1
Q
physical development
A
involves growth and changes in the body and brain, the senses, motor skills, and health and wellness
2
Q
cognitive development
A
involves learning, attention, memory, language, thinking, reasoning, and creativity
3
Q
psychosocial development
A
involves emotions, personality, and social relationships
4
Q
normative approach
A
- tries to determine what normal development looks like
- term often requires deeper consideration, some psychologists don’t use them anymore
- can be used to determine if a child has a undiagnosed condition
5
Q
developmental milestones
A
- age-related averages as general guidelines to compare children with same-age peers to determine the approximate ages they should reach specific normative events
- not all events are universal
- ex. crawling, walking, writing, speaking in sentences
6
Q
continuous development
A
- views development as a cumulative process, gradually improving on existing skills
- gradual development throughout life
- is a theoretical approach regarding human development
7
Q
nature
A
- the effects our biology and genetics have on who we are
8
Q
nurture
A
- the effects our environment and culture have on who we are
9
Q
discontinuous development
A
- believe that development takes place in unique stages: It occurs at specific times or ages
- change is more sudden
- is a theoretical approach regarding human development
10
Q
nature vs. nurture
A
- debate that seeks to understand how our personalities/traits are the product of our genetic makeup and biological factors/environment
- debate centers on relative contribution of each
11
Q
psychosexual development
A
- Freud’s theory of childhood development
- children’s pleasure-seeking urges are focused on a different area of body at five stages of development: oral, anal, phallic, latency, and genital
- not supported by research, main takeaway is personality is effected by childhood
12
Q
psychosocial development
A
- Erik Erikson’s theory of child development
- emphasizes the social nature of our development rather than its sexual nature
- personality development takes place all through lifespan
- how we interact with others is what affects our sense of self called ego identity
13
Q
schemata
A
- concepts (mental models) that are used to help us categorize and interpret information
- children develop schemata to help them understand the world
14
Q
assimilation
A
- taking in information that is comparable to what they already know
- way of changing your schemata as you develop
15
Q
accommodation
A
- changing your schemata based on new information
- process continues as children interact with their environment
- way of changing your schemata as you develop
16
Q
sensorimotor
A
- first stage of cognitive theory of development (birth - 2yrs)
- children learn about the world through their senses and motor behavior
- ex. put objects in mouths to see if edible, and once they can grasp objects, they may shake or bang them to see if they make sounds.
17
Q
object permanence
A
- happens between 5-8 months old
- the understanding that even if something is out of sight, it still exists
18
Q
preoperational stage
A
- second stage of cognitive theory of development (2yrs - 7yrs)
- children can use symbols to represent words, images, and ideas
- begin to use language in the preoperational stage, but they cannot understand adult logic or mentally manipulate information
19
Q
conservation
A
- the idea that even if you change the appearance of something, it is still equal in size as long as nothing has been removed or added
- children can struggle to grasp this
20
Q
egocentrism
A
-child is unable to take perspective of others (thinks that everyone sees, thinks, and feels like them)
- part of preoperational stage
21
Q
concrete operational stage
A
- third stage of cognitive theory of development (7yrs - 11yrs)
- children can think logically about real events, can understand numbers and employ memory strategies
- can understand conservation
22
Q
reversibility
A
- objects can be changed and then returned back to their original form or condition
- what children can understand in concrete operational stage
23
Q
formal operational stage
A
- fourth stage of cognitive theory of development (11yrs - adult)
- can deal with abstract ideas and hypothetical situations to problem solve, look at solutions, and test them - In adolescence, a renewed egocentrism occurs
24
Q
stages of moral reasoning
A
- idea that like cognitive development, we develop morally overtime
- an individual progresses from capacity for pre-conventional morality (before age 9) to the capacity for conventional morality (early adolescence), and toward attaining post-conventional morality
25
cognitive theory of development
- by Jean Piaget, focuses on children's cognitive growth
- thinking is a central aspect of development, children are naturally inquisitive, but don't think/reason like adults
- our cognitive abilities develop through specific stages (discontinuity approach)
- thought to not be fully accurate
26
sociocultural theory of development
- suggested that human development is rooted in one’s culture
- ex. A child’s social world forms basis for the formation of language
27
conception
- when sperm fertilizes an egg and forms a zygote
- part of germinal stage of prenatal development
28
zygote
- one-cell structure that is created when a sperm and egg merge
- genetic makeup and sex of the zygote are set at this point
- part of germinal stage of prenatal development
29
mitosis
- process of cell division
- zygote divides and multiplies, going from a one-cell structure to two cells, then four cells, then eight cells, and so on
- part of germinal stage of prenatal development
30
embryo
- the implantation of a zygote into the lining of the uterus
- part of embryonic stage of prenatal development
31
placenta
- a structure connected to the uterus that provides nourishment and oxygen to the developing embryo via the umbilical cord
- organs form, heart beats, basic structures form
- part of embryonic stage of prenatal development
32
prenatal care
- is medical care during pregnancy that monitors the health of both the pregnant person and the fetus
- reduces risk of complications during pregnancy
33
teratogen
- any environmental agent—biological, chemical, or physical—that causes damage to the developing embryo or fetus
34
critical or sensitive period
