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Developmental Psych
Final
| Question | Answer |
|---|---|
| zone of proximal development | in vygotsky's sociocultural theory, the activities and skills that a child can perform with help from a more experienced person, but cannot master independently; range of acttivities within which learning normally occurs; varies in cultures; foreshadows |
| nature | the inherited or genetic characteristics of a person; human _; _ vs. nurture |
| John Locke | 17th century British philosopher; emphasized environment; viewed children as a blank slate; learning through experiences; parental praise and approbation (no physical punishment or candy |
| id | 1/3 of Freud's theory on personality; the part of the psyche that contains unconscious motives and desires; source of psychic energy, wishes of primitive nature, focused on sexual/aggressive/insinctual desires; children balance _ and demands of superego |
| conditioned stimulus | a previously neutral stimulus that takes on meaning through the process of classical conditioning |
| classical conditioning | learning through reflexive behavior (i.e., salivating to food- UCS) had become associated with new conditions (e.g., sight of food, footsteps bringing the food- CS) to yield a learned response (i.e., salivating upon the sound of footsteps; little albert |
| scaffolding | support provided by elders for the efforts of a child to participate in an activity otherwise out of the child's reach; as the child becomes more capable, the adult gradually withdraws support, maintaining just enough to allow independent performance |
| imprinting | a process through which the young of certain species of birds follow the first moving object they see after hatching, usu. the mother; helps young chicks in their struggle for survival; Konrad Lorenz |
| amniocentesis | test during pregnancy for genetic abnormalities; fluid from amniotic sac tested |
| fraternal twins | dizigotic |
| phenylketonuria (PKU) | gene disorder; interferes with brain development, mood disorders, behavioral problems (ADHD) |
| Anoxia | fetus doesn't receive enough oxygen |
| cephalocaudal development | head-to-tail (trunk) growth |
| neurotransmitters | move chemicals across synapses to get to neurons |
| Assimilation | integrating something new into what you already know |
| recall memory | produce something from memory |
| Carolyn Rovee-Collier | infant memory and ribbon with mobile |
| cooing | vocal behavior of infants; repetition of vowel sounds |
| basic human emotion | we are born with happiness, disgust, and fear |
| Thomas and Chess | studied infant temperament |
| Harry Harlow | attachment relationships with monkeys |
| secure attachement | most common form of attachment |
| How many hours of sleep per day are recommended for a 2 year old? | 12 hours a day |
| TV and sleep in preschoolers | 10 hrs of sleep; no TV when going to bed |
| Causes of enuresis in children | heredity (twins, genetics), age, gender (more common in males) |
| left hemisphere of the brain | controls verbal and linguistic functioning |
| ambidextrous | coordination of left and right sides |
| effects of lead poisoning | affects intelligence, language, and attention as well as mood and social adjustment |
| strabismus | eyes don't align |
| concrete operational stage | piaget's stage ages 7-11 |
| parallel play | playing next to each other but not socializing with each other |
| parenting styles | authoritative, authoritarian, permissive, disengageed |
| attachment styles | secure, avoidant, ambivalent, disorganized |
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