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Ap Psych Mod 45-54
Ap Psych Mod 45-48
| Question | Answer |
|---|---|
| Developmental Psychology | a branch of psychology that studies physical, cognitive and social change throughout one's life span |
| 3 Majority points of developmental psychology | #1 Nature vs. Nurture: How genes and environment interact to shape development #2 Continuity vs. Stages: Whether development is gradual or occurs in distinct steps #3 Stability vs. Change: Whether traits remain consistent or change over time |
| Habituation | A decrease in responsiveness to a stimulus after repeated exposure, as the stimulus -An infant initially looks at a loud ticking clock, but after hearing it repeatedly, the infant stops responding because they have habituated to the sound. |
| Teratogens | -substances like drugs and viruses,that cause (birth defects in an fetus -mothers who drink or get sick pass it on to their children |
| Fetal alcohol syndrome | -physical and cognitive abnormalities in children caused by pregnant women drinking -an example includes a abnormal head sizes |
| Events that occurred prior to what age cannot be consciously recalled? | - we cannot consciously recall events prior to the age of 4 |
| Pruning | As an infant’s brain develops, unused neural connections are eliminated, while frequently used pathways are strengthened. |
| Cognition | the mental activities associated with thinking, knowing, remembering and communication |
| Assimilation | interpreting our new experiences in terms of our existing schemas (previous understanding) - a child sees a bear and calls it a "dog" because it fits their existing schema for a four legged animal |
| Accommodation | adapting our current schemas (previous understanding) to incorporate new information -After learning that bears are different from dogs, the child creates a new schema specifically for bears, based on infromation they learned |
| Small motor skills | precise, coordinated movements of small muscles in the hands, and fingers, Ex: Writing, Cutting, playing the piano |
| Large motor skills | using the big muscles in your arms, legs, and torso for big body movements Ex: Kicking a ball, running, swimming |
| What are Jean Piaget’s Stages of Cognitive Development in order | #1 Sensorimotor #2 Pre-operational #3 Concrete Operational #4 Formal Operational |
| Who was Jean Piaget? | a psychologist who proposed the idea that children construct knowledge through interaction with their environment and by developing cognition through age-related stages shaped by schemas, assimilation, and accommodation. |
| Sensorimotor Stage | infants learn about the world through their senses and motor actions (touching, pulling) rather than mental representations. -objects permanence and seperation anxiety is in here |
| object permanence | -knowing that things exist even when they are not seen -developed during sensorimotor stage |
| Stranger Anxiety | Fear of unfamiliar people that appears as infants form attachments. -occurs during sensorimotor stage |
| Preoperational Stage | Children begin using words and images to represent thing but are unable to do mental reversing or think logically - Key concepts: Egocentrism, Animism, Lack of Conservation, Pretend play |
| Egocentrism | the tendency to view the world only from one’s own perspective and have difficulty understanding others’ viewpoints. -Preoperational Stage |
| Animism | the Belief that inanimate objects have human feelings or intentions. -part of pre-operational Stage |
| Lack of Conservation: | Failure to understand that quantity stays the same despite changes in shape. -problem in pre-operational stage -Ex: A child believes that a tall, thin glass has more juice than a short, wide glass, even though both contain the same amount, |
| Theory of Mind | the ability to understand that other people have thoughts, beliefs, emotions, and perspectives different from one’s own. -occurs during the pre concrete operational stage |
| Concrete Operational Stage | -the stage of cognitive development during which children gain mental operations that enable them to think logically about concrete events and mathematical logical |
| Conservation | the principle that properties such as mass, volume and number remain the same even if a object changes form - part of concrete operational stage |
| Reversibility | Ability to mentally reverse actions or processes. -part of concrete operational stage |
| Formal operation stage | Individuals develop the ability for abstract, hypothetical, and logical reasoning. -Key Concepts:Abstract Thinking (thinking of concepts like love) and Hypothetical Reasoning (what if scenarios) |
| Autism Spectrum disorder | a disorder that is indicated in deficiencies in communication and social interactions -they struggle to understand how others feel or think (impaired theory of mind) -they avoid eye contact and are easily distracted |
| Zone of proximal devolpment | the difference between what a child can accomplish independently and what they can accomplish with guidance from a more knowledgeable other (such as a parent or teacher). |
| Critical period | a specific, limited time in development when certain skills or abilities must be acquired -if learning does not occur during this window, normal development of that ability may not occur later. |
| Imprinting | a strong form of attachment that occurs during early in life, when an infant forms a bond with the first moving object it encounters. -A baby duck follows the first moving object it sees after hatching( could be its mother or even a human ) |
