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AP Psych Unit 3
Development and shit
| Question | Answer |
|---|---|
| Developmental Psychology | The study of the changes that occur in people's abilities ad behaviors as they age |
| The Life-Span Approach | Says that development is not a process with a clear ending |
| Child Psychologists | They focus on development in the earlier portion of the typical life span |
| Life-Span Psychologists | They focus on development throughout one's life (from birth to death) |
| Nature Versus Nurture Debate | How much genetics influences one's life vs how much the environment around them does |
| Maturationists | They focus on the role of genetically programmed growth and development on the body (especially the nervous system) |
| Maturation | Biological readiness |
| Environmentalists | They focus on the role of the environment on cognitive capabilities and the body |
| Continuous Development | Development is gradual |
| Discontinuous Development | Development is stage oriented |
| Critical Period | A time during which a skill or ability must develop; if not learned by this time, it will not develop to desired needs |
| Collectivist Culture | The needs of society are placed before the needs of an individual |
| Individualist Culture | Promotes individual needs above the needs of society |
| Normative Development | The typical sequence of developmental changes for a group of people |
| Cross-Sectional Method | A method that seeks to compare groups of people of various ages on similar tasks |
| Longitudinal Method | A method that involves following a small group of people over a long portion of their lives, assessing change at set intervals |
| Physical Development (Germinal Stage) | The zygote undergoes cell division, splitting into 64 cells (lasts 2 weeks) |
| Physical Development (Embryonic Stage) | Organs start to form from the split zygote (lasts 6 weeks) |
| Physical Development (Fetal Stage) | Sexual differentiation occurs and movement begins to develop |
| Teratogens | Various harmful environmental agents that affect fetal development |
| Fetal Alcohol Spectrum Disorder (FASD) | Fetuses exposed to alcohol develop physical abnormalities and cognitive deficiencies |
| Reflexes | Children are born with involuntary movements, thought to be part of our evolutionary heritage |
| Rooting Reflex | When you stroke the corner of a baby's mouth and the baby turns in that direction, which helps the baby find food |
| Sucking Reflex | When an object is placed into the baby’s mouth, the infant will suck on it. |
| Moro Reflex | When startled, a baby will fling his or her limbs out and then quickly retract them, making himself or herself as small as possible. |
| Grasp Reflex | If an object is placed into a baby’s palm or foot pad, the baby will try to grasp the object with his or her fingers or toes. |
| Rudimentary Movements | The first voluntary movements performed by a child |
| Gross Motor Movements | Includes running, jumping, and hopping |
| Fine Motor Movements | Includes drawing, writing, and eating with utensils |
| Fundamental Movement Stage | Occurs from ages 2-7: the child is learning to manipulate their body through actions such as running, jumping, throwing, and catching |
| Specialized Movement Stage | Children learn to combine fundamental movements and apply them to specific tasks |
| Transitional Substage + Application Substage | A combination of movements is combined to do something + Another person may choose to use the same set of movements, but for a different activity |
| Myelin | A coating of fatty tissues |
| Myelination | When myelin starts growing around the axon, increasing neurotransmission and transportation of information |
| Synaptic Pruning | The brain rids itself of connections it no longer needs to make room for new information |
| Plasticity | Changeability of the brain |
| Gender Identity | The awareness that one is a boy or a girl, developed by ages 2-3 |
| Gender Typing | The acquisition of gender-based roles, developed by ages 2-7 |
| Gender Constancy | When children understand that gender is a fixed characteristic |
| Androgyny | The possession of both masculine and feminine characteristics |
| The Kinsey Scale | An experiment which posited that sexuality is not binary: it is fluid |
| Equilibration | A child's attempt to reach a balance between what they encounter in the environment and what cognitive structures they bring to the situation |
| Assimilation | Incorporating new ideas into existing schemas |
| Accomodation | Adjusting a schema to fit a new experience |
| Piaget's Sensorimotor Stage | 0-2 years: Reflexive and circular (repeating reactions) by manipulating the environment. There are also goal-oriented behaviors |
| Object Performance | Knowledge that objects continue to exist when they are outside the field of view |
