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PSY1-6
Psychology Lifespan
| Question | Answer |
|---|---|
| Whats Developmental Theories | a systematic statement of principles and generalizatons |
| Psychoanalytic | theory of human development that holds that irrational unconscious drives and motives, often origination in childhood underline human behavor. |
| Freud Stages | Oral; ana; phallic; latency; genital |
| oral | birth- 1/5 yrs= babies put everything in their mouth |
| anal | 1/5-3 yrs= potty training |
| phallic | 3-6 ys=kids start discovering their body |
| latency | 6yrs-puberty=intellectual growth, socialization |
| genital | puberty-old= sexual real awakening |
| Erickson IDeas | challenging developmental crisis |
| Ericksons stages of Development | trust vs mistrus; autonomy vs shame and doubt; initiative vs guilt; industry vs inferiority; identity vs role confusion; intimacy vs isolation; generativity vs stagnation; integrity vs despair |
| trust vs mistrust | birth-1 yr: depend on parents |
| autonomy vs shame and doubt | 1-3 yrs:start socializing; they do things on their own talkng exploring feeding etc |
| initiative vs guilt | 3-6 yrs:they want to take many adullike activites; either feel adventurous or guilty. |
| industry vs inferiority | 6-11 children they master new things skills or they feel inferior |
| Identity vs role confusion | adolescence- who am i? they stablish sexual, political, religous and vocational identities; or are confuse about who they are |
| intimacy vs isolation | adulthood: seek companionship and love or become isolated from others because they fear rejection and dissapointment |
| generativiy vs stagnation | middle aged adultsthey start doing meainful jobs; or start a family |
| integrity vs despair | either see life as meaningful whoe or despairing at goals never reached |
| behaviorism | grand theory of human development that studies observable behavior |
| conditioning | process by which responses become linked to particular stimuli and learning takes placd |
| classical conditioning | a process in which a person or animl learns to associate a neutral stimulus witha meaningful stimulus, gradually reacting to the neutral stimulus with the same response; example of the dog with the food; dog salivates with food then add the bell |
| Operant Conditioning | which animals do something and experience a consequence. if the experience pleasurable they repeat it if not they stop doing such behavior |
| reinforcement | consequencest that increase the likelihood that a particular action will be repeated. |
| positive reinforcement | adding a stimulus presented immediatly after behaviour; probability of behaviour occuring INCREASES |
| Negative reinforcement | a stimulis is removed immediatly following behaviour and behavior INCREASES |
| PUnishment | used to DECREASE the future probability of behavior |
| Positive Punishment | something is added after behavior to DECREASE behavior |
| Negative Reinforcement | Something is removed immediatly after behaviour and behaviour is DECREASED |
| social learning | humans sometimes learn not by reinforcement but by modeling; when people copy what they see others do. |
| self efficcacy | the belief of some people that they are able to change themselves and effectively alter the social context. |
| cognitive theory | a grand theory of human development; according to this theory our thoughtsshape our attitudes, beliefs, and behaviors |
| piagets period of congnitive development | sensorimotor; preoperational; concrete operational; formal operational |
| sensorimotor | birth-2yrs= uses senses and motor abilities do understand the world; learn that an object still exist when is out of sight |
| preoperational | 2-6yrs:children think magically using language to understand the world, LANGUAGE; very egocentric |
| conrete operational | 6-11yrs; logical operations. thinking is limited; understand concepts of conservation, |
| formal operational | 12yrs-they can be logical about things they have never expereienced. ethics politics and social and mora issues become fascinationg. |
| congnitive equilibrium | a state of mental balance |
| assimilation | the reinterpretation of new experiences to fit into old ideas |
| accomoodation | the restruction of old ideas to include new experiences |
| Development | a way to underst why how and when all kinds of people all over the world change |
| Scientific methond | Curiosity; hypothesis;test;draw conclusion;report; replication |
| Nature | refers to the influence of genes which we inherit |
| nuture | refers to the environemt influences |
| Development is Multidirectional | change is apparent in each aspect of life and in every direction |
