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developmental psych
test #1
| Term | Definition |
|---|---|
| psychoanalytical theory | Sigmund Freud; conscious vs. unconscious mind, focuses on past experiences, free association. |
| operant conditioning | B.F. Skinner; punishment and reward/behavioralism. |
| classical conditioning | Pavlov & Watson; stimuli comes first, and then response (behavior) comes second. |
| cognitive development | Piaget; the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. |
| humanistic theory | Maslow & Rogers; Hierarchy of Basic Needs. 1. self-actualization 2. esteem 3. love/belonging 4. safety 5. physiological |
| ecological systems theory | Bronfenbrenner; type of "systems theory," systems in our environment interrelate and influence each other. |
| microsystem | family, school, peers, religious organization. |
| mesosystem | the interactions between the different parts of a person's microsystem. |
| exosystem | extended family and neighbors. |
| macrosystem | attitudes and ideologies of the culture. |
| chronosystem | environmental changes that occur over the life course. |
| types of research methods | correlational research, experimental research |
| correlational research | seeks to identify whether an association or relationship between two factors exist. |
| experimental research | designed to discover casual relationships between various factors. |
| scientific method | identify questions of interest; formulate an explanation, specify a theory, develop a hypothesis; carry out research, operationalize hypothesis, select a research method, collect the data, analyze the data. |
| genotype | genetic material present (not outwardly visible), genetic makeup. |
| phenotype | physical characteristics. |
| genotype dictates ______? | phenotype |
| monozygotic twins | one egg splits to create identical twins, same genotype/phenotype. |
| dizygotic twins | fraternal twins; two eggs are fertilized by two sperm, different genetic makeup. |
| qualitative influences | gender, eye color, things that are NOT measurable. |
| quantitive influences | measurable; calories, medication, hours of sleep, Etc. |
| validity | it represents what it should be representing. |
| reliability | it can be repeated. |
| ectoderm | skin, hair, teeth, sense organs, brain, spinal cord. |
| endoderm | digestive system, liver, pancreas, respiratory system. |
| mesoderm | muscles, bones, circulatory system. |
| teratogens | environmental factors that result in permanent birth defects or death of infant. Includes drugs, maternal illnesses/infections, metal toxicity, physical agents (radiation). |
| cross-sectional and longitudinal studies | the same individuals are studies over a prolonged interval (longitudinal) or many individuals are studies over discrete intervals (cross-sectional). |
| history-graded influences | experiences by groups based on historical moments. Ex. 9/11 |
| age-graded influences | experiences (biological or environmental) are similar in specific age group. |
| sociocultural-graded influences | experiences related to culture, social class, where raised, etc. |
| non-normative life events | experiences that are individualized and "atypical" to a larger group. ex. traumatic events, divorce, marriages, etc. |
| evolutionary theory | Darwin; behavioral genetics, draws heavily on the field of ethology. |
| contextual theory (social/environmental/ecological/systems) | Bronfenbrenner & Vygotsky |
| psychodynamic perspective | Erikson; developmental focus is social interaction. |
| behavioral perspective | Bandura; developmental focus is learning through imitation. |
| what behavioralists would argue that it is nurture over nature? | Skinner, Pavlov, Watson |
| Darwin | Evolutionary Theory; developmental focus is natural selection of adaptive traits. He believes development proceeds by behavior reflecting genetic unfolding within an environmental context. Ethological influence. |
| Ethological influence | Darwin |
| 3 types of psychological research | 1. correlational research 2. descriptive research 3. experimental research |
| dominant homozygous | RR |
| recessive homozygous | rr |
| heterozygous | Rr |
| what is behavior the product of? | some combination of genotype and phenotype. |
| 3 stages of birth | 1. germinal stage 2. embryonic stage 3. fetal stage |
| germinal stage | fertilization to 2 weeks; the shortest stage; methodical cell division. |
| embryonic stage | 2 to 8 weeks; development of major organs and basic anatomy; developing child has three distinct layers – gastrulation (ectoderm, endoderm, mesoderm) |
| fetal stage | 8 weeks to birth; brain becomes increasingly sophisticated. |
| 3 stages of labor | 1st stage- contractions, cervix begins to open. 2nd stage- baby's head emerges, mother gives birth to baby. 3rd stage- birth to the placenta and umbilical cord. |
| gross motor skills | larger movements your baby makes with his arms, legs, feet, or his entire body. |
| fine motor skills | involve the small muscles of the body that enable such functions as writing, grasping small objects and fastening clothing. |
| nature vs. nurture | genes or environment |
| 3 refluxes of infants | stepping reflux, grasping reflux, eye-blink reflux |
| stepping reflux | movement of legs when held upright with feet touching the floor. |
| grasping reflux | infant's fingers close around an object in its hands. |
| eye-blink reflux | rapid shutting and opening of eye on exposure to direct light. |
| 5 senses of infants | eyesight, taste, smell, auditory, touch. |
| eyesight in infants | eyesight is 20/200 to 20/600 at newborn; by 6 months, average infant's vision is already 20/20. |
| auditory in infants | more sensitive to very high and very low frequencies |
| smell in infants | used to distinguish mother's scent, well developed. |
| taste in infants | innate sweet tooth, develop preferences based on what mother ate during pregnancy. |
| touch in infants | infants are born with the capacity to experience pain. touch is one of the most highly developed sensory systems. infants gain information through touch (through their mouth). |
| vision in late adulthood | optic nerve becomes less efficient, distant objects less acute. |
| hearing in late adulthood | high frequencies are hardest to hear, hearing impairments. |
| taste and smell in late adulthood | both senses become less discriminating in old age due to decline in taste buds on tongue. Olfactory bulbs in the brain shrink and reduce the ability to smell. |
| overall changes as you become elderly | peripheral slowing hypothesis and generalized slowing hypothesis. |
| peripheral slowing hypothesis | suggests that overall . processing speed declines in the peripheral nervous system with increasing age. |
| generalized slowing hypothesis | theory that processing in all parts of the nervous system, including the brain, is less efficient. |
Created by:
meglad93
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