1
Q
Persistent snoring may indicate?
A
Sleep-Disordered Breathing (SDB)
2
Q
affects cognition, language,
motor skills, and school performance
A
Fragmented sleep
3
Q
Advances in cognition due to changes in gray
matter and white matter.
A
Brain development
4
Q
Motor skills improve steadily throughout
middle childhood.
A
General Trends
5
Q
relatively safe period of life
(lowest death rate across lifespan).
A
Middle childhood
6
Q
beliefs and evaluations about
one’s appearance
A
Body image
7
Q
major public health issue.
A
Obesity
8
Q
Short-term illnesses
(e.g., colds, flu, infections, warts).
A
Acute medical conditions
9
Q
Illnesses lasting 3
months or more.
A
Chronic medical conditions
10
Q
Chronic respiratory disease marked by sudden
coughing, wheezing, and difficulty breathing
A
Asthma
11
Q
Pancreatic cells destroyed → no insulin.
Symptoms: thirst, urination, hunger, weight
loss, blurred vision, fatigue.
Treatment: Insulin, nutrition management,
physical activity.
A
Type 1 Diabetes (insulin deficiency)
12
Q
Once “adult-onset,” now rising in children due to
obesity.
Treatment: Diet, exercise, glucose-lowering
meds/insulin if resistant
A
Type 2 Diebetes (Insulin resistance)
13
Q
3rd stage of Piaget’s theory
A
Concrete operations
14
Q
Can read & interpret maps, follow routes, estimate distance & time
A
Spatial thinking
15
Q
Better understanding of how factors interact.
Reasoning improves when linked to real-world
knowledge.
A
Causality
16
Q
ordering along a dimension
(shortest → longest ; earliest → latest).
A
Seriation
17
Q
if A<B; B<C; A<C.
A
Transitive inference
18
Q
understanding the relationship between a whole & its parts (e.g., roses < flowers).
A
Class inclusion
19
Q
particular (specific) → general
A
Inductive reasoning
20
Q
general → particular (specific), appears earlier
A
Deductive reasoning
21
Q
Understanding that properties remain the
same despite changes in form.
A
Conservation
22
Q
3 principles of Coservation
A
a. Identity
b. Reversibility
c. Decentering
23
Q
nothing added/taken away
A
Identity
24
Q
mentally undo action.
A
Reversibility
25
consider multiple aspects (length + thickness)
Decentering
26
ages 6–16.
Verbal score, performance score, total score.
Strengths/weaknesses help diagnose issues.
Wechsler Intelligence Scale for Children (WISC-IV)
27
long-standing individual test.
Stanford-Binet Intelligence Scales
28
K–12.
Measures comprehension, reasoning, quantitative skills.
Pinpoints strengths & weaknesses
Otis-Lennon School Ability Test (OLSAT8)
29
IQ moderately correlated with brain size & gray matter.
Cortical development patterns linked with intelligence.
Prefrontal cortex & brain connectivity important for problem-solving & executive function.
Brain Development
30
What is Sternberg’s Triarchic Theory Three components?
a. Componential (Analytic).
b. Experiential (Creative)
c. Contextual (Practical)
31
problem-solving, processing efficiency.
Componential (Analytic)
32
handling novelty, original thinking.
Experiential (Creative)
33
adapting to real-world demands (“street smarts”).
Contextual (Practical)
34
unwritten, practical skills for success
tacit knowledge
35
(Social Use of Language)
Conversational skills.
Pragmatics
36
Significantly subnormal cognitive functioning (IQ ≈ 70 or less) + deficits in adaptive behavior, onset < 18.
Intellectual Disability
37
Disorders interfering with specific aspects of school achievement (listening, speaking, reading, writing, math) despite normal intelligence, vision, and hearing.
Learning Disabilities (LDs)
38
Chronic condition with inattention, distractibility,
impulsivity, overactivity, low frustration tolerance.
Attention-Deficit/Hyperactivity Disorder (ADHD)
39
Shift from physical traits → representational systems (balanced, realistic self-view).
Children recognize strengths & weaknesses across domains.
Compare real self vs. ideal self, shaping self-esteem
Self-Concept
40
Success: sense of competence, productivity,
responsibility.
Failure: low self-worth, retreat, inferiority.
Culture shapes valued skills (e.g., academics, hunting, farming)
Industry vs. Inferiority
41
Better emotion regulation & empathy.
Emotional Growth
42
kind, cooperative, assertive (not aggressive), socially skilled.
Popular children
43
aggressive, inattentive, withdrawn, or insensitive to others.
Rejected children
44
simply overlooked, neither liked nor disliked.
