PSYC 101 > Chapter 4 > Flashcards

Chapter 4 Flashcards

Human Development (69 cards)

Study These Flashcards
1
Q

Human Development

Multidisciplinary: includes _____________________

A

The scientific study of age-related changes across physical, cognitive, social and behavioural domains

developmental psychology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Developmental Psychology:

Give an E.g.

A

The study of how behaviour and mental processes change over the lifespan

E.g., language and self-control development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Lifespan Perspective:
Human Development now includes the __________________

Early work focused on development up to _____________ (i.e., child development) Modern perspectives recognize _________ throughout adulthood

A

full human lifespan

adulthood

change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Lifespan perspective

A

Changes happen throughout the entire human lifespan and must be interpreted in light of the culture and context in which they occur; interdisciplinary research is critical to understanding human development (Boyd et al., 2021).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Post-hoc fallacy (Correlation does not equal causation!)

Give an E.g.

A

The false assumption that because one event occurred before another event, it must have caused that event.

E.g.; parent notices ADHD symptoms in child after several years playing video games

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Bidirectional Influences

Give an E.g.

A

Many relationships are bidirectional throughout development
Parents influence children; but children also influence parents

E.g., Temperament & personality relationship with parenting style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The Influence of Early Experience - Early experience can be important

Critical Periods:

Sensitive Period:

A

specific periods in development when an organism is especially sensitive to the presence (or absence) of some particular kind of experience

a span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Infant Determinism: Myths about Early Experience

Infant Determinism:
Reality:

Childhood Fragility:
Reality:

A

Infant Determinism: extremely early experiences (especially the first 3 years) are almost always more influential than later experiences in shaping human development
Reality: experience depends on the domain; later childhood and adult experiences are important

Childhood Fragility: children can be easily damaged by experience
Reality: young children are very resilient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Clarifying the Nature-Nurture Debate

The relationship between genes and environment is _________

There are many different ________ and _______________ factors
These factors interact in nuanced ways

A

complex

genetic, environmental

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Gene-Environment Interactions

A

Genetic susceptibilities interact with environmental experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Nature via Nurture

A

Biological dispositions can lead to the selection of particular environments - can lead to the assumption that the environment is responsible for the trait (when really genes are a major factor).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Gene Expression

Epigenome:

A

Environment influences gene expression: Genes can turn “on and off” based on environmental experiences

the sum total of inherited and acquired molecular modifications to the genome that leads to changes in gene regulation without changing the DNA sequence of the genome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Cohorts:

A

Groups of individuals who are born within a particular span of years and share the same historical experiences at the same point in their development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Cohort Effect:

A

Effect observed in a sample of participants that results from individuals in the sample growing up at the same time.
Can confound the ability to attribute differences to age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Research on age-related changes:
Cross-sectional research design: investigates people of different ages at a single point in time

Advantage:

Disadvantage:

A

investigates people of different ages at a single point in time

Advantage: convenient

Disadvantage: cannot disentangle cohort vs. aging effects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Longitudinal research design:

Advantage:

Disadvantages:

A

Investigates development in the same group of people on multiple occasions over time

Advantage: watch aging unfold;

Disadvantages: limited knowledge of other cohorts, time/resource intensive, and attrition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Cohort-Sequential Research Design:

A

several age cohorts are followed and tested longitudinally
Combines cross-sectional and longitudinal research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Conception
Ovum is fertilized by _____

Gametes contain 23 unpaired ________________ - combine at conception to form Zygote

__________ divides into more cells and moves towards uterus - ________ implants

A

sperm

chromosomes

Zygote

blastocyst

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Three Stages of Prenatal Development

Germinal Stage:

Embryonic Stage:

Fetal Stage:

A

G: conception to implantation
Zygote rapidly divides - blastocyst
Implantation and placental development

E: implantation to end of week 8
Foundational structure building for all parts of the body; neural tube is formed

F: week 9 to birth
Increases in size
Refinement of organ systems: brain and lungs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Brain Development
Brain development begins in the _________ stage
Neural tube forms - becomes brain and spinal cord

Neuronal Proliferation:

Migration:

A

embryonic

neurons are generated

movement of brain cells to permanent location

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Teratogens:
Give an E.g.,

Teratogens can have differing effects depending on the _________ of exposure; brain is particularly susceptible

A

environmental factors that can exert a negative impact on prenatal development
Viral infections, drugs, environmental chemicals, diet, age, chronic illness, mental health

E.g., Alcohol, FASD

timing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Genetic Disorders
Result from ____ mutations or wrong amount of _________ material
Autosomal or sex-linked (e.g., sickle-cell disease; Huntington’s disease)
Chromosomal errors (e.g., Trisomy-21)

A

DNA

genetic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Preterm Infants:

Viability point:

A

born live before 37 weeks
Babies born before 22 weeks rarely survive

23-25 weeks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Health Issues associated with preterm birth:

