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psyc
psyc study guide exam 1
| Question | Answer |
|---|---|
| life span developement | long term changes in a persons physical/biological processes, patterns of thinking, and feeling |
| 8 developmental periods | prenatal (conc. to birth), infancy (birth to 2), early childhood (2 to 6), mid/late childhood (6-12), adolescence (12-20), early adulthood (20's to 30's), middle adulthood (40's-60's), late adulthood (60's-death) |
| 3 domains of development | biological, cognitive, and socioemotional |
| nature | hereditary inheritance |
| nurture | refers to environmental influences, experience, learning, cultures, families, groups |
| psychoanalytic (psychodynamic) theory | emphasis on process/struggle between drives and environment |
| freud 5 psychosexual stages | oral, anal, phallic, latency, genital |
| erickson 8 psychosocial stages | trust vs. mistrust (birth-1), autonomy vs. shame & doubt (1-3), initiative vs. guilt (3-6), industry vs. inferiority (6-12), identity vs. role confusion (12-19), intimacy vs. isolation (19-25), generativity vs. stagnation (25-50), ego vs. despair (50-) |
| trust | trust that others will care for their basic needs |
| mistrust | mistrust the care of others |
| cognitive theory | (Piaget) emphasis on thinking, problem-solving |
| Piaget's 4 stages | sensorimotor (birth-2), preoperational (2-6), concrete operations 6-11), formal operations 12-adulthood |
| cognitive equilibrium | driving force, motivation; balance is another word for equilibrium; |
| two techniques of adaptation | assimilation (minor adjustment) and accomodation (major adjustment) |
| behavioral/operant conditioning theories | (skinner); studies observable behavior |
| key ideas of behavioral theories | operant conditioning and classical conditioning |
| operant conditioning | behaviors; the learning process by which a particular action is followed by something desired (which makes a person or animal more likely to repeat the action or by something unwanted which makes the action less likely to be repeated |
| classical conditioning | emotional responses; learning process that connects a meaningful stimulus such as the smell of food to a hungry animal with the neutral stimulus such as the sound of a bell that had no meaning before conditioning |
| social cognitive theory | (bandura) emphasis on learning from own and other experiences |
| key ideas of social cognitive theory | learning occurs in the context of social relationships; effect of environment is altered by one's beliefs, conclusions, thoughts, and observational learning, modeling. |
| modeling | which a person observes the actions of others and then copies them |
| ecological or sociocultural theory | (Vygotsky); emphasis on social and cultural variables |
| zone of proximal development | a zone surrounding a learner that includes all the skills, knowledge, and concepts that a person is close to acquiring but cannot yet master without help |
| scaffolding | temporary structure or support; how to do it |
| ethological theory | (ainsworth came up with strange situation test); power of attachment; emphasis on biology and evolution |
| key ideas of ethological theory | attachment theory; imprinting, critical or sensitive periods; secure attachment and insecure attachment |
| hypothesis | prediction |
| theory | big picture; I think it means |
| research methods | independent, dependent variables, |
| independent variable | variable of interest that is controlled by the experimenter |
| dependent variable | measured variable whose value depends on the effect of independent variable on the subjects |
| sample | subjects whose behavior is studied |
| infants dependent variables | staring/attending vs. ignoring |
| habitation | baby boredom |
| dishabituation | back paying attention to it |
| cross-sectional study | common |
| longitudinal study | resource attentive |
| sequential study | rare; time sequential; years of waiting |
| descriptive research | observes behavior as it occurs in natural settings |
| correlation research | measure the strength of a relationship between two observed variables |
| experimental research | arranges the situation so that only one factor (variable) is changed at a time; then one measure the effect of that change on another factor (variable) |
| correlation | a systemic relationship between two or more variables that can't prove any cause and effect; it DOES NOT imply cause and effect |
| causality | cause and effect |
| statistical significance | results of my experiment is less likely or more likely to happen by chance |
| chromosomes | threads of DNA sequences; sequences of genes in cell nucleus. one of the 46 molecules of DNA (in 23 pairs) that each cell of the human body contains and that, together, contain all the genes |
| genes | in charge of characteristics; basic unit of heredity |
| gamete | mature male or female sex cell; has 23 chromosomes |
| zygote | fertilized egg |
| genotype | could have been; entire genetic inheritance |
| phenotype | what we actually got; our traits |
| monozygotic twins | identical twins; originate from one zygote that splits apart very early in devlepment |
| dizygotic twins | fraternal twins; formed when 2 separate ova are fertilized by 2 separate sperm cells |
| dominant/recessive gene | carrier that never gets expressed; the interaction of a pair of alleles (a slight variation of a particular gene) in such a way that the phenotype reveals the influence of one allele (the dominant gene) more than that of the other (the recessive gene) |
| behavioral genetics | study of the effect of genes on behavior; intellectual abilities; psychological disorders; and personality traits |
| genetic heritage | influences a number of psychological issues; shyness, disorders such as schizophrenia, depression, ocd, addiction, alcoholism, phobias, anxiety disorders; antisocial behavior, and Alzheimer's. |
