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psych midterm ch 5
my psych. midterm
| Question | Answer |
|---|---|
| neural migration | movement of neurons from 1 part of the fetal brain to their permanent destinations; occurs 3-5 months of fetal stage |
| prenatal programming | process by which events in the womb alter the development of physical/psychological health |
| teratogens | substances that can disrupt normal prenatal development & cause lifelong deficits |
| fetal alcohol spectrum disorder | consequence of prenatal alcohol exposure that causes many problems especially brain damage |
| when are the fetus's movements noticeable? | 4-6 months after conception |
| germinal stage begins when&lasts how long? | first stage begins at conception, lasts 2 weeks |
| embryonic stage begins when&lasts how long? | 2nd stage after conception from 2-8 wks (when all major organs form) |
| fetal stage begins when&lasts how long? | 3rd stage after conception from 8 weeks til birth (when bone cells form) |
| what are the three stages of life before birth? | germinal stage, embryonic stage, fetal stage. |
| temperament | biologically based tendency to behave in particular ways from very early in life |
| personality | unique & relatively enduring set of behavior (thoughts, feelings, motives) |
| when do babies start crawling? | 7.5 months |
| when do babies start walking? | 8-9 months & 17 months without help |
| when do babies start sitting alone? | 6 months |
| when do babies start to hold objects? | 4 months |
| when do babies start having improved vision? | 3-4 years |
| what happens when babies are 5 years old? | use silverware, dress alone, print letters (fine motor skills) |
| pruning | degradation of synapses and dying off of neurons that aren't strengthened by experience (unused neurons die) |
| what leads to complex neural connections? | normal, enriched environments |
| what leads to less neural connections? | abused, neglected environments |
| Jean Piaget? | principles of cognitive development from birth throughout childhood. Outlined 4 stages (sensorimotor, preoperational, concrete operational, formal operational) |
| sensorimotor stage | Piaget's 1st stage of cognitive development (ages 0-2) when infants learn about the world by using their senses and moving their bodies |
| preoperational stage | Piaget's 2nd stage of cognitive development (ages 2-5) verbal & egocentric thinking develop. |
| object permanence | ability to realize objects still exist when they arent being sensed (sensorimotor stage, 9+months) |
| animistic thinking | belief that inanimate objects are alive (preoperational stage) |
| egocentrism | viewing the world from one's own perspective & not being capable of seeing things from another person's perspective (preoperational stage) |
| conservation | recognition that when some properties of an object tchange, other properties remain constant (not developed yet in preoperational stage) |
| concrete operational stage | Piaget's 3rd stage of cognitive development (ages 6-11) where the child can perform mental operations aka reversing |
| formal operational stage | Piaget's final stage of cognitive development (ages 11+) when formal logic is possible |
| zone of proximal development | the distance between what a child can learn alone & assisted by someone else (can learn better/faster with adult help) |
| theory of mind | ideas and knowledge about how other people's minds work |
| define an 'easy child' | predictable, generally happy, adaptable, 40% |
| define a 'difficult child' | unpredictable, generally unhappy, slow to adapt, 10% |
| define a 'slow to warm up child' | mildly intense in reactions to new situations, mildly irregular in daily routine, may be negative at first but starts adapting after continual exposure, 15% |
| imprinting | rapid/innate learning of the traits of a caregiver very soon after birth |
| attachment | strong emotional connection developed early between infants&their caregivers |
| separation anxiety | distress reaction by babies when separated from their primary caregiver (around 9 months) |
| secure attachment | infants who will gradually explore new situations when the caregiver leaves & initiate contact when the caregiver returns after separation |
| insecure-avoidant attachment | little to no distress when separated but in reality are stressed. ignores mother when returned/scared of rejection |
| insecure-resistant | discomforted when reunited with mother, cant easily return to play. resistant to reunion/lack of confidence in being comforted. |
| insecure-disorganized/disoriented | a bit frightened. maltreatment can lead to this. most insecure. fear of caregiver. |