A

Before 32 weeks: may lack adaptive reflexes
Digestion issues; Thermoregulation issues
Lung/breathing, cardiovascular, and immune deficiencies
Neurological problems
Low-birth weight; higher overall mortality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Changes in the brain and nervous system lead to changes in the _________ ___________ of children. Infants begin life with reflexes: Give an E.g.
physical abilities automatic motor responses to stimuli E.g. Sucking, rooting, eyeblink
26
Motor Behaviours: Bodily motions that occur as a result of self-initiated force that moves the ______ and _________ Depends on brain, nervous system, and physical (bodily systems) development ____________ and __________ factors also play a role in development
bones and muscles Experience and cultural Experience and cultural
27
Size changes more slowly than in infancy Between 2-12 years of age, children add ____ inches and ____ pounds per year Changes occur in spurts ______ ______________ become more adult-like
~2-3 5-6 Body proportions
28
Brain and Nervous System Development Brain is at 75% of adult weight by age __, and 95% by age __ PFC develops:
3 6 allows for increased capacity of self-control, attention, and reasoning
29
Motor Skill Development:
Children become very active Both fine and gross motor skills improve
30
Puberty:
Collective term for the changes, both seen and unseen, that result in sexual maturity
31
Sexual Maturation Primary sex characteristics:
growth/development of sex organs Secondary sex characteristics: other changes that signal sexual maturity
32
Sexual Development in Girls Secondary sex characteristics:
pubic hair; breast development Menarche: the beginning of the menstrual cycle; Secular Trend
33
Sexual Development in Boys
Testes and penis enlarge and pubic hair emerges Spermarche: first ejaculation
34
Timing of Puberty:
Lots of variation Lifestyle factors contribute; genetics may play a role
35
Physiological Peak in Early Adulthood Maximum athletic performance:
muscles, bone density, cardiovascular and respiratory function peak Eyesight, hearing, smell, fine motor skills, and immune function peak
36
Declines in performance: After early peak, performance gradually _________ through adulthood Strength and Speed Decrease Reproductive capacities peak in mid-30s (women) and early 40s (men) Immune function declines Sensory abilities decline: presbyopia, presbycusis, and tinnitus Motor abilities decline Maintaining performance as we age:
declines Nutrition, physical activity (including load bearing), and practice
37
Cognitive Development: Differences in Theories of Cognition Continuous vs. discontinuous (stage-like) Domain-general vs. domain specific Source of learning:
How we acquire the ability to learn, think, communicate, and remember over time physical experience, social interaction, and biological maturation
38
Stage-based theory of cognitive development
Children go through similar patterns or sequences as they develop their thinking Children actively learn
39
Important Concepts: Schemes: Assimilation: Accommodation: Equilibration:
S: internal cognitive structures that provide an individual with procedures that can be followed in specific circumstances. A: the process of using schemes to interpret events or experiences. A: change our schemes as a result of new information E: process of balancing assimilation and accommodation
40
Piaget’s cognitive-developmental theory includes a fixed sequence of four stages Sensorimotor Stage: Preoperational Stage:
Basic sensory and motor schemes; interaction with environment teaches children about how the physical world operates Lack object permanence Symbolic schemes are acquired (language); simple problem solving Cannot perform mental operations; limited by egocentrism; no conservation
41
Concrete Operational Stage: Formal Operational Stage:
Logic/reasoning develops but is tied to the physical world; problem solving improves (e.g., conservation) Limitation: cannot think hypothetically or abstractly Abstract logic develops; reason hypothetically Think “scientifically” on the pendulum task
42
Vygotsky’s Sociocultural Theory Scaffolding:
Complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations Social interaction with more knowledgeable others is key learning is guided by an adult or more knowledgeable child who structures learning according to a zone of proximal development
43
Understanding the physical world
Experience teaches infants and children how physical objects interact
44
Categorization and classification
Categorizing information is a basic ability that functions early in development (in infancy) Hierarchical classification begins in early to middle childhood Concepts and classification help humans to more efficiently navigate the complex world
45
Memory
Increases steadily throughout childhood and levels off in adolescence
46
Self-Concept Theory of Mind:
Develop a sense that the self is different from others Roots in infancy (preferential looking tasks) Self-awareness is developing by 18 months (rouge task) the ability to reason about what other people think and believe False Belief Task
47
Biological Foundations: _____ ______________ Frontal lobes (especially PFC) do not mature until late ___________ or early adulthood PFC plays an important role in planning, decision-making, self-regulation (e.g., impulse control)
Brain Maturation adolescence
48
Hypothetical and abstract reasoning are developing quickly Generally good, but leads to problems in thinking, such as: Naïve idealism: Personal Fable:
The real world is compared to an idealized, hypothetical world (mentally constructed) feelings of profound uniqueness and of living out a story that others are watching; feelings of specialness and (at times) invincibility
49
Relativistic Thinking Develops