| Piaget's Preoperational Stage | 2-7 years: Development of language, symbolic thinking, egocentrism, artificialism, animism |
| Symbolic Thinking | The ability to use words to substitute for objects |
| Egocentrism | Seeing the world only from one's own point of view |
| Artificialism | Believing that all things are human made |
| Animism | Believing that all things are living |
| Piaget's Concrete Operational Stage | 7-11 years: Development of reversibility and conservation |
| Reversibility | One performs a mental operation and is then able to reverse their thinking back to a starting point |
| Conservation | The idea that the amount of a substance does not change just because it's arranged differently |
| Piaget's Concrete Operational Stage | 12 years: Development of higher cognitive functioning skills |
| Metacognition | The ability to recognize one's cognitive processes and adapt those processes if they aren't successful (thinking about thinking) |
| Internalization | The absorption of knowledge into the self from environmental and social contexts |
| Zone of Proximal Development | The range between the developed level of ability a child displays and the potential level of ability the child is capable of |
| Fluid Intelligence | The ability to think in terms of abstract concepts and symbolic relationships |
| Crystallized Intelligence | Specific knowledge of facts and information |
| Language | The arrangement of sounds, written symbols, or gestures to communicate ideas |
| Phonemes | The smallest units of speech sounds in a language that are still distinct in sound from each other |
| Morphemes | The smallest semantically meaningful parts of a language |
| Grammer | The set of rules by which language is constructed |
| Syntax | Word order |
| Semantics | Word meaning or word choice |
| Prosody | The rhythm, stress, and intonation of speech |
| Holophrases | An infant uses single words to convey demands and desires |
| Overextension | An infant does not know enough words to express something fully |
| Underextension | An infant thinks that their definition is the only definition |
| Telegraphic Speech | Two to three-word groups |
| Overgeneralization Errors | Errors in which the rules of language are overextended - they go away after the age of 5 |
| Social Development | Involves the ability to interact with others and with the social structures in which we live |
| Ecological Systems Theory | There are a series of systems in children's development |
| Mesosystem | Relationships between members of the microsystem (immediate environment) |
| Microsystem | People and groups who have direct contact with the person |
| Exosystem | Indirect factors influencing the child, such as government and the media |
| Macrosystem | The cultural events that influence the child and important people in their lives |
| Chronosystem | The individual's current stage of life |
| Authoritarian Parents | Rules are set without explanation, harsh punishments for disobedience |
| Authoritative Parents | Rules are explained, punishments; but they are justified and explained -- maturity |
| Permissive Parents | No rules, no punishments |
| Erik Erikson's Stages of Psychosocial Development | Stages that describe one's evolution across their whole lifespan, adding onto Freudian theory |
| Trust vs Mistrust | Age 1: Infants decide whether the world is friendly or hostile |
| Autonomy vs Shame and Doubt | Ages 1-3: The child develops a sense of control over bodily functions and the environment |
| Initiative vs Guilt | Ages 3-6: Children open themselves up to their expanded environment (outside home) |
| Industry vs Inferiority | Ages 6-12: Children start to understand their capabilities through their work |
| Identity vs Role Confusion | Adolescents: Find their values in life and the result is self-truth |
| Fidelity | Truthfulness to oneself |
| Intimacy vs Isolation | Early Adulthood: People attempt to form loving and lasting relationships |
| Generativity vs Stagnation | Middle Adulthood: One thinks as to how they can contribute to the world / next generation |
| Integrity vs Despair | Old Age: One comes to accept the wholeness of their life |
| Generativity | Being productive in one's career and home, and contributing to the future generation |
| Stagnation | Isolation |
| Temperament | The notion that some childhood behavior is biologically based rather than learned |
| The three scales of temperament | 1. Surgency (amount of positive affect and activity level) 2. Negative affect (amount of frustration and sadness) 3. Effortful control (ability of a child to self regulate moods and behavior) |
| Attachment | The tendency to prefer specific familiar individuals than others |
| The “strange situation” experiment | Related to attachment: a parent leaves a child with a stranger and then returns |
Created by:
Rithvik21