Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Child Psych Exam 1
| Question | Answer |
|---|---|
| biological forces that drive development | nature |
| environmental conditions that influence development | nurture |
| study of genetics (nature) and environmental (nurture) roles in development | behavioral genetics |
| focus is structure of personality and how the conscious and unconscious portions of the self influence behavior and development | focus of psychoanalytic theories |
| Freud component of the mind, lies completely below the level of conscious and unconscious awareness and represents primitive sexual and aggressive instincts that humans inherited through evolution, only one you're born with | id |
| Freud component of the mind, rational branch of personality and tries to negotiate realistic ways to satisfy the id's impulses in the world without getting in trouble, toddler and early preschool years | ego |
| Freud component of the mind; represents the moral branch of personality and contains our ethical principles, ideals, and conscience; late preschool and early elementary years | superego |
| named after literary character who killed his father so he could marry his mother, related to Freud thinking that children have unconscious sexual desires for their opposite sex parent | Oedipus complex |
| focus is healthy child development, specifically ego identity; involves conflicts which your personality weathers and reemerges from each crisis with an increased sense of unity and good judgment and capacity to do well | focus of Erikson's theory |
| one of Erikson's psychosocial stages, starts in infancy | trust vs. mistrust |
| one of Erikson's psychosocial stages, ages 2-3 | autonomy vs. shame and doubt |
| one of Erikson's psychosocial stages, ages 4-5 | initiative vs. guilt |
| one of Erikson's psychosocial stages, ages 6-12 | industry vs. inferiority |
| one of Erikson's psychosocial stages, starts in adolescence | identity vs. role confusion |
| one of Erikson's psychosocial stages, starts in early adulthood | intimacy vs. isolation |
| one of Erikson's psychosocial stages, starts in middle adulthood | generativity vs. stagnation |
| one of Erikson's psychosocial stages, starts in late adulthood | integrity vs. despair |
| important concepts are difficult to test scientifically | main criticism of psychoanalysis |
| stimulus that leads to an automatic response | unconditioned stimulus |
| automatic, reflexive, unlearned response | unconditioned response |
| neutral stimulus that can trigger a conditioned response | conditioned stimulus |
| automatic response established by training to a formerly neutral stimulus | conditioned response |
| any characteristic in the environment that serves to increase the probability that a person will repeat the behavior in the future | reinforcement |
| ex) praising a child for doing something well | example of reinforcement |
| any characteristic that decreases the probability that a person will repeat a behavior | punishment |
| ex) boy comes home late missing his curfew and his parents ground him | example of punishment |
| theory stating that children learn by observing and imitating others' behaviors | Bandura's theory of social learning |
| examines the adaptive significance or survival value of behavior | ethology |
| neuropsychology technology, gives computer-enhanced 3D x-ray images of the brain | computerized tomography (CT) |
| neuropsychology technology, a clinician injects a radioactive worker into the bloodstream and traces it through the brain as the person engages in specific cognitive tasks | positron emission tomography (PET) |
| neuropsychology technology; can detect changes in the rate of metabolism, or energy consumption, in smaller areas of the brain | functional magnetic resonance imaging (fMRI) |
| theory, proposed to explain how the systems and interrelationships that surround the child affect aspects of a child's development | ecological systems theory |
| system of ecological systems theory, innermost later, represents the direct relationships and interactions that children have with people in their immediate environment (ex. parents, siblings) | microsystem |
| system of ecological systems theory; represents the connections among home, neighborhood, school, and other elements in the larger social environment; can be indirect (ex. communication between home and school) | mesosystem |
| system of ecological systems theory, represents even larger social settings and networks (ex. extended family network, friends) | exosystem |
| system of ecological systems theory; widest level; represents values, customs, laws, and resources of the culture at large (ex. culture of individualism or collectivism) | macrosystem |
| system of ecological systems theory, represents how the affects of the other 4 systems and the interrelationships among them change over time (ex. birth of a new sibling, moving) | chronosystem |
| are 2 variables related to each other | question that correlational methods answer |
| correlation where the score of the 2 variables tend to run in the same direction | positive correlation |
| ex) relationship between GPA and SAT scores | example of positive correlation |
| correlation where the score of the 2 variables have an inverse relationship | negative correlation |
| ex) alcohol consumption during pregnancy and birth weight of baby | example of negative correlation |
| variable that researchers are systematically changing | independent variable |
| variable that is being measured | dependent variable |
| animals are used to study variables that would be unethical to manipulate in humans | why are animals used in research sometimes instead of humans |
| how long does the germinal stage of development last | from conception to 2 weeks |
| the outer layer of cells that divides rapidly and elongates over time | trophoblast |
| what do trophoblasts become later on | placenta, umbilical cord, amniotic sac |
| the inner layer of cells that remains rounded | blastocyst |
| what do blastocysts become later on | the fetus |
| how long does the embryonic stage of development last | week 3 to week 8 |
| the ____ differentiates into the respiratory system and remainder of digestive system | endoderm |
| the ____ differentiates into the outer layer of the digestive tract, inner layer of skin, circulatory system, bones, muscles, excretory system, reproduction system | mesoderm |
