Psychology (Chapter 9)

Front 1

Zygote (germinal stage)

Back 1

Zygote: Fertilized egg, first who weeks

Zygote increases from 32-100+ cells

Nourished by HCG

Front 2

Embryo

Back 2

Weeks 3 through 8

Organs and internal systems begin to form; exposure to toxin, drugs, extreme stress, or pour nutrition can have lasting effects on developing systems fetus

Front 3

Fetus

Back 3

Grows larger, stronger, body organs mature heart starts to beat

Can bend fingers respond to touch, grow facial features

(24 weeks fetus has many characteristics it will display as newborn)

Front 4

Age of viability

Back 4

Point at which fetus can survive

Most healthy full-term pregnancies, end with the birth between 38-42 weeks

Front 5

Prenatal environment influences?

Back 5

Teratogens

-nutrition

-illness

-emotional state

-drugs

- alcohol

- nicotine use

Front 6

Reflexes at birth

Back 6

Brain supports basic reflexes, further brain development necessary for cognitive development to offer

-rooting, sucking, gag, startle reflex

New skills appear at appropriate times, even in the absence of training

Front 7

Brains _____ continues to grow as ______ grow and new connections are made

Back 7

Development, neurons

Front 8

Brain is about 80% of adult size

Back 8

Age 4

Front 9

Sensitive periods

Back 9

When specific skills develop most easily

Certain connections are made easily during particular times in development, as long as the brain receives the right stimuli

Front 10

Language

Back 10

Is easier to learn during early sensitive periods when the brain is more plastic (5-10 years)

Front 11

Close _______ _______ with caregivers, most easily acquired in infancy

Back 11

Emotional attachments

Front 12

At what age do infants typically generate their first word

Back 12

12 months

Front 13

At what age do infants typically start to sting words

Back 13

Age 2

Front 14

Infants show preference for sounds from their own language by the time they are a ...

Back 14

Week old

Prefer mother’s voice to strangers

Front 15

Attachment

Back 15

Strong emotional connection that persists over time and across circumstances

Konrad Lorenz

One of the fundamental needs infants have is to bond emotionally with those who care for them

Front 16

Imprinting

Back 16

A sensitive period during which young animals become strongly attached to a nearby adult

Front 17

Harry Harlow’s study on attachment

Back 17

“Wire monkey vs cloth monkey”

We need contact comfort!

-lacked social skills, mothering skills, and showed no affection to their offspring, some even abusive

Front 18

Attachment- Mary Ainsworth (1978)

Back 18

Attachment response increased when children start moving away from caregiver and typically display separation anxiety

Front 19

Mary Ainsworth

Strange-situation year

Secure

Back 19

60-65% infant is confident enough to play in an unfamiliar environment as long as the caregiver is present, when caregiver leaves infant becomes distressed, but is quickly comforted by the caregiver

Caregiver: sensitive and responsive to a child needs

Front 20

Attachment

Mary Ainsworth

Insecure(anxious) 35-40%

Back 20

Ambivalent/resistant: cry a lot when caregiver leaves/not easy to sooth when caregiver returns. Caregiver is not absolve to them when they are distressed.

Caregiver: inconsistent response to child

Avoidant: when in the room, may avoid the caregiver and prefer to play with the stranger instead and don’t get upset when the caregiver leaves

Caregiver: insensitive or inattentive to needs

Disorganized:

Caregiver: abusive, effects child’s ability to regulate emotions

Front 21

Cognitive development - Piaget

Back 21

Piaget believed that each stage builds on the previous one

Front 22

Piaget

Assimilation

Back 22

Place new information into an existing scheme

Front 23

Piaget

Accommodation

Back 23

We create a new schema or drastically alter an existing schema to include new information

2 year old sees cow for first time and shouts “doggie” seems logical but adult explains the difference between cow and dog. Child can’t find this information to the existing schema of dog so creates a new schema for cow

Front 24

Sensorimotor stage ( Birth to 2 years)

Back 24

-acquires information primarily through the senses

Developed object permanence: the understanding that an object continues to exist even when it cannot be see. At around 9months they will search for objects if hidden

Object permanence aids the child in developing attachments and contributes to the child understanding of the world of objects

Front 25

Preoperational stage (2-7 years)

Back 25

-children think symbolically about objects, use reason based on intuition and superficial appearance rather than logic

-having no understanding of the law of conservation: even if a substances appearance changes, its quantity may remain unchanged

Front 26

Preoperatinal stages (2-7 years)

Key cognitive limitations of the preoperational period:

Back 26

Centration: preschooler cannot think about more than one detail of a problem-solving task at a time. Limits their problem solving skills

Egocentrism: view the world through their own experiences

Front 27

Concrete operational stage ( 7-12 years)

Back 27

Children begin to think and understand logical operations, no longer fooled by appearances (like the glass water experiment)

-a classical operation is an action that can be undone e.g a light can be turned on and off

-children in this stage can think in much more logical and less egocentric ways than children in the preoperational stage

-abstract thinking is still difficult

Front 28

Formal operational stage (12-adulthood)

Back 28

-think abstractly, and they can formulate and test hypothesis, use deductive logic

-adolescents are able to consider abstract notions and think about many viewpoints at once

-look at future hypothetical problems

Front 29

Challenges to Piaget’s theory

Back 29

Leaves little room for differing cognitive strategies or skills amoung individuals

-development of difference areas in the brain are development dose not necessarily follow strict and uniform stages

- without specific training or education, many adults continue to reason in concrete operational ways

Paige’s underestimates the age at which certain skills development:

-object permanence develops in the first few months of life, instead of at 8 or 9 months of age

- children under three can understand more then and less than concepts

Front 30

Social development - Erikson

Back 30

Erik Erikson proposed a theory that emphasized age-related psychosocial challenges and their effects on social functioning across the life span

