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Developemental Psych
Chapter1 -4 Lemke
| Definition | Term |
|---|---|
| The multipdisciplinary study of how people change and how they remain the same | Human Developement |
| A time when a particular typeo f developmental growth (in body or behavior) must happen if it is ever going to happen | Critical Period |
| A time when a certain type of developement is most likely, although it may still happen later | Sensitive Period |
| What are the four basic forces in human developement? | Biological, psychological, sociocultural, life-cycle |
| An organized set of ideas that is designed to explain developement | Theory |
| Result in research that helps to support or clarify the theory | Prediction |
| What is Erkson known for? | Pyschosocial Theaory |
| What theory concentrates on how learning influences behavior, emphasizes the role of experiience, stresses the influence of consequences on behavoir and recognizes that people learn from watching others | Learning Theory |
| What is Watson known for? | Behaviorism |
| What theory states that learning determines our behavior | Behavioism |
| The consequences of a behavior determine whether it will be repeated | B.F. Skinners Operant Conditioning |
| This increases the chance that a behavior will be repeated | Reinforcement |
| This decreases the chance that a behavoir will be repeated | Punishment |
| What theory states that people learn by watching others. | Social Learning Theory |
| What theory states that cognition emphasizes thinking, and how we percieve our world and our experiences. | Alburt Bandura's Social Cognitive Theory |
| What theory emphasizes the developement of the thought processes as we mature? | Cognitive-Developmental Theory |
| What theory states, like computers we become more efficient at processing information as we mature | Information Processing Theory |
| This stage is from birth to 2 years. The child interacts with the world through sensation and movement. They also develop the ability to hodl a mental representation of objects | Sensorimotor stage |
| This stage is from 2-7 years of age. they develop the ability to use symbols and are ego centric | Preoperational Stage |
| Understanding the world only from your own perspective | Egocentric |
| In this stage of Piagets theory children 7 - to early adolecence can use logic and reasoning but cannot accurately consider the hypothetical | Concrete Operational Thought |
| In this stage of Piagets Stages from Adolescence and beyond children are able to think abstractly and deal with hypothetical concepts | Formal Operational Thought |
| Uses the computer as a modle of how thinking develops | Information - Processing Theory |
| Psychological Structures such as memory capacity | Mental Hardware |
| Cognitive Abilities that process information and hlep us to interact with the world | Mental Software |
| How did Vygotsky view developement? | As an apprenticeship |
| Whose theory emphasized the impact of sociocultural influence on child developement | Vygotsky's |
| Who focused on how adults convey aspects of their culture to children | Vygotsky |
| Views all aspects of human developement as interconnected | The ecological and systems approach |
| True or false an aspect of developement alone can adequately explain developement | False |
| People and objects in the immediate environment (Parents and child) | Microsystem |
| Influences of Microsystems on each other (School and friends) | Mesosystem |
| Social, enviornmental and governental forces (Government and social policy) | Exosystem |
| Subcultures and cultures in which the other three systems are imbedded (Culture, ethnic group) | Macrosystem |
| Adaption, or developement depends upon a person's abilities or competencies, their enviroment and the demands it places on them | Competence-Environmental Press Theory |
| There are many factors and one does not adequately explain develpment | Life-Span Perspective |
| Describes choices that determine and regulate development and aging | Selective Optimization with Compensation |
| What are the four features of the Life-span approach? | Multidirectionality, Plasticity, Historical Context, Multipile Causation |
| Different areas of development grow and decline at the same time | Multidirectionality |
| Skills and abilities can be improved or developed throughout the life-span | Plasticity |
| Historical time periods must be considered in examining development | Historical Context |
| Biological, psychological, sociocultural and life-cycle changes must be considered | Multiple Causation |
| Elective Selection, Loss Based Selection and Compensation are a part of .... | Selective Optimization with Compensation |
| Making choices to reduce involvement in order to concentrate on another | Elective Selection |
| Reducing involvement because of lack of resources or abilities | Loss-based selection |
| Finding Alternate ways of meeting oglas due to loss of ability or diminished skills | Compensation |
| How many pairs of chormosomes are there? | 23 |
| What are the first 22 pairs of chromosomes called? | autosomes |
| The complete set of inherited traits | genotype |
| How the traits are expressed | phenotype |
| The study of the inheritance of behavioral and psychological traits | Behavioral Genetics |
| When many genese affect the phenotype of a trait | Polygenetic inheritance |
| affected by many factors, both genetic and enviornmental expression, altering the expression of genes | Multifactorial |
| Genes impact on behavior depend on the environment | Reaction Range |
| After fertilization, the zygote travles down the fallopian tube and is implanted in the uterine wall | Period of Zygot ( weeks 1-2 |
