Psychology Unit 9 Part 1
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104 terms
Terms | Definitions |
|---|---|
 Developmental psychology | studies the changes that occur in people from birth to old age |
| Continuity vs. stages | whether we develop in one continuous process or in stages |
| Stability vs. change | whether we stay the same person our entire life or do we change based on our environment |
| Nature | maturationalists all potential is in genetic makeup born with it |
| Nurture | environmentalists gain all potential through interaction with environment |
| Internationalism | predominate view today nature and nurture together |
| Conception | reproduction begins egg released from ovary and sperm fertilizes |
| Prenatal development | time between conception and birth conception occurs in folopian tubes |
| Gametes | human sex cells sperm and egg |
| Zygote | when gametes join fertilized egg 3 stages |
| Germinal period | conception to 2 weeks zygote: cell division, travels to uterus, implants in uterine wall, takes approx 2 weeks |
| Embryo | a developing human between 2 weeks and 3 months old |
| Embryonic period | organs form, takes on human appearance, fingers/toes/nails appear miscarriage is at its highest risk first movements of limbs size increases 20,000 times period lasts for 3 months after conception |
| Fetus | from 3 months until birth |
| Fetal period | can tell sex of the baby more movement; rapid growth mother can feel kicking placenta nourishes fetus teratogens can cross placenta |
| Teratogens | toxic substances like alcohol and tobacco that can cause birth defects |
| Fetal alcohol syndrome | leading cause of mental retardation facial abnormalities |
| Neonate | a newborn baby |
| Reflexes | behavior that occurs automatically in response to stimulus |
| Rooting reflex | touching the cheek causes them to turn their head towards the side |
| Sucking reflex | will suck on anything in their mouth |
| Swallowing reflex | ability to swallow |
| Grasping reflex | will wrap their fingers around anything that touches palm |
| Stepping reflex | will make stepping motion when feet hit hard surface |
| Moro reflex | when the baby is startled will shoot arms and legs out |
| Babinski reflex | stimulate sole of food and their toes spread apart |
| Temperament | characteristic patterns of emotional reactions, emotional self-regulation |
| Thomas and Chess | 3 types of babies: easy, difficult, slow-to-warm-up |
| Easy | easy to take care of go with the flow |
| Difficult | moody and intense don't like new things or people don't react well to new things |
| Slow-to-warm-up | hesitant to new things but they get used to it mild reactions to new things |
| Kagan | added 1 new type |
| Shy | timid, keep to themselves afraid of new people |
| Habituation | used to figure out what babies are able to see, hear, smell, and think |
| Visual habituation | when babies repeatedly exposed to visual stimulus they will become familiar with it interest in stimulus fades and they look away |
| Vision | babies are born almost legally blind by 6-8 months can see normally but vision not fully developed until 3-4 years |
| Visual preferences | faces, new pictures, simple patterns, own mom |
| Other senses | fetus can hear in womb, will startle at loud noises babies can tell direction of sound and will turn head towards the source |
| Stereotyped ingested responses | babies have likes and dislikes with smell and taste |
| Infancy | baby goes from newborn to toddler |
| Childhood | toddler grows into teenager |
| Brain development | born with an average of 23 billion neurons, neuron system not fully developed brain not fully developed till mid 20s between 3-6 years, brains neural network developing mainly in frontal lobes and association areas- ones linked with thinking, memory, language are last to develop before 6 years |
| Maturation | biological growth process that allow for orderly changes in behavior |
| Motor development | acquiring skills that involve movement developmental norms |
| Proximodistal manner | center of body outward infants cant grab crayon because they cant control their fingers yet |
| Maturation and infant development | earliest memories start about 3 years as brain cortex matures, toddlers develop identity and ability to store long term memories increases |
| Jean Piaget | believed during infancy that children learn through schemas |
| Equilibration | trying to reach balance between what we encounter and cognitive structures brought to environment |
| Accommodation | modify existing schemas to fit new info |
| Assimilation | interpret new ides/experiences into terms of existing schemas putting new information into existing schemas |
| Sensorimotor | birth to 2 years understand world through sensory, motor interactions; behavior controlled by reflex by end, able to recognize themselves lack object permanence |
| Primary circular reactions | coordinate movements |
| Secondary circular reactions | manipulate object |
| Object permanence | knowing that an object still exists even though you cant see it anymore look for hidden things by 8 months |
| Preoperational | 2 to 7 years mental representations provide framework for language development |
| Fantasy play | make believe ex: using pillows and blankets to make a fort |
| Symbolic gestures | putting towel on shoulders and "flying" |
| Egocentric | cant see things from another person's point of view |
| Theory of mind | develop ideas about own and other people's mental stages |
| Animism | believe everything is living |
| Centration | only see 1 part of the problem lack the principle of conservation |
| Piaget | beaker experiment 2 same size beakers filled with same amount of liquid, children said they were the same, poured one of them into a taller and thinner beaker, all the kids said the third beaker had more water |
