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151 Cards in this Set
- Front
- Back
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The degree to which genetics and environment influence human development. |
Nature-Nurture |
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Is development a smooth progression throughout the lifespan, or is it a series of abrupt changes? |
Continuity-Discontinuity |
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Does development follow the same basic path for all people, or does it depend mainly on the sociocultural context? |
Universal-Context Specific |
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Genetic and health related factors. |
Biological |
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Internal cognitive, emotional, perceptual and personality factors |
Psychological |
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Interpersonal , societal, cultural and ethnic factors. |
Sociocultural |
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The context for how people perceive their current situation and how it affects them. |
Life Cycle Forces |
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Personality is determined by the interaction of internal motivations and external societal demands; 8 stages (conflicts)
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Erikson's Psychosocial Development |
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Our development is shaped by consequences to our behaviors; consequences determine whether behaviors are repeated.
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Skinner's Operant Conditioning |
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We learn by watching the behaviors of others, and the consequences of those behaviors. We imitate behaviors, depending on what we believe about our own abilities. |
Bandura's Social Learning |
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4-Stage universal sequence based on how we construct theories to explain the workings of the physical and social world.
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Piaget's Cognitive Development |
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Human cognition has mental hardware and software; inputs, processing and outputs, like a computer
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Information Processing Theory |
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Our thinking is influenced by the social and cultural contexts in which we develop
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Vygotsky's Sociocultural Theory |
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Development occurs in the context of several interconnected systems of increasing complexity
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Bronfenbrenner's Ecological Systems Theory |
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Examines relationships among variables as they naturally occur
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Correlational Design |
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The same people are observed as they grow, through many years
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Longitudinal Design |
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Testing people of different ages (i.e. students in grades 1,3 and 5 are tested at the same point in time)
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Cross-Sectional Design |
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Studies people of different ages at one point in time, then follows those same subjects as they develop (several years)
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Sequential Design |
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Phenotype refers to:
A. One's full genetic potential B. A person's recessive genes C. A person's dominant genes D. The actual expression of traits |
D. The actual expression of traits |
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What is a teratogen?
A. Substance or a condition that can increase the risk of harm to baby during prenatal development B. A cell with extra chromosomes C. Damage sustained to the placenta D. Waste products from the embryo |
A. Substance or a condition that can increase the risk of harm to baby during prenatal development |
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This is a loss of oxygen during birth; may cause mental retardation, cerebral palsy or death.
A. Hypoxia B. Anorexia C. Neural Tube Restriction D. Toxemia |
A. Hypoxia |
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The four systems that are evaluated in the NBAS are:
A. Babinski, Moro, stepping, grasping B. Heart rate, breathing, muscle tone, color C. Autonomic, Motor, State, Social D. Sucking, swallowing, breathing, sneezing |
C. Autonomic, Motor, State, Social |
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At the end of this gestational period, all basic organs (except sex) and body parts are in place in some form, though not yet fully functioning.
A. Zygotic Period B. Embryonic Period C. Fetal Period |
A. Embryonic Period
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By the end of this gestational stage, the zygote has implanted into the uterine wall.
A. Zygotic Period B. Embryonic Period C. Fetal Period |
B. Zygotic Period |
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The developing baby begins to move - stretches, yawns, swallows, moves limbs.
A. Zygotic Period B. Embryonic Period C. Fetal Period |
C. Fetal Period |
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The international definition for low birth weight is weighing less than:
A. 1,500 grams (3.3 pounds) B. 2,500 grams (5.5 pounds) C. 3,600 grams (8 pounds) |
B. 2,500 grams (5.5 pounds) |
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Baby moves through birth canal.
A. Stage 1 B. Stage 2 C. Stage 3 D. Stage 4 |
B. Stage 2 |
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Uterine contractions begin and strengthen; cervix enlarges.
A. Stage 1 B. Stage 2 C. Stage 3 D. Stage 4 |
A. Stage 1 |
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Placenta is delivered.
