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PYCH
Chapter 9 Psychology
| Question | Answer |
|---|---|
| Three parts of development | Physical, Cognitive, Socioemotional processes |
| Cross- sectional studies | Studying groups based on their age ( group of infants vs toddles vs teens) |
| Cohort effects | differences between individuals stemming from time periods in which they were born |
| Longitudinal studies | Follow one group of infants from the time they are born |
| Nature | Biological inheritance |
| Nurture | Environmental experiences |
| "The developer" | Individuals take active roles in their own development |
| Resilience | A person's ability to recover from or adapt to difficult times in early life |
| Germinal Period | Weeks 1-2, conception, fertilization, zygote |
| Embryonic Period | Weeks 3-8 |
| Fetal Period | Months 2-9 |
| Teratogens | Agents that cause birth defects: Nicotine, Alcohol, STIs |
| The effects of teratogens depend on | Timing of exposure, genetic characteristics, postnatal environmental |
| Reflexes | Genetically wired behaviors that are crucial for survival |
| Preferential looking | One way in which researchers can give infants a "choice" and measure their preferences |
| Jean Piaget | Children actively construct their cognitive world using three things... schemas, assimilation, and accomidation |
| Schemas | Concepts or frameworks that organize information |
| Assimilation | Incorporate new info into existing schemas |
| Accomidation | Adjusting schemas to new information |
| Sensorimotor Stage | The infant constructs an understanding of the world by coordinating sensory experience with physical action. (Birth to 2 years) Coordinate sensations with movements. Object permanence. |
| Preoperational Stage | The child begins to represent the world with words and images. (2-7 years) Symbolic stage, Intuitive reasoning, egocentrism, no reversibility or conservation concept. |
| Concrete Operational Stage | The child can now reason logically about concrete events and classify objects into different sets (7-11 years) Operational thinking, classification skills, logical thinking in concrete |
| Formal Operational Change | The adolescent reasons in more abstract, idealistic, and logical ways (11-adulthood) Abstract and idealistic thought, hypothetical- deductive reasoning |
| Temperament | An individual's behavioral style or characteristic way of responding |
| Three clusters of temperament | Easy, difficult, and slow to warm up |
| Harlow Study | Infant rhesus monkeys, Nourishment or contact that matters? Contact comfort is critical to attachment |
| Infant Attachment | The close emotional bond between an infant and its caregiver, may provide important foundation for subsequent development |
| Mary Aimsworth | Strange Situation. Caregivers leave infant alone with stranger, then return. Secure attachment or insecure attachment. |
| Erik Erikson | Eight psychological stages of development, each stage represents a developmental task |
| Authoritarian | Parents are controlling and punitive. Correlated with lack of initiative, poor communication skills, social incompetence |
| Authoritative | Parents encourage independence with limits. Correlated with social competence, social responsibility, and self- reliance |
| Neglectful | Parents are generally uninvolved. Correlated with social incompetence and poor self- control |
| Permissive | Parents are involved, but place few limits. Correlated with poor social competence, lack of respect for others, and poor self- control |
| Lawrence Kohlberg | Presented hypothetical moral dilemmas and analyzed responses (3 levels or six stages) |
| Preconventional | Behavior guided by punishments and rewards |
| Conventional | Standards learned from parents and society |
| Postconventional | Contracts, rights, and abstract principles |
| Three levels of Moral development | Pre conventional Level, Conventional Level, and Post conventional Level |
| Pre-conventional Level | No internalization. Stage 1- Heteronomous morality, Stage 2- Individualism, Purpose, and Exchange |
| Conventional Level | Intermediate Internalization. Stage 3- Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity. Stage 4- Social System Morality |
| Post-conventional | Full internalization. Stage 5- Social Contract or Utility and individual rights. Stage 6- Universal Ethical Principles |
| Puberty | Rapid Skeletal and sexual maturation. Puberty begins at beginning of adolescence. |
| Testosterone (androgen) | Genital development, height, voice changes |
| Estrodiol (estrogen) | Breast, uterine, and skeletal development |
| Early Brain development | Amygdala- strong emotions |
| Late Brain development | Prefrontal cortex- increased reasoning and decision making, risk taking decreases |
| Marcia's four identity statuses | Exploration and commitment- clear sense of personal identity |
| Early adulthood(physical) | Most reach the peak of physical development |
| Middle adulthood(physical) | Most lose height, may gain weight. Menopause for women (late 40a or early 50s) |
| Late adulthood(physical) | Accumulated wear and tear, less ability to repair and regenerate |
| Cellular Clock Theory | Maximum # of cell divisions possible, predicts human life span of about 120, shortened telomeres(which protect the ends of chromosomes) |
| Free- Radical Theory | Cause DNA and cell damage |
| Hormonal Stress Theory | Stress hormones linger longer |
| Early adulthood(cognitive) | Less idealistic, reflection on worldview) |
| Middle adulthood(cognitive) | Crystallized intelligent peaks, fluid intelligence peaks, numerical and perceptual speed decline |
| Late adulthood | Speed of processing generally declines, memory retrieval skills decline, wisdom increase, strategy training and physical activity can improve cognitive fuction |
| John Gottman | Giving up some power, solving conflicts together, turning toward each other as |
Created by:
tstrange
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