Advanced Placement Psychology
Enterprise High School, Redding, CA
All terms from Myers Psychology for AP (BFW Worth, 2011)
Terms : Hide Images
| 9697363856 | Developmental Psychology | a branch of psychology that studies physical, cognitive, and social change throughout the life span. |  | 0 |
| 9697363909 | Dimensions of development | development typically occur in three realms: physical, cognitive, and social. | 1 | |
| 9697363910 | Child Psychologist | focuses on a particular earlier portion of a typical life span. | 2 | |
| 9697363911 | Erik Erikson | first to champion the view that development occurs over the entire life span. | 3 | |
| 9697363912 | normative development | typical sequence of developmental changes for a group of people. | 4 | |
| 9697363913 | continuous vs. discontinuous development | there is evidence to support that development occurs gradually, like social skill building; but there is also stage-oriented development like leaps of cognitive development. | 5 | |
| 9697363914 | stages | patterns of behavior that occur in a fixed sequence, each stage has a set of unique cognitive structures. | 6 | |
| 9697363857 | Zygote | the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo. |  | 7 |
| 9697363915 | germinal stage | the stage when zygote undergoes division and divides into 64 cells. | 8 | |
| 9697363858 | Embryo | the developing human organism from about 2 weeks after fertilization through the second month. |  | 9 |
| 9697363859 | Fetus | the developing human organism from 9 weeks after conception to birth. |  | 10 |
| 9697363916 | neonate | a newborn baby | 11 | |
| 9697363860 | Teratogens | agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm. |  | 12 |
| 9697363861 | Fetal Alcohol Syndrome (FAS) | physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions. |  | 13 |
| 9697363917 | sucking reflex | triggered by placing something in the baby's mouth. | 14 | |
| 9697363918 | palmar reflex | the automatic grabbing elicited by something placed in one of the neonate's hands. | 15 | |
| 9697363919 | Babinski reflex | stroking the bottom of the foot causes the toes to splay out. | 16 | |
| 9697363920 | head-turning reflex | the response elicited by touching the baby's cheek. | 17 | |
| 9697363921 | Moro reflex | the splaying out of the limbs in response to loss of support | 18 | |
| 9697363922 | orienting reflex | activated when babies orient themselves to sudden changes in their surroundings. | 19 | |
| 9697363923 | stereotyped ingestive responses | neonates would suck and smack their lips if something sweet is in their mouths, and they would stick out their tongue and cry if something bitter or sour is in their mouths. | 20 | |
| 9697363924 | environmental interaction | development of the child's nervous system depends on environmental interaction. For example, a baby in an environment where his/her ability to crawl or walk is restricted would grow up with impaired motor skills. | 21 | |
| 9697363862 | Habituation | decreasing responsiveness with repeated stimulation. As infants gain familiarity with repeated exposure to a visual stimulus, their interest wanes and they look away sooner. |  | 22 |
| 9697363863 | Maturation | biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. |  | 23 |
| 9697363925 | maturationist | emphasizes the genetically programmed growth and development of the body, especially the nervous system. | 24 | |
| 9697363926 | environmentalist | claims that all development is the direct result of learning, and organisms develop more complex behaviors and cognition because it acquires more associations through learning. | 25 | |
| 9697363864 | Cognition | all the mental activities associated with thinking, knowing, remembering, and communicating. |  | 26 |
| 9697363927 | Cognitive development | the development of learning, memory, reasoning, problem-solving, and related skills. | 27 | |
| 9697363928 | Jean Piaget | believed that biological maturation is the driving force of development, proposed that children go through a series of cognitive development stages. and these stages occur in a fixed order. (Sensorimotor, preoperational, concrete operational, formal operational). | 28 | |
| 9697363929 | equilibration | a child's attempt to reach a balance between what the child encounters in the environment and what cognitive structures the child brings to the situation . | 29 | |
| 9697363865 | Schema | a concept or framework that organizes and interprets information. |  | 30 |
| 9697363866 | Assimilation | interpreting our new experience in terms of our existing schemas. | | 31 |
| 9697363867 | Accommodation | Development - adapting our current understandings (schemas) to incorporate new information. | | 32 |
| 9697363868 | Sensorimotor Stage | in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities. |  | 33 |
| 9697363869 | Object Permanence | the awareness that things continue to exist even when not perceived. |  | 34 |
| 9697363870 | Preoperational Stage | in Piaget's theory, the stage (from 2 to about 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic. | | 35 |