A. Stage 1 B. Stage 2 C. Stage 3 D. Stage 4 |
C. Stage 3 |
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Calm; eyes open and attentive; deliberately inspecting the environment.
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Alert inactivity |
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Eyes open, but unfocused; arms or legs move in bursts of uncoordinated motion.
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Waking activity |
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Cries vigorously; agitated by uncoordinated motion.
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Crying |
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Eyes closed; alternates between regular breathing while still and irregular breathing and gentle movement.
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Sleeping |
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Which of the following are true about newborn and infant sleep patterns? Choose ALL that apply.
A. Newborns go through a complete sleep-wake cycle once every day. B. Non REM sleep is active sleep that stimulates nervous system growth. C. Newborns sleep about 2/3 of the day asleep. D. Most babies sleep through the night by age 3 or 4 months. |
Both C and D |
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Growth follows the ______________ principle, meaning the head and trunk develop before the legs. This is why infants and small children have disproportionately large heads and trunks.
A. Configurational B. Proximal distal C. Cephalocaudal D. Top-down |
C. Cephalocaudal |
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An infant will typically weigh ________ their birth weight by the 1st birthday.
A. Double B. 4 times C. Triple |
C. Triple |
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What age can a baby hold up both chin and chest?
A. 2 months B. 5 months C. 7 months D. 9 months E. 15 months |
A. 2 months |
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What age can a baby sit alone?
A. 2 months B. 5 months C. 7 months D. 9 months E. 15 months |
C. 7 months |
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What age can a baby stand while holding furniture?
A. 2 months B. 5 months C. 7 months D. 9 months E. 15 months |
D. 9 months |
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What age can a baby grasp an object?
A. 2 months B. 5 months C. 7 months D. 9 months E. 15 months |
B. 5 months |
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What age can a baby walk completely alone?
A. 2 months B. 5 months C. 7 months D. 9 months E. 15 months |
E. 15 months |
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Which of the following can be a result of Low Birth Weight or pre-term delivery? Choose all that apply.
A. Academic problems B. Developmental delays C. Low responsiveness at birth |
All of the above |
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Which of the following factors can impact the risk for birth complications? Choose ALL that apply.
A. Paternal emotions B. Medical procedures C. Maternal age D. Maternal nutrition |
B, C, and D |
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What is true about a 1-year old's vision? Choose ALL that apply.
A. They cannot perceive depth because they can't detect motion. B. Can see as well as an adult. C. Can only see clearly up to 20 inches. D. Cannot see color because cone functioning is not complete. |
B. Can see as well as an adult |
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Jessica knows that you eat food. She saw her mom eat a strawberry, and decided it was food. Example of:
A. Accommodation B. Scheme C. Object Permanence D. Assimilation |
D. Assimilation |
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Jessica understands that to get milk from her bottle, she has to suck. But when she sucked on her pacifier, no milk flowed. She shifted her understanding to know that not all things that go in your mouth are for milk.
A. Accommodation B. Scheme C. Object Permanence D. Assimilation |
A. Accommodation |
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Jessica has mental categories for people, food and toys.
A. Accommodation B. Scheme C. Object Permanence D. Assimilation |
B. Scheme |
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Jessica's mom put her fruit squeeze in the cabinet, out of sight. Jessica opened the cabinet and moved boxes around till she found her fruit squeeze.
A. Accommodation B. Scheme C. Object Permanence D. Assimilation |
C. Object Permanence |
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Uses senses and motor skills to explore and understand the world.
A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational |
A. Sensorimotor |
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Symbolic thought emerges; thinking is limited by centration and egocentrism.
A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational |
B. Preoperational |
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Thinks logically about concrete problems, focused on the here and now.
A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational |
C. Concrete Operational |
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Thinks logically in all types of problems, including hypothetical and abstract situations.
A. Sensorimotor B. Preoperational C. Concrete Operational D. Formal Operational |
D. Formal Operational |
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If negatively resolved, an individual may feel confused about who he is, and about his role in society.