| research methods often used by behavior geneticists | twin studies and adoption studies |
| canalization | narrow path; development often proceeds on course despite extreme environment. |
| down syndrome | extra chromosome (47)instead of (46) with three rather than two at the 21st position |
| fragile x | part of the X chromosome seems to be attached to the rest of it by a very thin string of molecules; females usually carriers |
| PKU | inability to metabolize common amino acid |
| sickle-cell anemia | red blood cells distorted |
| teratogens | agents and conditions that causes defects; |
| behavioral teratogens | agents and conditions that can harm the prenatal brain impairing the child's intellectual and emotional functioning. |
| head sparing | the biological protection of the brain when malnutrition affects body growth. The brain is the last part of the body to be damaged by malnutrition |
| germinal period | 0-2 weeks after fertilization; begins when zygote is formed from male & female gametes; starts in fallopian tube; ends as implantation in uterus, if successful; fist sign of cell differentiation |
| embryonic period | 3rd to 8th week (6 weeks total); about 20% of embryos spontaneously aborted; placenta develops; blastocyst develops into 3 layers |
| fetal period | 9th week until birth; rule of thumb 3months/3ounces/3inches; internal organs develop; primary developement time for nervous system |
| prenatal tests | amniocentesis; Ultrasound sonography: Chorionic villi sampling; Maternal blood test (AFP) |
| amniocentesis | between 13th-20th week of pregnancy. Sample of amniotic fluid removed & studied. Risk of miscarriage is 4:1000 or less; .05% |
| Ultrasound sonography | Sonar picture of fetus |
| Chorionic villi sampling: | between 8th-11th week; small sample of placenta removed |
| Maternal blood test (AFP) | detects neural tube defects and down syndrome. 14th-20th weeks: relatively high rate of false positives |
| full term pregnancy | 38 weeks |
| birth stages | labor stage 1: 5-12 hours avg.- cervical dilation; stage 2: 1-2 hours avg. - delivery; stage 3: 10-50 minutes avg. - placenta & umbilical cord |
| Apgar test | the examiner checks for five vital signs-heart rate; breathing, muscle tone, color, and reflexes-at one minute and again at five minutes after birth, assigning each a score of 0, 1, or 2 and totaling all five scores |
| typical birthweight | between 5 1/2 and 9 lb |
| low birthweight | less than 5 1/2 lb |
| cephalocaudal patterns | prenatal growth from conception to 5 months when the head grows more than the body; top to bottom |
| proximodistal patterns | prenatal growth from 5 months to birth when the fetus grows from the inside of the body outwards; center to extremities |
| myelination | the process of insulating the axons with fatty cells to increase the speed of the neural impulse; greatest increase in 1st four years; however, process occurs prenatally through adolescence |
| oxytocin | used to increase strength and duration of contractions |
| postpartum period | physical adjustments, emotional adjustments; psychological adjustments; baby blues |
| sensation | occurs when sensory receptor detects a stimulus |
| perception | mental processing(orginization/interpretation) of sensory information |
| brain development | at birth brain is 25% of adult weight; enormous increase in dendrites and synaptic connections in 1st 24 months; unused connections atrophy (elimination by pruning); cerebral cortex divided into hemispheres |
| enriched environments effect brain how | animal studies show enriched environments show more complex brains (cortex) |
| habituation | become so familiar w/stimulus that it no longer elicits responses |
| intermodal perception | the ability to relate & integrate information about 2 or more sensory modalities such as hearing and vision or vision and touch |
| reflexes | survival mechanisms; involuntary muscular response to stimulus |
| critical reflexes | immediate-term; oxygen supply (breathing reflex, cough, etc.) body temp. (shivering, crying, body posture) feeding (rooting, sucking) |
| other reflexes | moro (startle response; grasping, stepping, and the persistent (into adulthood) relexes |
| gross motor skills | large muscle activity |
| gross motor skills timeline | birth (arm waving), 1st month (head movements, 3-4 mo.(roll over), 5-7 mo.(sit w/o support), 6-8 mo.(crawling), 7-10 mo.(climbing; pulls self up), 3-5/11 mo.(standing; supported/unsupported), 8-10/11-12 mo.(walking; assisted/unassisted) |
| fine motor skills | small body movements |
| fine motor skills timeline | 3mo.(fingering and batting), 4-6mo.(grabbing/grasping), 6-8mo.(deliberately let go; transfer from hand to hand) 11+mo.(two handed hold) |
| dynamic systems theory | Ester Thelan; not automatic, it is motivation to do something ; voluntary motor activity is assembled from component actions (bridging reflexes); activity is initiated from desire to “do something”; non-milestone-based |
| vaccinations | individual exposed to an agent that is designed to strengthen their immune system against that agent |
| nutrition | guide; 50 calories/pound/day; breast feeding vs formula; breast is best for 1st 2 years of life; appropriate weight gain; fewer allergies, etc |
| SIDS | sudden infant death syndrome; infant stops breathing; 1-4 mo. highest risk; risk factors-prenatal: smoking,teenage pregnancy, 1 year between births. Post-natal: LBW, sleeping on stomach, non-breast fed, excess clothing and soft sleep surfaces; |
| marasmus | protein-calorie deficit; starving to death |
| kwashiorkor | protein deficit; have calories but no protein |
| undernutrition | failure to thrive |
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auntieann7777
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