AP Psych Unit 3 Review Vocab

vocab/ideas that need to be reinforced before test

What is developmental psychology?

AKA lifespan development; studies how people grow and change throughout the lifespan

What two things is developmental psychology concerned with?

Chronological order of development: 1) nature & nurture, 2) Stability & change, 3) Continuity & stage development

Continuity development

Believed by scientists who believe development is a slow, continuous process shaped by experiences & learning

Discontinuity development

believed by scientists who see development is a sequence a biologically predisposed set of steps (stages). All happens in the same order

Trust vs Mistrust

1st stage, birth to 1 year, is my world predictive and supportive?

Autonomy vs Shame

stage 2, 1 to 2 years, can I do things myself or must I rely on others?

Intiative vs Guilt

stage 3, 3-6 years old, am I good or bad?

Industry vs inferiority

Stage 4, 6-11 years old, am I successful or worthless?

Identity vs role confusion

Stage 5, teen years, Who am I?

Intimacy vs Isolation

stage 6, young adulthood (20-40 years old), Should I shared my life with someone or live alone?

Generativity vs Self absorption

stage 7, 40-65 years old, Will I succeed in life?

Integrity vs Despair

stage 8, 65 years old until death, Have i lived a full life?

infant development - reflexes

grasping, rooting, sucking, startle reflexes

infant development - fine motor skills

the development of small muscle movements, such as grasping and manipulating objects.

infant development - gross motor skills

the development of large muscle movements, such as crawling, walking, and jumping.

critical period

period early in life in which specific skills, stimuli, or behaviors must be experienced to produce normal development; often involved language and sensory development

ACEs

Adverse childhood experiences such as trauma, abuse, deprivation that can slow development

Adolescence and puberty

teen years, when those become capable of sexual reproduction and develop primary & secondary sex characteristics

Adolescent change of social development

adolescents are influecned more by peers rather than parents

Sex

biologically predisposed/influenced characteristics for which people define male, female, or intersex

Female chromosomes

XX

Male chromosomes

XY

Intersex chromosome

XXY or different cells have XX or XY chromosomes

Gender

attitudes, feelings, and beliefs that a given culture assigns or associates with a person’s biological sex

gender role

set of expected behaviors, attitudes, or traits associated with biological sex

Sensorimotor Stage

Piaget stage 1, ages 0-2, development of object permanence, stranger anxiety, learning would through sense/actions

Preoperational stage

Piaget stage 2, age 2-7, development of egocentrism, lack of conservation, can use language but doesn’t understand concrete logic or mental operations

Concrete operational stage

Piaget stage 3, ages 7-11, thinking logically about concrete/actual events, development of conservation, can do arithmetic operations

Formal operational stage

Piaget stage 4, late childhood into adulthood, higher-order cognitive processes, abstract logic, systemic reasoning, hypothetical, mature moral reasoning

Schema

concept or framework that organizes and interprets new information

Assimilation

putting new ideas into already existing schema

Accomodation

expands or alters existing scheme or fit new information

Vygotsky’s sociocultural theory

Our mind develops through social interactions and experiences, children internalize beliefs or attitudes that are around them, language is the root of all learning

Crystallized intelligence

long-term, things you know how to do, stored knowledge and skills, improves with age

Fluid intelligence

how you think, logical, problem solving, peeks in young adulthood and wanes with age, quick thinking & adaptability

Semantics

meaning of words, phrases, or sentences

Ecological systems theory

our surrounding environment influences our development. includes 5 systems

Microsystem

ECT 1, groups with direct contact to individual (direct influence), friends, family, teachers, school

Mesosystem

ECT 2, relationships between groups in the microsystem that affect the individual (how family and school interact)

Exosystem

ECT 3, indirect factors in an individuals (local policy, parents’ working environment, media)

Macrosystem

ECT 4, cultural influences (law, traditons, economy)

Chronosystem

ECT 5, changes over time, stage of life & related events

Authoritarian

constricting, rules, expecting obedience

authoritative

confrontive, demanding and responsive

permissive

unrestraining, few demands, few limits, little punishment

neglectful

little care for a relationship with child, uninvolved, careless

secure attachment style

higher comfort in exploring unfamiliar environments when caregivers are present, become distressed when mother leaves

insecure attachment styles

displayed in 3 ways: anxious: clingy, avoidant: resistant, or disorganized: no consistent behavior

personal fable

thinking you’re unique and invincible, “that wouldn’t happen to me”

extinction

the depleting of CR when CS isn’t followed by UCS

Spontaneous recovery

the reappearance of a weakened CR after a period of no exposure (pause)

latent learning

learning that happens but remains hidden until future use

observational learning

learning that occurs by watching and imitating others, uses modeling