Unit 3

A branch of psychology that studies physical, cognitive, and social-emotional development throughout the lifespan.

Research that compares people of different ages at the same point in time.

Research that follows and retests the same people over time.

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

Deficits in children caused by the mother drinking heavily during pregnancy.

Decreasing responsiveness with repeated stimulation

Biological Growth Processes that enable orderly changes in behaviour, relatively uninfluenced by experience

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

Transition period from childhood to adulthood, extending from puberty to independence

Period of sexual maturation, during which a person usually becomes capable of reproducing

The time or natural cessation of menstruation; also refers to bio changes a woman experiences as her ability to reproduce declines

Biologically influenced characteristics by which people define male, female, and intersex

The attitudes, feelings, and behaviours that a given culture associates with a person's bio sex

Possessing male and female bio sexual characteristics at birth

Any physical or verbal behaviour intended to harm someone physicially or emotionally

An act of aggression intended to harm a person's relationship or social standing

Sex chromosone found in females AND males (females typically have 2, males typically have 1)

The sex chromosome is typically found only in males (when paired with one X chromosome, it produces a male child)

Most important male sex hormone (although females have it too). Stimulates growth of male sex organs during fetal period and development of sex characteristics during puberty.

Sex hormones, such as estradiol, that contribute to female sex characteristics and are secreted in greater amounts by females than by males

Body structure that makes sexual reproduction possible

Non-reproductive sexual traits (like breasts and hips)

The first ejaculation

The first menstrual period

A set of expectations about a social position, defining how those in the position ought to behave

A set of expected behaviours, attitudes, an traits for men and for women

Any physical or verbal behaviour of a sexual nature that is unwanted or intended to harm someone physically or emotionally

Our personal sense of being male, female, neither, or some combo

The theory that we learn social behaviour by observing and imitating and by being rewarded or punished

The acquisition of a traditional masculine or feminine role

Blending traditionally masculine and traditionally feminine psychological characteristics

Our thoughts, feelings, and actions related to our physical attraction to another

Having no sexual attraction toward others

A culturally modeled guide for how to act in various situations

A person's sexual and emotional attraction to another person and the behaviour and/or social affiliation that may result in this attraction

All the mental activities associated with thinking, knowing, remembering, and communicating

A concept or framework that organizes and interprets information

Interpreting our new experiences in terms of our existing schemas

Adapting our current schemas (understandings) to incorporate new information

In Piaget's Theory, the stage (from birth to 2 years of age) at 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

Piaget's theory: the stage (from 2 to 6 or 7) where a child learns to use language but does not yet comprehend the mental operations of concrete logic

The principle that properties such as mass, volume, and number remain the same despite changes in the form of objects.

The preoperational child's difficulty taking another's POV

The stage of cognitive development (from about 7 to 11 years) at which children can perform the mental operations that enable them to think logically about concrete (actual, physical) events

The stage of cognitive development (12+) at which people begin to think logically about abstract concepts

A framework that offers children temporary support as they develop higher levels of thinking

People's ideas about their own and others' mental states (feelings, perceptions, thoughts, and the behaviours these might predict).

Agreed-upon systems of spoken, written, or signed words, and the ways we combine them to communicate meaning

In a language, the smallest distinctive sound unit

In a language, the smallest unit that carries meaning; may be a word or a part of a word (like a prefix)

In a language, a system of rules that enables us to communicate with and understand others.

In a language, it's a language's set of rules for deriving meaning from sounds

Set of rules for combining words into grammatically sensible sentences

Humans' innate predisposition to understand the principles and rules that govern grammar in all languages

The stage of speech development, beginning around 4 months, during which an infant spontaneously utters various sounds that are not all related to household language

Stage in speech development, from ages 1-2, during which a child speaks mostly in single words

Stage in speech development, beginning at age 2, where a child speaks mostly in two-word sentences

The early speech stage in which a child speaks like a telegram, using mostly nouns and verbs

Impairment of language, usually caused by left hemisphere damage either to Broca's Area (impairing speaking) or to Wernicke's Area (impairing understanding)

In frontal lobe in left hemi, helps control language expression by directing muscle movements involved in speech

In left temporal lobe, involved in language expression and comprehension

Language determines the way we think

The idea that language influences the way we think

A theory of the social environment's influence on human development, using 5 nested systems ranging from diect to indirect influences

Immediate, direct-contact groups (home, school, community)

Relationships between microsystem groups (e.g., parents and peers)

Environments that indirectly affect a person (e.g., a parent's workplace)

Cultural influences (e.g., values, beliefs, political and economic systems)

Life stage and related events (e.g., Covid-19 pandemic, moving)

The fear of strangers that infants commonly display, beginning by about 8 months of age

An emotional tie with others; shown in young children by their seeking closeness to caregivers and showing distress on separation

The process by which certain animals form strong attachments during early life

A procedure for studying child-caregiver attachment; a child is placed in an unfamiliar environment while their caregiver leaves and then returns, and the child's reactions are observed

Infants who comfortably explore environments in the presence of their caregiver, show only temp distress when they leave, and find comfort in caregiver's return

Infants who display a clinging (1), resistance to closeness (2), or no consistent behaviour (3) when separated from or reunited with caregivers

Person's characteristic emotional reactivity and intensity

A sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers

All our thoughts and feelings about ourselves, in answer to the question, "Who am I?"

