Psych Exam 3 Questions And Answers

Germinal Stage - ANS -the 2-week period that begins at conception -A zygote is a fertilized egg that contains chromosomes from both a sperm and an egg Embryonic Stage - ANS -the period that lasts from the 2nd week until about the 8th week Fetal Stage - ANS -the period that lasts from the 9th week until birth -Myelination is the formation of a fatty sheath around the axons of a neuron Yes, both. - ANS Do embryos have both the Wolffian and Mullerian Systems? Wolffian Systems - ANS -leads to make reproductive organs -Males release androgens, which prompt the development of the ___________ system and a Mullerian-inhibiting substance Mullerian System - ANS -leads to female reproductive organs -__________ system develops the other degenerates -This doesn't require a surge of hormones 2 rules - ANS The development of sophisticated behaviors follows __________. Cephalocaudal Rule - ANS -the 'top-to-bottom' rule that describes the tendency for motor skills to emerge in sequence from the head to the feet -Infants develop control of their head and face movements within the first 2 months after birth Proximodistal Rule - ANS -the 'inside-to-outside' rule that describes the tendency for motor skills to emerge in sequence from the center to the periphery -Infant's spines develop before their arms and legs Infancy - ANS -the stage of development that begins at birth and lasts between 18 and 24 months Looking Time Paradigm - ANS -research method used to study infant' visual attention to understand their cognitive processes and preferences based on how long they look at different stimuli -an infant is presented with two visual stimuli side-by-side, like a picture of a face and a scrambled image of the same face, and researchers measure how long the infant looks at each image -Sensorimotor Stage (birth-2yrs) -Preoperational Stage (2-6yrs) -Concrete Operational Stage (6-11yrs) -Formal Operational Stage (11yrs +) - ANS Piaget's 4 Stages of Cognitive Development Sensorimotor Stage (birth-2yrs) - ANS -infants acquire information about the world by sensing it and moving around within it Assimilation - ANS -the process by which infants apply their schemas in novel situations (aligning new ideas- old ideas) -a child implementing a social rule at school that is not a social rule at home Accommodation - ANS -the process by which infants revise their schemas in light of new information (changing old ideas - new ideas because of experience) -A child who initially believes that all four-legged animals are "dogs" but, after seeing a cat and learning it is not a dog, adjusts their schema to differentiate between dogs and cats Object Permanence - ANS -the idea that objects continue to exist even when they are not visible -hiding a toy under a blanket, and an infant knowing the toy is present under the blanket by finding it Preoperational Stage (2-6yrs) - ANS -children have a preliminary understanding of the physical world Egocentrism - ANS -The failure to understand that the world appears differently to different observers -a young child covering their eyes and believing they are completely invisible to others because they can't see anything Theory of Mind - ANS -the idea that human behavior is guided by mental representations -child is shown a box labeled as Smarties but when opened, it contains pencils; the child is then asked what someone else who hasn't seen inside the box would think is inside; the child will assume that others will know what they know Concrete Operational Stage (6-11yrs) - ANS -children learn how various actions or operations can affect or transform concrete objects Conservation - ANS -notion that quantitative properties of an object are invariant despite changes in the object's appearance -Child determines if a certain quantity will remain the same despite adjustment of the container, shape, or apparent size (same amount of water in a small vs big glass) Formal Operational Stage (11yrs +) - ANS -children can solve non-physical problems; abstract thinking -Being able to think about concepts that aren't physical, like justice, freedom, or love Lev Vygotsky - ANS -believed children develop through interactions with members of his/her own culture Joint Attention - ANS -the ability to focus on what another person is focused on Social Referencing - ANS -the ability to use another person's reactions as information about the world Imitation - ANS -the ability to do what another person does Attachment - ANS -the emotional bond that forms between newborns and their primary caregivers Consequences of attachment styles - ANS -A mother's sensitivity and responsiveness play a crucial role in shaping an infant's attachment style -Studies indicate that infants whose mothers were insensitive or unresponsive, combined with exposure to poor-quality daycare for more than 10 hours a week, were particularly prone to developing insecure attachment styles -Secure attachment styles are associated with better emotional regulation, greater resilience, and adaptive coping strategies throughout life -Individuals with secure attachment styles are generally less likely to experience chronic anxiety and depression compared to those with insecure attachment styles Secure, avoidant, ambivalent, disorganized - ANS Types of attachment styles Secure attachment style - ANS -an infant or child has a high-quality, relatively unambivalent relationship with his or her attachment figure (about 2/3 of the American middle class) Avoidant attachment style - ANS -infants or young children seem somewhat indifferent towards their caregiver and may even avoid the caregiver (about 15% of infants from middle-class children) Ambivalent attachment style - ANS -infants or young children are clingy and stay close to their caregiver rather than explore the environment; but are not easily comforted ad both seek comfort and resist efforts of the caregiver to comfort them (about 9% of American middle-class children)