| development is multicontextual | in many context; including physical surroundings adn family constelations, historical context; socialeconomic |
| cohort | a group who travel thorugh life together experiencing similar circumstances |
| socialeconomic | social calss; more than income; also educatio nis often crucial |
| development is multicultural | culutre patters of behavior passed for one generation to the next |
| guided participation | VYGOTSKY: entire societies teach novices and the skills and habits expected in each culture. |
| development is multi disciplinary | using many disciplines such as psychologists; sociaologists;anthorpologists; neurocientists; etc |
| Development is plastic | human traits can be molded, yet people maintain certain durability of identity. hope and Realism. |
| what are genes? | molecules that ocntains the chemical intructions for cells to manufacture various proteins |
| DNA | contains 46 chromosomes arranged in 23 pairs |
| how many paris does each perosn have? | 3 billion |
| gametes | reproductive cells |
| zygote | 2 gametes combine and rpoduce a new individual with 23 chromosomes |
| phenotype | observable characteristics of a person |
| FEMALE!? | XX |
| Male? | YX |
| monozygotic | IDENTICAL-originate form one zygote that splits very early development/ same genotype |
| Dizygotic | FRATERNAL- results from fertilizaiton of two separate ova by two separate spers/ indicence is generic and varies by ethnecity and age |
| assistivee reporductive technology | a general term for teh techniques that help infertile couples concieve and sustain pregnancy |
| 3 trimesters | 3 months Geminal Period Embryonic period Fetal period |
| germinal period | 1st 2 weeks after conseption Rapid cell division and beginning of cell differentiation |
| embryonic period | 3rd to 8th weeks; basic forms of all body structures develp |
| fetal period | 9th week to bird: fetus grows in size and matures in fuctioning. |
| downsyndrome | trisomy21- has three copies of chromosome 21 |
| 23rd pair problem | odd number of sex chromosome impairs congnitive and psychosocial development as well as sexual maturation. |
| huntington disease | nervous system disorder; 35 repetitions of a particular triplet |
| Germinal | First 14 days; first 2 weeks, duplication and division with hours of conception. |
| implantation | 10 days- developing organism borrows into the placenta that lines the uterus. |
| Embryo: | From the third through the eighth week; primitive streak appears down the middle of the cells mass; primitive streak becomes the neural tube and later the brain and spinal column. eyes ears nose and mouth form |
| 4th week | heart begins to pulsate |
| 5th week | extremities develop and webbed fingers and toes |
| birth | about 31 percent of all zygotes grow and survive to become living newborn babies |
| fetal period | 9th week to birth: genitals form and sex homromes hearbeat detectable cortex ins not fully mature at birht |
| what is the biggest part of a newborn? | BRAIN |
| 4-6 months | digetsive and exretory system develop; finger nails toe nails and hair start to grow |
| month5 | hearing develop taste develp |
| average duration for first babies? | 12 hours |
| APGAR scale | desire score 7: breatihng musckle tone color reflexes i min and 5 mins after birht |
| cesarean section | surgical birht; fetus is removed allot quicker; rates and reasons for csection vary; |
| resons for csection | baby is breaced prvious srugery herpes dabetic |
| teratogens | substances and conditions that can impair prenatal develpment and result in birth defects or even death |
| brain | 15-25 days after conspetion |
| eyes | 24-40 days after conception |
| heart | 20-40 days after conception |
| legs | 24-36 days after conception |
| fatal alcohol syndrome | abnormal facial characteristics; retared mental development; depression ansiety |
| postpartum depression | feeling of sadness and inadeaquency |
| 8th week | most common time for spontaneous abortion (misscarriage) |
| breast milk | containts the moms antibodies always sterile at body temp |
| frontal cortex | assists in planning self control serlf regulation and very immatur ein the newborn |
| cortex | outer layer of the brain |
| auditory cortex | hearing quite acut at birth |
| visual cortex | vision |
| at how many months can a baby start eating solids? | 4 months |
| average baby sleeps? | 16 hours |
| REM SLEEP | rapid eye movement sleep |
| slow-wave | quiet sleep; increases at 3-4months |
| co-sleeping | custom of parents and children to sleep in same room |
| sensentation | response of a sensory system |
| perception | mental process of sensory information when the brain interprets a sensatoin |
