Chapter 11: Development Across the Lifespan Flashcards
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| 6044439514 | Developmental Psychology | Development (physical, cognitive, social, emotional) across a lifespan. | 0 | |
| 6044464793 | Prenatal Development (Pre-birth) | Germinal stage, embryonic stage, fetal stage | 1 | |
| 6044472016 | Germinal Stage (conception to two weeks) | Zygote, DNA is assembled | 2 | |
| 6044477300 | Embryonic Stage (2-8 weeks) | Embryo, organ development and cells differentiate into different functions (eyes, ears, etc.) | 3 | |
| 6044489715 | Fetal Stage (9 weeks-Birth) | Fetus, organs continue to grow/ function more efficiently, can kick, make a fist, etc. | 4 | |
| 6044497852 | Critical Period | A sensitive time period when certain developmental milestones need to occur. Ex: Prenatal development= embryonic stage | 5 | |
| 6044508322 | Placenta | Provides nutrients to the baby. | 6 | |
| 6044510607 | Teratogens | Harmful substances that can cause birth defects. (Fetal alcohol syndrome) | 7 | |
| 6044518608 | Motor Development | Muscle development and coordination | 8 | |
| 6044524683 | Cephalocaudal trend | Development that occurs from head to toe. | 9 | |
| 6044531639 | Proximodistal trend | Development that occurs from the center outward. | 10 | |
| 6044534289 | Maturation | Genetically pre-determined sequence of development. (nature viewpoint) | 11 | |
| 6044543384 | Developmental Norms | Age ranges where typical behaviors and abilities develop. | 12 | |
| 6050615518 | Reflexes | Involuntary movements, as motor development progresses, reflexes disappear. | 13 | |
| 6050623429 | Types of reflexes | Grasping, sucking, stepping, rooting, moro, babinski | 14 | |
| 6050625628 | Rooting | Baby turns face towards cheek being touched. | 15 | |
| 6050628229 | Moro | Baby sprawls out when they feel like they're falling. | 16 | |
| 6050631151 | Babinski | Fanning of feet when tickled. | 17 | |
| 6050634098 | Newborn Senses | Vision, hearing, taste, smell | 18 | |
| 6050639276 | Vision | Worst sense; prefer larger objects, objects with contrast, human faces. | 19 | |
| 6050644329 | Hearing | Prefer high-pitched, exaggerated, expressive human voices. | 20 | |
| 6050648539 | Taste | Prefer sweet-tasting things | 21 | |
| 6050649471 | Smell | Prefer smell of own mother's breastmilk. | 22 | |
| 6050652480 | Temperament | Way of expressing their needs/ emotions. | 23 | |
| 6050661780 | Longitudinal Design | Investigators observe one group of participants repeated OVER A PERIOD OF TIME. | 24 | |
| 6050666104 | Cross-sectional design | Investigators compare groups of participants of DIFFERING AGE at a SINGLE POINT IN TIME. | 25 | |
| 6050670166 | Cohort Effects | Occur when differences between age groups are due to the groups growing up in different time periods. (Life-time experiences) | 26 | |
| 6050679664 | Cross-Sequential Design | Start with DIFFERENT AGE GROUPS and then follow each group OVER A PERIOD OF TIME. | 27 | |
| 6050683711 | Categorization Type 1 | Easy, difficult, slow-to-warm | 28 | |
| 6050688321 | Easy | Not overly fussy, predictable, adjust to new situations well. | 29 | |
| 6050691593 | Difficult | More fussy/ irritable, unpredictable, hard time adjusting to new situations. | 30 | |
| 6050698791 | Slow-to-warm | Start off wary then adjust well when comfortable. | 31 | |
| 6050706740 | Categorization Type 2 | Inhibited temperament, Uninhibited | 32 | |
| 6050710451 | Inhibited temperament | "Guarded"- shy, timid | 33 | |
| 6050711495 | Uninhibited | Let's guard down easily, open to new experiences. | 34 | |
| 6050716076 | Attachment | The close, emotional bonds between infants and their caregivers. | 35 | |
| 6050719835 | Separation-anxiety | Emotional distress seen in many infants when they are separated from people whom they have formed an attachment. | 36 | |
| 6050728032 | Harlow's Theory of Attachment | Biological need for contact comfort (monkeys spent majority of time with cloth mother). | 37 | |
| 6050734334 | Strange Situations Procedure (Mary Ainsworth) | Infants are exposed to a series of eight separation and reunion episodes to assess the quality of their attachment. | 38 | |
| 6050745624 | Patterns of Attachment (Strange Situations) | Secure, anxious, anxious-avoidant, anxious-disorganized. | 39 | |
| 6050752106 | Secure Attachment | Uses mom as a home base while playing; when mom leaves, baby is upset but can calm down easily. When mom returns they are happy. | 40 | |
| 6050759018 | Anxious-ambivalent (resistant) | Clingy to mom; when mom leaves, baby is inconsolable. When mom returns they are still upset. | 41 | |
