Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PSY 1003 C10
| Question | Answer |
|---|---|
| Age of viability | The age at which a baby can survive in the event of a premature birth. |
| Animism | The belief that all things are living. |
| Attachment | A close, emotional bond of affection between infants and their caregivers. |
| Centration | The tendency to focus on just one feature of a problem, neglecting other important aspects. |
| Cephalocaudal trend | The head to foot direction of motor development. |
| Cognitive development | Transitions in youngsters’ patterns of thinking, including reasoning, remembering, and problem solving. Sensorimotor -->Preoperational -->Concrete Operational -->Formal Operational. |
| Conservation | Piaget’s term for the awareness that physical quantities remain constant in spite of changes in their shape or appearance. |
| Crystallized intelligence | Intelligence that involves the ability to apply acquired knowledge and skills in problem solving. |
| Dementia | An abnormal condition marked by multiple cognitive defects that include memory impairment. |
| Development | The sequence of age related changes that occur as a person progresses from conception to death. |
| Developmental norms | The average age at which individuals display various behaviors and abilities. |
| Egocentrism | A limited ability to share another person’s viewpoint. |
| Embryonic stage | The second stage of prenatal development, lasting from two weeks until the end of the second month. During this time the organism is most vulnerable to injury. |
| Fast mapping | The process by which children map a word onto an underlying concept after only one exposure. |
| Fetal alcohol syndrome | A collection of congenital (inborn) problems associated with excessive alcohol use during pregnancy. |
| Fetal stage | The third stage of prenatal development, lasting from two months through birth. |
| Fluid intelligence | Type of intelligence that involves basic reasoning ability, memory capacity, and speed of information processing. |
| Gender | Culturally constructed distinctions between masculinity and femininity. |
| Gender differences | Actual disparities between the sexes in typical behavior or average ability. |
| Gender roles | Expectations about what is appropriate behavior for each sex. |
| Gender stereotypes | Widely held beliefs about males’ and females’ abilities, personality traits, and behavior. |
| Germinal stage | The first phase of prenatal development, encompassing the first two weeks after conception. |
| Irreversibility | The inability to envision reversing an action. |
| Maturation | Development that reflects the gradual unfolding of one’s genetic blueprint. |
| Menarche | The first occurrence of menstruation. |
| Motor development | The progression of muscular coordination required for physical activities. |
| Object permanence | Recognizing that objects continue to exist even when they are no longer visible. |
| Overextension | Mistake in language learning that occurs when a child incorrectly uses a word to describe a wider set of objects or actions than it is meant to. |
| Overregulation | Mistake in language learning in which a child incorrectly generalizes grammatical rules to irregular cases where they do not apply. |
| Placenta | A structure that allows oxygen and nutrients to pass into the fetus from the mother’s bloodstream and bodily wastes to pass out to the mother. |
| Prenatal period | The period from conception to birth, usually encompassing nine months of pregnancy. Germinal -->Embryonic -->Fetal. |
| Primary sex characteristics | The sexual structures necessary for reproduction. |
| Proximodistal trend | The center outward direction of motor development. |
| Puberty | The period of early adolescence marked by rapid physical growth and the development of sexual (reproductive) maturity. |
| Secondary sex characteristics | Physical features that are associated with gender but that are not directly involved in reproduction. |
| Separation anxiety | Emotional distress seen in many infants when they are separated from people with whom they have formed an attachment. |
| Sex | The biologically based categories of male and female. |
| Spermarche | The first occurrence of ejaculation. |
| Stage | A developmental period during which characteristic patterns of behavior are exhibited and certain capacities become established. |
| Telegraphic speech | Referring to a child’s early sentences, which consist mainly of content words; articles, prepositions, and other less critical words are omitted. |
| Underextensions | Mistake that occurs when a child incorrectly uses a word to describe a narrower set of objects or actions than it is meant to. |
| Zygote | A one celled organism formed by the union of a sperm and an egg. |
| Schemas | Mental representations of the world that guide our thinking |
| Kohlberg and Moral Reasoning | Preconventaional level – Concrete interests persons are considered in terms of rewards/ punishments. Conventional – Moral problems are approached from the level of members of society. Postconventional – broad Moral principles are used. |
| Identity Status or Orientations | +Identity Diffusion: Unconcerned about it, haven’t gone through it. +Identity Foreclosure: Hasnt gone through crisis, just accepted one. Identity Moratorium: experiencing a crisis but hasnt resolved it. Identity Achievement: crisis resolved. |
| Cross-Sectional Research Study | a research design based on selecting representative groups who vary on a particular characteristic such as memory, IQ, or age. |
| Longitudinal Research Study | a correlational research study that involves repeated observations of the same items over long periods of time -- often many decades. |
| Teratogens | Any agent that interferes with normal embryonic development: alcohol or thalidomide or X-rays or rubella are examples |
