ap psych unit 3 vocab

conception

occurs when fertilization creates a zygote, organism formed by union of sperm with an egg

gestation

the process of carrying or being carried in the womb between conception and birth

developmental psycholgoy

studies how people change physically, cognitively, and psychosocially over a lifespan

development

more-or-less predictable changes in behavior associated with age

germinal stage (zygotic stage)

• first two weeks of prenatal development; zygote undergoes rapid cell division and the beginning of cell differentiation

• placenta begins to form

zygote

fertilized egg

embryonic stage

week 3-8; rapid grown and intensive cell differentiation; organs and major systems of the body including nervous system form

cell differentiation

the process during immature (unspecialized) cells take on individual characteristics and reach their mature (specialized) form and function

fetal stage

week 9-birth; body’s systems grow and reach maturity in preparation for life outside the mother’s body

placenta

support organ for the futus that provides oxygen and nutrients from mother to futus and carbon dioxide and waste products from fetus to mother

teratogens

drugs, medicine, etc that travels through the placenta and harms the fetus

maternal malnutrition

increased risk of birth complications, neurological defects, schizophrenia, heart disease, diabetics, and adult obestity

maternal illness

health conditions in the mother that may cause pregnancy complications

chromosomes

• during fertlization, the sperm adds either an X (female) or a Y (male) chromosome to the X in the ovum, determining the embryo’s genetic sex

• men are 46XY and women are 46XX

• 1 in 250 bron with ± 1 chromosome

down syndrome

• chromosomal abnormality: caused by presence of additional 21st chromosome

• positive correlation between mother’s age and likelihood of having a child with down syndrome

reflex

an natural, automatic response by the body that occurs when a stimulus in the environment is detected

temperament

inborn predisposition to behave and react in a certain way, often in terms of mood, activity level, and emotional reactivity

• 40% easy children

• 15% slow-to-warm-up children

• 10% difficult children

• 35% mixture of these 3 temperament

jean piaget

studied cognitive development and developed the stages we go through

sensorimotor stage

• explores world through direct sensory and motor contact, object permanence and separation anxiety develop during this state

• 0-2 years; piaget

preoperational

• child uses symbols (words and images) to represent objects but does not reason logically, has ability to pretend and child is egocentric

• 2-6 years; piaget

egocentric

inability to understand that others see the world differently than you do

concrete operational

• child can think logically about concrete objects and can add and subtract, also can understand conversations

• 7-12 years; piaget

formal operational

• adolescente can reason abstractly and think in hypothetical terms

• 12 years-adult; piaget

object permanence

• develop awareness that objects continue to exist even if they can’t be seen, heard, or touched; develops between 4-8 months old

• jean piaget

erik erikson

• studied psychosocial development

• each 8 stages is associated with a psychosocal conflict that can be resolved in either a positive or negative direction

sigmund freud

studied psychosexual development and developed stages that we go though as we age

maladaptive behavior

• behaviors that prevent you from making adjustments that are in your best interest

• ex. avoidance and withdraw

• conflicts unresolved during psychosexual stages could surface as maladaptive behavior in adult years

oral stage

• 0-18 months - pleasure centers on the mouth, sucking, biting, chewing

• sigmund freud

anal stage

• 18-36 months - pleasure focuses on bowel and bladder elimination, coping with demands for control

• sigmund freud

strange situation

• studies how babies balance their needs for attachment and exploration under varying levels of stress

• mary ainsworth

secure child

• distressed when the attachment figure leaves —> quickly comforted when the attachment figure returns

• 70% of children

avoidant child

• not distressed when the attachment figure leaves —> avoids the attachment figure when he or she returns

• 15% of children

anxious/ambivalent child

• inconsolably upset when the attachment figure leaves —> child will both seek and reject caring contact

