Tara's Eppp Flashcards Lifespan

Front 1

critical period vs sensitive period

Back 1

in humans, critical periods are prenatal while sensitive periods are post natal- example is at seven weeks needs to have androgen flood in order to be male

Front 2

critical period

Back 2

associated with lorenz- lack of exposure is irreversibe

Front 3

sensitive period

Back 3

lack of exposure isnot irreversible

Front 4

teratogens

Back 4

agents that cause some sort of birth defect

Front 5

examples of teratogens

Back 5

maternal malnutrition
pollution
radiation
drugs and alcohol

Front 6

Sir Michael Rutter's six high risk factors for psychopathologyq

Back 6

low SES, marital discord, large family size and crowding, maternal psychiatric disorder, paternal criminality, placement in foster care

Front 7

bronfenbrenner's ecological model

Back 7

four interacting systems
microsystem, mesosystem, exosystem, macrosystem (overarching beliefs and values general economic conditions)

Front 8

physical development
facts on baby brain

Back 8

25% of adult weight at birth
adult size by 12-13
4/5ths of full weight by end of second year
begins shrinking at 30
accelerates at age of 60

Front 9

newborn reflexes

Back 9

rooting (head turns to stroke)
babinski (toes fan out and corl)
moro- 'embracing' motion in response to loud noise or sense of being dropped

Front 10

physical maturation in adolescense

Back 10

early physical/sexual maturation better for boys, not for girls, but age of maturation is not predictive of adult adjustment girls 10.5-12 boys, 13-14

Front 11

Piaget's constructivist approach

Back 11

children are active constructors of knowledge, cognitive development is a process of adaptation, assimilation and accomodation

Front 12

sensorimotor

Back 12

0-2 years, object permanence, symbolic (representational) thought (e.g. when mommy goes away) child uses images gestures or words to represent objects or experiences (e.g. child running around being an airplane

Front 13

preoperational

Back 13

2-7
egocentrism, centration, irreversibility
transductive reasoning

Front 14

egocentrism

Back 14

inability to see things from other person's perspective-

Front 15

irreversibility

Back 15

lack of understanding that processes can be reversed (e.g. doll's head fell off kid doesn't understand can put head back on)

Front 16

transduction

Back 16

magical thinking animism (clouds are crying)

Front 17

concrete operational 7-12

Back 17

conservation (tall beaker small beaker), reversibility and decentration start of metacognitive abilities

Front 18

formal operational 12 +

Back 18

abstract hypothetical thinking-deductive thinking, adolescent egocentrism, personal fable, imaginary audience

Front 19

vgotsky sociocultural theory

Back 19

learning is first social and then individual, zone of proximal development and then scaffolding- symbolic play provide zone of proximal development

Front 20

short term memory

Back 20

working memory affected by increasing age but little or no age related change in memory span (primary memory)

Front 21

long term memory

Back 21

recent long term (secondary) memory shows substantial age-related decline but remote long term memory is not affected

Front 22

episodic memory

Back 22

affected more by increasing age than is semantic or procedural memory

Front 23

explicit memory

Back 23

explicit memory declines implicit memory is relatively unaffected

Front 24

language- learning theory approaches

Back 24

language aquisition is due largely to reinforcement and imitation (e.g. motherese; child directed speech)

Front 25

language- Noam Chomsky nativits theory LAD

Back 25

Language aquisition device (LAD0 that is innate and enables child to understand and speak in rule-governed ways once they have aquired sufficient vocabulary

Front 26

phonemes

Back 26

smallest units of sound understood as part of language

Front 27

morphemes

Back 27

smallest unit of sound that convey meaning

Front 28

babbling

Back 28

begins at 4 months includes sounds from all languages but narrows to child's native language at 9 to 14 months

Front 29

language-overextension

Back 29

apply a word to wider collection of object and events than is appropriate (all four legged animals are dogs) akin to assimilation

Front 30

bilingual /bilingual education

Back 30

minority language children in good programs have similar or better outcomes than peers in immersion programs may do code switching, cognitive flexibility is higher in childhood but doesn't transfer to adulthood

Front 31

thomas and chess temperaments and traits

Back 31

easy, difficult, slow to warm, based on nine temperament traits (activity, rhythmicity, appraoch/withdrawal, adaptability, intensity of reaction, threshold of responsiveness, mood quality, distractibility, attention

Front 32

Thomas and chess goodness of fit model

Back 32

maladjustment is due to lack of fit between child's basic temperament and his/her oparent's behavior

Front 33

kagan temperament

Back 33

temperament at childhood (age of two)predicted adult traits

Front 34

stability of temperament
(Kagan)

Back 34

behavioral inhibition (approach/withdawal) in infancy is most predictive of characteristics in childhood, adolesnece, and early adulthood.