Our sense of self, the adolescent's task is to solidify a sense of self by testing and integrating various roles

The "we" aspect of our self-concept; the part of our answer to "Who am I?" that comes for our group memberships

The ability to form close, loving relationships; a primary developmental task in young adulthood

A period from about age 18 to the mid-twenties, when many persons in prosperous Western cultures are no longer adolescents but have not yet achieved full independence as adults

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

The process of acquiring through experience new and relatively enduring info or behaviours

Learning that certain events occur together; events may be two stimuli or a response and its consequences

Any event or situation that evokes a response

Behaviour that occurs as an automatic response to some stimulus

Behaviour that operates on the environment, producing a consequence

The acquisition of mental information, whether by observing events, by watching others, or through language

A type of learning in which we link two or more stimuli (the first stimulus comes to elicit behaviour in anticipation of the second stimulus)

View that psychology should be an objective science that studies behaviour without reference to mental processes

A stimulus that elicits no response before conditioning

An unlearned, naturally occurring response to an unconditioned stimulus

A stimulus that unconditionally (naturally and automatically) triggers an unconditioned response

A learned response to a previously neutral (now conditioned) stimulus

An og neutal stimulus that (after association with an unconditioned stimulus) comes to trigger a conditioned response

The initial stage when one links a NS and an UCS so a NS can become a CS

Where a conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second conditioned stimulus.

The diminishing of a conditioned response when an unconditioned stimulus doesn't follow a conditioned stimulus

The reappearance, after a pause, of a weakened conditioned response

The tendency, once a response has been conditioned, for stimuli similar to elicit similar responses

The learned ability to distinguish between a conditioned stimulus and other stimuli that have not been associated with a conditioned stimulus

A biological predisposition to learn associations, such as between taste and nausea, that have survival value

A type of learning in which a behaviour becomes more likely to recur if followed by a reinforcer or less likely to recur if followed by a punisher

Behaviours followed by favorable consequences become more likely, and that behaviours followed by unfavorable consequences become less likely

AKA Skinner's Box, a chamber containing a bar/key an animal can manipulate to obtain food or water reinforcer

Any event that strengthens the behaviour it follows

An operant conditioning procedure in which reinforcers guide behaviour toward closer and closer approx. of the desired behaviour

A stimulus that elicits a response after association with reinforcement

Increasing behaviours by presenting a pleasurable stimulus

Increasing behaviours by stopping or reducing adverse stimulus

An innately reinforcing stimulus, such as one that satisfies a biological need

A stimulus that gains its reinforcing power through its association with a primary reinforcer

A pattern that defines how often a desired response will be reinforced

Reinforcing the desired response every time it occurs

Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement

A reinforcement schedule that reinforces a response only after a specified number of responses

A reinforcement schedule that reinforces a response after an unpredictable number or responses

A reinforcement schedule that reinforces a response only after a specified time has elapsed

A reinforcement schedule that reinforces a response at unpredictable time intervals

An event that tends to decrease the behaviour that it follows

The tendency of learned behaviour to gradually revert to biologically predisposed patterns

A mental representation of the layout of one's environment

Learning that occurs but is not apparent until there is an incentive to demonstrate it

Solving problems through sudden insight; contrasts with strategy-based solutions

Learning by observing others (social learning)

The process of observing and imitating a specific behaviour

Neurons that some scientists believe fire when we perform certain actions or observe another doing so (the brain's mirroring of another's action may enable imitation and empathy)

Positive, constructive, helpful behaviour

Negative, destructive, harmful behaviour

The status in which the adolescent does not have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment

The status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. They tend to conform to the expectations of others regarding their future

The status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet.

The status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen

(Adverse Childhood Experiences) Adverse childhood experiences (ACEs) are traumatic events that occur before the age of 18. They can have lasting, cumulative effects on mental and physical health and overall well-being far into adulthood.

He proposed a lifespan model of development, emphasizing how social relationships shape our sense of self. He suggested we pass through eight stages, each marked by a central conflict, or psychosocial crisis, that must be resolved for healthy personality growth.

Glutamate, Achelyothoine, Dopamine, Serotonin, and Noradrenaline

Starts at 0-1 years, their basic conflict is trust vs. mistrust. They need nourishment and affection.

From 1-3 years old, conflict is autonomy vs shame/doubt. They develop a sense of independence in many tasks.

From 3-6 years old, conflict is initiative vs guilt. They still have independence, but they will develop guilt when unsuccessful or when boundaries are overstepped

From 7-11 years old, conflict is industry vs inferiority. They develop self-confidence in abilities when competent and a sense of inferiority when not.

From 12-18 years old, conflict is identity vs confusion. They experiment with and develop identities and roles.

From 19-29 years, conflict is intimacy vs isolation. They establish intimacy and relationships with others.

From 30-64 years, conflict is generativity vs. stagnation. They contribute to society and aim to become a part of a family.

65+, conflict is integrity vs despair. They want to assess and make sense of life and the meaning of their contributions to it.