| 6050763655 | Anxious-Avoidant | Minimal/ no interaction with mom at any of the three stages. | 42 | |
| 6050771183 | Anxious-disorganized | Inconsistent behavior throughout the three stages. | 43 | |
| 6050781042 | Erikson's Stage Theory | Trust V. Mistrust, Autonomy V. Shame & Doubt, Initiative V. Guilt, Industry V. Inferiority, Identity V. Role Confusion, Intimacy V. Isolation, Generality V. Stagnation, Ego Integrity V. Despair | 44 | |
| 6050797731 | Trust V. Mistrust | Toddler (Birth to 1 yr old)- Can I trust the world? | 45 | |
| 6050803618 | Autonomy V. Shame & Doubt | Toddler (1-3 yrs old)- Can I do this to myself? | 46 | |
| 6050808879 | Initiative V. Guilt | Preschool age (3-5 yrs old)- Can I interact with the environment? (Control their behavior) | 47 | |
| 6050815579 | Industry V. Inferiority | Elementary school age (5-12yrs old)- How do I compare with others? (Socializing) | 48 | |
| 6050823809 | Identity V. Role Confusion | Adolescence (13-early 20's)- Who am I? | 49 | |
| 6050827160 | Intimacy V. Isolation | Early adulthood (20's-30's)- Can I find a mate? | 50 | |
| 6050830933 | Generavity V. Stagnation | Middle adulthood (40's-50's)- Can I make an impact on the world? | 51 | |
| 6050836171 | Ego Integrity V. Despair | Late adulthood (60's and beyond)- Have I lived a good life? | 52 | |
| 6050997870 | Cognitive Development | Transitions in youngsters' patterns of thinking, including, reasoning, remembering, and problem solving. | 53 | |
| 6051008749 | Assimilation | Adding new info to an existing schema. | 54 | |
| 6051009976 | Accommodation | If new info doesn't fit, we have to modify an existing schema to create a new schema. | 55 | |
| 6051018409 | Piaget's Stage Theory | Sensorimotor Period, Pre-operational period, Concrete-operational period, formal-operational period, first-half, second-half | 56 | |
| 6051028908 | First half of Piaget's stage theory | (2-4 yrs old)- Play pretend, imaginative, egocentrism, animism | 57 | |
| 6051037513 | Second half of Piaget's stage theory | (4-7 yrs old)- Begin to use intuition, ask "why?", egocentrism & animism lessen | 58 | |
| 6051045371 | Sensorimotor Period (Birth-2yrs) | Mental activity is confined to sensory & motor functions. Object permanece | 59 | |
| 6051051544 | Object Permanence | Develops when a child recognizes that objects continue to exist even when they are no longer visible. | 60 | |
| 6051058702 | Pre-operational Period (2-7 yrs) | Conservation, centration, irreversibility, egocentrism, animism | 61 | |
| 6053226938 | Conservation (lack of) | Piaget's term for the awareness that physical quantities remain constant in spite of changes in their shape or appearance. | 62 | |
| 6053232528 | Centration (Displayed) | The tendency to focus on just one feature of a problem, neglecting other important aspects. | 63 | |
| 6053238023 | Irreversibility (Displayed) | The inability to envision reversing an action. | 64 | |
| 6053240978 | Egocentrism | Thinking is characterized by a limited ability to share another person's viewpoint. | 65 | |
| 6053272063 | Animism | The belief that all things are living. (Inanimate objects) | 66 | |
| 6053275232 | Concrete Operational Period (7-11 yrs) | -Developed conservation -Lack egocentrism & animism -Can use simple logic (adding, subtracting, can sort, etc.) -Cannot use higher level thought/ abstract reasoning. | 67 | |
| 6053284837 | Formal Operational Period (11 and up) | - Can use higher level thought -Can use reasoning to hypothesize -Can think abstractly | 68 | |
| 6053294335 | Fluid Intelligence (Cattell) | Involves reasoning ability, memory capacity, and speed of information precessing. | 69 | |
| 6053298343 | Crystallized Intelligence (Cattell) | Involves ability to apply acquired knowledge and skills in problem solving. Gained through the use of reasoning. | 70 | |
| 6053305242 | Episodic Memory | Memories of specific events that happened while you were present. (I remember when..) | 71 | |
| 6053309880 | Semantic Memory | Memories of factual information; generalized knowledge. | 72 | |
| 6053312312 | Procedural Memory | Memories of physical skills. | 73 | |
| 6053318978 | Schemas | Mental representations created through experience. | 74 | |
| 6053327385 | Vestibular Sense (Balance) | Spatial orientation (position of head and body in space) as well as sense of balance. | 75 | |
| 6053333029 | Kinesthetic Sense (Coordination) | Knowing where parts of your body are in relation to each other, providing us a sense of coordination. | 76 | |
| 6053343488 | Bottom-up processing | Using details, features, characteristics of a stimulus to guide perception. (little pieces) | 77 | |
| 6053347136 | Top-down processing | Using prior experiences, expectations, and context to guide perception. | 78 | |
