behavior genetics
the study of the relative power and limits of genetic and enviromental influences on behavior
enviroment
every nongenetic influence
chromosomes
threadlike structures made of DNA that contain genes
DNA
molecule containing the genetic information that makes up the chromosomes
genes
small segments of DNA
genome
the complete instuctions for making an organism, consisting of all the genetic material in that organism’s chromosomes
identical twins
twins who develop from a single fertalized egg that splits into two
fraternal twins
twins who develop from seperate fertilized eggs
temperment
a person’s characteristic emotional reactivity and identity
heritability
the proportion of variation among individuals we can attribute to genes
molecular genetics
subfield of biology that studies the molecular structure and function of genes
evolutionary psychology
study of the evolution of behavior and the mind, using priciples of natural selection
natural selection
the principle that, among a range of inherited trait variations, those that lead to increased reproduction and survival are most likely to be passed on to succeding generations
mutation
a random error in gene replication that leads to a change
culture
the enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next
norm
an understood rule for accepted an expected behavior
individualism
prioritizing one’s own goals over group goals and defining one’s identity interms of personal attributes rather than group identification
collectivism
prioritizing the goals of one’s group and defining one’s identity accordingly
social learning theory
theory that we learn social behavior by observing and imitating and by being rewarded and punished
developmenal psychology
a branch of psychology that studies physical, cognitive, and social change throughout the life span
zygote
fertilized egg
conception - 2 weeks
embryo
developing organism
2 weeks - 8 weeks
fetus
developing organism
9 weeks - birth
tetrogens
agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm
fetal alcohol syndrome (FAS)
physical and cognitive abnormalities caused by a pregnant person’s heavy drinking
habituation
decreasing responsiveness with repeated stimulation
maturation
biological growth processes that enable changes in behavior
cognition
all the mental activities associated w/ thinking, knowing, remembering, and communicating
schema
a concept or framework that organizes and interprets information
assimilation
interpreting our new experience in terms of our existing schemas
accommodation
adapting our curent understandings (schemas) to incorporate new information
Piaget’s Stages of Cognitive Deveopment
Sensorimotor
birth - 2 years
experiencing the world through senses and actions (looking, hearing, touching, mouthing, grasping)
object permanence, stranger anxiety
Preoperational
2 - 6/7 years
represinting things with words and images, using intuitive rather than logical reasoning
pretend play, egocentricism (difficulty percieving things from another’s point of view)
Concrete operational
7 - 11 years
thinking logicially about concrete events, grasping concrete analogies and performing mathmatical transformations
conservation (properties like volume remain the same despite changes in the forms of objects), mathmatical transformations ( 8 + 4 = 12, 12 - 4 = ?)
Formal operational
12 - adulthood
abstract reasoning
abstract logic, potential for mature moral reasoning
attachment
an emotional tie with another person
seen in young children through seeking closeness with a caregiver and showing distress upon separation
critical period
optimal period when certain events must take place to facilitate proper development
imprinting
the process by which certain animals form attachments during a critical period very early in life
basic trust
according to Erik Erikson, a sense that the world is predictable and trustworthy
said to be formed during infancy through responsive caregivers
self-concept
our understanding and evaluation of who we are
cross-sectional study
a study in which people of different ages are compared w/ one another
longitudinal study
research in which the same people are studied and retested over a long period
crystalized intelligence
our accumulated knowledge and verbal skills
tends to increase with age
fluid intelligence
our ability to reason speadily and abstractly
tends to decrease during late adulthood
social clock
the culturally preferred timing of social events such as marriage, parenthood, and retirement
Jean Piaget
cognitive development
stage theorist
sensorimotor, preoperational, concrete operational, formal operational
Lev Vygotsky
Soviet psychologist
believed that cognitive abilities aren’t biologicially determined, but rather shaped by the use of language and tools in the process of interacting w/ the cultural and social enviroment
zone of proximal development - the gap btwn what a child is currently able to do unsupported and the level they are capable of reaching with tools provided by others (friends, adults, technology)
inner speech - communication w/ oneself
Erik Erikson
German-American psychologist/psychoanalyst
personality development - psychosocial
stages of psycho-social development
trust vs. mistrust
infancy (1st year)
if needs are dependable met, infants develop a sense of basic trust
autonomy vs. shame and doubt
toddler (2nd year)
toddlrs learn to exercise will and do things for themselves, or they will doubt their abilities
initiative vs. guilt
preschooler (3 - 5 years)
preschoolers learn to initiate tasks and carry out plans, or they feel guilty about plan to be independent
competence vs. inferiority
elementary (6 years - puberty)
children learn the pleasure of applying themselves to tasks, or they feel inferior
identity vs. role confusion
adolescence (teens - 20’s)
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
intimacy vs. isolation
young adult (20's - 40’s)
young adults find close relationships and gain the capacity for intimate love, or they feel socially isolated
generativity vs. stagnation
middle adult (40’s - 60’s)
the middle-aged discover a sense of contributing to the world, or they may feel a lack of purpose
integrity vs. despair
late adult (late 60’s onward)
when reflecting on their life, the older adult may feel a sense of satisfaction or failure
Lawrence Kohlberg
American psychologist
stages of moral development
preconventional
7 - 11 years
moral judgements to obtain rewards and avoid punishment
conventional
11 on
moral decisions based on what they think others will think of them, based on rules/laws
principled
occasionally after 13
judge actions on the basis of ethical principles, rather than the consequences
Carol Gilligan
American psychologist
stages of moral development, critiqued Kohlberg for only studing moral reasoning of boys
Morality as Individual Survivor
follows rules to obtain rewards and avoid punishments
Morality as Self-Sacrifice
obtained after becoming aware of the needs of others
believes that they must sacrifice their own needs and meet the needs of others
Morality as Equality
the person views their own needs as equal to those of others
believes that everyone’s needs should be met when possible, and that sacrifices should be shared
Harry Harlow
American psycholgist
cloth/wire monkey experiments
the importance of caregiving and companionship to social and cognitive developments
Sigmund Freud
Psychoanalyst
Unconscious
Id, ego, superego
Free association
Mary Ainsworth
American-Canadian developmental psychologist
strange situation procedure
attachment styles
Jerome Kagan
American psychologist
showed that an infants temperament is quite stable over time + that certain behaviors in infancy are preductive of behaviors patterns in adolescence
Judy DeLoache
American psychologist
dual representation - the concept that the ability to use a symbolic object (such as a map or a model) arises from mentally representing the object in two different ways, as an actual object and as a symbol for the object
Karen Wynn
Canadian psychologist
cognative capabilities of infants and young children
Diana Baumrind
clinical and developmental psychologist
parenting styles
authoritarian, permissive, authoritative
Konrad Lorenz
American zoologist, ethologist, ornithologist
instinctive behavior in animals
imprinting