APPSY UNIT 6

a single sperm cell (male) penetrates the outer coating of the egg (female) and fuses to form one fertilized cell - the beginning of new life

the period of pregnancy that begins with conception and ends 9 months later with birth

implants itself in the uterine wall, where growth occurs through rapid cell division. Zygotic period (germinal period) - about 2 weeks

organ development beings as cells continue to divide, replicate, and create new growth (2 weeks - 2 months) After a month the heart begins to beat and the lungs, eyes, palate, and CNS develop

the developing human organism from 9 weeks after conception to birth.  Fetal continues to grow and gain weight during the last two months…at the end of a normal 38 week (9 ½ month) pregnancy, fetus typically weighs around 7 lbs and is about 20 inches in length

agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm (drugs, AIDS, STDS, rubella, etc)

physical and cognitive abnormalities in children caused by a pregnant woman's heavy drinking. In severe cases, signs include a small, out-of-proportion head and abnormal facial features

inability to breakdown protein

body is unable to break down fat, which causes these substances to build up in and destroy brain and nerve cells, until the nervous system shuts down

occurs when a zygote receives an extra chromosome at the moment of conception…causes intellectual disability (usually in the mild to moderate range)

studies a person or group of people over an extended period of time.

compares individuals of various ages at one point in time.

automatic turn of head when cheek is touched

suck anything that touches lips

infant flings arms, fans fingers and arches back in response to sudden noise

toes fan out when out edge of sole of foot is stroked

is what we think of as pre-wiring and is influenced by genetic inheritance and other biological factors.

is generally taken as the influence of external factors after conception, e.g., the product of exposure, life experiences and learning on an individual.

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

• Mostly universal in motor development and there are individual differences in timing

• As the brain myelinates, additional cognitive abilities appear. No amount of reinforcing or environmental incentives can draw this behavior from the organism prior to it reaching the maturational stage that allows for it. Sitting, crawling, walking, and running all happen as the physical maturation allows for it.

a person's characteristic emotional reactivity and intensity (Easy - Good-natured, easy to care for, adaptable, Difficult - Moody and intense, react to new situations and people negatively and strongly. Slow-to-warm-up - Inactive and slow to respond to new things, and when they do react, it is mild)

the fear of strangers that infants commonly display (8 months)

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

the process by which certain animals form strong attachments during an early-life critical period

an optimal period early in the life of an organism when exposure to certain stimuli or experiences produces normal development

classified by children who show some distress when their caregiver leaves but are able to compose themselves knowing that their caregiver will return

Child is unable to be comforted or is violent or distant upon return, may be insecurely attached.

is formed in babies and children when parents or caregivers are largely emotionally unavailable or unresponsive most of the time. Will have trouble trusting people in the future.

may have a hard time feeling secure in relationships. As young children, they may cling to caregivers or become inconsolable when a caregiver leaves

Observed what she called the strange-situation behavior to investigate forms of attachment bonds between one-year olds and mothers

a standardized procedure devised by Mary Ainsworth in the 1970s to observe attachment security in children within the context of caregiver relationships

Studied goslings (baby geese) to study attachment as important to humans and other species as well. He developed imprinting

studied attachment with monkeys. What attachment based on provided food (breastfeeding) or contact comfort - physical comfort provided by caregiver

Created the parenting styles

Characterized by high demandingness with low responsiveness. This parenting is rigid, harsh, & demanding.

 children who are obedient and proficient, but they rank lower in happiness, social competence, and self-esteem

Characterized by low demandingness with high responsiveness. 

• children who rank low in happiness and self-regulation and are more likely to experience problems with authority and tend to perform poorly in school.

Characterized by high demandingness with huge responsiveness

• Children who are happy, capable, and successful

Characterized by low demand and low responsiveness

• children tend to lack self-control, have low self-esteem, and are less competent than their peers

a decrease in responsiveness with repeated stimulation.  Ex. a baby no longer being excited by a toy.

a concept or framework that organizes and interprets information.

the process of absorbing new information into an existing schema.

the process of adjusting old schemas or developing new ones to incorporate new information

the understanding that objects and people continue to exist even when they cannot be seen, heard, or touched.  Develops in the sensorimotor stage.

the inability to consider another person’s point of view.  Ex. thinking daddy wants a toy truck for his birthday because that is what you would like.  Found in the preoperational stage

believing that inanimate objects have feelings.  Found in the preoperational stage

the understanding that two equal quantities remain equal even thought their form or appearance is rearranged.  Ex. understanding that your sandwich is the same size if it is cut into halves or quarters.

is the ability to attribute mental states (beliefs, intents, desires, pretending, knowledge, etc.) to oneself and others and to understand others have beliefs, desires, and intentions that are different from one's own.

disorders that are typically characterized by social deficits, communication difficulties, stereotyped or repetitive behaviors and interests, and in some cases, cognitive delays.

