Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psychology Unit 2 Te
chapter 4,
| Term | Definition |
|---|---|
| Chromosome | A long threadlike structure composed of twisted parallel strands of DNA |
| Deoxyribonucleic acid or DNA | The double stranded molecule that encodes genetic instructions for making a particular protein molecule, the chemical basis of heredity. |
| Gene | A unit of DNA on a chromosome that encodes instructions for making a particular protein molecule. The basic unit of heredity |
| Genotype | the genetic makeup of an organism |
| Phenotype | observable traits or characteristics of an organism as determined by the interaction of genetics and environmental factors |
| Nature vs. Nurture Are we a product of our environments, or our genetics? | Probably both. |
| Epigenetics | Some life conditions can make some genes more active and some less active. In addition parents’ experiences can have an effect on the genes they pass on to their children. |
| Continuity and Stages | a slow continuous staging process – people change gradually over a lifetime |
| Stability and Change | a slow continuous staging process – people change gradually over their lifetime, |
| Pre-natal development | chromosomes designated as X or Y that determine biological sex: the 23rd pair of chromosomes in humans. |
| Sex Chromosomes | chromosomes designated as X or Y that determine biological sex: the 23rd pair of chromosomes in humans. |
| Zygote | The single cell formed at conception from the union of the egg cell and sperm cell. |
| Embryonic Stage | During the embryonic stage vital organs including the brain are going through development. If something goes wrong at this stage, it can have life long implications for the developing individual. |
| Teratogens | substances that can cause damage to the developing fetus. |
| Examples of teratogens | Exposure to radiation, toxic chemicals and metals, such as mercury, PCB’s and lead, viruses and bacteria, prescription pain killers, addictive drugs, smoking and 2nd hand smoke, alcohol. |
| Rooting reflex | when the newborn’s cheek is touched he/she will turn toward the source of the touch and open his/her mouth. |
| Sucking reflex | touching the newborn’s lips evokes the sucking reflex. |
| Stepping reflex | When held upright with his/her feet touching a flat surface he/she will move her legs as if trying to walk. |
| Grasping reflex | placing your fingers in the newborn infants palms will trigger the grasping reflex. |
| The newborn’s senses | vision, hearing, smell, and touch are keenly attuned to people |
| Brain Development | -By age 4 baby’s brain has grown to 80% of its adult size. -The brain continues to develop through adolescence and beyond. -The brain needs stimulation to develop |
| John Bowlby and Mary Salter | conceptualized that attachment relationships serve important functions throughout infancy and the entire lifespan. |
| Mary Ainsworth (developmental psychologist) | created the strange situation test |
| Secure attachment | The parent or caregiver functions as a secure base for the infant providing a sense of comfort and security – a safe haven from which the infant can explore and learn about the environment. |
| Avoidant attachment | Not distressed when the caregiver leaves or returns – plays happily with stranger while the caregiver is absent. |
| Ambivalent attachment | Distressed when the caregiver leaves – but when they return the infant both seeks out and rejects the caregiver |
| Jean Piaget | Swiss psychologist who developed the most influential theory or cognitive development. |
| Assimilation | incorporate new ideas into pre-existing schemas |
| Accommodation | create new schemas or alter pre-existing ones to incorporate new information that otherwise would not fit in. |
| According to Piaget children progress through 4 distinct cognitive stages | |
| Sensorimotor stage | from birth to age 2 |
| Preoperational stage | from age 2 to age 7 |
| Concrete operational stage | from age 7 to age 11 |
| Formal operational stage | begins during adolescence and continues through adulthood. |
| Sensorimotor stage – from birth to age 2 | -During this stage infants acquire knowledge about the work through actions that allow them to directly experience and manipulate objects. -They also expand their practical knowledge about motor actions, reaching; grasping; pushing; pulling; pouring. |
| Preoperational stage – from age 2 to age 7 | -The word operations refers to logical mental activities. - Thus the pre-operational stage is a pre-logical stage. -The hallmark of pre-operational thought is the child’s capacity to engage in symbolic thought. |
| Symbolic Thought | refers to the ability to use words, images and symbols to represent the world. |
| Egocentrism | the inability to consider events from another person’s point of view. |
| Irreversibility | the child cannot mentally reverse a sequence of events or logical operations back to the starting point – for example – they do not understand that adding 1 plus 3 and 3 plus 1 refer to the same operation |
| Centration | the tendency to focus, or center on only one aspect of a situation, usually a perceptual aspect – ignoring other relevant aspects of the situation. |
| The principle of Conservation | holds that 2 equal physical quantities remain equal even if the appearance of one is changed as long as nothing is added or subtracted |
| Because of Centration | the child cannot simultaneously consider the height and the width of the liquid in the container. Instead the child focuses on only one aspect of the situation, the height of the liquid |
| Because of Irreversibility | the child cannot cognitively reverse the series of events, mentally returning to the poured liquid to its original container. So fails to understand that the 2 amounts of liquid are the same. |
| Concrete operational stage – from age 7 to age 11 | -Children become capable of true logical thought. -They can understand the Principle of Conservation. -Their logical thinking tends to be limited to concrete reality – to tangible objects and events. |
| Formal operational stage – begins during adolescence and continues through adulthood. | Formal operational thought reflects the ability to think logically even when dealing with abstract concepts or hypothetical situations. |
| It is important to note that during all of Piaget’s stages, sensorimotor stage; preoperational stage; concrete operational stage and formal operational stage, the changes in thinking take place gradually and over a period of time. |
Created by:
tiredofthisl0l
Popular Psychology sets