-Erikson further conceptualized each stage as having a major developmental “crisis”, or development challenge to be confronted

-provides an opportunity for psychological development; a lack of progress may impair further development

Front 31

Theory of psychosocial development

Birth-18 months

Back 31

Stage/crisis:

Trust/mistrust

Outcome:

Sense of trust with caregiver

Front 32

Theory of psychosocial development

2-3 years

Back 32

Stage/crisis:

Autonomy/shame

Outcome:

Encouraged to explore environment, sense independence and self-esteem

Front 33

Theory of psychosocial development

4-6 years

Back 33

Stage/crisis:

Initiative/ guilt

Outcome:

Control over environment, sense of purpose, take on responsibilities

Front 34

Theory of psychosocial development

7-12 years

Back 34

Stage/crisis:

Industry/inferiority

Outcome:

Social and academic demands, feel competent

Front 35

Theory of psychosocial development

12-19 years

Back 35

Stage/crisis:

Identity/ role confusion

Outcome:

Self identity

Front 36

Kohlberg’s Theory of Moral Development

Back 36

Three main levels of moral reasoning:

Pre conventional level: at this level, self-interest and event outcomes determine what is moral, reward/punishment

Conventional level: the approval of others determine what is moral, conforms to social standards/ authority

Postconventional level: highest stage of moral development; decisions about morality depends on abstract principles and the value of all life I.e individual rights, are all laws just?

lol ergo considered advanced moral reasoning to include a consideration of the greater good for all people, with less thought given to personal wishes or fear of punishment

Front 37

Parenting style

Authoritarian

Back 37

Anxious, withdrawn, poor emotional reactions, do well in school

Front 38

Parenting style

Permissive

Back 38

Poor emotional regulation, lack self-discipline, risky behaviors, high self-esteem and social skills

Front 39

Parenting style

Authoritative

Back 39

High emotional regulation, social skills, self-confident, high self-esteem

Front 40

Parenting style

Uninvolved

Back 40

Poor in school, delinquent behavior, depression, anxious, withdrawn

Front 41

Puberty

Back 41

Adolescent growth spurt: a rapid, hormonal driven increases in height and weight

Primary sex characteristics: maturation of the male and female sex organs

Secondary sexual characteristics: pubic hair, body hair, muscle mass increases for boys, and far deposits on the hip and bread for females

The brain undergoes a phase of reorganization with synaptic connections being refined and frag matter increasing

Frontal cortex if the brain is not fully myelinated until the early so adolescents have a difficult time thinking critically about the consequences of their actions or planning for eventualities

- engage in risk-taking behavior, more emotional outburts

Front 42

Adolescent sucide

Back 42

Their leading cause of death for adolescents

Front 43

Adulthood -Erikson

Back 43

Intimacy versus isolation: young adults face the challenge of forming and maintaining commuted relationships with friends and partners

Generatively versus stagnation: middle age adults contemplate how productive they are

Integrity versus despair: older adults look back on their lives and respond either positively or with regret

Front 44

Adulthood: the peak of health

Back 44

For most people emerging marks the peak of physical health (18- mid 20)

-25-40, we experience a steady decline in muscle mass, bone density, eyesight, and hearing

-25- body becomes slightly less effective and more susceptible to disease

The better shape we are in during early adulthood, the fewer significant declines we will see as we age

Front 45

Marriage

Back 45

People marry later in life

Industrialized counties have less marriage

Married people increased longevity, greater happiness and joy, and are at less risk for mental illness such as depression

Conflicts earning marriage are allocated with poor immune functioning ... poor health and mortality

Front 46

Late adulthood

Back 46

People over 85 is growing dramatically

Many adults work past 70

Front 47

Late adulthood: the aging body

Back 47

Trivial physical changes include the graying and whitening of hair and the wrinkling of skin

Front 48

Generic preprogrammed theories of aging

Back 48

Suggest the human cells have a built-in time limit to their reproduction

Front 49

Wear-and-tear theories of aging

Back 49

Suggest that the mechanical functions of the body simply work less efficiently as people age

Front 50

Growing old and memory

Back 50

Frontal lobe shrinks proportionally more than other brain regions

-looks problem solving skills and episodic memories

-working memory is more effected then long term memory

-maintain semantic memories- accumulation of information and skills

Front 51

Dementia

Back 51

A brain condition that causes thinking, memory, and behavior to deteriorate progressively

- after age 70, the risk of dementia increases with each year of life

-except for Dementia, older adults have fewer mental health problems, including depression

Front 52

Alzheimer’s disease

Back 52

-progressive brain disorder that leads to a gradual and irreversible decline in cognitive abilities

-Alzheimer’s includes profound memory deficits and personality changes

-deterioration of nerves, neurons die, hippocampus begins to deteriorate....

3-5% will develop by 70-75

Front 53

Fluid intelligence

Back 53

(Creative thinking, reasoning, memory) tends to peak in early adulthood and decline steadily as we age

Front 54

Crystallized intelligence

Back 54

(Skills, knowledge, experience) usually increases throughout life and breaks down only when declines in other cognitive abilities prevent new information from being processed

Front 55

Although memory and the soles of processing may decline, the continued ability to learn new information may mitigate those losses in terms of daily functions

Back 55

Yep

Front 56

Socio-emotional selectivity theory

Back 56

-adjust priorities to emphasize emotionally meaningful events, experiences, and goals

-some people Choose to spend more time with a smaller group of close friends, get closer to them

Front 57

Disengagement theory of aging

Back 57

Again produces a gradual withdrawal from the world on physical, psychological, and social levels

Front 58

Death

Elisabeth Kübler- Ross’s five stages

Back 58

-denial

-anger

-bargaining

-depression

-acceptance