| Cells from which any other specialized cell can form | Stem Cells |
| In this period of prenatal development body structures, internal organs and the three layers of the embryo develop | Period of the Embryo Weeks 3-8 |
| In this period of prenatal developement the amniotic sac fills with fluid and the umbilical cord connects the embryo to the palcenta | Period of the Embryo Weeks 3-8 |
| In this period of prenatal developement there is differentiation of the ovaries and testes | Period of the Fetus Week 9 |
| In this period of prenatal developement the circulatory system begins to function | Period of the Fetus Week 12 |
| In this period of prenatal developement movement is felt by the mother | Period of the Fetus Week 16 |
| In this period of prenatal developement it is the age of viability | Period of the Fetus Week 32 |
| Growth from head to spine | Cephalocaudal Principle |
| Growth from areas close to the body to the farthest from the body | Proximodistal Principle |
| Results from overuse of alcohol during pregnancy | Fetal Alcohol Syndrome |
| Harmful Agents | Teratogens |
| This stage of labor lasts 12-24 hours for the first birth and includes contractions and the enlargement of the cervix to approximately 10 centimeters | Stage 1 |
| This stage of Labor includes the actual birth of the baby and lasts about an hour | Stage 2 |
| This stage of labor lasts a few minutes and involves expelling of the placenta | Stage 3 |
| Inadequate blood and oxygen to baby | hypoxia |
| This reflex is when a baby' toes fan out when the sole of the foot is stroked from heel to toe | Babinski |
| This reflex occurs when a baby's eyes close in response to bright light or loud noise | blink |
| This reflex occurs when a baby throws its arms out and then inward (as if embracing) in response to loud noise ow when its head falls | moro |
| This reflex occurs when a baby grasps an object placed in the palm of its hand | Palmar |
| This reflex occurs when a baby's cheek is stroked in turns its head toward the stroking and opens its mouth | Rooting |
| This reflex occurs when a baby who is held upright by an adult and it then moved forward begins to step rhythmically | Stepping |
| This reflex occurs when a ababy sucks when an object is placed in its mouth | Sucking |
| What is part of the Apgar Index? | Heart rate, respiration, muscle tone, reflexes and skin tone |
| What does the Neonatal Behavioral Assessment Scale asses? | infants autonomic, motor and social systems which inlcudes 28 behvioral items |
| This cry Starts softly and builds in volume and intensity. | Basic Cry often seen when the child is hungry |
| This cry is more intense and louder | mad cry |
| This cry starts with a loud wail, followed by a long pause, then gasping | pain cry |
| How many hours do newborns sleep daily | 16-18 hours |
| What is the sleep wake cylce of a newborn? | 4 hours asleep 1 wakefulness |
| By what time do newborns usually sleep through the night | 3 or 4 months |
| Does REM decrease or increase when the get older | gradually decreases |
| What are the dimensions of temperment | activity level, positive affect, persistence, ihibition, negative affect |
| This dimension of temperment describes motor activity | Activity Level |
| This dimension of temperment describes pleasure, enthusiam, and contentment | Positive Affect |
| This dimension of temperment describes amount of resistance to distraction | Persistence |
| This dimension of temperment describes extent of shyness and withdrawal | Inhibition |
| This dimension of temperment describes irritability and tendency toward anger | Negative affect |
| In the theory of temperment, what describes the ability of a child to focus their attention and inbhibit responses | Effortful control |
| In the theory of temperment, what describes how happy, active and stimulation seeking a child is? | Surgency/ Extraversion |
| In the theory of temperment, what describes if the child is angry, fearful, frustrated, shy and not easily soothed? | Negative Affect |
| When is growth more rapid in a child | during infancy |
| When does the neural plate, a flat structure of cells form? | 3 weeks after conception |
| When will the brain have developed all the neurons it will ever have? | by 28 weeks after conception |
| When to axons begin to form myeline, which helps to speed transmission? | In the 4th month of prenatal development |
| The brains shows flexibility in the development of its organization | neruoplasticiyt |
| Do environmental demands affect the organization and mapping of the brain? | Yes |
| When are infants able to sit alone? | 7 months |
| When are toddlers able to stand alone? | 14 months |
| The idea that motor developement involves many distinct skills that are organized and reorganized over time to meet demands of specific tasks | Dynamic Systems Theory |
| When do infants gain the ability to move their legs in a steping-like motion? | 6-7 months |
| Mastery of component skills | differentiation |
| Combining skills in sequence to accomplish a task | Integration |
| When can infants reach for objects? | 4 months |
| When can infants coordinate movement of their two hands? | 5 months |
| When are children able to use zippers but not buttons? | 2-3 years |
| When does the skill to tie shoes develope? | around 6 years old |
| When are infants able to distinguish between different pitches as well as adults? | 6 months |
| Whn are infants able to use sound to locate direction and distance? | 7 months |
| When is the infants visual acuity the same as adults? | by 1 year |
| When are infants able to uses use retinal disparity (the difference between the images of objects in each eye) to discern depth | 4-6 months |