Answers are not always “either-or” or “black-and-white”
50
Some _________ abilities improve, others decline Decreases in speed of processing, working memory, long-term memory Less decline for practical material relevant to daily life Better vocabulary (crystalized intelligence can increase through much of adulthood
cognitive
51
Infants are born with social preferences Preference for faces over other visual _________ Preference for voices over other sounds Attachments to parents Social nuance appears: Stranger anxiety:
stimuli Infants prefer parents early on fear of strangers develops ~8-9 months; declines after 12-15 months
52
Temperament: Types of Temperament (Thomas & Chess, 1977) Easy children Difficult Children Slow-to-warm-up Children Combination of types (~35%)
Basic emotional style that appears early in development and is genetic in origin
53
Attachment: Parental Attachment Physical contact is crucial Women may engage in more routine caregiving; men more “rough-and-tumble” play
An emotional connection we share with those to whom we feel closest The emotional tie to a parent (or caregiver) that is experienced by an infant and from which the child derives a sense of security
54
Strange Situation: 1. Researcher introduces parent and infant to playroom 2. Parent is seated while infant plays with toys 3. Stranger enters and talks to parent 4. Parent leaves room. Stranger responds to infant/offers comfort 5. Parent returns and greets baby; stranger leaves 6.Parent leaves room; infant is alone 7. Stranger enters and offers comfort 8. Parent returns, greets baby, offers comfort and toys
Infant experiences 8 events and their responses are measured
55
Types of Attachment: Secure: Avoidant Attachment: Ambivalent Attachment: Disorganized/Disoriented Attachment: infant seems confused or apprehensive and shows contradictory behaviour
an infant readily separates from the parent, seeks proximity when stressed, and uses the parent as a safe base for exploration an infant avoids contact with the parent and shows no preference for the parent over other people. an infant shows little exploratory behaviour, is greatly upset when separated from the parent, and is not reassured by the parent’s return or efforts to provide comfort.
56
Caregiver Characteristics: Happy, emotionally and physically responsive ________ produce more securely attached infants Insecure attachment is more likely if parents are ______________ _______________, unmarried/separated, and experience poor mental health
parents emotionally unavailable
57
Attachment Quality and Outcomes Securely _________ infants have better cognitive, social, emotional, and behavioural outcomes Tend to _____ securely attached children of their own
attached raise
58
___________ can change depending on circumstances Secure to insecure:
Attachment negative life events/changes
59
Attachment Attachment style generalizes to other ____________ Securely attached children have better social relationships, and better __________ and _____________ outcomes
relationships cognitive and behavioural
60
Parenting Styles Authoritarian: Permissive: Uninvolved: Authoritative:
A: high demands and control, but little warmth or communication P: high warmth, low control, demands, and communication U: low demands, warmth, control, and communication A: high demands, control, warmth, and communication
61
Peer relationships in childhood: Allow children to develop ______ skills Increase in importance as children get older ”Best friend” relationships often emerge in school-aged children Friendships are often gender __________
social segregated
62
Peer relationships in adolescence Seek _________ and challenge parental authority: _________ is normal May be more significant in adolescence than at any other time in the lifespan Identity formation and _________ through peer group Romantic relationships emerge
autonomy conflict validation
63
Marriage Marital stability and ____________ increase Maturation; child-rearing declines Divorce: those that ________ are better relationships
satisfaction remain
64
Family Relationships and Care “Sandwich generation”:
middle-adults often have to help their children and parents
65
Children
Empty-nest Failure-to-launch and revolving door Cluttered-nest
66
Grandparents
Most people have positive experiences as grandparents Often welcomed by parents into their children’s lives
67
Friends
Smaller social circles Relationships can be of high quality Larger social network is associated with better physical and psychological outcomes
68
Erikson’s Psychosocial Theory Development of personality results from (...)
the interaction between internal drives and cultural demands across eight stages or crises Psychosocial crisis at each stage of development Development continues throughout the lifespan
69
Eight Psychosocial Stages (age): Trust vs. mistrust (birth to 1): Hope; Autonomy vs. shame and doubt (1-3): Will; Initiative vs. guilt (3-6): Purpose; Industry vs. inferiority (6-12): Competence; Intimacy vs. isolation (18-30): Love; develop intimate relationships with others Generativity vs. stagnation (30-late adulthood): Care; Integrity vs. despair (Late adulthood): Wisdom;
trust in primary caregiver is developed through warm, responsive care physical/motor abilities, self-care, and basic personal responsibility goal-oriented behaviour; learn assertiveness/aggressiveness learn school-based skills, social/cultural skills, and tool use Eight Psychosocial Stages (age): Identity vs. role confusion (12-18): Fidelity; sexual, social, and occupational identities develop raise children, care for others, and productive work reflect on life, self-acceptance, and integration of earlier stages
PSYC 101
flashcards
Decks in class (9)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions