development
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| Evolutionary Psychology | study of the evolution of behavior and the mind, using principles of natural selection. Developed so we can survive and reproduce
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| DNA | contains genetic info that makes up chromosomes
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| Genes | make up chromosomes, distinguished by letters, decide characteristics, come from parents
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| Chromosomes | segment of DNA, made of DNA, contains genes, 46 total, 23 pairs
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| Genome | complete instruction for making an organism, all genetic material in its chromosomes, all genes together
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| Mutations | random errors in gene replication, leads to change in genetic code, can lead to a disorder or predispose you to a disorder
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| Twin Studies | allows researchers to watch the effect of different environments on identical twins and fraternal twins
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| Identical Twins | human clones, genetically the same, begin life in the same egg, have exact same DNA (except mutations)
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| Fraternal Twins | develop in two different eggs, nothing is similar except born at same time
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| Separated Identical Twins | separated at birth, how similar they are to their families, how similar they are to tier twin (DNA)
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| Adoption Studies | biological parents provide nature (personality), adoptive parents provide nurture (political/religious beliefs), compared to adoptive and biological parents
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| Heritability | proportion of variation among individuals that we can attribute to genes, degree to which our traits are inherited, 50% of variation in genes are due to environment
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| Temperament | emotional excitability, pretty stable, genetically determined
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| Easy | easy to take care of, smiles a lot, overall happy, consistent routine
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| Difficult | not consistent schedule, hard to take care of, cries a lot
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| Slow to Warm Up | not good at getting used to different things, not easy, not difficult
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| Prenatal Environment | environment, not genes
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| Nutrition | what your mother eats while you’re a fetus
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| Teratogens (ex: Fetal Alcohol Syndrome) | substances (external environment) that effects the fetus, causes mental and physical deformations
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| Trauma | trauma that the mother encounters, fetus also encounters, may lead to premature birth, emotional trauma can cause hormonal imbalance
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| Experiences | experiences cause what you think about things
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| Peer Influence | we act and share habits similar to the people we hang out with, negative, positive, and neutral, most influences in elementary, middle school and some high school
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| Cultural Influences | shared attitudes, beliefs, norms, and behaviors of a group communicated from one generation to the next
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| Individualist | give priority to ones goals over group goals, find their identity in terms of personal attributes rather than group identifications
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| Collectivist | give priority to group goals, and use this to define their identity
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| Norms | understood rules for accepted and expected behavior within a group, socially accepted behavior
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| X Chromosome | females
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| Y Chromosome | males
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| Gender Roles | traditional behaviors that go with gender, male characteristics, female characteristics
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| Gender Identity | which gender you feel like, most the time it matches your gender role
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| Gender Type | process of learning gender role
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| Learning Gender through Social Learning Theory | when we don’t know something, we watch someone and imitate them, learn through parents
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| Gender Schema Theory | stereotypical idea in our minds, we compare this to what we see in reality, change behavior to act like stereotypical idea
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| Androgyny | characteristics of male and female, gender role of both sides
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| Nature vs. Nurture | how much is influenced by biology, how much is influenced by the environment
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| Continuity vs. Stages | something happening continuously. something happening in one stage, then go to next, no in
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| Stability vs. Change | personality, how much is stable (genes), how much changes overtime (like, dislikes)
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| Cross Sectional | many age groups at one time
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| Longitudinal | follow one person for a long period of time
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| Conception | sperm meets egg
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| Egg | female
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| Sperm | male
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| Zygote | fertilized egg, develops into and embryo, rapid cell division, conception thru two weeks
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| Embryo | developing human organism, two weeks thru two months, develop organs and systems
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| Fetus | two months thru birth
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| Newborn Reflexes | automatic, unconscious
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| Rooting Reflex | baby’s tendency, when touched on the cheek, to open mouth and search for food
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| Grasping Reflex | put something it baby’s hand, they will grab it
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| Sucking Reflex | anything you put in a baby’s mouth, they will suck it because they think its food
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| Moro Reflex | startle, baby will spread its self out, then bring itself all together
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| Babinski Reflex | if you deckle the bottom of a baby’s foot, their toes will fan out
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| Brain Development | constently developing
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| Maturation | biological growth process that enable orderly changes in behavior, happens regardless of environment
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| Habituation | after we look at something for a while we get bored and look away
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| Memory | hippocampus does not fully develop until 3 months, can’t usually remember things before three years of age
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| Motor Development | kids reach stages at different times, but they reach stages in the same order
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| Piaget’s Stages of Cognitive Development | stage theory, what changes from birth, ability to think
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| Sensorimotor Stage | (0 to 2)kids learn through their senses, the move around their environment to explore
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| Object Permanence | even though we can’t see something, we know it is there. Kids don’t understand this
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| Preoperational Stage | (2 to7)ability to use symbols, language
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| Symbols/Creative Play | once kids understand symbols, they can play with it
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| Centration | kids can only focus on one thing at a time, can’t make relations between things
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| Egocentrism & Theory of Mind | take their own perspective, can’t look at something from a different point of view