| Concrete operations | 7 to 11 years can pay attention to more than 1 thing at a time can see things from other people's point of view grasp the principles of conservation |
| Formal operations | 11 to 15 years can think abstractly can engage in hypothesis testing (done mentally) able to go beyond "here and now" and can understand things in the term of cause/effect |
| Lev Lygotsky | cognitive development theory addresses social factors |
| internalization | helps in development internalize environment into our identity |
| zone of proximal development | range between observed level of ability and latent level of capacity |
| observed level of ability | developed level of ability shown to an observer |
| latent level of capacity | potential level of ability capable of |
| autism | occurs in 1 in 150 americans 4 boys to 1 girl lack of responsiveness to other people impairment in verbal/nonverbal communication very limited activities/interests may not cuddle, make eye contact, show little/no facial expressions oversensitivity to sensory stimuli caused by altered brain circuitry of neurons - signals don't get proper brain centers considered a spectrum |
| echolalia | repeat words said to them multiple times |
| Cohen | disorder represents "male brain" girls naturally predisposed to being empathetic, boys more system at (understand things according to rules and law) |
| Asperger-Syndrome | "high-functioning" form of autism person has normal to above normal intelligence, exceptional skill or talent, yet still suffered from social and communication impairments |
| stranger anxiety | 8 months old - fear of new people can't put them into schemas |
| attachment | emotional bond with caregivers |
| body attachment | Harry Harlow and wire vs. cloth monkey infant monkey wanted the cloth monkey because it was warm and comfy |
| familiarity | critical period after birth when milestones must happen for proper development |
| imprinting | Konrad Lorenz and the ducklings you are attached to the first thing you see |
| Mary Ainsworth | 3 reactions to attachment separation anxiety peak around 13 months |
| secure attachments | while the mom is there - no big deal when she leaves - very upset when she comes back - go to her to be comforted 60% have this |
| avoidant attachments | while mom is there - avoid her when gone - doesn't care when comes back - doesn't go to her |
| anxious/ambovalent attachment | insecure, wishy-washy when leaves - may be upset when comes back - doesn't want comfort |
| Erik Erikson | security attached infants approach life with sense of basic trust world is a trustworthy place because of parenting |
| self-concept | childhood's major social achievement how you view yourself behavior can provide clues as to wether his/her self-awareness has begun to develop |
| Darwin | self-concept began when child is able to recognize self in mirror (18 months) in school - describe themselves by gender, group membership, and begin to compare to other children |
| positive self-concept | confidence, independence, optimistic, assertive, sociable |
| Diana Baumrind | 4 basic parenting styles |
| authoritarian | strict, demand obedience, child doesn't question rules, moody child, bad communication skills, doesn't trust people |
| permissive-indifferent | no emotional support, no rules/punishment, neglect, child is dependent on others |
| permissive-indulgent | pays attention, no rules/punishment, spoiled child, disrespectful |
| authoritative | best parenting style provide structure, child can question rules, "perfect" responsible children |
| solitary play | play alone |
| parallel play | 1 1/2 - 2 years same activity but no interaction |
| cooperative play | 3 - 3 1/2 years same activity with some interaction |
| peer group | starting preschool group of same age friends that support each other |
| women | begin puberty 2 years earlier live 5 years longer 70% more body fat, 40% less muscle 5 inches shorter 2x as vulnerale to suffering from depression/anxiety 10x more likely to develop eating disorder play in small groups more interdependent/social thicker frontal lobe |
| men | 4x more likely to commit suicide/suffer alcohol dependence more likely to be diagnosed with autism color-blindness ADHD antisocial personality disorder play in large groups with little intimate discussion thicker prenatal cortex |
| male answer syndrome | Traci Giuliano answer questions half-hazard than admit they don't know the answer make up answers instead of saying i don't know |
| nature of gender | 7 weeks after conception, genes kick biological sex into gear sex determined by 23rd set of chromosomes mom - X dad - another X or Y during 4th and 5th months of prenatal development, sex hormones overpower fetal brain which influences how it is wired |
| gender roles | role - norms for how you are supposed to behave gender roles - expected behavior for male or female |
| gender identity | you know whether you are a boy or a girl |
| gender typed | take on male or female roles |
| social learning theory | learn behavior by observing, imitating behaviors, being rewarded/punished |
| Rosenzweig and Krech | rat experiment rats living in "solitary confinement", others living together results - rats in enriched/stimulated environment had thicker, heavier cortex than rats in isolation; after 60 days, rats in stimulated environment had brain weight increase of 7-10%, synapses increased to 20% changes in animal/human care, especially premature babies: both nature and nurture help build synapses - brain maturation - neural connections, experiences - fine tuning process; any unused neural pathways weaken and deteriorate |
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