| social referencing | ability to make use of social&emotional information from another person (esp a caregiver) in an uncertain situation aka reading emotions & knowing what to do/not do |
| emotional competence | ability to control emotions and know when it is appropriate to express them |
| when do children start interacting socially? | 3 y.o. |
| how do children usually sort themselves? | by gender |
| adolescence | period between childhood&adulthood (11/12-18) |
| puberty | sexual maturation begins (girls-11, boys-13) |
| gonads | sex glands (that receive sex hormones) |
| male gonads | testes (that release testosterone) |
| female gonads | ovaries (release estradiol) |
| menarche | onset of menstruation (12 y.o), beginning of fertility |
| spermache | 1st ejaculation |
| when do the frontal lobes develop&until when? | last of the brain to develop & continue developing until late adolescence/early childhood |
| what are the frontal lobes involved in? | planning, attention, working memory, abstract thought, impulse control |
| what happens when frontal lobes are fully developed? | onset of formal operational and scientific thinking occurs. |
| what is growth of neural complexity? | more myelin and white matter, greater neural coordination or synchrony and neural pruning. |
| how do frontal lobes 'grow'? | not in size but in neural complexity. |
| throughout adolescence: | brain develops more myelin around the axons, more neural connections, neural synchrony & synaptic pruning occur |
| neural synchrony | ability of certain types of brain waves to work together to allow for coordinated activity in brain |
| synaptic pruning | final pruning stage |
| impaired hippocampus functioning | possibly cause of questionable/risky behavior in teens |
| erik erikson | proposed a model of personality development with 8 stages each define by a conflict |
| emerging adulthood | phase between adolescence and young adulthood (18-25 y.o.), increased responsibility realization, recognizing the need to make decisions |
| factors of identity formation | career identity, sexual identity, ethnic identity |
| young adulthood | development stage starting usually from mid 20s when people complete the key developmental tasks of emerging adulthood. |
| intimacy | (Erik Erikson) ability to fuse one's identity with another's without the fear of losing it |
| middle adulthood | (ages 40-65 y.o.), opportunities for continued learning throughout life and neurogenesis, stress/anxiety hinder it. problems include physical/sensory development |
| individuation | process of a person's personality becoming whole&full |
| generativity | creation of new ideas, products, people (erik erikson) |
| stagnation | adult becomes more self focused than oriented towards others, doesn't contribute to others in any productive way |
| core strength&crisis of infancy? | hope: trust vs mistrust |
| core strength of early childhood? | will: autonomy vs shame&doubt |
| core strength of play age? | purpose: initiative vs guilt |
| core strength of school age? | competence: industry vs inferiority |
| core strength of adolescence? | fidelity: identity vs identity confusion |
| core strength of young adulthood? | love: intimacy vs isolation |
| core strength of adulthood? | care: generativity vs stagnation |
| core strength of old age? | wisdom: integrity vs despair/disgust |
| late adulthood | (ages 65+) brain mass gradually decreases, brain changes occur in frontal lobe |
| what leads to neural growth? | learning new skills |
| fluid intelligence | (1 of 2 types of intelligence) raw mental ability, pattern recognition, abstract reasoning, that can be applied to a problem one has never confronted before |
| crystallized intelligence | (1 of 2 types of intelligence) kind of knowledge that one gains from experience & learning, education, practice |
| adulthood leads to what kind of intelligence? | gradual decrease in fluid intelligence, strengthening of crystallized intelligence |
| dementia | loss of mental function where many cognitive processes are impaired ex: ability to remember, reason, solve problems, make decisions, use language |
| alzheimer's disease | progressive cognitive decline and characterized by a collection of symptoms including confusion, memory loss, mood swings, eventual loss of physical function (autopsy) |
| Which theorist created the procedure known as the “Strange Situation” | Mary Ainsworth |
| what is the strange situation | experiment to classify infant reactions to caregiver leaving/returning |
| when do most people need reading glasses by? | 40 |
| Eric Kandel concluded that “practice makes perfect, even in” a | snail |
| What happened to H.M. to cause his loss of memory? | hit by bicyclist |
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