Front 35

Freuds oral stage and erikson
age

Back 35

trust 0-1

Front 36

freuds anal and erikson and age

Back 36

autonomy vs shame and doubt 1-3

Front 37

freud's phallic eriskon age

Back 37

3-6 initiative vs guilt

Front 38

freud's latency erikson age

Back 38

7-11 industry vs inferiority

Front 39

freud's genital erikson age

Back 39

identity vs identity confusion 12-18

Front 40

erikson young adult

Back 40

intimacy vs isolation

Front 41

adult

Back 41

generativity vs stagnation

Front 42

older adult

Back 42

ego identity vs ego despair

Front 43

Baumrind's four parenting styles

Back 43

authoritative, authoritarian, permissive, rejecting

Front 44

authoritative parents

Back 44

high in warmth(responsive) and demandingness (control), children are best adjusted, self-confident, socially responsible, achievement oriented

Front 45

authoritarian

Back 45

low in warmth high in demandingness, childred are irritable aggressive, dependent have low levels of self esteem responsibility and academic achievement

Front 46

permissive (non directive)

Back 46

high in warmth low in demandingness, children are impulsive, self centered, easily frustrated, low in achievement and independence

Front 47

rejecting/neglacting parents

Back 47

low in warmth and demandingness, children have low self esteem , tend to be moody impulsive and aggressive

Front 48

demandingness

Back 48

control task oriented

Front 49

responsiveness

Back 49

warmth, personal oriented

Front 50

gender identity development
kohlberg

Back 50

gender identity involves three stages
1. identity (2-3 )
2.stability(4-5)
3. constancy(6-7)cant alter gender just be changing appearance

Front 51

bem's gender schema theory

Back 51

chidren develop schemas of masculinity and femininity that organize how they think about gender

Front 52

Marcia- four stages of adolescent identity development

Back 52

identity diffusion- no crisis no commitment
identity foreclosure-commitment with no crisis
identity moratorium, crisis no commitment
identity achievement crisis leads to commitment

Front 53

Gilligan relational theory

Back 53

adolescent girls have a 'relational crisis' are at high risk for becoming disconnected from themselves the others and the world. loss of voice

Front 54

bowlby ethological theory

Back 54

internal working models of relationships develop out of early attachment experiences-built in behavior that supports attachment- internal working model completed at agetwo- alan schore e.g borderlines have no internal working model of attachment and therefore constantly require testing and reassurance

Front 55

harlow and zimmerman

Back 55

rhesus monkeys comfort and attachment more important than feeding

Front 56

attachment patters
Ainsworth strange situation

Back 56

secure
anxious(insecure)/Avoidant
anxious (insecure)/ambivalent (resistant)
disorganized/disoriented

Front 57

secure attachment

Back 57

secure pattern cry when mom leaves and greet her happily when she returns, mothers are emotionally sensitive and responsive to their babies

Front 58

anxious/insecure avoidant

Back 58

infants rarely cry when mom leaves and avoid her when she returns- if distressed they are as easily comforted by stranger as by mom. mothers of avoidant infants are impatient and unresponsive or provide child with too much stimulation

Front 59

anxious (insecure)/ambivalent (resistant)

Back 59

upset when mom leaves, ambivalent when she returns or may hit or push her away; mothers are moody and inconsistent in their caregiving

Front 60

disorganized/disoriented

Back 60

inconsistent behavior when she leaves, confused when she returns, children have been neglected or abused by their caregiver

Front 61

stage of attachment in infant

Back 61

6 months of age social referencing
separation anxiety 6-peaks at 14-18 months
stranger anxiety 8- 10 months peaks at 18 months

Front 62

aggression Patterson's social learning approach

Back 62

aggression is linked to coercive family patterns that
1. coercive interaction between parents and children
2. poor parental monitoring of childrne's activities

Front 63

aggression perry's social cognitive theory

Back 63

aggressive children are more likely than their less aggressive peers to
1. believe it is easy to perform aggressive acts but difficult to inhibit them
2. expect aggression to have positive outcomes
3. misinterpret the behaviors of others as intentionally hostile

Front 64

Paiget stages of moral development

Back 64

heteronomous morality
autonomous morality

kids don't lie til age seven but could be as early as three

Front 65

piaget- heteronomous morality

Back 65

7-10
unquestioning obediencde to authority and laws- law is more important than underlying reason

Front 66

piaget-autonomous morality

Back 66

11+ individuals recognize that rules and laws can be changed by consensus, intentions are more important than the consequences

Front 67

kohlbergs stages of development

Back 67

I preconventional
II conventional
III postconventional

Front 68

Preconventional stage 1 and 2

Back 68

stage i- obeys rules to avoid punishment
stage ii- conform to rules to obtain rewards

Front 69

conventional stage 3 and 4

Back 69

3 conforms to rules to avoid social disapproaval
4 obeys laws and rules to maintain social order

Front 70

Level III postconventional stages 5 and 6

Back 70

5 acts in accord with democratically chosen laws
6 acts in accord with universal ethical principles

Front 71

gilligan's beef with kohlberg

Back 71

more applicable to males, proposed an 'ethics of care' stage theory emphasizing concerns about responsibilities and relationships.,

Front 72

divorce effects immediate effects

Back 72

worse for preschoolers and boys

Front 73

divorce sleeper effects

Back 73

girls may not show immediate effects but do so later in form of non compliance, low self esteem, sexual adjustment as teen

Front 74

remarriage stepparents

Back 74

early adolescents have more adjustment problems to remarriage than later adolescents.

Front 75

maternal employment

Back 75

boys and girls whose mothers work have fewer gender stereotypes than do peers whose mothers stag at home, negative effects involve poor academic achievement in middle and upper class boys

Front 76

teacher interaction

Back 76

boys receive more criticism and praise than girls with both gendered teachers-boys criticized for failure to do their work, girls criticized for lack of ability

Front 77

early compensatory education

Back 77

effects on IQ and achievement good in short term, long term benefits on higher self esteem, increased likelihiood for graduation, better attitude toward school.