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Psych Part 5
AP Psych Chapter 9
| Question | Answer |
|---|---|
| developmental psychology | psychological specialty that studies how organisms change over time as the result of biological and environmental influences |
| nature-nurture | long-standing discussion over the relative importance of nature (heredity)and nurture (environment) in their influence on behavior and mental processes. genes vs. life experiences |
| john locke | said that children are born with a "blank slates" that their experiences would be written on |
| rousseau | everyone was hard-wired from birth to be who they are. had predispositions to be a certain way |
| continuity | perspective that development is gradual and continuous. gradual. |
| discontinuity | perspective that development proceeds in an uneven fashion. series of separate stages |
| developmental stages | periods of life initiated by significant transitions or changes in physical or psychological functioning |
| prenatal period | developmental period before birth |
| zygote | fertilized egg |
| embryo | name of the developing organisms during first 8 weeks after conception. |
| fetus | developing organism between the embryonic stage and birth |
| teratogens | substances from the environment, including viruses, drugs, and other chemicals, that can damage the developing organism during prenatal. |
| placenta | organ interface between the embryo or fetus and the mother, the placenta separates the bloodstreams, but it allows the exchange of nutrients and waste products |
| neonatal period | from birth to first month |
| what are newborns with | basic reflexes (unlearned responses to stimuli). withdraw limb to escape pain. will cry. rooting reflex (turn to face to nipple) and grasping reflex (closing hands). can recognize human voices and faces even though blind |
| infancy | time between the end of the neonatal period and the establishment of language |
| attachment | enduring social emotional relationship between a child and a parent or other regular caregiver |
| imprinting | a primitive form of learning in which some young animals follow and form an attachment to first moving object they see and hear |
| baby temperament | mood, activity level, and emotional stability |
| securely attached | have strong bond with their parent/guardian, generally healthy mentally and physically |
| slow to warm up | less cheery, irregular in sleep, and eating patterns, generally slow when adapting to change |
| easy baby | happy, regular in sleep and eating, adaptable and not readily upset |
| difficult baby | glum, resistant to change, and irritable |
| mary ainsworth and harry harlow | studied attachment in children |
| maturation | process by which the genetic program manifests itself over time |
| affect of parents and guardians | affect us most. genetics. teach us how to form proper relationships and forms strong attachments. shape attitudes, values, manners, faith, and politics. |
| authoritarian | impose rules and expect obedience |
| permissive | submit to their children's desires, make few demands and use little punishment |
| authoritative | both parents are demanding and responsive. more rules and enforce them and explain why they made the rules and often encourage open dialog, especially with their older children |
| schemas | are pliable mental molds into which we pour experiences |
| assimilation | mental process that modifies new information to fit it into existing schemas |
| accommodation | mental process the restructures existing schemes so that new information is better understood. |
| jean piaget | cognitive development |
| sensorimotor stage | first stage in piaget. birth to age 2 (infants). child relies heavily on senses and action. lack of object permanence until after 8 months |
| object permanence | awareness that object exists even after it can no longer be seen |
| mental representation | ability to form internal images of objects and events |
| preoperational stage | second stage of piaget. age 2-7. marked by well developed mental rep. and use of language. lack performance of mental operations and logical reasoning skills. kids have egocentrism and animistic thinking. lack conservation and irreversibility |
| egocentrism | self-centered inability to realize that there are other viewpoints that one's own |
| animistic thinking | inanimate objects are imagined to have life and mental processes |
| irreversibility | inability to think through a series of events or mental operations and then mentally reverse the steps |
| conservation | understanding that physical properties of an object of substance do not change hen appearences change but nothing is added or taken away |
| concrete operational stage | third stage of piaget, 7-11. logical thinking develops, gain conservation, can perform mental operations, and can grasp mathematical transformation. cannot grasp abstract thinking |
