. |
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Partial Reinforcement |
Response is reinforced only part of the time |
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◦ Fixed Ratio |
Reinforcement is provided after a fixed number of correct responses |
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Fixed Interval |
A fixed amount of time must elapse between the previous and subsequent times that reinforcement is available. |
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Variable Ratio |
Reinforcement is provided after a variable number of correct responses. |
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Variable Interval |
A variable amount of time must elapse between the previous and subsequent times that reinforcement is available |
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Applications of Observational Learning |
◦ Observational Learning
◦ Media Violence & Aggression -Children tend to learn antisocial behavior when exposed to aggressive, negative models in the media |