| Attachment | the strong emotional bond formed between an infant and primary caregiver, which provides a sense of security and influences social, emotional, and relationship development later in life. |
| Strange Situation | a procedure for studying a child's attachment to a caregiver - involves placing a child in an unfamiliar environment and watching the child's reactions to their care giver leaving and returning |
| Secure Attachment | -A strong, healthy emotional bond in which the child feels safe exploring when the caregiver is present and trusts the caregiver to return. |
| Insecure Attachment | -An attachment style in which the child lacks consistent security and has difficulty relying on the caregiver. |
| How might a child with secure attachment react to the strange situation experiment | The child is distressed when the caregiver leaves, but is quickly comforted and calmed when the caregiver returns and resumes exploration. |
| How might a child with insecure attachment react to the strange situation experiment | The child may show extreme distress or little reaction when the caregiver leaves and may avoid, resist, or fail to be comforted when the caregiver returns. |
| Temperament | a person's emotional reactivity and intensity -genetically influence and different in individuals |
| anxious attachment | An type of insecure attachment style in which a person craves acceptance but is overtly fearful of rejection |
| avoidant attachment | a type of insecure attachment in which people experience discomfort when getting close to others - this results in them using avoidant stragies to stay distanct form others |
| Self concept | all of the thoughts and feelings a person has about themselves that allows them to get an understanding of their self identify |
| Authoritative Parenting | -parents set clear rules but are supportive and responsive. Results: Children tend to be confident, socially competent, self-controlled, and academically successful. |
| Authoritarian Parenting | Definition: parents enforce strict rules with little explanation or flexibility. Results: Children may be obedient and disciplined, but often have lower self-esteem, poorer social skills, and higher anxiety. |
| Permissive Parenting | -parents are nurturing but set few rules or expectations. Results: Children may be creative and expressive, but often struggle with self-control, responsibility, and authority. |
| Neglectful (Uninvolved) Parenting | -parents are emotionally detached and minimally involved. Results: Children often show poor academic performance, weak social skills, low self-esteem, and higher risk-taking behaviors. |
| Adolescence | the developmental stage between childhood and adulthood, -defined by rapid physical, cognitive, and social-emotional changes, including puberty, identity formation, and increasing independence. |
| Puberty | -the period of sexual production - a person grows more myelin sheath to allow for better brain communication |
| Pre-Conventional Morality | Definition: Moral reasoning is guided by self-interest, consequences, and avoiding punishment. Example: A child obeys rules to avoid getting in trouble or to get a reward. |
| Conventional Morality | Definition: Moral reasoning is guided by social rules, laws, and approval from others. Example: A person follows rules to be seen as “good” by family, friends, or society. |
| Post-Conventional Morality | - Moral reasoning is guided by internalized ethical principles and personal sense of justice, even if it conflicts laws. Example: Someone helps others or defends fairness, even if it breaks a law, because they believe it is the right thing to do. |
| Intimacy | the ability to form close, loving, and committed relationships with others, |
| Emerging adulthood | a period from 18 to 25 in which individuals are transitioning from adolescence to full adulthood, -they start exploring identity and career paths but don't take all full adult responsibilities |
| Social identity | the part of self understanding that is based on the social groups that a person is in |
| Menarche (first period) | a female adolescent’s first menstrual cycle, marking the onset of puberty and reproductive maturity. |
| Primary Sex Characteristics | -The body structures directly involved in reproduction, present at birth but maturing during puberty. - Example: Ovaries and Penis |
| Secondary Sex Characteristics | Physical traits that distinguish males and females but are not directly involved in reproduction, developing during puberty. -Examples: Breast development, facial hair, deepening of the voice, body hair. |
| Menopause | -The natural biological process in women, usually around age 45–55, when menstruation ends and reproductive ability declines |
| Prospective Memory | The ability to remember to carry out planned actions or intentions in the future, such as remembering to take medicine at a certain time. |
| Cross-Sectional Study | : A research method that compares people of different ages at a single point in time to examine age-related differences. |
| Longitudinal Study | A research method that follows the same group of people over an extended period of time to study changes and development across the lifespan.10 |
| Dementia | A general term for a decline in mental ability severe enough to interfere with daily life, usually affecting memory, thinking, and reasoning. |
| Alzheimer’s Disease | A progressive form of dementia caused by brain changes like neural plaques that destroy memory and cognitive function. -Symptoms are forgetting events, family members and friends and having a aggressive personality |
| Social clock | the culturally preferred timeline for major life events, such as marriage, career, and parenthood, |