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Identity vs Role Confusion |
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If parents are warm, responsive, and meet the child's basic needs, she learns that her world is fair, safe and predictable.
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Trust vs Mistrust |
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If positively resolved, a child learns to initiate activities and develops a sense of social responsibility.
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Initiative vs Guilt |
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If positively resolved, a sense of independent rule over his/her own behavior leads to positive self esteem
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Autonomy vs Shame |
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If positively resolved, the individual learns basic skills and how to work with others; feels competent
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Industry vs Inferiority |
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Infants prefer to hear what over other sounds?
A. normal speech over infant directed speech B. music more than human speech C. Infant-directed speech (motherese) D. animal sounds over speech |
C. Infant directed speech (motherese) |
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What age is a child limited to crying?
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Newborn |
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What age is a child limited to cooing?
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3 months |
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What age is a child limited to single syllable babbling? |
3-6 months |
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What age does a child understand words but may not speak them?
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10-12 months |
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What age does a child have their first words? |
12-14 months |
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What age does a child have a vocabulary of 200+ words?
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2 years old |
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What age does a child have a vocabulary of at least 10,000+ words? |
6 years old |
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What age does a child start speaking 2 word sentences? |
Shortly after 14 months |
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The infant explores the environment freely. She becomes distressed when the mother leaves, and is easily soothed by the mother when she returns.
A. Secure Attachment B. Resistant Attachment C. Insecure Avoidant |
A. Secure Attachment |
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The baby is not upset when mom leaves. When mom returns, the baby may ignore the mother, and doesn't seek comfort from her.
A. Secure Attachment B. Resistant Attachment C. Insecure Avoidant |
C. Insecure Avoidant |
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The baby is upset when mom leaves. But upon mom's return, she remains upset and is difficult to comfort.
A. Secure Attachment B. Resistant Attachment C. Insecure Avoidant |
B. Resistant Attachment |
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When trust and mistrust are in balance, an infant shows a healthy wariness in unfamiliar situations, yet is open to and interested in new experiences.
A. Hope B. Will C. Purpose |
A. Hope |
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When autonomy, shame and doubt are in balance, a young child understands that he can act intentionally on the world people and objects) around them.
A. Hope B. Will C. Purpose |
B. Will |
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When there is balance between a child's sense of initiative and their willingness to cooperate with others, the child takes responsibility for themselves and their actions.
A. Hope B. Will C. Purpose |
C. Purpose |
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The basic emotions of fear, joy, anger and fear emerge during this time.
A. 6 months B. 12 months C. 18-24 months |
B. 12 months |
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More complex emotions of guilt, embarrassment and pride require more sophisticated cognitive skills and emerge during this time frame.
A. 6 months B. 12 months C. 18-24 months |
C. 18-24 months |
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By this age, infants can recognize the emotions associated with others facial expressions.
A. 6 months B. 12 months C. 18-24 months |
A. 6 months |
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In unfamiliar situations, infants tool to trusted adults for cues to help them interpret the situation.
A. social smile B. stranger wariness C. social referencing D. basic emotion |
C. social referencing |
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In formal operational thinking, we can draw conclusions from facts we already know.
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Deductive Reasoning |
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This memory can only hold a small amount of information at one time. We "hold" information here while we actively use it.
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Working Memory |
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This permanent "storehouse" for memories has unlimited capacity.
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Long-term Memory |
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A memory strategy in which we place related information together, for easier recall later.
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Organization |
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We sometimes embellish information to make it more memorable.
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Elaboration |
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The ability to recognize, understand and respond to our own and others' emotions.
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Emotional Intelligence |
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Our knowledge and understanding of cognitive processes, aka "Thinking about Thinking".
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Metacognition |
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These parents show high levels of control and loves levels of warmth and communication toward their children. Children of these parents are more likely to be rebellious as adolescents.
A. Uninvolved B. Authoritative C. Permissive D. Authoritarian |
D. Authoritarian |
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These parents are warm, caring and nurturing, yet have very little behavioral control over their children. Children may grow to lack initiative and be self indulgent.
