GRE psychology Extras > Developmental Psych > Flashcards

Developmental Psych Flashcards

(52 cards)

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1
Q

Klinefelter’s Syndrome

A

Males with XXY chromosomes
Sterile
Mental retardation

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2
Q

Turner’s syndrome

A

Females with only 1 X chromosome
No secondary sec characteristics
Physical abnormalities

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3
Q

Prenatal Development

A
  1. Zygote: sperm fertilizes egg
  2. Germinal: 2 weeks, egg implants in uterine wall
  3. Embryonic: 8 weeks, embryo increases in size
  4. Fetal: 3rd month > birth, measurable electrical activity in the brain
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4
Q

Rooting reflex

A

Infants automatically turn their heads in the direction of stimuli when applied to the cheek

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5
Q

Moro reflex

A

infants react to abrupt movements of their heads by flinging out their arms, extending their fingers, bringing their arms back to the body and then hugging themselves.
- disappears after 4 months

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6
Q

Babinski reflex

A

infants’ toes automatically spread apart when the soles of their feet are stimulated

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7
Q

Grasping reflex

A

Infants automatically close their fingers around objects placed in their hands

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8
Q

Piaget Development Timeline

A
  1. Sensorimotor: 0-2 years
  2. Preoperational: 2-7 years
  3. Concrete operational: 7-11 years
  4. Formal Operational: 11-onwards
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9
Q

Sensorimotor Stage

A

0-2 years
differentiates self from objects
primary and secondary circular reactions
object permanence achieved

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10
Q

Primary Circular Reactions

A

coordinate separate aspects of movement

repetition = circular

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11
Q

Secondary Circular Reactions

A

directed toward manipulation of objects in the environment instead of just the body

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12
Q

Preoperational Stage

A

2-7 Years

  • have learned about object permanence
  • uses representational vocab
  • centration: focus on only one aspect (like egocentrism)
  • cannot understand conservation
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13
Q

Concrete Operational Stage

A

7-11 years

  • mastered conservation, no more egocentrism
  • cannot understand abstract thought
  • logical thinking
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14
Q

Zone of Proximal Development

A

Vygotsky development theory
Refers to skills and abilities that have not yet fully developed but are in the process of development. The child needs guidance to demonstrate.
EX: child takes a test then retakes a test with guidance from an adult and improves their score. Difference between the two scores = zone

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15
Q

Categorical perception

A

Ability to distinguish between differences in sound that do or do not denote differences in meaning

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16
Q

Timeline of Language development

A

18m: dozens of words, one at a time
18-20m: start combining words
2.5-3y: longer sentences, vocab increases
5y: substantially mastered

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17
Q

Errors of Growth

A

mastering complex general rules of language»_space; overregulation»_space; makes mistakes and creates words they have never heard (runned, hisself)

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18
Q

Frued’s Timeline of Development

A
  1. Oral: 0-1y
  2. Anal: 1-3y
  3. Phallic: 3-5y
  4. Latency: 5- puberty
  5. Genital: puberty - adulthood
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19
Q

Oral Stage

A

gratification through putting objects in mouth/biting/sucking
Fixation = excessive dependency

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20
Q

Anal Stage

A

gratification through elimination/retention of body waste

Fixation = excessive orderliness or sloppiness

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21
Q

Phallic Stage

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A

Oedipal conflict (boys) or Electra conflict (girls)

  • envies father’s relationship w/mom, fears castration by father
  • wants to kill father and posses mom but feels guilty
  • guilt»_space; identifying with father, establish sexual identity, internalizing moral values
  • de-eroticizes/sublimates libidinal energy»_space; collecting or focusing on schoolwork
22
Q

Genital Stage

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A

if developed correctly, can have healthy relationships. if “sexual trauma” have not been resolved = behaviors like fetishes

23
Q

Erikson’s Timeline of Development

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A 
trust vs. mistrust: 0-1
autonomy vs. shame/doubt: 1-3
initiative vs. guilt: 3-6
industry vs. inferiority: 6-12
identity vs. role confusion: puberty
intimacy vs. isolation: young adulthood
generativity vs. stagnation: middle age
integrity vs. despair: old age
24
Q