| Trust vs. Mistrust | -Infants learn to trust caregivers and the world if needs are consistently met; failure leads to mistrust. -Example: A baby cries and is comforted reliably → develops trust. |
| Autonomy vs. Shame and Doubt | Toddlers learn to exercise independence and control over bodily functions -over-restriction or criticism leads to shame/doubt. -Example: A toddler who learns to dress themselves develops autonomy ; harshly scolding them causes shame. |
| Initiative vs. Guilt | -Children take initiative in planning and activities and discouraging them leads to guilt about desires or goals. Example: A child who organizes a game with friends develops initiative. but if they are discouraged they may develop guilt |
| Industry vs. Inferiority | Children develop competence and confidence when they master skills and work hard (industry) -repeated failure or lack of encouragement causes feelings of inferiority. |
| Identity vs. Role Confusion | -Teens explore personal identity, values, and roles; - a failure to establish a clear identity can result in role confusion and uncertainty about one’s place in society. |
| Intimacy vs. Isolation | Adults seek close, committed relationships - a failure to obtain these relationships can lead to isolation or loneliness. |
| Generatively vs. Stagnation | -Adults focus on contributing to the next generation through work, family, or community; failure to do so can lead to self-absorption and a sense of stagnation. - |
| Integrity vs. Despair | people reflect on their life with a sense of fulfillment and acceptance; if they view their life with regret or unresolved conflicts, they may experience despair. |
| Fetal Alcohol Syndrome | a condition caused by alcohol exposure during pregnancy that leads to permanent physical, cognitive, and behavioral problems in the child. |
| Artificialism | the belief that natural thins (like clouds, mountains, or the sun) are created by human -common believe in young children during preoperational stage, |
| Scaffolding | A learning technique where a more knowledgeable person provides temporary support to help a student master a task, then gradually removes the support as the student becomes more independent. |
| Mental Symbols | Mental representations (such as words, images, or ideas) that stand for objects, events, or concepts and allow thinking without direct experience. -Ex:Thinking of a dog by picturing it in your mind. - develops in the preoperational stage |
| Infant Reflexes | -natural, automatic responses to specific stimuli that help infants survive and develop. Examples: Sucking, grasping, reflex |
| Rooting Reflex | An infant reflex in which a baby turns its head toward a touch on the cheek, helping with feeding. Example: A baby turns toward a bottle when its cheek is stroked. |
| Maturation | Biological growth processes that enable orderly changes in behavior, largely independent of experience. Example: A child learning to walk as their muscles and brain develop. |
| Microsystem | Immediate environments that directly interact with the individual. Example: Family, school, friends. |
| Mesosystem | The network of connections and interactions between microsystems, where experiences in one setting influence experiences in another. Example: How parental involvement in school affects a student’s academic performance. |
| Exosystem | Social environments that the individual does not directly participate in but that indirectly influence development through their impact on significant others. Example: A parent’s job schedule affecting the amount of time spent with a child. |
| Macrosystem | The overarching cultural, societal, economic, and political systems that shape values, norms, laws, and opportunities influencing development. Example: Cultural beliefs about child-rearing or national education policies. |
| Chronosystem | The dimension of time, including life transitions and historical events, that influence development by altering other systems over time. Example: Growing up during a recession or experiencing parental divorce during adolescence. |
| Identity Achievement | -When an individual explored options for their identity and made commitments -Teen chooses a career after considering options → confident in decision |
| Identity Moratorium | -When an individual is exploring options for their identity but has not committed to a single one -Teen trying out different clubs and subjects to see what fits, but is yet to commit |
| Identity Foreclosure | Made commitments to a certain identity without exploring others (often based on others’ expectations) -Teen becomes a lawyer because parents want it, without considering other options |
| Identity Diffusion | -When a person takes no take to explore their options for identify and makes no commitment to identity -Teen shows little interest in future plans or career, avoids thinking about identity |
| Adverse Childhood Experiences | potentially traumatic events that occur during teenage years which can negatively affect a person’s brain development, mental health, physical health, and behavior later in life. - |
| Ecological Systems Theory | - how the interactions between an individual and multiple layers of their environment effect their devolpment -Includes: Microsystem, Mesosystem:, Exosystem, Macrosystem, Chronosystem: |
| Crystallized Intelligence | Accumulated knowledge, skills, and experience gained over time (ex., vocabulary, facts). Pattern: Tends to increase or remain stable with age. |
| Fluid Intelligence | Ability to reason, solve novel problems, and think abstractly, independent of prior knowledge. Pattern: Tends to decline with age. |
Created by:
KenechukwuIE