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| Concrete Operational Stage | (7 to11) we use logical thinking
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| Conservation | you can understand amounts, volume, length, mass, area, numbers
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| Reversibility | something that can be undone
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| Classification | categories
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| Seriation | number order
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| Formal Operational Stage | (11+) begin to logically think about abstract concepts, form strategies, outside the box
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| Stranger Anxiety | the fear of strangers that infants show at about 8 months
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| Authoritarian | imposing rules and expecting obedience, child does what they’re told, parents are pretty cold, because I said so, arbitrary punishments
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| Authoritative | make demands of the child, being responsive, set and enforce rules, discuss reasons behind rules, natural punishment, compromise
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| Permissive | give into childs distress, make few demands, use little punishment, laid back, warm
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| Uninvolved | divorced parents and you only see one every once in a while, parents that work a lot, kids tend to raise themselves
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| John Bowlby | kids were being sent away in WWII for safety, kids were unable to form relationships because they didn’t have attachment during a critical time in their lives
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| Harry Harlow | what is important in forming attachment
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| Mary Ainsworth | student of Bowlby, watches what kids do when they are playing in a room with mom, stranger enters, and mom leaves
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| Secure | healthy,visibly upset when mom leaves, hugs mom when she comes back, no grudge. parents provide reliable, steady, sensitive care, consistently responsible and loving, supportive while encouraging. Kids are socially d, more competent, high self
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| Anxious Resistant/Ambivalent | not healthy, extremely upset without mom, holds grudge when mom comes back. Parents are inconsistent in their caregiving, sometimes supportive and loving, sometimes absent, distracted. Child has low self
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| Avoidant | not healthy, doesn’t pay attention to mom, comfortable with strangers, not upset when mom leaves or comes back. Kids are treated as strangers by their parents and vice versa, relief when parents leave, negative track, lash out at other kids.
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| Erikson’s Psychosocial Development | development is less connected to conscious
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| Trust vs. Mistrust | (0 to 1) if needs are met, infants develop a sense of basic trust. Kids do not have ability to do things for themselves
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| Autonomy vs. Shame & Doubt | (1 to 3) toddlers learn to exercise will and do things for themselves, or they doubt their abilities
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| Initiative vs. Guilt | (3 to 6) preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent
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| Industry vs. Inferiority | (6 to 12) children learn the pleasure of applying themselves to tasks, or they feel inferior (dumb)
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| Identity vs. Role Confusion | (adolescence) teenagers work at refining a sense of self by testing roles, then integrating themselves to form a single identity, or they become confused about who they are
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| Intimacy vs. Isolation | (young adulthood) young adults struggle to form relationships and to gain the capacity for intimate love, or they feel socially isolated. They learn to be alone
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| Generativity vs. Stagnation | (middle adulthood) discover a sense of contributing to the world through family or work, or they feel a lack of purpose
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| Integrity vs. Despair | (late adulthood) when reflecting back on life, may feel sense of satisfaction of failure. If satisfied, you will not be afraid of death
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| Kohlberg’s Stages of Moral Development | how our way of thinking about moral situations change with our levels of development
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| Preconventional Morality | avoid punishment, gain reward. Children under age nine, what’s best for me
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| Obedience and Punishment | something is or isn’t moral based on punishment/reward, moral is external
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| Individualism and Exchange | what is good for me, is what’s moral for me to do, exchange is fairness
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| Conventional Morality | the desire to fit in and play the role of a good citizen, apparent in early adolescence, what’s best for the group
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| Good Interpersonal Relationships | things you do to maintain a good relationship, as long as you have good intentions you are right, makes you moral
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| Maintaining Social Order | you must follow rules or there will be chaos
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| Postconventional Morality | reference to universal ethical principles that represent the rights or obligations of all people, most people don’t reach this stage
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| Social Contract & Individual Rights | if it doesn’t work then we get rid of it, may try to change it
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| Universal Principles | life is the most important thing, ex: Rosa Parks
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| Adolescence & Puberty | transition from childhood to adulthood, period of sexual maturation in which you become capable of reproduction, pituitary gland
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| Imaginary Audience/Spotlight Effect | we think people notice things about us, but they really don’t
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| Personal Fable | idea that when something happens to us, we are unique. Feeling that no one else know what we are going through
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| Menarche | first period, now able to reproduce
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| Spermarche | first ejaculation, now able to reproduce
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| Primary Sex Characteristics | body structures that make reproduction possible, born with
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| Secondary Sex Characteristics | nonreproductive sexual characteristics, develop in puberty
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| Menopause | biological changes in women, ability to reproduce declines
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| Health | become very immune to common illnesses, effected more by illnesses you have not been exposed to
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| Sensory Abilities | not as good, decline
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| Memory & Alzheimer’s Disease | irreversible brain disorder, gradual deterioration of memory, reasoning, language, and physical functioning (acetocholine)
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| Parkinson’s Disease | shaking all the time, dopamine
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| Intelligence | some situations get better, some worse
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| Crystallized | accumulated knowledge and verbal skills, gets better with age
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| Fluid | ability to reason speedily and abstractly, decreases with age
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| Denial | refuse to acknowledge you’re dying
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| Anger | after you acknowledge you are dying
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| Bargaining | try to bargain to God or with your doctor to let you live
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| Depression | you realize you can’t bargain
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| Acceptance | okay with dying
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