AP Psychology - Developmental and Abnormal Psychology: Developmental Psych Test

nature

how does our genetic inheritance influence our behavior?

nurture

how does our experience influence our behavior

stages

development is a sequence of separate stages

stability

our personality traits persist through our whole life

change

our personality changes and we become different people as we age

cross sectional study

comparing one cohort to another, shorter time period (usually different age groups)

longitudinal study

studying same group of people over a long period of time, more time consuming, drop out rate is high

continuity theories

development is gradual and it is difficult to notice changing

discontinuity theories

development occurs in dramatic and obvious stages

maturation

refers to development that mostly happens on its own

socialization

the impact of the social environment on development (learning to say bless you after someone sneezes)

teratogens

agents that reach the embryo/fetus and cause harm

fetal alcohol syndrome

caused by the mother drinking while pregnant, distinct facial features, behavioral impacts

rooting reflex

when you touch a newborn on the cheek, they will look around for food

sucking reflex

newborns will suck anything in their mouth

grasping reflex

newborns will grab onto anything they can reach

babinski reflex

if you stroke the bottom of a newborns foot their toes will fan out and curl back in

mimicking facial expressions

12 weeks

jean piaget

stage theorist, studied thinking and development, general sequence of developmental milestones

assimilation

attempting to fit a new experience into cognitive framework into schemas (experiences) they have already experienced

accommodation

adapting the cognitive framework to incorporate new experiences and information (small children learning animals)

piaget’s stages of development

sensorimotor, preoperational, concrete operational, formal operational

sensorimotor

birth to 2 years, object permanence, stranger anxiety, “baby physics” and “baby math”

preoperational

2 to 6-7 years, pretend play, egocentrism

concrete operational

7 to 11 years, conservation, mathematical transformations

formal operational

12 to adulthood, abstract logic, potential for mature and moral reasoning

theory of mind

develops at age 4, taking other perspective into consideration

conservation

the idea that the amount of something does not change based on arrangement or appearance (concrete operational)

Lev Vygotsky

zone of proximal development

social learning theory

focused on social interaction/context rather than biological maturation

autism spectrum disorder (ASD)

social deficits, language impairment, repetitive behaviors

Konrad Lorenz

imprinting, replaced a mother duck with a surrogate (himself)

Harry Harlow

humans need physical touch and nurturance (terry cloth monkey experiment)

Mary Ainsworth

attachment styles: secure, avoidant, ambivalent, disorganized

secure

mother: quick, sensitive, consistent child: secure, exploring,happy

ambivalent

mother: inconsistent, neglectful, sensitive child: anxious, insecure, angry

avoidant

mother: distant and disengaged child: not explorative, emotionally distant

disorganized

mother: extreme, frightening/ed, passive child: depressed, passive, angry, non responsive

role of temperament

start of the formation of personality

high reactive infants

tend to be apprehensive, and react in a fearful manner when introduced to new things

low reactive infants

sociable and calm when introduced to new experiences

separation anxiety

often begins at 6-9 months, distress when separated from parent or caregiver

stranger anxiety

distress when encountering new and unfamiliar faces, peaks at 13-15 months

authoritative parenting style

responsive, clear standards, reciprocal, “lets talk about it” (ideal style for most)

authoritarian parenting style

emotionally distant, clear rules, structure environment, “because i said so”

uninvolved parenting style

neglectful, passive, uninterested, absent, “you’re on your own”

permissive parenting style

indulgent, few rules, lenient, accepting, “you’re the boss”

Erik Erikson

developed the 8 stage theory

trust vs. mistrust

first year of life, “is my world supportive?”

autonomy vs. shame and doubt

2-3, begin to control their own bodies, toilet training

initiative vs. guilt

4-6, no turns into why (is curiosity encouraged or discouraged)

industry vs. inferiority

6 - puberty, we are evaluated by peers and school, do we feel good about our accomplishments or not good enough

identity vs. confusion

teenagers, trying out different roles, who am i and where do i belong?

intimacy vs. isolation

early adulthood, examining priorities, developing relationships

generative vs. stagnation

middle adulthood, have i created what i want in life or am i stuck?, “midlife crisis”

integrity vs. despair

late adulthood, was my life meaningful? do i have regrets?

sex

biologically determined

gender

culturally acquired behavior and attitudes associated with our biological sex

gender identity

sense of being a boy or a girl

gender constancy

our gender identity is constant throughout life

gender role

behaviors considered appropriate for males and females in given social setting

social learning theory for gender

we learn gender roles based on observation, imitating, and receiving punishments/reward

gender typing

process of acquiring the traditional roles associated with males and females

gender schema

mental constructs or generalization associated with males and females

androgyny

presence of both male and female behaviors in the same person

development of homosexuality

genetics, prenatal factors (hormone exposure), environment

Lawrence Kohlberg

stages and levels of moral development

preconventional level

up to 10 years old, punishment and obedience, instrumental exchange

conventional level

teens and most adults, interpersonal conformity, law and order

postconventional level

small percentage of adults, social contract, universal principles

Carol Gilligan

criticized Kohlberg for only using males in his studies to develop his stage theory

the teen brain

maturation of brain and increased myelinization

parental and peer influences

role of “social identity” and “imaginary audience”

primary sex characteristics

testes, ovaries

secondary sex characteristics

breast development, widening of hips. deep voice, facial hair, increased muscle mass

spermarche

first ejaculation (male)

menarche

first period (female)

emerging adulthood

18 to mid twenties, neural pruning and decreased myelination

adulthood and aging

deterioration of telomeres, affected by smoking, obesity, stress

brain atrophies during aging

as we age we tend to be less negative and emotionally reactive. atrophy of frontal lobe leads to bluntness

death deferral theory

people are less likely to die before major holidays

kübler-ross model

5 stages of grief, mainly used for death but can be applied to grief in general