| Harlow's Experiments | Social isolation experiments done on Rhesus Monkeys which demonstrated the importance of care-giving and companionship in social and cognitive development |
| Patterns of Attachment | Secure attachment, anxious-ambivalent attachment, anxious-avoidant attachment, and disorganized attachment. |
| Secure Attachment | Uses caregiver as a secure base for exploration. Protests caregiver's departure and seeks proximity and is comforted on return, returning to exploration. |
| Anxious-Ambivalent Attachment | Distressed on separation with ambivalence, anger, reluctance to warm to caregiver and return to play on return. Child always feels anxious because the caregiver's availability is never consistent. |
| Anxious-Avoidant Attachment | Little or no distress on departure, little or no visible response to return, ignoring or turning away with no effort to maintain contact if picked up. The child feels that there is no attachment. |
| Disorganized Attachment | Stereotypies on return such as freezing or rocking. Lack of coherent attachment strategy shown by contradictory, disoriented behaviours such as approaching but with the back turned. |
| Babbling | Baby talk, which doesn't make sense at first, but gradually begins to. |
| Receptive Vocabulary | Vocabulary spoken by others that infants can comprehend. |
| Productive Vocabulary | The words that infants can actually produce. |
| Fastmapping | The process by which children map a word onto an underlying concept after only one exposure. |
| Overextension | When a child incorrectly uses a word to describe a wider set of objects or actions than it is meant. A child might call anything round a ball. |
| Underextensions | Occur when a child incorrectly uses a word to describe a narrower set of objects or actions than it is meant. A child might use the word 'doll' to represent a single, favorite doll. |
| Telegraphic Speech | Consists mainly of content words; articles, prepositions, and less critical words are omitted. "give doll" instead of "please give me the doll". |
| Erikson’s Stage Theory | Erik Erikson believed individuals personalities developed in a series of stages. First theory of personality development was made by Freud. |
| Erikson's Stages | Trust vs. Mistrust (0-1)--> Autonomy vs. Shame/Doubt (2-3); Initiative vs. Guilt (3-5); Industry vs. Inferiority (6-11); Identity vs. Confusion (12-19); Intimacy vs. Isolation (20-40); Generativity vs. Self-absorbtion (45-65); Integrity vs. Despair (65--) |
| Sensorimotor Stage | Lasts from birth to age 2. Development of symbolic thought. |
| Preoperational Stage | Lasts from age 2-7.Unable to solve conservation problems. Flawed by centration, irreversibility, and egocentrism. |
| Concrete Operational Period | Lasts from age 7-11. Decline in egocentrism, and gradual mastery of conservation. Develop problem-solving processes. |
| Formal Operational Period | Begins around 11 years old. Children begin to apply operations to abstract concepts in addition to concrete objects. |
| Assimilation | The application of a general schema to a particular instance. |
| Accommodation | The modification of internal representations in order to accommodate a changing knowledge of reality. |
| Object Permanence | |
| Criticism of Piaget's Theory | Piaget underestimated young children's cognitive development.The model also failed to report on the variability among children in development. The SEQUENCE of the stages are similar, but the timeliness changes across cultures. |
| Vygotsky's Socioculture Theory | Vygotsky's theory emphasized the influence of culture, peers, and adults on the developing child. To understand this influence, Vygotsky proposed the "zone of proximal development." |
| Apprenticeship | How Vygotsky saw cognitive development instead of seeing it as a journey of self discovery. |
| Private Speech | Vygotsky argued that children talk to themselves to form strategies, regulate actions, and accomplish goals. |
| Kohlberg's Stage Theory/Criticism | Focused on moral reasoning rather than behavior. Bad = rare to find someone with adjacent levels of moral reasoning. too culture specific. Ignores aspects of moral development. |
| Neural Development | The volume of white matter in the brain grows throughout adolescence. The prefrontal cortex appears to be the last area of the brain to fully mature. |
| Identity Stratuses | Orientations that may occur at a particular time. |
| Identity Diffusion | An identity status that is a state of rudderless apathy, with no commitment to ideology. |
| Identity Foreclosure | An identity status that is a premature commitment to visions, values, and roles - typically prescribed by parents. |
| Identity Moratorium | Delaying commitment for a while to experiment with an alternative career/ideology. |
| Identity Achievment | Arriving at a sense of self and direction after some consideration of alternative possibilities. Associated with higher self-esteem. |
| Emerging Adulthood | Time of great optimism and possibilities. It is a self-focused time of life. Feels in between adolescence and adulthood. |
| Fluid Intelligence | Involves basic reasoning ability, memory capacity, and speed of information processing. Much more likely to decline with age, while crystallized intelligence remains stable. |
| Crystallized Intelligence | Involves the ability to apply acquired knowledge and skills in problem solving. |
| Kubler-Ross Model | Five stages of grief. Denial --> Anger --> Bargaining --> Depression --> Acceptance. |
| Cognitive Gender Differences | Females on average have slightly better verbal skills. Males show a slight advantage on tests of mathematical ability. Males also tend to score higher on most measures of visual-spatial ability |
| Social Gender Differences | Males tend to be more physically aggressive. Females are more sensitive to nonverbal cues/body language. Males are more sexually active. |
Created by:
nitrohippo
Popular Psychology sets