• 15% of children

social construct

a concept that exists not in objective reality but as a result of human interactions

sex

either of the two major forms of individuals that are distinguished respectively as female or male especially on the basis of their reproductive organs and structures

gender

a social construct that refers to attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex (APA)

gender roles

societal expectations of behavior for men and women, generally set by sex rather than gender

sexism

negitive attitudes and/or behaviors towards a person based on their sex or gender

schemas

basic units of knowledge and building blocks of intellectual development

assimilation

the act of expanding the range of information and experiences you respond to

accommodation

the act of changing how you do something

phonemes

• smallest units of sound in a language

• ex. cat has 3: kuh, ah, tuh

morphemes

• smallest unit of meaning in language

• ex. cooked consists of two: cook and ed, the

  suffix ed indicates cooking took place in the past

syntax

• set of rules ordering words and phrases into sentences

• ex. nouns before verbs when making statements

pragmatics

• social niceties or practical aspects of communicating (knowing what to say, how to say it, and when to say it)

• ex. taking turns when speaking rather than speaking at the same time

cooing stage language development

• birth - two months

• pre-linguistic stage

babbling stage language development

• meaningless, speechlike sounds

• 2 - 12 months

• pre-linguistic stage

holophrastic stage language development

• expressing a complete thought with 1 word

• 12 months

• linguistic stage

telegraphic speech language development

• 2-3 word utterances like “me walk”

• 16 - 18 months

• linguistic stage

over-extension language development

• using a word too broadly like calling all four legged animals a “doggie”

• add 6 - 10 words a day

• 2 - 6 years old

• linguistic stage

over-regularization language development

• regualar grammatical patterns are applied to irregular verbs like “breaked” instead of “broken”

• add 6 - 10 words a day

• 2 - 6 years old

• linguistic stage

from age 5 on language development

• add words to vocab

• learn pragmatics

• linguistic stage

linguistic relativity hypothesis

• idea that the structure of a language may influence the way individuals think

• lead us to reexamine our comman language usage

language acquisition device

the innate ability of the human brain to aquire language during childhood’s critical period

rooting reflex

causes infants to turn it’s mouth towards a nipple or anything that touches it’s cheek

babkin reflex

head rotation in response to pressure on the palms of both hands

centration

tendency to focus on just one feature of a problem, neglecting other important aspects

irreversibility

inability to envision reversing an action

conservation

awareness that physical quantities remain constant in spite of changes in their shape or appearance

visual cliff

• invlolves an apparent, but not actual drop, from one surface to another

• it tests babies depth perception and is formed by connecting a transparent glass surface to an opaque pattern surface

zone of proximal development

• the difference what children can accomplish on their own and what they can accomplish with help from others who are more competent

• lev vygotsky

nature vs nurture

• nature refers to the biological/genetic predispositions that impact one’s human traits (physical, emotional, intellectual)

• nuture describes the influence of learning and other environmental factors on these traits

sensative/critical period

windows in early development where experince has a profound effect on the brain

criticisms of piaget

• relied on q&a, requires language skills

• underestimates the cognitive abilities of infants and young children

• underestimated the social and cultural enviornment

lev vygotsky

• argued that children can reach higher levels of cognitive development through the support and instruction they revieve from other people

imprinting

• only happens at a specific stage in an animals development called the critical period

• it can’t be forgotten

seperation anxiety

• emotional distress seen in many infants when they are seperated from people who they have formed an attachment to

• emerges from 8-14 months

criticisms of mary ainsworth

• attachment types aren’t always permanent

• culteral differences

harry harlow

• his study highlights the importance of care-giving and companionship in socal and cognitive development

• he seperated newborn monkeys for their moms and raised them in cages containing artifical moms

harry harlow findings

• infants preferred the cloth mother and spent the most time with it especially when frightened

• they withdrew from social contact when in groups

• anxious and emotionally disturbed

• counld’t have normal sexual relationships

• when some females had babies, they often abandoned the baby

dinana baumrind

• conducted a longitudinal study of 100 pre-k children

• indicates that higher control parenting is linked to better grades for asian and african American students

authoritiative parents

• friendly

• cooperative

• self-reliant

• socially responsible

• do better in school and are more popular

diana baumrind

authoritarian parents

• moody

• unhappy

• fearful

• withdraw

• not spontaneous

• irritable

• more likely to cheat

• more likely to deny respnsibility and assign blame

diana baumrind

permissive parents

• relatively immature

• dependent

• often have tantrums

• tend to ask for help even when encountered with slight difficulties

diana baumrind

uninvolved parents

• immature

• impulsive

• aggressive

• less likely than any other children to form secure attachments

diana baumrind

imitmacy v. isolation

• early adulthood

• positive resolution: development of loving, sexual relationships, and close friendships