| the ____ differentiates into the nervous system (brain, spinal cord, sensory receptors) and outer layers of skin | ectoderm |
| any naturally-occurring loss of pregnancy that occurs before the baby is developed enough to survive outside the womb, likely to occur if genetic abnormalities exist during the embryonic stage | miscarriage |
| it is spongy tissue that grows out of the trophoblast layer and into the mother's uterine lining, surrounds most of the embryo and provides a surface where the mother's blood comes close to the baby's blood cells | what the placenta does |
| forms during weeks 3 and 4 | when the placenta forms |
| forms during weeks 3 and 4 | when the umbilical cord forms |
| connects the placenta to the embryo and contains 2 arteries and 1 vein that carry materials between the mother and baby, oxygen and nutrients are carried to the embryo and waste materials produced by the baby are carried back to be excreted by the mother | what the ubmilical cord does |
| process through which each important body structure differentiates with in the embryo, each structure is represented by its own unique cellular tissue at the end | organogenesis |
| how long does the fetal stage of development last | ~30 weeks |
| when do reflexes appear for the fetus | weeks 9-12 |
| when does fat form in the fetus | week 24 |
| when are the fetus's lungs mature enough to breath sucessfully | weeks 26-28 |
| what percent of pregnant women report drinking alcohol during pregnancy | ~10% |
| growth deficiency, head and facial malformations, dysfunction of the CNS resulting in intellectual disability of some kind, low birth weights, tight eyelids, flattened midface, short nose, thin upper lip, lowered IQ, hyperactivity low motor coordination | fetal alcohol syndrome-related conditions |
| how much alcohol do women need to consume for FAS effects to occur | tends to occur with chronic alcoholism or binge drinking |
| birth experience in the ____: few babies were born in hospitals and most women gave birth at home alongside friends, family, and sometimes a midwife | 1900s |
| birth experience in the ____: hospital births have become the norm but still very different from today, women either labored alone in a room or in a ward full of other laboring women | 1950s |
| heart rate, respiration, muscle tone, color, reflex irritability | dimensions of the Apgar test |
| good scores on Apgar | 7-10 |
| Apgar scores that indicate potential problems and close monitoring | 4-6 |
| Apgar scores that indicate serious risks and call for immediate action | 0-3 |
| outcomes of births before 37 weeks (premature) | low birth weight, small for gestational age (SGA) |
| something kept the fetus from developing normally given how long they were in the uterus, causes could be poor nutrition or teratogens | why SGA infants are worrisome |
| interplay of neurological development, parental encouragement, opportunities to exercise, cognitive systems mature | influences on motor development |
| provides our bodies with amino acids which are important for growth in the body | purpose of proteins |
| good sources of proteins | legumes, meat, fish, cheese |
| according to WHO, how many children under the age of 5 are malnourished | 230 million kids |
| what part of the world is malnourishment most prevalent in | Asia (~80%) |
| ~4% of children were overweight in the ____ | 1960s |
| ~16% of children were overweight in the ____ | 2000s |
| Mexican-American boys, African American girls, kids living below the poverty line | which kids are most likely to be overweight |
| part of the brain, body's "superhighway" that allows for vast amounts of info to be exchanged between the body and the brain | spinal cord |
| part of the brain, top of the spinal cord, "thumb"-shaped, controls automatic functions (ex. breathing) and regulates levels of alertness throughout the higher levels of the brain | brain stem |
| part of the brain, "walnut"-shaped; lower rear of brain that controls posture, body orientation and coordination, and is involved in complex muscle movement | cerebellum |
| part of the brain, gray matter that forms the top part of the brain and houses the 4 lobes | cerebrum |
| part of the brain, thin layer of material on the outer surface of the cerebrum and is full of neurons | cerebellum |
| communication in the NS is controlled by these at a microscopic level | neurons |
| part of a neuron, branch-like, receives input from other neurons | dendrites |
| part of a neuron, contains nucleus and governs the function of the neuron | cell body |
| part of a neuron, relatively long, carries electrical impulses that send messages to other cells | axon body |
| embryo folds to form brain | brain development in week 4 |
| neurons have begun to form | brain development in week 7 |
| some of the neurons begin migrating to the top of the tube where they form the first layer of the cerebral cortex | brain development in week 10 |
| cerebral cortex has ~80 billion neurons | brain development in week 20 |
| how many neurons are present at week 20 of development | ~80 billion |
| formation of synapses that begins after 20 weeks of development | synaptogenesis |
| growth of myelin sheath around axons that allows for more rapid transmission of neural info along the neural fibers | myelination |
| type of development, brain has evolved to expect certain basic experiences that all humans share | experience-expectant development |
| ex) attachment to caregivers, recognition of human faces, hand-eye coordination, communication by language | examples of experience-expectant |
| excessive synapses form early in development and then get removed throughout childhood based on actual experiences that the child has | patter of brain development with experience-expectant |
| ex) speculated that cycles of synapse overproduction and pruning are staggered across the various activities yielding this | example of critical periods of brain development |
| type of development, experiences that are not universal that affect development | experience-dependent development |
| ex) vocab of a particular language, culture-specific behaviors, specific motor skills | examples of experience-dependent development |
| important because it contributes to distinctive character encoded into an individual's brain and sets us apart | importance of experience-dependent development |
Created by:
emma.scarmon-coyotes
Popular Psychology sets