Neglected children:
45
liked by some, disliked by others
Controversial children
46
Proposed transitional period between
adolescence and adulthood commonly
found in industrialized countries.
emerging adulthood
47
Three criteria define adulthood
Accepting responsibility for oneself
Making independent decisions
Becoming financially independent
48
Consuming more than 14 drinks a week
or 4 drinks on any single day for men,
and more than 7 drinks a week or
3 drinks on any single day for women.
risky drinking
49
Disorder producing symptoms of
physical discomfort and emotional
tension for up to 2 weeks before a
menstrual period.
premenstrual syndrome (PMS)
50
Chronic disease involving dependence
on use of alcohol, causing interference
with normal functioning and fulfillment
of obligations.
alcoholism
51
Painful cramps, more common in younger women
Dysmenorrhea
52
Inability to conceive a child after
12 months of sexual intercourse without
the use of birth control.
infertility
53
Type of logical thinking that becomes
more prominent in adulthood, involving
continuous, active evaluation of
information and beliefs in the light
of evidence and implications.
reflective thinking
54
John Dewey says it is as “active, persistent, and careful consideration” of information or beliefs.
Reflective Thinking
55
Allows adults to evaluate, integrate, and reconcile conflicting ideas.
Piaget’s formal operations
56
Mature type of thinking that relies on
subjective experience and intuition as
well as logic and allows room for
ambiguity, uncertainty, inconsistency,
contradiction, imperfection, and
compromise.
postformal thought
57
Mature thinking is more complex
Beyond Piaget
58
Uses logic + experience + intuition
Flexbility of postformal thought
59
Recognized “gray areas”, multiple valid perspectives
Relativism of postformal thought
60
Useful for ambiguous, social, or personal dilemmas.
Emotional integration of postformal thought
61
K. Warner Schaie’s life-span model of cognitive development (7 stages)
1. Acquisitive stage (childhood and adolescence).
2. Achieving stage (late teens or early twenties to early thirties).
3. Responsible stage (late thirties to early sixties).
4. Executive stage (thirties or forties through middle age).
5. Reorganizational stage (end of middle age, beginning of late adulthood).
6. Reintegrative stage (late adulthood).
7. Legacy-creating stage (advanced old age).
62
.learning for own sake
.acquire information and skills mainly for their own sake or as preparation for participation
in society. For example, the person might read about dinosaurs out of pure interest in
the topic.
Acquisitive stage (childhood and adolescence)
63
.Applying knowledge for goals
.Its no longer acquire knowledge merely for its own sake; they use what they know to
pursue goals, such as career and family. For example, the person might take a
college class as preparation for a career in a particular area.
Achieving stage (late teens or early twenties to early thirties)
64
.Solving problems for family/work
.use their minds to solve practical problems associated with responsibilities to others, such as family members or employees. For example, the person might figure out a more
efficient way to complete a task at work.
Responsible stage (late thirties to early sixties)
65
.Managing organizations/systems.
.People are responsible for societal systems (such as governmental or business
organizations) or social movements. They deal with complex relationships on
multiple levels. For example, the person might mediate a disagreement between two
coworkers so the office runs more smoothly.
Executive stage (thirties or forties through middle age)
66
.restructing life post-retirement
.People who enter retirement reorganize their lives and intellectual energies around
meaningful pursuits that take the place of paid work. for example, the person
might decide to volunteer at a local botanical garden.
Reorganizational stage (end of middle age, beginning of late adulthood)
67
.focusing on meaningful tasks in late life
.Person may be experiencing biological
and cognitive changes and tend to be more selective about what tasks they expend
effort on. They focus on the purpose of what they do and concentrate on tasks
that have the most meaning for them. For example, a person feeling the effects of
age on her joints might decide to take a daily walk rather than a run for health
Reintegrative stage (late adulthood)
68
.preparing life stories, wills, guidance
.Near the end of life, once reintegration has
been completed (or along with it), older people may create instructions for the
disposition of prized possessions, make funeral arrangements, provide oral histories,
or write their life stories as a legacy for their loved ones. An older adult might, for
instance, complete an advance directive and distribute that to his children.
Legacy-creating stage (advanced old age)
69
Sternberg’s term for information that is
not formally taught but is necessary to
get ahead.
Tacit knowledge
70
Salovey and Mayer’s term for the ability
to understand and regulate emotions;
an important component of effective,
intelligent behavior.
emotional intelligence (EI)
71
Degree to which a person’s work
requires thought and independent
judgment.
substantive complexity
72
Hypothesis that there is a carryover of
cognitive gains from work to leisure that
explains the positive relationship
between activities in the quality of
intellectual functioning.
spillover hypothesis
73
Process that underlies the shift to an
adult identity.
recentering
74
3 main pathways (u.s base)
1. Early family information
2. Work-focused
3. Education/career focused
75
Marry/have kids young, often without college
Early family formation
76
Delay kids but skip higher education; go straight into full-time jobs.