A. Uninvolved B. Authoritative C. Permissive D. Authoritarian |
C. Permissive |
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These parents have a healthy balance between warm nurturance and behavioral control/standards for behavior. Children tend to be emotionally well adjusted and have higher levels of achievement.
A. Uninvolved B. Authoritative C. Permissive D. Authoritarian |
B. Authoritative |
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These parents provide neither warmth/nurturance nor control/expectations. They don't spend much time with their children in general. Children raised this way tend to lack direction.
A. Uninvolved B. Authoritative C. Permissive D. Authoritarian |
A. Uninvolved |
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Aggression aimed at hurting someone's feelings and undermine their relationships with others. For example, middle schooler Lucy tricks Samantha into saying something rude about their friend Jamie, then immediately tells Jamie what Samantha said (This can be a type of hostile aggression).
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Relational Aggression |
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Aggression used to achieve a specific goal. For example, Jamie wants the toy Alli is playing with, so she pulls her hair and grabs the toy.
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Instrumental Aggression |
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Unprovoked aggression that seems to have the sole goal of intimidating, harassing or humiliating another child.
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Hostile Aggression |
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Using social media to hurt other people by repeatedly insulting them, excluding them or spreading rumors about them (social media versions of both relational and hostile aggression)
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Cyber Bullying |
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Collection of physical changes that marks the onset of adolescence, including changes in height, weight and sexual maturation.
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Puberty |
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Physical signs of maturity that are directly linked to reproductive organs; includes changes in ovaries, uterus, vagina, scrotum, testes, and penis.
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Primary sex characteristics |
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Physical signs of maturity not directly related to reproductive organs; includes growth of breasts and widening of hips for girls, and facial hair and broadening of shoulders for boys.
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Secondary sex characteristics |
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Onset of girls' menstruation
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Menarche |
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First spontaneous ejaculation of sperm for boys
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Spermarche |
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Self-absorption typical of teens as they search for identity; sense that everything has to do with them (their attention revolves around self)
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Adolescent egocentrism |
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The adolescent's feeling that everyone is paying attention to their behaviors.
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Imaginary audience |
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The teen's sense that their experiences are unique, possibly never experienced by others before.
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Personal fable |
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Sense of invincibility; misfortune cannot happen to them.
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Illusion of invulnerability |
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Intellectual abilities are not "fixed" but can be modified under the right conditions at nearly any point in adulthood.
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Plasticity |
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Cognitive abilities that make you a flexible, adaptive thinker, allow you to make inferences, and enable you to understand the relationships among concepts.
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Fluid Intelligence |
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The knowledge one has acquired through life experiences and education in a particular culture.
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Crystallized Intelligence |
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Groups of related intellectual skills, i.e. memory or spatial ability.
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Primary mental abilities |
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If positively resolved, this stage leads a person to develop a sense of who she is, and her role in her culture.
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Identity vs Role Confusion |
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If positively resolved, this stages leads a young adult to have a sense of connection and bonding with others (including romantic bonding)
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Intimacy vs Isolation |
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If positively resolved, a person finds a sense of purpose and meaningful contribution to others and to the "next generation".
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Generativity vs Stagnation |
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At this stage, an individual takes a "life review" looking back over their life's accomplishments and contributions.
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Ego Integrity vs Despair |
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This gender tends to have closer emotional friendships, based on communion and self disclosure (and emotional support).
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Women's friendships |
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This group tends to have friendships based on shared interests and activities.
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Men's friendships |
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Passion, intimacy and commitment are the key components
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Love relationships |
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The theory that people select mates based on similarities between the two individuals
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Assortative Mating |
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Act of denying a job, promotion for salary increase to someone solely on the basis of being a man or woman.
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Gender Discrimination |
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Involves denying a job, promotion or salary increase to someone solely on the basis of age.
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Age Discrimination |
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The cessation of menstruation and the loss of the ability to bear children.
