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Psych 220 Exam #1
| Term | Definition |
|---|---|
| longitudinal designs | follows lifespan of individual |
| cross sectional | measures many subjects at one given time (across the ages) |
| cohort sequential | follow multiple longitudinal studies as well as comparing them as cross sectional (combination of cross-sectional and longitudinal) |
| microgenetic | a specific time period when development happens (crawling) (24-48 hrs) -general research designs = experimental, correlational, naturalistic observation |
| Locke | (nurture)- children begin as nothing but blank slates that are shaped by experiences, parents/caregivers = rational tutors |
| Rousseau | (nature)- children are naturally endowed with an innate plan for orderly growth, enviro corrupts children |
| Darwin | Origin of Species, human development must be studied as part of evolution |
| Industrial Revolution | changed environments of children - with environment physical changes were also observed - children who worked in factories were shorter - Why do environmental changes affect physical changes? → opened the door to developmental psychology |
| social enhancement | children use cultural resources simply because the activities of others have “enhanced” the immediate environment by making these resources available - find a crayon |
| imitation | children learn to use their culture’s resources by observing and copying the behaviors of others |
| explicit instruction | children are purposefully taught to use the material and symbolic resources of their culture, symbolic communication, able to teach children things not present in immediate environment - ex- history books |
| Germinal Period | begins at conception and last until the developing organism becomes attached to the wall of the uterus, about 8-10 days later |
| Embryonic period | from the time the organism becomes attached to the uterus until the end of the 8th week, when all the major organs have taken primitive shape. begins at implantation and ends at when you consider it a full fetus. week 7-8 major sex differentiation |
| Fetal period | begins in the 9th week after conception, with the first signs of the hardening of the bones, and continues until birth. During this period the primitive organ systems develop to the point where the baby can exist outside the mother. |
| Cephalocaudal pattern | development proceeds from the head down. Arms buds appear before leg bugs. |
| Proximodistal pattern | development proceeds from the middle of the organism out to the periphery( spinal first then arms) |
| teratogens | environmental agents such as toxins, diseases, drugs, and alcohol that increase the risk of deviations in normal development. |
| Apgar scale | It measures the vital signs of the baby and then rates them depending on how well the vital signs are. And is used to rate babies at 1 minute and again at 5 minutes. 0/1/2 for each category |
| Brazelton neonatal scale | Asses the infants neurological condition of the newborn. To assess the neurological condition of the newborns who are suspected of being at risk for developmental difficulties. |
| Forebrain | cerebral cortex, controls basically all thought |
| Midbrain | brain stem, neural relay |
| Hindbrain | responsible for basic physiology |
| Spinal cord | conveys info between brain and body |
| Neurogenesis | the formation of new nerves/neurons |
| neurons | brain/nerve cells, infants have twice the amount adults do |
| glial cells | underlying structure of nervous system |
| Synaptogenesis | the formation of synapses between neurons |
| dendrite and axons | two types of neural extensions, dendrites are for incoming signals, axons are for outgoing signals |
| synaptic gap | where the nerves communicate from axon to dendrites |
| neurotransmitters | chemical of communication within neurons |
| exuberant synaptogenesis | formation of connections quickly in fetuses at an extremely fast rate |
| Synaptic pruning | a brain becomes customized to the individual, accompanies the loss of many unnecessary connections, occurs during fetal period |
| experience-expectant | processes of brain development that seemd to anticipate experiences that are universal in all normally developing members of our species |
| experience-dependent | development of neural connections that is initiated in response to experience |
| exuberant synaptogenesis | at several points during development (including adolescence), different portions of the brain undergo an explosive increase in synapse formation that produces far more synapses than would be required by the particular experiences the growing organism is l |
| synaptic pruning | the process of selective dying-off of non-functional synapses |
| How can we effectively study infants? How do these methods work? | 1. high amplitude sucking 2. head turn 3. habituation/dishabituation |
| intermodal perception | the ability to perceive an object or event by more than one sensory system simultaneously, putting information together to make connections between senses (combining different senses) |
| reflexes | a specific, well-integrated, automatic (involuntary) response to a specific type of stimulation - reflexes help infants survive either in that stage or through their whole life |
| temperament | the individual modes of responding to the environment that appear to be consistent across situations and stable over time. ex.activity level, intensity of reaction, ease with which they become upset, characteristic responses to novelty, and sociability. |
| pretend play | when one object stands or represents another. |
| deferred imitation | an imitation of an action observed in the past. |
| Dual representation | represent the real world symbolically. 3 year olds can use the model to use for the real world, 2 year old fail, 2.5 intermediate and if you give them a mental bridge they pass if they don't have that mental bridge given to them they fail. |
| primary intersubjectivity | organized, reciprocal interaction between an infant and caregiver with the interaction itself as the focus |
| secondary intersubjectivity | a form of interaction between infant and caregiver, emerging at about 9-12 months, with communication and emotional sharing focused not just on the interaction but on the world beyond |
| social referencing | infants tendency to look to their caregiver for an indication of how to feel and act in unfamiliar circumstances - will influence how baby interprets and emotionally responds to this unusual event |
| selective social referencing | at 10 months, checking in with caretaker only when they knew they can gain info, aka when they are being attended to |
| primary (basic) emotions | joy, fear, anger, surprise, sadness, disgust - universal emotions, expressed similarly in all cultures and present at birth or in the early months |
| secondary (self-conscious) emotions | emotions such as embarrassment, pride, shame, guilt, and envy, which emerge after 8 months with infants’ growing consciousness of self |
| social smiling | - for it to develop infant must have biological maturation→ visual acuity, linking motor behavior with perception - environment - needs a smiling social partner - need biological maturation and environment to get social smiling |
| strange situation | designed to assess children’s attachment on the basis of their use of their mother as a secure base for exploration, their reactions to being left alone with a stranger and when completely alone, and response when they are reunited with their mother |
| separation anxiety | the distress that babies show when the person to whom they are attached leaves |
| attachment | the emotional bond that children form with their caregivers at about 7 to 9 months |
| detachment | from Bowlby, the state of indifference toward others experienced by children who have been separated from their caregiver for an extended time and have not formed a new stable relationship |
| Schema | Mental structure provides model for action, and strengthened, refined, or transformed through adaptation |
| Adaptation | changing schema based on action and experiences |
| Assimilation | add new action to schema can action fit into schema |
| Accommodation | schema doesn't work so change it |
| Equilibration | process of seeing whether schema can be assimilation or accommodation |
| Primary circular reaction | infants repeat pleasurable actions for themselves, these are directed towards infants own body, Positive feedback loop |
| Secondary circular reaction | infants repeat pleasurable reactions on external objects, directed toward objects/ environments, positive feedback loop |
| Tertiary circular reactions | focus on relationship between body and object, experimentation, trial and error, reasoning not yet systematic |
| A not B error | says that children remembers the existence of the object but not reason systematically about it. says that babies can't fully understand object permanence until 2 years old |
| Object permanence | the understanding that an object exist even when they are out of view. |
| intentionality | the ability to engage in behaviors directed toward achieving a goal |
| Piaget’s Theory | babies can only perceive the world through their own actions and learn the world around them by experiences. So they learn everything by experiences. |
| Piaget’s Theory criticized because | pl thought that since babies learn new things so quickly they must have some sort of prior knowledge = Developmentalists- believe that babies have an understanding of the world but babies need a key to unlock the understanding |
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