• negative resolution: fear of relationships with others and the person become psychologically isolated

erikson’s stages of psychosocial development in adulthood

generativity v. isolation

• middle adulthood

• positive resolution: through child rearing, caring for others, productive work and community involvement, the adult expressed unselfish concern for the welfare of the next generation

• negative resolution: self-indulgence, self-absorption, and a preoccupation with one’s own needs lead to a sense of stagnation, boredom, and a lack of meaningful accomplishments

erikson’s stages of psychosocial development in adulthood

ego intergrity v. despair

• late adulthood

• positive resolution: in reviewing his/her life, the older adult experiences a strong sense of self-acceptance and meaningfulness in his/her accomplishments

• negative resolution: in reviewing his/her life, the older adult experiences regret, dissatisfaction, and disapointment about his/her life and accomplishments

erikson’s stages of psychosocial development in adulthood

menopause

• overies stop releasing eggs and menstratual periods stop

• in late 40s - early 50s

• fluctuations in women’s hormones, particualary estogren

• sexual change

andropause

• decline in males of several hormones, primarily testosterone

• begins in late 40s

• males rarely lose all reproductive ability

• sexual change

social change

• adults often launch themselves into their careers, marriage, and families

• adults have fewer friends than teens

• establishing a committed, intimate relationship takes on new urgency

robert sternberg’s triangular theory of love

• 3 components of love: intimacy, commitment, and passion and through the combination of the 3 main components, 7 different forms of love are created

  • liking intimacy

  • romantic love; passion + intimacy

  • infatuation; passion

  • fatuous love; passion + commitment

  • empty love; commitment

  • companionate love; intimacy + commitment

phycical changes that emerge as people age

• occasional slight height loss

• vision, hearing, smell, and taste become less sensitive

• reaction time slows

• physical stamina decreases

• although the frequency of sexual activity decreases, sex remains pleasurable into old age and some report that sexual pleasure increases

cognitive changes that emerge as people age

• fluid intelligence declines but crystalliszed intelligence remains steady

• memeroy loss tends to be limited to episodic memories

fluid intelligence

info processing skills like memory, calculations, and analogy solving

crystallized intelligence

intelligence based on accumulation of info, skills, and strategies learned through experiences

psychosocial task; young children

could wrestle with issues of trust, then autonomy, then even initiative

psychosocial task; school-age children

strive for acceptance, competence, and a feeling of being able and productive

psychosocial task; adolescents

• who am I as an individual?

• what do I want to do with my life?

• what values should I live by?

• what do I believe in?

infancy

• trust vs. mistrust

• if needs are met, infants develop a sense of basic trust

• 0 - 1 years old

• eriksons stage of psychosocial development

toddlerhood

• autonomy vs. shame and doubt

• learn to exercise and do things for themselves, or they doubt their abilities

• 1 - 2 years old

• eriksons stage of psychosocial development

preschooler

• initative vs. guilt

• learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent

• 3 - 5 years old

• eriksons stage of psychosocial development

elementary school

• competence vs. inferiority

• learn the pleasure of applying themselves to tasks, or they feel inferior

• 6 years - puberty

• eriksons stage of psychosocial development

adolescence

• identity vs, role confusion

• work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

• 13 - 20 years old

• eriksons stage of psychosocial development

young adulthood

• intimacy vs. isolation

• struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated

• 20s - 30s years old

• eriksons stage of psychosocial development

middle adulthood

• generativity vs. stagnation

• people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose

• 40s - 50s years old

• erikson’s stage of psychosocial development

late adulthood

• integrity vs. despair

• when reflecting on their life, the older adult may feel a sense of satisfaction or failure

• 60s and up years old

• eriksons stage of psychosocial development

classical conditioning

based on involuntary, natural behavior

operant conditioning

explains learning as a process in which behavior is shaped and maintained by it’s consequences

ivan pavlov

• investigated the role of salvia in digestion, using dogs as his experimental subjects

• salivating is a reflex, or a largely involuntary, automatic response to an external stimulus