| When are infants able to use motion and interposition to perceive depth | 5 months |
| How do infants group objects together? | by texture, color or aligned edges |
| When are infants able to track all moving objects? | around 4 weeks |
| When are infants able to process faces similarly to adults? | 7-8 months |
| When can infants see the image in the mirror and touch their own face, suggesting that they know that the image in the mirror is theirs? | 15-24 months |
| When do children understand that people have desires and these cause behavior? | By age 2 |
| When can children distinguish between the mental world and the physical world | 3 years old |
| When can children understand that behavior is based on beliefs and that the beliefs can be wrong? | By 4 years old |
| How do children make sense of the world? | Through Schemes |
| How to children adapt to their enviorment? | By developing, adding and refining their schemes |
| How do schemes change? | They change from physical to function, conceptual and abstract as the child develops |
| When new experiences fit into existing schemes | assimilation |
| When schemes have to be modified as a consequence of new experiences | accomodation |
| What is required to benefit from experience? | assimilation |
| What allows for dealing with completely new date or experiences? | accomodation |
| balance between assimilation and accommodation | Equilibrium |
| more accommodation than assimilation | Disequilibrium |
| inadequate schemes are replaced with more advanced and mature schemes | Equilibration |
| This occurs three times druing development, resulting in 4 stages of cognitive development | Equilibration |
| What does sensorimotor thinking involve | object permanence and using symbols |
| What does preoperational thinking involve? | egocentrism, animism, centration, conservation, appearance is reality |
| Studies that investigate the age at which children learn there is conflict between current understanding and the true nature of objects | Naive Physics |
| 4-year-olds know that living things move, grow, and heal themselves | Naive Biology |
| Human thinking is understood along what type of model? | Computer model |
| What are neural and mental structures that enable the mind to operate? | Mental Hardware |
| What are mental programs that allow for the performance of specific tasks? | Mental Software |
| When sensory information receives additional cognitive processing | Attention |
| A lessoning of the reaction to a new stimulus | habituation |
| Emotion and physical reactions to unfamiliar stiumuls causes what type of response? | orienting response |
| A neutral stimulus becomes able to elicit a response that was previously caused by another stimulus | Classical Conditioning |
| Behaviors are affected by their consequences | Operant Conditioning |
| Older children learn by observing others | Imitation |
| When do studies show that children remember past events, forget them over time, and remember them again with cues? | 2-3 months |
| When do children develop autobiographical memory for significant events in their own past? | During the preschool years |
| Knowing that numbers can differ in size and being able to tell which is greater | Ordinality |
| There is a number name for each object counted | One-to-one principle |
| Number names must be counted in the same order | Stable-order principle |
| The last number in a counting sequence denotes the number of objects | Cardinality Principle |
| Saw cognitive development as an apprenticeship in which children advance by interaction with others more mature | Lev Vygotsky |
| How cognition is stimulated and developed in people by older and more skilled members of society | Apprenticeship in Thinking |
| Mutual, shared understanding among participants in an activity; captures the social nature of cognitive development | Intersubjectivity |
| Children’s involvement in structured activities with others who are more skilled, typically producing cognitive growth | Guided Participation |
| The difference between what children can do with and without help from a more experienced guide | Zone of Proximal Development |
| Giving just enough assistance | Scaffolding |
| When children talk to themselves as they go about difficult tasks | Private Speech |
| Internalized Speech | Private Speech |
| The smallests sounds | Phonemes |
| When are infants able to distinguish between sounds | 1 month |
| Do children lse the ability to distinguish unused phonemes? | Yes |
| When do infants begin cooing? | 2 months |
| When do toddlers begin babbling? | around 6 months |
| When do children incorporate intonation, or changes in pitch that are typical of the language they hear? | 8-11 months |
| When do children use their first words, usually consonant-vowel pairs such as “dada” or “wawa? | Around 1 year |
| When do children have a vocabulary of around a few hundred words? | By 2 years |
| When do children know around 10,000 words? | By age 6 |
| Connecting new words to that which they refer helps to infer the meaning of the new word | Fast mapping of words |
| The ability to remember speech sounds briefly | Phonological Memory |
| When does telegraphic speech, two and three word sentences begin? | around 18 months |
| The application of rules to words that are exception to the rules | Overregulariation |
| What does effective communication require? | Taking turns as speaker andn listener, making sure to speak in language the listener understands, paying attention while listening and making sure the speaker knows if he/she is being understood. |
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