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AU / Psychology / PSYC 2010 / What are the 3 stages of prenatal development?

What are the 3 stages of prenatal development?

What are the 3 stages of prenatal development?


School: Auburn University
Department: Psychology
Professor: Jennifer daniels
Term: Fall 2016
Tags: Psychology
Cost: 50
Name: Psychology Exam 3 Study Guide
Description: This study guide covers the key terms with their definitions for the next exam. I hope it is helpful :D
Uploaded: 04/02/2016
13 Pages 248 Views 3 Unlocks

Psychology Exam 3 Study Guide  

What are the 3 stages of prenatal development?

Chapter 9: Development  

∙ Prenatal development

o Time from conception to birth  

∙ Germinal

o Stage from fertilization to implantation  

∙ Embryonic

o Stage from 2 weeks – 2 months, very vulnerable, and the end is when  the first bone cell is developed  

∙ Fetal

o Stage from 2 months – 40 weeks and when all of the systems are  complete

∙ Age of Viability

o Around 24 weeks in the pregnancy  

∙ Teratogen

o Agents that harm the embryo or fetus  

∙ Stage Theory  

What types of research designs are used in developmental research?

o Look at how development occurs in steps  

∙ Continuous View

o Gradual look at how development occurs  

∙ Longitudinal Study We also discuss several other topics like How is memory tied to music?

o Same participants all the time (within subjects)  

∙ Cross Sectional Study

o Different participants (between subjects)  

∙ Nutrition & Prenatal Development

o Time from conception to birth and how certain food is necessary for  health and growth  

∙ Fetal Alcohol Syndrome

o Exposure to the teratogen alcohol during pregnancy can cause low  birth weight, face and head abnormalities, etc.  

What environmental factors have an effect on prenatal development?

∙ Effects of Drugs/Alcohol on DevelopmentWe also discuss several other topics like How can government regulate natural monopoly so that it produces the efficient quantity?
We also discuss several other topics like How health relates to age, culture, and personal responsibility?

o Microcephaly, Heart defects, Hyperactivity, Mental Retardation,  Working memory, Developmental delay, Depression, Lying, Suicide,  and Criminal Behavior

∙ Motor Development

o Reflexes needed for survival and they are examined to make sure  neurological function is intact

∙ Reflexes (Moro, stepping, babinski, etc)

o Survival mechanisms that pave the way for learning more  complicated behavior patterns  

∙ Cephalocaudal Trend

o Top to bottom  

∙ Proximodistal Trend

o Center to outer parts  

∙ Developmental Milestones

o behaviors or physical skills seen in infants and children as they grow  and develop We also discuss several other topics like How do you find the proportion of a population?

∙ Attachment

o A strong emotional connection that persists over time and across  circumstances  Don't forget about the age old question of What is the repeated path hypothesis?
Don't forget about the age old question of What does the federal reserve system do?

∙ Harry Harlow

o Studies the effects of child/caregiver bond using a Rhesus monkey  ∙ Strange Situation Experiments

o Experiment done to test what kind of attachment a child has with  their mother or caregiver based on the actions of the child  

∙ Social Contact

o One of the main reasons why a strong attachment occurs with a  caregiver  

∙ Separation Anxiety

o anxiety provoked in a young child by separation or the threat of  separation from their mother

∙ Secure Attachment

o Attachment style for a majority of infants; the infant is confident  enough to play in an unfamiliar environment as long as the caregiver

is present and is readily comforted by the caregiver during times of distress  

∙ Avoidant Attachment

o Children with this attachment do not get upset or cry at all when  caregiver leaves and they may prefer to play with the stranger rather  than the parent during their time in the playroom  

∙ Ambivalent Attachment

o Those with this may cry a great deal when the caregiver leaves the  room but then be inconsolable when the caregiver tries to calm them  down upon return  

∙ Disorganized Attachment

o Those with this may or may not get upset or cry when the caregiver  leaves and may or may not be comforted when caregiver comes back  ∙ Cognitive Development

o the construction of thought processes, including remembering,  problem solving, and decision-making, from childhood through  adolescence to adulthood