Work focused
77
Delay marriage/children to invest in studies and jobs. Tend to have the best long-term outcomes
Education/career-focused
78
According to Erickson, emerging adulthood it is extended moratorium (time to explore before committing)
Identity development
79
Recentering (3 stages of becoming independent)
1. Still in family but more self directed
2. connected but not dependent
3. Independent adult with career/partner, but maintaining family ties.
80
Many explore identity actively, but some drift passively (diffusion) or rely on parents’ choices (foreclosure)
Contemporary Moratorium
81
Personality Development: four views
1. Normative-stage models
2. Timing of events model
3. Trait models
4. Typological models
82
Development follows age-related tasks
Normative-stage models
83
Focuses on when life events happen. On-time events feel smoother
Timing of events model
84
People can be grouped into personality types that show both stability and change across life.
Typological Models
85
Erikson’s sixth stage of psychosocial
development, in which young adults
either form strong, long-lasting bonds
with friends and romantic partners or
face a possible sense of isolation and
self-absorption.
intimacy versus isolation
86
Erickson emphasized intimacy as the key task of young adulthood— requiring self-awareness, empathy, communication, conflict resolution, and commitment
Foundations of intimate relationships
87
Theoretical model of personality
development that describes adult
psychosocial development as a
response to the expected or
unexpected occurrence and timing
of important life events.
timing-of-events model
88
In the timing-of-events model,
commonly expected life experiences
that occur at customary times.
normative life events
89
Set of cultural norms or expectations for
the times of life when certain important
events, such as marriage, parenthood,
entry into work, and retirement, should
occur.
social clock
90
Friends treated like family, common among lgbtqai+ individuals or single adults
Fictive kin
91
Theoretical models of personality
development that focus on mental,
emotional, temperamental, and
behavioral traits, or attributes.
trait models
92
Theoretical model of personality,
developed and tested by Costa and
McCrae, based on the “Big Five”
factors underlying clusters of related
personality traits: openness to
experiences, conscientiousness,
extraversion, agreeableness, neuroticism.
five-factor model
93
Dynamic capacity to modify one’s
level of ego-control in response to
environmental and contextual
influences.
ego resiliency
94
Self-control and the self-regulation
of impulses.
ego control
95
Sternberg’s theory that patterns of love
hinge on the balance among three
elements: intimacy, passion, and
commitment.
triangular theory of love
96
All three components of love—intimacy, passion, and commitment—are absent. This describes most interpersonal relationships, which are simply casual interactions.
Nonlove
97
Intimacy is the only component present. There is closeness, understanding, emotional support,
affection, bondedness, and warmth. Neither passion nor commitment is present.
Liking
98
Passion is the only component present. This is “love at first sight,” a strong physical attraction and
sexual arousal, without intimacy or commitment.
Infatuation
99
Commitment is the only component present. often found in long-term relationships
that have lost both intimacy and passion, or in arranged marriages.
Empty love
100
Intimacy and passion are both present. Romantic lovers are drawn to each other physically
and bonded emotionally. They are not, however, committed to each other.
Romantic love
101
Intimacy and commitment are both present. This is a long-term, committed friendship, often occurring in marriages in which physical attraction has died down but in which the partners feel close to each other and have made the decision to stay together.
Companionate love
102
Passion and commitment are present without intimacy. This often leads to a whirlwind courtship in
which a couple make a commitment without allowing themselves the time to develop intimacy. This
kind of love usually does not last.
Fatuous love
103
All three components are present in this “complete” love. It is easier to achieve it than to hold on to it.
Consummate love
104
Marriage is less common and occurs later than in past decades. Many stay single by choice, economic reasons, or fear of divorce
Marital and Nonmarital Lifestyles
DEVELOPMENTAL PSYCHOLOGY
flashcards
Decks in class (13)
# Cards
-
Chapter 1 - Human Development73
-
Chapter 2 - Theory and Research75
-
Chapter 3 - Forming a New Life75
-
Chapter 4 - Birth and Physical Development during the First Three Year64
-
Chapter 5 - Cognitive Development during the First Three Years73
-
Chapter 6 - Psychosocial Development during the First Three Years55
-
Chapter 7 - Physical and Cognitive Development in Early Childhood69
-
Chapter 8 - Psychosocial Development in Early Childhood46
-
Chapter 9 – Physical and Cognitive Development in Middle Childhood1
-
Chapter 10 - Psychosocial Development in Middle Childhood0
-
Chapter 11 - Physical and Cognitive Development in Adolescence46
-
Chapter 12 – Psychosocial Development in Adolescence22
-
Basta104