Trust vs. Mistrust

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A

Trust: learn to trust environment/parents
Mistrust: Suspicious of the world

25
Autonomy vs. Shame/Doubt
Autonomy: feeling of will, ability to exercise choice and self-restraint = competence/autonomy Shame/Doubt: doubt, lack of control
26
Initiative vs. Guilt
Initiative: purpose, initiate activities, enjoy accomplishment Guilt: fear of punishment >> restriction or showing off
27
Industry vs. Inferiority
Industry: Competent Inferiority: inadequancy, inability, low self-esteem
28
Identity vs. Role confusion
Identity: fidelity to self, unique person | role confusion: identity confusion, shifting personality
29
Intimacy vs. Isolation
Intimacy: intimate relationships with others, commit to another person and goals isolation: avoidance of commitment, alienation from others, distancing from goals. Withdrawn or can only have superficial relationships
30
Generativity vs. Stagnation
Generativity: productive, caring, contributing member of society Stagnation: self-indulgent, self-centered
31
Integrity vs. Despair
Integrity: reflect on life with wisdom, meaning of life, dignity, feeling worthwhile, ready to face death Despair: bitterness, worthlessness, fear of death
32
Separation Anxiety
2yo reaction to mother leaving usually gone by 3y
33
Preconventional Morality
``` Stage 1: punishment, obedience Stage 2 (instrumental relativist stage): reciprocity ```
34
Conventional Phase of Morality
Stage 3: approval from others (good girl, nice boy) | Stage 4: rules of authority (law and order)
35
Post conventional stage of morality
Stage 5: social contract orientation, moral rules ensure the greater good Stage 6: acting according to a set of universal ethical principles
36
Gender labeling
2-3 years | know they are a member of a particular sex and can label it and others
37
Gender Stability
3-4 years | children can predict that they will still be a boy or girl when they grow up. superficial understanding
38
Gender Consistency
4-7 years | understand the permanency of gender, regardless of what one wears/behavior
39
Gender Schematic Processing Theory
Martin and Hlverson Builds on Kohlberg as soon as children can label own gender they begin concentrating on those behaviors that seem to be associated with their gender
40
Authoritarian parenting
punitive control methods and lack emotional warmth | - Children have difficulties with school and peer relations
41
Authoritative parenting
High demands for child compliance, low of punitive control methods, use positive reinforcement, emotional warmth Children are more socially/academically competent
42
Permissive Parenting
low on control and demand | - Children have difficulties with school and peer relations
43
Teratogens
Impair physical or cognitive development in the womb | Ex: drugs, alcohol, bacteria, thalidomide
44
Critical Periods
biologically determined time periods for the development of specific skills
45
Sensitive Periods
Biologically determined time periods when specific skills develop most easily
46
Attachment Styles
Secure, avoidant, anxious/ambivalent, disorganized
47
Confabulation
When children make things up, possibly from underdeveloped frontal lobes, more likely when asked about personal experiences
48
Theory of Mind
The term used to describe the ability to explain and predict other people's behavior as a result of recognizing their mental state Tested using false-belief task Coincides with full development of frontal lobes
49
Telegraphic speech
tendency for children to speak using rudimentary sentences that are missing words and grammatical markings but follow a logical syntax
50
Biocultural Systems Theory
biology + culture = development microsystem: most immediate effect (family, classroom) exosystem: less direct influences (church) macrosystems: larger sociocultural context (asian culture) chronosystem: normals and rules in the historical time
51
Group socialization theory
Children learn 2 sets of behaviors, one from the home, one for outside. Those taught at home are not useful for outside. Those learned outside the home have long-term effects on personality and adult behavior. Highly criticized
52
Socioemotional selective theory
Carstensen As people grow older they perceive time to be limited and therefore adjust their priorities to emphasize emotionally meaningful events, experiences, and goals
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