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PSYCH 100 Lecture 5
Development
| Question | Answer |
|---|---|
| Nature vs Nurture- Define Gene-Environment Interactions | Effects of genes depend on the environment in which they are expressed |
| Nature vs Nurture- Define Nature Via Nurture | Individuals with certain genetic predispositions seek out/create environments that permit the expression of their predispositions |
| Nature vs Nurture- Define Gene Expression | Activation or deactivation of genes by environmental experiences throughout development |
| Define Reflex | Automatic motor behaviors that are triggered by specific types of stimulation and fulfill important survival needs |
| Reflexes- Define Sucking Reflex | Automatic sucking response to oral stimulation |
| Reflexes- Define Rooting Reflex | Automatic orienting response toward anything that brushes cheek |
| Coordinating Development- Define Motor Behaviors | Bodily motions that occur as a result of self-initiated force that moves the bones and muscles |
| Coordinating Development- State 3 Environmental and Biological Influences on Motor Development | (1) Physical Maturation, (2) Parenting Styles, (3) Cultural Practices |
| Name two researchers of development and dates of life. | (1) Jean Piaget (1896-1980), (2) Lev Vygotsky (1896-1936) |
| Piaget- State 3 of Piaget's Beliefs | (1) Children are not miniature adults, (2) Believer in stage-like, domain-general cognitive development, (3) Cognitive change is marked by equilibration |
| Piaget-Define Constructivist Theory | Children construct an understanding of their world based on observations of the effects of their behaviors |
| Piaget- Define Assimilation | Absorbing new experience into current knowledge structures (Occurs within a stage, worldviews remain unchanged) |
| Piaget- Define Accommodation | Altering a belief to make it more compatible with experience (Drives stage change, worldviews change) |
| Piaget- List the Stages of Piaget's Development in order and state the ages associated with each | (1) Sensorimotor (0-2), (2) Preoperational Stage (2-7), (3) Concrete Operations Stage (7-11), (4) Formal Operations Stage (11-adulthood) |
| Piaget- Describe Sensorimotor Stage | -Focus on here and now, -Lack of object permanence, -Lack deferred imitation, -Mental Representation is a major milestone |
| Piaget-Sensorimotor Stage- Define Object Permanence | Objects continue to exist even when out of view |
| Piaget-Sensorimotor Stage- Define Mental Representation | The ability to think about things that are absent from immediate surroundings |
| Piaget- Describe Preoperational Stage | -Children can assume imaginary roles that differ from their actual roles, -Hampered by Egocentrism, -Lack understanding of Conservation |
| Piaget-Preoperational Stage- Define Egocentrism | Inability to see world from others' perspectives |
| Piaget-Preoperational Stage- Define Conservation | Task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
| Piaget- Describe Concrete Operations Stage | -Can perform observation tasks, -Can perform operations for physical events including mental operations for organizational tasks, -Have difficulty with abstract mental operations and hypothetical situations |
| Piaget- Describe Formal Operations Stage | -Can perform hypothetical reasoning beyond the here and now (e.g. Pendulum Task), -Can understand if-then and either-or statements |
| Piaget- List Pros of Piaget's Theories | -Children are different in kind rather than degree from adults, -Learning is active, not passive, -Provides a parsimonious account of cognitive development |
| Piaget- List Cons of Piaget's Theories | Development is more continuous than stage-like, -Domain-generality is difficult to falsify, -Task demands may affect result, -Tasks may be culturally biased, -Biased observations based on own children |
| Vygotsky- Define Scaffolding | Learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent |
| Vygotsky- Define Zone of Proximal Development | Phase of learning during which children can benefit from instruction |
| List names of Contemporary Theories | General Cognitive Accounts, Sociocultural Accounts, Modular Accounts |
| Contemporary Theories- Define Domain-General Cognitive Accounts | Learning is a general, experienced-based cognitive process, but it is gradual |
| Contemporary Theories- Define Sociocultural Accounts | Emphasis is placed on the social context and the child's interaction with the social world through either experience or intake knowledge |
| Contemporary Theories- Define Modular Accounts | Learning is domain specific and cognitive skills do not necessarily overlap at all |
| Define The Mozart Effect | The supposed enhancement on intelligence after listening to classical music |
| Mozart Effect- Describe several points on this topic | -Gave mozart tapes/CDs to infants, -Ineffective for infants due to zones of proximal development |