Theorized that what a child is able to do intellectually depends on the development of the brain and on cognition levels

believed that children learn according to their own schedule

Gap (difference) between what a child can do w/o help & what he can do only w/support (scaffolding). 

the physical beginnings of sexual maturity

• Girls - Early Maturation is particularly difficult , Boys - Late Maturation is hard

• These differences arise from society's belief & expectations about what behaviors are appropriate for males & females.

the organs needed for reproduction (ovaries in the female, testes in the male, and external genitalia)

non-reproductive traits (enlargement of the hips and breasts in females, facial hair and deepening voice in males, the development of pubic and underarm hair in both females and males)

• Children begin to fight with parents more and hang out with friends more. Despite their request for autonomy & independence, most teens have deep love, affection & respect for their parents.

• Frontal lobe is not fully developed until 25 years - explains inability to delay gratification; impulse control

  • Leads to teenage conformity

• Scientists know that low levels of serotonin can lead to mood swings and aggressive behavior

• A higher level of dopamine can cause individuals to seek out more exciting and dangerous experiences

belief that their experiences are unique and that their parents or others could not possibly understand what they are going through

stories created by teens that tell about their lives that are idealized and special and that make them feel invincible

being the center of attention of a group that listens to their ideas and beliefs, constantly being watched

focused on teenage identity

• Crisis: a time of upheaval where old values or choices are being reexamined and Commitment: dedication to role or value

no sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

willing to commit to some relevant roles, values, or goals for the future. NO identity crisis. conform to the expectations of others regarding their future

In crisis, exploring choices, but has not made a commitment to these choices

Completed identity crisis and has committed to identity/value

the culturally preferred timing of social events, such as marriage, parenthood, and retirement.

The natural time in a woman's life when her menstrual cycles end

ability to solve problems, see relationships, and think abstractly - This declines after middle age

accumulated intelligence over time and ability to use skills, knowledge, and experience - Increases with time

thinking, memory, and behavior begin to deteriorate

degenerative disease in which memory loss is progressive and plaques accumulate in nervous system tissue

accepted moral standards: standards of conduct that are generally accepted as right or proper.

Before age 9, children show morality to avoid punishment or gain reward. 

By early adolescence, moral judgments are based on compliance w/society’s rules & values.

People develop personal standards of right & wrong, morality defined in terms of abstract principles of justice. 

believed that Kohlberg’s theory fails to account for differences between males & females. She argued that there needed to be a masculine voice “logical and individualistic” and feminine “care perspective”.

either of the two categories (male or female) into which most organisms are divided

typed is what you learn or do in order to be masculine of feminine and it can be through your own cognitive processes, but it's often times through the observation of others 

expectations about the way men and women behave. Vary across cultures as well as over time

sense of being male or female (how you identify yourself)

acquisition of masculine or feminine role (how you acquire your gender identity…what you do or learn in order to be masculine or feminine)

ages 7-11

mastering use of literal logic, children become less egocentric but still struggle with abstract ideas

beginning classification of objects by similarities and differences

begin at age 11/12

emergence of logical thinking processes, develops ability to understand theories & abstract ideas & predict possible outcomes of hypothetical problems

birth to age 2

learn through cause & effect, uses sensor&motor abilities eg. looking, hearing, mouthing, grasping

develop object permanance

ages 2-6/7

stage during which a child learns to use language but does not yet comprehend mental operation of concrete logic

egocentrism is apparent mostly throughout this stage

conservation is developed

infancy-1 year

infants develop sense of basic trust if needs are met

toddlerhood 1-2 years

toddlers learn to exercise will & do things for themselves or they will doubt their abilities

preschooler 3-5 years

learn to initiate tasks and carry out plans

failure results in guilt & unsure about ability to care for others

elementary school 6 years-puberty

focus on mastering knowledge & intelligence skills, if completed lead to sense of competence & belief in abilities

adolescence teen years-20s

teens test roles & integrate them to form a single identity, or they become confused with who they are

young adulthood 20s- early 40s

contemplate platonic & romantic relationships, need to develop capacity for positive intimacy

failure can lead to feelings of isolation

middle adulthood 40s-60s

discover sense of contributing to the world, usually through family and work

failure leads to feelings of lack of purpose

late adulthood late 60s-up

when reflecting back on life, brings sense of satisfaction of failure