- which each organ of the fetus develops
- makes what person ingests very crucial during this time (no alcohol or smoking)
35
newborn reflexes
- inborn automatic responses to particular forms of stimulation
- help the newborn survive until it is capable of more complex behaviors
36
motor skills
- our ability to move our bodies and manipulate objects
37
fine motor skills
- focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions
- e.g., grasping a toy, writing with a pencil, and using a spoon
38
gross motor skills
- focus on large muscle groups that control our arms and legs and involve larger movements
- e.g., balancing, running, and jumping
39
attachment
- a long-standing connection or bond with others
- In social and emotional development, forming healthy attachments is very important and is the major social milestone of infancy
40
secure base
- a parental presence that gives the child a sense of safety as he explores his surroundings
- caregiver must be responsive to the child’s needs and caregiver and child must engage in mutually enjoyable interactions
41
secure attachment
- healthiest type of attachment
- the toddler prefers his parent over a stranger
- attachment figure is used as a secure base to explore the environment and is sought out in times of stress
42
avoidant attachment
- the child is unresponsive to the parent, does not use the parent as a secure base, and does not care if the parent leaves
- reacts to parent same as stranger, slow to show positive reaction
- theorized these caregivers are inattentive
43
resistant attachment
- children tend to show clingy behavior, but then they reject the attachment figure’s attempts to interact with them
- result of the caregivers’ inconsistent level of response to their child
44
disorganized attachment
- child can't regulate their emotions well, act erratically without caregiver
- seen most often in kids who have been abused
45
authoritative style
- parent gives reasonable demands and consistent limits, expresses warmth and affection, and listens to the child’s point of view
- will modify rules in certain cases
- considered healthiest way, kids tend to have high self esteem/social skills
46
authoritarian style
- parent places high value on conformity and obedience
- often strict, tightly monitor their children, and express little warmth
- can produce anxious, withdrawn, and unhappy kids
47
permissive style
- the kids run the show and anything goes
- Permissive parents make few demands, rarely use punishment, very nurturing and loving, and may play the role of friend
- children tend to lack self-discipline, display riskier behaviors
48
uninvolved style
- parents are indifferent, uninvolved, and sometimes neglectful
- don’t respond to the child’s needs and make relatively few demands
- children are usually emotionally withdrawn, fearful, anxious
49
temperament
- innate traits that influence how one thinks, behaves, and reacts with the environment
- idea that children's temperament may effect how they are parented
50
adolescence
- the period of development that begins at puberty and ends at emerging adulthood (around 12-18yrs)
- begins with puberty
51
adrenarche
the maturing of the adrenal glands during puberty
52
gonadarche
the maturing of the sex glands during puberty
53
primary sexual characteristics
- organs specifically needed for reproduction, like the uterus and ovaries and testes
- develop during puberty
54
menarche
- the beginning of menstrual periods,
- usually occurs around 12–13 years old
55
spermarche
- the first ejaculation
- around 13–14 years old
56
cognitive empathy
- the ability to take the perspective of others and feel concern for others
- begins to increase in adolescence and is an important component of social problem solving and conflict avoidance
57
emerging adulthood
- is a relatively newly defined period of lifespan development from 18yrs - mid-20s, characterized as an in-between time where identity exploration is focused on work and love
58
socioemotional selectivity theory
- suggests that our social support and friendships dwindle in number, but remain as close, if not more close than in our earlier years
- happens as we age
59
hospice
- to help provide a death with dignity and pain management in a humane and comfortable environment, which is usually outside of a hospital setting
60
living will/advance directive
a written legal document that details specific interventions a person wants
61
do not resuscitate (DNR) order
- states that if a person stops breathing or their heart stops beating, medical personnel such as doctors and nurses are not to take steps to revive or resuscitate the patient
- based on patients wishes, which they share with friends and family
62
heath care proxy
appoints a specific person to make medical decisions for you if you are unable to speak for yourself
63
prenatal development
- how you develop in the womb
- three stages of prenatal development: germinal, embryonic, and fetal
64
fetal stage
- third and final stage of prenatal development
- fetus is about the size of a kidney bean and begins to take on the recognizable form of a human being while growing
65
blooming
- period of rapid neural growth where vast majority of neural connections and pathways occur during the first few years of a child’s life
- afterwards pruning occurs where connections are reduced to help brain function more efficiently
66
self-concept
- developing a positive sense of self and being able to recognize self
- part of childhood development
- positive self-concept is important to healthy development
67
secondary sexual characteristics
- physical signs of sexual maturation that do not directly involve sex organs
- development of breasts and hips, facial hair, deepened voice
- happens during puberty
Psychology
flashcards
Decks in class (15)
# Cards
-
Chapter 1 - Introduction to Psychology45
-
Chapter 2 - Psychological Research58
-
Chapter 3 - Biopsychology109
-
Chapter 4 - States of Consciousness63
-
Chapter 5 - Sensation and Perception94
-
Chapter 6 - Learning51
-
Chapter 7 - Thinking and Intelligence54
-
Chapter 8 - Memory55
-
Chapter 9 - Lifespan Development67
-
Chapter 10 - Emotion and Motivation21
-
Chapter 11 - Personality52
-
Chapter 12 - Social Psychology67
-
Chapter 15 - Psychological Disorders91
-
Chapter 16 - Treatment and Therapy59
-
Chapter 13 - Industrial/Organizational Psychology37
