AP Psych Developmental Psychology – Flashcards

A branch of psychology that studies physical, cognitive, and social change throughout the life span.

The fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo.

The developing human organism from about 2 weeks after fertilization through the second month.

The developing human organism from 9 weeks after conception to birth.

Agents, such as chemicals and viruses, that can reach the embryo or fetus during parental development and cause harm.

Physical and cognitive abnormalities in children caused by a a pregnant woman's heavy drinking. In severe cases, symptoms include noticeable facial misproportions.

A progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally, physical functioning.

A person's characteristic emotional reactivity and intensity.

Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.

A concept of framework that organizes and interprets information.

Interpreting one's new experience in terms of one's existing schemas.

Adapting one's current understandings (schemas) to incorporate new information.

In Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.

The awareness that things continue to exist even when not perceived.

In Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.

The principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

In Piaget's theory, the preoperational child's difficulty taking another's point of view.

In Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.

In Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.

An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

An optimal period shortly after birth when an organism's exposure to certain stimuli or experiences produces proper development.

The process by which certain animals form attachments during a critical period very early in life.

The transition period from childhood to adulthood, extending from puberty to independence.

The period of sexual maturation, during which a person becomes capable of reproducing.

The first menstrual period.

The time of natural cessation of menstruation; also refers to the biological changes a woman experiences as her ability to reproduce declines.

One's accumulated knowledge and verbal skills; tends to increase with age.

One's ability to reason speedily and abstractly; tends to decrease during late adulthood.

APGAR

Tested on monkeys, contact comfort, if a baby is not held it will not develop an attachment

"Strange situation," stranger enters/mom leaves, secure, avoidant, anxious/ambivalent

Cries without mom, can be distracted, reunion is happy, successful relationships

Doesn't notice mom's gone, reunion is indifferent, can't commit in relationships

Freaks out without mom, wants nothing to do with mom at the reunion, clingy in relationships

Dictator, "because I said so"

No rules, "friend," doesn't want to be the bad guy

Happy medium, explains punishments

Parenting styles

Stage 1 of cognitive development

Key event of the sensorimotor stage

Stage 2 of cognitive development

Two key events of the preoperational stage

Stage 3 of cognitive development

Key event of concrete operational stage

Stage 4 of cognitive development, final stage

Key event of formal operational stage

Moral development, lifespan development, only studied men

Studied women, same results as Kohlberg

Uses rewards & punishments as reasons to do (or not to do) something

Uses other people's expectations as a reason to do (or not to do) something

Uses their own ethics and bases responses on human rights

Came up with the idea of identity states

Has gone through an identity crisis and came out with a well-defined sense of self

Committed to a set of personal values and goals, well-prepared to make meaningful lives for themselves

No clear idea of their own identity and they are not trying to find a new one

Struggled with their identity and has now stopped trying

Lack of self identity and no commitment to values or goals

Accept the identity and values that were given in childhood

Not given a chance to explore other alternatives

Trying to achieve identity through experimentation and trial-and-error

Looking for a second opinion, ignorance, "I'll get through this, there's no way this is true"

Making themselves busy, leaving child's room as it is

Blaming themselves, god, illness, objects

Blaming those diagnosed, others, god

Asking doctors, god for a second chance, "just let me see my child one more time and I can die happy"

"Take me instead," "if I only had one more day..."

Doesn't want to do anything

Bucket list, able to talk about illness, satisfaction

"They're in a better place," packing child's things away

If needs are dependably met, infants develop a sense of basic trust

Infancy-1 year

Social development

Stages of social development

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

Toddlerhood (1-2 years)

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

Preschooler (3-5 years)

Children learn the pleasure of applying themselves to tasks, or they feel inadequate

Elementary school (6-Puberty)

"Mom, I can do it!" Dusting, vacuuming, etc.

"I don't want to mess anything up," not trusting anyone else to do it correctly, etc.

Adolescence (Teen-20s)

Teenagers 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.

State we are presently in

Young Adulthood (20s-early 40s)

Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially alone.

Mid-life crisis

Middle adulthood (40s-60s)

The middle-aged discover a sense of contributing to the world in two ways: through their job, or through their family; or they may feel a lack of purpose.

Late adulthood

When reflecting on his or her life, the older adult may feel a sense of accomplishment or regret.

When a baby is used as an example, what stage/phase/state might they be in?

When a toddler is used as an example, what stage/phase/state might they be in?

When a preschooler is used as an example, what stage/phase/state might they be in?

When an elementary schooler is used as an example, what stage/phase/state might they be in?

When a middle schooler/high schooler is used as an example, what stage/phase/state might they be in?

When a [young] adult is used as an example, what stage/phase/state might they be in?

When a middle-aged adult is used as an example, what stage/phase/state might they be in?

When an elderly person is used as an example, what stage/phase/state might they be in?