| 9697363930 | symbolic thinking | the ability to us words to substitute for objects. | 36 | |
| 9697363871 | Egocentrism | in Piaget's theory, the preoperational child's difficulty taking another's point of view. |  | 37 |
| 9697363931 | artificialism | believing that all things are human made. | 38 | |
| 9697363932 | animism | believing that all things are living. | 39 | |
| 9697363872 | Theory of Mind | people's ideas about their own and others' mental states—about their feelings, perceptions, and thoughts, and the behaviors these might predict. |  | 40 |
| 9697363873 | Concrete Operational Stage | in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events. | | 41 |
| 9697363933 | reversibility | ability to perform a mental operation, then reverse their thinking back to a starting point. | 42 | |
| 9697363874 | Conservation | the principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects. |  | 43 |
| 9697363875 | Formal Operational Stage | in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts. | | 44 |
| 9697363934 | metacognition | the ability to recognize one;s cognitive process and adapt those process if they aren't successful. | 45 | |
| 9697363935 | Theory of Mind (TOM) | allows children to understand that other people see the world differently than they do. | 46 | |
| 9697363936 | False Belief Task | a task used to test TOM, for example, experimenter let a child would open a container labeled "candy", but actually has pencils in them, and ask them what someone who is not present would think the object in the container is. A child without TOM would answer pencils. | 47 | |
| 9697363876 | Autism | a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind. |  | 48 |
| 9697363877 | Stranger Anxiety | the fear of strangers that infants commonly display, beginning by about 8 months of age. |  | 49 |
| 9697363878 | Attachment | an emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation. |  | 50 |
| 9697363937 | John Bowlby | considered the father of attachment theory, pioneered the vie that early experiences (close and loving relationship) in childhood have an important influence on development and behavior later in life. | 51 | |
| 9697363879 | Critical Period | an optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development. |  | 52 |
| 9697363938 | Mary Ainsworth | studied human infant attachment using the strange situation where a parent or guardian leaves a child with a stranger then returns. There were four attachment patterns. | 53 | |
| 9697363939 | Secure attachment | the child uses parent for support. | 54 | |
| 9697363940 | Insecure attachment | the child is not sure whether the parent will be supportive and shows discomfort in the arms of strangers. | 55 | |
| 9697363941 | Avoidant attachment | the child does not use the parent for support. | 56 | |
| 9697363942 | Disorganized atachment | the child behaves erratically, this attachment is associated with abuse. | 57 | |
| 9697363943 | Diana Baumrind | identified three types of parenting styles: Authoritarian, Authoritative, and Permissive. | 58 | |
| 9697363944 | Authoritarian Parenting Style | parents have high expectations for their child to comply with rules without debate or explanation. Children of these parents are socially withdrawn, lack decision-making capabilities, and lack curiosity. | 59 | |
| 9697363945 | Authoritative Parenting Style | parents expect compliance to rules but explain rules and encourage independence. Children of these parents have high self-esteem, independent, and are articulate. | 60 | |
| 9697363946 | Permissive Parenting Style | parents have few expectations and are warm and non-demanding. Children of these parents are not good at accepting responsibility, controlling their impulses, or being generous in social relationships. | 61 | |
| 9697363947 | Elisabeth Kubler-Ross | focuses on the stages of death/dying, identified these ways people come to terms with terminal illness: denial, anger, bargaining, depression, and acceptance. | 62 | |
| 9697363948 | collectivist culture | a culture in which the needs of society are placed before needs of the individual. | 63 | |
| 9697363949 | individualist culture | a culture that promotes personal needs over the needs of society. | 64 | |
| 9697363950 | Lev Vygotsky | stressed that social factors as critical to the developmental process, developed various concepts like zone of proximal development, scaffolding, etc. | 65 | |
| 9697363951 | internalization | the absorption of knowledge into the self from environmental and social contexts. | 66 | |
| 9697363952 | zone of proximal development | the range between the developed level of ability (actual development level) that a child displays and the potential level of ability of which the child is actually capable (potential development level). | 67 | |
| 9697363953 | scaffolding | the support system that allows a person to move across the zone of proximal development with environmental supports. | 68 | |