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Menopause |
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Achieved by helping others, guiding the next generation and meaningfully contributing to society.
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Generativity |
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A middle aged person may experience this if he has not dealt successfully with the needs of his children and has no sense of meaningful contribution to society.
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Stagnation |
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A term referring to middle aged adults who gather family members together and keeps them in touch with each other.
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Kinkeeper |
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A term for middle aged adults who juggle the competing demand of caring for aging parents while also meeting needs of their own children
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Sandwich generation |
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How quickly and efficiently information is processed; slows with older age.
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Processing Speed |
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Holding information in mind and simultaneously using it to solve a problem, make a decision, perform some function, or learn new information; declines with older age.
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Working Memory |
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Deliberate and conscious remembering of information that is learned and remembered at a specific time.
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Explicit Memory |
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Unconscious remembering of information learned at some earlier time.
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Implicit Memory |
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A family of diseases that causes severe behavioral and cognitive impairment.
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Dementia |
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The most common form of irreversible dementia, symptoms include gradual declines in memory, learning, attention, and judgment; confusion as to time and place; difficulties in communicating, self care, and more.
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Alzheimer's Disease |
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Dementia caused by small cerebral vascular accidents.
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Vascular Dementia |
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Known primarily for its characteristic motor symptoms: very slow walking, difficulty getting into and out of chairs, and a slow hand tremor, but can develop into a form of dementia
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Parkinson's Disease |
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Caused by repeated head trauma such as concussions.
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Chronic Traumatic Encephalopathy |
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Signs of enhanced competence, quality of life, and future adaptation.
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Healthy Aging |
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People’s optimal adaptation occurs when there is a balance between their ability to cope and the level of environmental demands placed upon them.
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Competence-Environmental Press Theory |
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Accepting one’s life for what it is; or having a sense of meaningful contribution upon life review.
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Integrity |
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Bitterness at one’s past; or feeling a lack of meaning or purposeful contribution.
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Despair |
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A positive evaluation of one’s life associated with positive feelings.
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Subjective Well-being |
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A group of people who journey with us throughout our lives, providing support in good and bad times.
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Social Convoy |
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The study of death, dying, grief, bereavement, and social attitudes toward these issues.
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Thanatology |
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The study of the interface between human values and technological advances in health and life sciences.
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Bioethics |
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The practice of ending life for reasons of mercy.
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Euthanasia |
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Deliberately ending someone’s life based on the patient’s wishes by taking some action, such as turning off a life-support system.
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Active Euthanasia |
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Ending someone’s life by withholding some type of intervention or treatment, such as stopping nutrition.
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Passive Euthanasia |
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A physician provides dying patients with a fatal dose of medication that the patient self-administers.
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Physician-Assisted Suicide |
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State or condition caused by loss through death.
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Bereavement |
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The sorrow, hurt, anger, guilt, confusion, and other feelings that arise after suffering a loss
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Grief |
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Concerns the ways in which we express our grief.
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Mourning |
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Which of the following are included in Kübler-Ross’s 5-stage theory of coping with death and dying? CHOOSE ALL THAT APPLY.
acceptance denial interpersonal attachment anger spiritual energy hope bargaining depression psychological security |
acceptance, anger, denial, bargaining, depression |
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Refers to people’s stress or fear of death and dying
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Death anxiety |
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Management of the final phase of life, after-death disposition of one’s body and memorial services, and distribution of assets
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End-of-life issues |
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Making such choices known to family members about how a dying person does or does not want their life to end.
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Final scenario |
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An approach to care that is focused on providing relief from pain and other symptoms of disease.
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Hospice |
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A set of directives in which a person simply states his or her wishes about life support and other treatments.
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Living will |
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An individual's appointee to act as his or her agent.
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Durable power of attorney for health care |
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If this medical order is made, based on an individual's documented wishes, medical staff will not try to restore normal heart beat or respiration should a person's heart and breathing stop.
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DNR (Do Not Resuscitate) |
