Psychology Chapter 8

Front 1

one group is followed and assessed at different times in life

Back 1

longitudinal design

Front 2

several different age-groups are studied at 1 time

Back 2

cross-sectional design

Front 3

combination of longitudinal and cross-sectional designs

Back 3

cross-sequential design

Front 4

the particular impact on development that occurs when a group of people share a common time period or common life experience

Back 4

cohort effect

Front 5

this period starts week 2-8, and the embryo will be 1 inch long and have a heartbeat.

Back 5

embryonic period

Front 6

times during which some environmental influences can have an impact on development of an infant

Back 6

critical periods

Front 7

any substance, drug, chemical, virus, etc. that can cause birth defects

Back 7

teratogen

Front 8

the period of growth from 8 weeks after conception to birth

Back 8

fetal period

Front 9

When is a baby considered full-term?

Back 9

38 weeks

Front 10

the longer an infant spends looking at a stimulus, the more the infant prefers the stimulus over others

Back 10

preferential looking

Front 11

the tendency of infants to stop paying attention to stimulus that doesn't change

Back 11

habituation

Front 12

the last functional sense to develop after birth is ______, which does not develop until about 2 months.

Back 12

sight

Front 13

the development of thinking, problem solving, and memory

Back 13

cognitive development

Front 14

This psychologist proposed that there are 4 stages of cognitive development from birth to adulthood

Back 14

Piaget

Front 15

Birth to age 2

1. object permanence

2. understanding that concepts and mental images represent objects

3. explore the world with 5 senses and ability to move

Back 15

sensorimotor

Front 16

Age 2 - 7

1. mentally refer to objects/events with words

2. can pretend

3. can't conserve, logically reason, or consider multiple characteristics of an object

Back 16

preoperational

Front 17

Age 7 - 12

1. can conserve

2. reverse thinking

3. classify objects by multiple characteristics

4. can use logic and understand analogies only about concrete ideas

Back 17

concrete operations

Front 18

Age 12 - adulthood

1. use abstract reasoning

2. systematically examine/test hypothesies

3. think of logical possibilities

Back 18

Formal operations

Front 19

the process of taking existing schemes and then try to understand and fit new things in terms of these schemes

Back 19

assimilation

Front 20

the process of adjusting schemes to fit new information and experiences

Back 20

accommodation

Front 21

knowledge that an object exists even when it isn't in sight

Back 21

object permanence

Front 22

believing anything that moves is alive (2-7)

Back 22

animism

Front 23

the inability to see the world through anyone else's eyes but their own

Back 23

egocentrism

Front 24

focusing on only one aspect of an object rather than taking all into consideration

Back 24

centration

Front 25

the ability to understand that altering the appearance of something does not change its amount is called

Back 25

conservation

Front 26

feature of preoperational thinking causing children to fail at conservation because they are mentally unable to reverse their actions

Back 26

irreversibility

Front 27

kinds of concepts taught between ages 7-12 because they are about objects, written rules, real things

Back 27

concrete concepts

Front 28

This psychologist stressed the importance of social and cultural interaction in cognative development

Back 28

Vygotsky

Front 29

process where a more skilled learner gives help to a less-skilled learner, reducing the amount of help as the less-skilled learner becomes more skilled

Back 29

scaffolding

Front 30

the difference between what a child can do alone versus what the child can do with help (ZPD)

Back 30

zone of proximal development

Front 31

type of speech where older people talk to infants in a higher-pitched, repititious pattern

Back 31

child-directed speech

Front 32

infants understand more language than they can produce, known as

Back 32

the receptive-productive lag

Front 33

list hte order in which children learn ot speak

Back 33

cooing

babbling

one-word speech

telegraphic speech

whole sentences

Front 34

the behavioral and emotional characteristics that are fairly well established at birth

Back 34

temperament

Front 35

happy babies who are easily soothed and have a regular schedule

Back 35

easy temperament

Front 36

babies who are loud, active, and are unhappy about change but have irregular schedules

Back 36

difficult temperament

Front 37

babies who are more regular than difficult children but must adapt to change slowly

Back 37

slow to warm up temeprament

Front 38

the emotional bond forming between infants and primary caregivers

Back 38

attachment

Front 39

the image you have of yourself based on your interactions with the important people in life

Back 39

self-concept

Front 40

This psychologist has 8 stages in development based on emotional turning points in personality and the crisis that must be successfully met

Back 40

Erickson

Front 41

Age 0 - 1

infants learn a basic sense of trust dependent upon if their needs are met

Back 41

trust versus mistrust

Front 42

Age 1 - 3

toddlers begin to understand that they can control their own actions

Back 42

autonomy versus shame and doubt

Front 43

Age 3 - 5

learn to take responsibility for their own behavior as they develop self-control

Back 43

initiative versus guilt

Front 44

Age 5 - 12

learn new skills and compare themselves to others

Back 44

Industry versus inferiority

Front 45

Age 13 - 20

must decide who they are, what they believe, and what they want to be

Back 45

identity versus role confusion

Front 46

Ages 20s - 30s

finding a person to share their identity with in close relationships

Back 46

Intimacy versus Isolation

Front 47

Ages 40's - 50's

find a way to be creative, productive, person who nurtures the next generation

Back 47

Generativity vs Stagnation

Front 48

Ages 60's - death

Coming to terms with the end of life, reaching a sense of wholeness and acceptance

Back 48

Ego Integrity versus Despair

Front 49

adolescents spend time thinking that they are unique and special "no one understands"

Back 49

personal fable

Front 50

extreme self-conciousness that everyone is looking at them

Back 50

imaginary audience

Front 51

This psychologist, influenced by Pigat's stages of development, created 3 levels of moral development

Back 51

Kohlberg

Front 52

stage in Kohlberg's moral development where morality is based on consequences

young children

Back 52

preconventional morality

Front 53

stage in Kohlberg's moral development where an action is morally right if it conforms to the rules of society and wrong if it does not.

older children, adolescents, adults

Back 53

conventional morality

Front 54

Morality is determined by experiences and judgement of the person, even if that judgement disagrees with society's rules

1/5 of the population

Back 54

postconventional morality

Front 55

parenting the next generation and helping them through their crises

Back 55

generativity

Front 56

parenting style overly concerned with rules

Back 56

authoritarian parenting

Front 57

parents aren't involved with their children and ignore until it interferes with the parents

Back 57

permissive neglectful

Front 58

parents are too involved with their children, giving them what they want, not giving them limits

Back 58

permissive indulgent

Front 59

if you can look back in life and feel full and come to terms with regrets, then you feel a sense of wholeness known as ____.

Back 59

ego integrity

Front 60

cells are limited to the number of times they can reproduce, evident in telomeres that shorten each time a cell reproduces

Back 60

cellular-clock-theory

Front 61

outside influences like stress, physical exertion, bodily damage cause aging, evident in less collagen producing wrinkles

Back 61

wear-and-tear-theory

Front 62

biological damage due to oxygen molecules with an unstable electron

Back 62

free-radical-theory