| 9697363954 | social development | the development of the ability to interact with others and with the social structures in which we live. | 69 | |
| 9697363955 | Erikson's stage of psycho-social development | eight stages of social development marked by the resolution of specific tasks, developed by Erik Erikson. | 70 | |
| 9697363956 | Trust vs. Mistrust | occurs during the first year of life, infants decide whether the world is friendly or hostile, depending on whether or not they can trust that their basic needs will be met. | 71 | |
| 9697363957 | Autonomy vs. Shame and Doubt | between 1-3, child develop a sense of control over bodily functions as well as the environment. | 72 | |
| 9697363958 | Initiative vs. Guilt | occurs 3-6, entry into a broader social world outside the home, children learn to take initiative and learn to assert themselves socially, successful resolution results in sense of purpose. | 73 | |
| 9697363959 | Industry vs. Inferiority | occurs 6-12. children begin to gain a sense of accomplishment and pride in their work, successful resolution results in sense of competence. | 74 | |
| 9697363960 | Identity vs. Role Confusion | occurs during adolescence, adolescents question what type of person they are and begin to develop their own values at this stage, successful resolution is fidelity, truthfulness to one's self. | 75 | |
| 9697363961 | Intimacy vs. Isolation | occurs during early adulthood, people start to form loving, lasting relationships, successful resolution results in one's learning how to love in a mature, giving way; if not successful, feelings of isolation may result. | 76 | |
| 9697363962 | Generativity vs. Stagnation | occurs during middle adulthood, people experience the struggle to be productive in both career and home and to contribute to the next generation with ideas. Being productive in this stage is called generativity, and failure to resolve can result in feelings of stagnation. | 77 | |
| 9697363963 | Integrity vs. Despair | occurs during old age, people struggle to come to terms with one's life, which involves accepting both success and failures. successful resolution is wisdom and failure to resolve would result in bitterness and despair. | 78 | |
| 9697363964 | Harry Harlow | demonstrated that monkey infants need comfort and security as much a food, used artificial mothers to show that infants were more attached to the soft mother. | 79 | |
| 9697363880 | Imprinting | the process by which certain animals form attachments during a critical period very early in life. |  | 80 |
| 9697363881 | Temperament | a person's characteristic emotional reactivity and intensity. |  | 81 |
| 9697363882 | Basic Trust | according to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers. |  | 82 |
| 9697363883 | Self-Concept | all our thoughts and feelings about ourselves, in answer to the question, "Who am I?" |  | 83 |
| 9697363884 | Gender | in psychology, the biologically and socially influenced characteristics by which people define male and female. |  | 84 |
| 9697363885 | Aggression | physical or verbal behavior intended to hurt someone. |  | 85 |
| 9697363886 | X Chromosome | the sex chromosome found in both men and women. Females have two of these; males have one. One chromosome from each parent produces a female child. |  | 86 |
| 9697363887 | Y Chromosome | the sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child. | | 87 |
| 9697363888 | Testosterone | the most important of the male sex hormones. Both males and females have it, but the additional levels in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty. |  | 88 |
| 9697363889 | Role | a set of expectations (norms) about a social position, defining how those in the position ought to behave. |  | 89 |
| 9697363965 | Psychosexual development | the development of an awareness of one's own sexuality. | 90 | |
| 9697363890 | Gender Role | a set of expected behaviors for males or for females. |  | 91 |
| 9697363891 | Gender Identity | our sense of being male or female. |  | 92 |
| 9697363892 | Gender Typing | the acquisition of a traditional masculine or feminine role. |  | 93 |
| 9697363966 | Gender Constancy | children from 2-7 come to understand that gender is a fixed, unchangeable characteristic. | 94 | |
| 9697363967 | androgyny | may develop as children begin to blur the lines between stereotypical male and female roles in society. | 95 | |
| 9697363968 | Sigmund Freud | developed a psychosocial development theory, divided development into four major stages: oral stage, anal stage, phallic stage, and genital stage. | 96 | |
| 9697363969 | oral stage | occurs during the first two years of life, the stage when the primary source of pleasure for the infant comes from sucking. | 97 | |
| 9697363970 | anal stage | occurs from age 2-4, when the child derives pleasure from the process of elimination (defecation). | 98 | |
| 9697363971 | phallic stage | occurs from age 4-middle childhood, child discovers that genital stimulation is pleasurable. | 99 | |