| Cognitive Landmarks- Define Physical Reasoning | By 5 months, infants display understanding of object permanence if given a task that doesn't require a physically coordinated search for the object |
| Categories- State Points | -Categorization is vital because it frees people from having to explore every object to find out what it does, -Babies eventually lose interest with bird pictures but show renewed interest when the picture is a dinosaur |
| Categories- Describe Self Concept/Concept of "Other" | -At 3 months,infants prefer to watch videos of other babies, -At 1 year, infants can recognize themselves in the mirror and recognize that people are a special category,-At 2 years, they can recognize pictures of themselves and refer to themselves by name |
| List the Counting Principles | One-To-One Correspondence, Stable Order, Cardinality, Order Irrelevance, Ordinality, Abstraction |
| Counting Principles- Define One-To-One Correspondence | Assign one number to each object present |
| Counting Principles- Define Stable Order | Numbers must always occur in the same order |
| Counting Principles- Define Cardinality | The last number counted equals the total amount |
| Counting Principles- Define Order Irrelevance | The same amount is there no matter in which order we count them |
| Counting Principles- Define Abstraction | The same counting process applies regardless of the size or nature of the things to be counted |
| Define Social Development | Infants soak up social contact up until stranger anxiety at 8 months, which should decrease by 12-15 months |
| Social Development- Define Stranger Anxiety | A fear of stranger developing at 8 or 9 months of age |
| Define Attachment | The strong emotional connection we share with those to whom we feel closest |
| Attachment- Define Imprinting | Phenomenon observed in which baby birds begin to follow around and attach themselves to any lare moving object they see in the hours immediately after hatching |
| Define Contact Comfort | Positive emotions afforded by touch |
| List types of Attachment and what percentage they make up | Secure (60%), Insecure-Avoidant (15-20%), Insecure-Anxious (15-20%), Disorganized (5-10%) |
| Attachment- Define Secure Attachment | Upset when mom leaves, happy when she returns, secure-base |
| Attachment- Define Insecure-Avoidant Attachment | React with indifference to departure and return |
| Attachment- Define Insecure-Anxious Attachment | Panics when mom leaves, mixed emotional reaction when she returns: anxious-ambivalent |
| Attachment- Define Disorganized Attachment | Inconsistent and confused set of responses; may be dazed when reunited |
| Strange Situation Issues- Define Mono-Operation Bias | Relying on a single measure to draw conclusions -Lacks reliability over time -Different for mom and dad |
| Define Temperament | Basic emotional style that appears early in development and is largely genetic on origin |
| Temperament- List Thomas and Chess' 3 Major Temperamental Styles | (1) Easy, (2) Difficult, (3) Slow-To-Warm-Up |
| Temperament- List Kagen's 4th Temperamental Style | Behavioral Inhibition |
| List (Baumrind's) Parenting Styles | (1) Permissive, (2) Authoritarian, (3) Authoritative, (4) Uninvolved |
| Baumrind's Parenting Styles- Define Permissive Parenting | Lenient, allows freedom, little discipline, affectionate |
| Baumrind's Parenting Styles- Define Authoritarian Parenting | Strict, punishing when respond inappropriately to demands, little affection |
| Baumrind's Parenting Styles- Define Authoritative Parenting | Combines best features of permissive and authoritarian, supportive, set limits |
| Baumrind's Parenting Styles- Define Uninvolved Parenting | Neglectful, pay little attention to behaviors |
| Parenting Outcomes- Define Average Expectable Environment | Environment that provides children with basic needs for affection and discipline |
| Define Group Socialization Theory | Theory that peers play a more important role than parents in children's social development |
| Define Self Control | The ability to inhibit impulses |
| Moral Development- Explain Piaget's beliefs | (1) Moral development constrained by cognitive development, (2) Switch from objective responsibility to subjective responsibility |
| Moral Development- Explain Kohlberg's beliefs | Moral development is based on reasoning processes in moral dilemmas (Ex. Heinz and the Drug) |
| Moral Development- Explain criticisms to Kohlberg's Scheme | (1) Cultural bias, (2) Sex bias, (3) Low correlation with moral behavior, (4) Confound with verbal intelligence, (5) Casual direction |
| Define Gender Identity | Individual's sense of being male or female |
| Gender Identity- Define Gender Roles | Behaviors that tend to become associated with being male or female |
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