| mental operations | solving problems by manipulating images in one's mind |
| formal operational stage | final stage of piaget. 12 to adulthood. reasoning expands from simply oncrete thoughts to encompass abstract thinking. imagined realities and symbols. first stage that children display a strong potential for mature , moral reasoning |
| erikson | psychosocial development |
| psychosocial development | erikson. developmental stages refer to 8 major challnges that appear successively across the lifespan, which require an individual to rethink his or her goals and relationships with others |
| trust vs. mistrust | infants. basic need of survival will be provided and will develop sense of trust and security and will form good relationships. if not met then will develop sense of mistrust, anxiety and will fail to form meaningful relationships. |
| autonomy vs. self-doubt | toddlers. learn to do things on own. must know they are capable of handling themselves. otherwise will feel inadequate and insecure about themselves, low self-esteem and confidence. |
| initiative vs. fuilty | 3-6, pre-school. must be confident to learn to initiate and carry out plans. self-dependent. otherwise low self-esteem and confidence and etc. |
| competence vs. inferiority | elementary school. adequacy in basic social and intellectual skills,to gain pleasure and sense of self-pride. otherwise low self-esteem |
| identity vs. role confusion | teens/adolescence. must develop on identity and have comfortable sense of self, both unique and social accepted. otherwise will leave individual confused and sad. |
| intimacy vs. isolation | early adulthood. ability to for close and committed relationships. gain acceptance and be loved. otherwise will be sad and lonely |
| generativity vs. stagnation | middle aged folk. focus of concern beyond oneself to ant to contribute to world through family and work. otherwise feel lack of purpose in life. |
| integrity vs. despair | old people. coping with impending death and view successes and failure in life. must have satisfaction and wholesome view on life. otherwise feel futile and disappointed |
| adolescence | puberty to early adulthood |
| primary sex characteristics | sex organs and genitals |
| secondary sex characteristics | gender-related physical features that develop during puberty. breasts, facial hair, deep voices, wide hips, pubic hairs, etc. |
| adolescent egocentrism | heightened self-consciousness of teens. tend to believe that we are center of universe |
| imaginary audience | belief that others are interested in your life as you are |
| personal fable | sense of uniqueness and invincibility that all adolescents possess. big fish in small pond |
| gender roles | set of prescribed actions for either sex. differ from culture to culture. play huge role in how you develop cognitively and socially |
| gender identity | develop from gender roles |
| androgyny | characteristics of both sexes |
| rolling car experiment | rolling car proved babies ability to have object permanence and visual cliff proved baby's |
| kohlberg | moral development |
| preconventional morality | before age 9. based on self-interest. |
| kohlberg stage 1 | egocentric: punishment and obedience based. |
| kohlberg stage 2 | cost/benefit orientation: reciprocity. awards or mutual benefits. |
| conventional morality | adolescences caring about hers and upholding laws and sochial norms |
| kohlberg stage 3 | good child orientation. gain acceptance, avoid social disapproval, start thinking about others. |
| kohlberg stage 4. | law and order orientation. avoid penalties/jail. not everyone makes it this far |
| post conventional morality | affirms people's agreed upon rights and/or what one personally perceives as basic, ethical, principles |
| stage 5 kohlberg | social contract orientation. hardly anyone reaches here. promote welfare of one's society while helping yourself. win/win situation. what is moral may not be legal. |
| kohlberg stage 6 | theoretical stage. ethical principle orientation. morality is based on one's conscious. achieve justice; be consistent with one's principle. no mutual benefit for oneself. |
| carol gilligan | bashed kohlberg for not studying females. |
| james lang theory | emotion is a product of physiological response. stimulus produces a physical response that in turn produces an emotion |
| two factor theory | emotions result from an evaluation of the cognitive appraisal and physical arousal |
| approach approach | choosing between two good options |
| general adaptions syndrome | body's reaction to stress. alarm to resistance to exhaustion |
| visual cliff | baby crawls across pexiglass with "drop" underneath it. |
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LittleD331
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