| 9697363972 | latency period | a period during which psychosexual issues are suppressed. | 100 | |
| 9697363973 | genital stage | extends from adolescence through adulthood, this stage brings the establishment and maintenance of standard heterosexual relationships for most people. | 101 | |
| 9697363974 | fixation | the inadequate resolution of a stage, which prevents an individual from progressing to the next stage | 102 | |
| 9697363975 | Oedipal conflict | the male child's sexual desire for the mother, which conflicts with the child's fear of the father. | 103 | |
| 9697363976 | Electra conflict | the female child's desire for the father while fearing the mother. | 104 | |
| 9697363977 | Albert Bandura | proposed the theory that sexual roles could be acquired through social or vicarious learning, and this pattern creates a self-perpetuating cycle. | 105 | |
| 9697363978 | Oedipal conflict | the male child's sexual desire for the mother, which conflicts with the child's fear of the father. | 106 | |
| 9697363979 | Electra conflict | the female child's desire for the father while fearing the mother. | 107 | |
| 9697363980 | Oedipal conflict | the male child's sexual desire for the mother, which conflicts with the child's fear of the father. | 108 | |
| 9697363981 | Electra conflict | the female child's desire for the father while fearing the mother. | 109 | |
| 9697363893 | Social Learning Theory | the theory that we learn social behavior by observing and imitating and by being rewarded or punished. |  | 110 |
| 9697363894 | Adolescence | the transition period from childhood to adulthood, extending from puberty to independence. |  | 111 |
| 9697363895 | Puberty | the period of sexual maturation, during which a person becomes capable of reproducing. |  | 112 |
| 9697363896 | Primary Sex Characteristics | the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible. |  | 113 |
| 9697363897 | Secondary Sex Characteristics | nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair. |  | 114 |
| 9697363898 | Menarche | the first menstrual period. |  | 115 |
| 9697363899 | Identity | our sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles. |  | 116 |
| 9697363900 | Social Identity | the "we" aspect of our self-concept; the part of our answer to "Who am I?" that comes from our group memberships. |  | 117 |
| 9697363901 | Intimacy | in Erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood. |  | 118 |
| 9697363902 | Emerging Adulthood | for some people in modern cultures, a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood. |  | 119 |
| 9697363903 | Menopause | the time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines. |  | 120 |
| 9697363904 | Cross-Sectional Study | a study in which people of different ages are compared with one another on similar tasks. |  | 121 |
| 9697363905 | Longitudinal Study | research in which the same people are restudied and retested over a long period. |  | 122 |
| 9697363906 | Crystallized Intelligence | our accumulated knowledge and verbal skills; tends to increase with age. |  | 123 |
| 9697363907 | Fluid Intelligence | our ability to reason speedily and abstractly; tends to decrease during late adulthood. | | 124 |
| 9697363908 | Social Clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement. |  | 125 |
| 9697363982 | Moral Development | focuses on the emergence, change, and understanding of how individuals ought to treat one another, with respect to justice, others' welfare, and rights. | 126 | |
| 9697363983 | Lawrence Kohlberg | advanced moral development theory that comprises of three levels and two distinctive stages in each one. | 127 | |
| 9697363984 | Kohlberg's Level I | ages 7-10, level of preconventional morality. In the first stage, based on avoiding punishment and receiving rewards, make judgments motivated by fear.. The second stage is characterized by focus on individualism and exchange, make judgments by evaluating the benefit for themselves. | 128 | |
| 9697363985 | Kohlberg's Level II | ages 10-16, stage of conventional morality, which is the internalizing of society's rules and morals. The first stage is typified by the child's trying to live up to what others expect of him or her. The second stage involves the development of conscience, children obey rules and feel moral obligations. | 129 | |
| 9697363986 | Kohlberg's Level III | ages 16 and beyond, level of postconventional morality, when an internal set of values has developed that may generate occasional conflict with societal values. The first stage is characterized by a belief in individual rights and social contracts. Second stage involves the belief in universal principles of justice which occasionally do not agree with the rules of society. | 130 | |
| 9697363987 | Carol GIlligan | claimed that Kohlberg's theory is inadequate for describing the moral development for people who live in non-Western culture and of women, places the development of caring relationships as central to moral progress. | 131 |