| 6053353593 | Cones | Specialized visual receptors that play a key role in daylight color vision. Located in the center of the retina. | 79 | |
| 6053356258 | Rods | Black & white (and shades of grey). Help us see in dark light; located on outside of retina so they are responsible for peripheral vision. | 80 | |
| 6067989520 | Evaluating Piaget's Theory | - Stages are not as fixed as Piaget thought; may be more like waves. -Timing of stages likely different. | 81 | |
| 6068014677 | Vygotsky's Sociocultural Theory of Cognitive Development | Social interaction/culture/language development influence cognitive development. | 82 | |
| 6068346358 | Kohlberg's stage theory | Kohlberg was interested in the reasoning behind decision making. Pre-conventional, conventional, post-conventional | 83 | |
| 6068361848 | Pre-conventional | Gaining rewards/ avoiding punishments. | 84 | |
| 6068367806 | Conventional | Following rules/ laws; gaining other's approval. | 85 | |
| 6068375215 | Post-conventional | Equality, justice, ethical principles, human rights. | 86 | |
| 6068383278 | Parenting styles | Authoritarian, permissive, authoritative | 87 | |
| 6068394815 | Authoritarian | Parents: Strict, unsympathetic, not open for discussion. Children: Somewhat unfriendly, withdrawn, distrustful, possibly aggressive. | 88 | |
| 6068411525 | Permissive | Parents: Lack discipline/ boundaries, gives complete freedom, more like a friend. Children: Dependent, somewhat immature, lacks self-regulation. | 89 | |
| 6068430757 | Authoritative | Parent: Uses reasoning, encourages dialogue with children, increases child's responsibility over time. Children: More friendly, cooperative, well-adjusted. | 90 | |
| 6068451074 | Social Skills and Gender Differences | Must be learned | 91 | |
| 6068453084 | Empathy | Ability to relate to what someone else is going through. | 92 | |
| 6068458039 | Sympathy | Just feeling bad for someone. | 93 | |
| 6068464992 | Self-regulation | Ability to control own emotions and behaviors. | 94 | |
| 6068467465 | Sex | Genetics/ biology | 95 | |
| 6068471913 | Gender | Society defines gender (ex: masculine vs. feminine) | 96 | |
| 6068479863 | Gender Stereotypes | Schema of "appropriate" behaviors, emotions, attitudes, occupations, etc. for each gender. | 97 | |
| 6068490805 | Socialization | Learning appropriate behaviors/ norms in society. | 98 | |
| 6068493566 | Gender roles | Societal expectations for roles within the home and work force. | 99 | |
| 6068498379 | Gender Schemas | Broader (like stereotypes) | 100 | |
| 6068507705 | How are gender roles and schemas learned | -Operant conditioning - Observational conditioning - Self-socialization -Family, schools, media | 101 | |
| 6068522611 | Puberty | Biological and physical changes that occur during adolescence in preparation for reproduction. | 102 | |
| 6068533730 | Primary sex charachteristics | Necessary for reproduction. | 103 | |
| 6068539566 | Secondary sex charachteristics | Changes that are not necessary for reproduction. | 104 | |
| 6068547675 | Synaptic Pruning | Getting rid of inefficient/unnecessary synaptic connections. | 105 | |
| 6068555765 | Prefrontal Cortex | Still developing (In charge of higher level thought, decision making, planning etc.) | 106 | |
| 6068559606 | Risk Taking | Increased during adolescence due to prefrontal cortex not being fully developed. | 107 | |
| 6068584236 | Marcia's Four Identity Statuses |  | 108 | |
| 6068592770 | Social and Ethnic Indentity | To what extent do the groups one belongs to influence one's identity. | 109 | |
| 6068602978 | Emerging Adulthood | Transition between adolescence and adulthood (some classify themselves as adults, some don't see themselves as an adult yet) | 110 | |
| 6068621431 | Early Adulthood (20-40 yrs) | -Physical and cognitive growth continues. - Social focus: Intimacy v. Isolation; establish self (career) | 111 | |
| 6068636450 | Middle Adulthood (40-65yrs) | -Social focus: Generavity v. stagnation -Cognition is still good overall -Slight physical deterioration (Decline in eyesight, hearing, soreness, etc.) | 112 | |
| 6068657989 | Late Adulthood (65 yrs+) | Social Focus: Integrity v. Despair Cognition: Slower processing, fluid intelligence starts to decline, etc. Physical: Continued deterioration of body and blood flow to the brain. | 113 | |
| 6068685711 | Dementia | Significant changes in cognitive processing (memory problems due to Alzheimers or Parkinson's) | 114 | |
| 6068697244 | Longevity | Females tend to live longer. | 115 | |
| 6068699428 | Terminal Drop | Sharp decline in cognitive abilities (usually just before death) | 116 |