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umd exam #3
PSYC100H exam #3
| Question | Answer |
|---|---|
| genotype | inherited genetic information carried by the organim |
| phenotype | actual obsrved characteristics of the individual |
| developmentalchanges occur in . .. | stages or phrases |
| Jean Piagen studied | development of cognitive competence and developed the state theory |
| children use ___ | mental schemas |
| new phenomena are interpreted ith existing schemas by. . . | assimilation |
| sensory-motor intelligence stage | 0-2 yrs, object permanence established by 9 months, A not B effect present |
| preoperational stage | 2-5 yrs, egocentricism, A not B effect disappears, pretend play, can't appreciate conservation of quantity or number |
| concrete operational stage | 7-11 yrs, appreciate conservation of quantity and number |
| formal operational stage | comprehension of abstract and formal relationships emerge ~11yrs. (odd and even n numbers) |
| Criticisms of Piaget | -more sensitive tests for infants can be used based on the habituation procedure-egocentrism in preschoolers may be overstatd-changes in ability need not imply qualitative stage transitions, many processes include memory stages reflect overall functio |
| Imprinting | early social experience may have a permanent effect on behavior |
| attachment | social bond which forms between infants and their caregivers |
| Harlow's studies= | attachment (monkeys) |
| contact comfort | monkeys cling to cloth mother |
| John Bowlby and Mary Ainsworth studied. . . | attachment in human children |
| Bowlby and Ainsworth used strange situation- | child's tendency to leave the parent's side in an unfarmiliar environment was measurd |
| Bowlby and Ainsworth found (thru strange situation). . . | kids get positive reinforcement from contac and show free floating anxiety when separated. anxiety= separation anxiety |
| separation anxiety indicates that. . . | an attachment has been formed |
| Renee Spitz studied. . . | lack of attachmentin human infans by comparing to foundling home and nursing home |
| Social learning theory- | values are also acquired through modeling and imitation |
| Kohlberg studied. . . | moral reasoning |
| Preconventional stage | sall children based on anticipation of rewards and punishments |
| conventional stagae | moral reasoning based on strict rule following |
| postconventional stage | abstract principles to reach moral decisions, doesn't normally appear until adolescence |
| Gender identity | clear inner sense of being male or fmale |
| gender role | variety of behaviors associated with each gender |
| Wolffian duct | male system |
| mullerian duct | female system |
| 2 male hormones | testosterone, nullerian regression hormone |
| female hormones | none |
| Pseudohermaphroditism | -exponse female fetus to male hormones can produce part male external genitalia, rear as females |
| androgen insensitivity | male hormones produced but no receptors develop, females= develop normally, males=no internal genitalia develop, rear as female |
| ablatio penis | adjustment best if reared as males |
| life span development analyzed in ___ stages | 8 |
| 0-1.5 | trust vs. mistrust |
| 1.5-3 | autonomy vs. shame and doubt |
| 3-6 | initiative vs. guilt |
| 6yrs-puberty | competence vs. inferiority |
| adolescence | identity vs. role confusion |
| early adulthood | intimacy vs. isolation |
| middle age | productivity vs. stagnation |
| later years | integrity vs. despair |
| Asch's social pressure experiments | at least 1/3 and up to 2/3 subjects did not make independent line length judgemens |
| socially shared reality is- | higly salient to msot individuals |
Created by:
cgulick
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