| sensory deveopment | typical precedes intellectual and motor development |
| when does hearing develp | during last trisemester of pregnancy and is already quite acute at birth; the most advantages of teh newborn senses |
| vision | least mature sense at birth |
| gross motor skills | physical abilities that involved large body movement; walking and jumping |
| 1st month | life head form prone position |
| 3rth month | hold chest up and use arms for support |
| 3-4 months | able to roll over |
| 4-5 months | support weight with legs |
| 6months | sits without support |
| 7-8 months | crawl and without support |
| 10-11 montsh | walking using futinutre for support |
| 12-13 months | walk without assistance |
| 13-18 months | pull a taoy climb some steps |
| 18-24 months | wak quiky run stifly squat kick jump |
| fine motor skills | small body movements |
| primary circular reactions | first two stages of sensorimotor intelligence |
| stage of reflexes | birth to 1 month:only for amonth include motor reflexes; sucking grasping staring lsteing |
| stage two:first acquired adaptaitions | 1-4 months:accomodation adn coorditanion of refelxes; sucking a pacifier differently from a nipple |
| making interesting sights last | 4-8 months:responding to people and objects. |
| new adaptation and anticipation | 8-12 months:becoming more deliberate and purposeful in resonding to people and objects. |
| new means through active experimenation | 12-18 months:experimenation and creativity in the actoins of the little scientist: putting a a teddy bear in the toilet and flushing it |
| New means through mental combinations | 18-24 months: considering before doing provides the child with new way sof achieving a goal without resoritng to tria and error experiments:before flusihng remembering that the toilet overflowed the last time and hesitating; |
| object permanence | realization that objects still exist when they can no longer be seen, touched or heard |
| little scientist | the stage-five toddler who experiments without anticipation the results, using trial and error in active and creative exploration |
| sensorimotor intelligence | Piaget's term for the way infants think by using their senses and motor skills during the first period of cognitive development |
| primary circular reactions | the first of three types of feedback loops in sensorimotor inteligence, this one involving the infant's own body. The infant senses motion, sucking, noise, and son on and tries to understand them |
| secondary circular reactions | the second of three types of feedback loops insensorimotor intelligence, this one involving people and objects. The infant is responsive to other people and to toys and other objects the infanct can touch and move |
| object permanence | the realization that objects (including people) still exist when they cannot be seen, touched or heard |
| tertiary circular reactions | the third of three types of feedback loops in sensorimotor intelligence, this one involving active exploration and experiementation. The infant explores a range of new activities varying his or her responses as a way of learning about the world |
| deferred imitation | a sequence in which and infant first perceives something that someone else does and then performs the same action a few hours or even days later |
| habituation | the process of getting used to an object or event thorugh repeated exposure to it |
| FMRI | Functional magnetic resonance imaging, a measuring technique in which the brain's electrical exitement indicates activation anywhere in the brain; helps researchers locate neurlogical responses to stimuli |
| information-processing theory | a perspective that compares human thinking processes, by analogy, to computer analysis of data, incuding sensory, input, connections, stored memories, and output |
| affordance | an opportunity for perception and interaction that is offered by a person, place or object in the environment |
| visual cliff | an experimental apporatus that gives an illusion of a sudden drop between one horizontal surace and another |
| dynamic perception | perception that is primed to focus on movement and change |
| reminder session | a perceptual experience that is intended to help a person recollect an idea, a thing, or an experience, without testing whether the person remembers it at the moment` |
| holophrase | a single word that is used to experess a complete, meaningul thought |
| language acquisition device (LAD) | Chromsky's term for a hypothesized mental structure that enables humans to learn language including the basic aspects od grammar, vocabulary and intonation |
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arleenjmarin
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