∙ Piaget  

o Came up with the 4 stages of development  

∙ Vygotsky

o Studied social interaction and said that language is essential to  development  

∙ Schema

o describes an organized pattern of thought or behavior that organizes  categories of information and the relationships among them ∙ Assimilation

o The process by which new information is placed into an existing  scheme  

∙ Accommodation

o The process by which a new scheme is created or an existing scheme  is drastically altered to include new information that otherwise  would not fit into the scheme  

∙ Sensorimotor Stage

o The first stage in Piaget’s theory of cognitive development; during  this stage, infants acquire information about the world though their  senses and motor skills  

∙ Preoperational Stage

o The second stage in Piaget’s theory of cognitive development; during  this stage, children think symbolically about objects, but they reason  based on intuition and superficial appearance rather than logic  ∙ Concrete Operational Stage

o The third stage in Piaget’s theory of cognitive development; during  this stage, children begin to think about and understand logical  operations, and they are no longer fooled by appearances  

∙ Formal Operational Stage

o The final stage in Piaget’s theory of cognitive development; in this  stage, people can think abstractly, and they can formulate and test  hypotheses through deductive logic  

∙ Object Permanence

o Even if you can’t see it anymore it still exists  

∙ Pretend Play

o Fantasy and imaginary play  

∙ Egocentrism

o Not able to share another’s viewpoint  

∙ Animism

o When all things are living  

∙ Conservation (liquid, number, mass, etc)

o Physical quantities remain constant  

∙ Infants and Object Permanence

o Happens at about 8 months of age  

∙ Infants and Mathematics

o Around ages 7-11 the development of reversibility in mathematic  operations start to occur  

∙ Limitations to Piaget’s theory

o Overestimates age differences and not all adults can think abstractly  ∙ Inner Speech

o Verbal thought and a richer set of symbols

∙ Noncommunicative Speech

o Thinking out loud  

∙ Zone of Proximal Development

o The place where the child understands  

∙ Scaffolding

o The place in which the caregiver changes where needed, in order to  support the child  

∙ Moral Reasoning

o thinking process with the objective of determining whether an idea is  right or wrong

∙ Kohlberg

o Came up with the stage theory that consists of preconventional,  conventional and the postconventional stage  

∙ Preconventional Stage

o Earliest level of moral development; at this level, self-interest and  event outcomes determine what is moral  

∙ Conventional Stage

o Middle stage of moral development; at this level, strict adherence to  societal rules and the approval of others determine what is moral  ∙ Postconventional Stage

o Highest stage of moral development; at this level, decisions about  morality depend on abstract principles and the value of all life  

1. What are the 3 stages of prenatal development? What is the age of  viability?

∙ Germinal, embryonic, and fetal. 24 weeks.

2. What types of research designs are used in developmental research? ∙ Longitudinal and cross-sectional studies.

3. What environmental factors have an effect on prenatal development? ∙ Anything from nutrition to birth weight.  

4. What stage of prenatal development is the most vulnerable to the  environment?

∙ Embryonic

5. What are the basic trends in motor development?  

∙ Large ranges in milestones, cultural constraints, and the dynamic  systems theory.  

6. What are developmental norms? What effect does culture have on  development?

∙ The standards used to measure the progress of a child’s  

development. Culture can cause certain developments to occur  earlier or later in a child depending on for example how often a baby  gets held or not.  

7. What is temperament? What are different types of temperaments? ∙ Biologically based tendencies to feel or act in certain ways. Activity  level (overall amount of energy and of behavior a person exists),  Emotionality (the intensity of emotional reactions), and Sociability  (general tendency to affiliate with others).  

Chapter 8: Language and Thought  

∙ Language

o A system of communication using sounds and symbols according to  grammatical rules  

∙ Animal Language

o Animals can communicate; looked at specifically in apes; much more  effort for them than humans  

∙ Phoneme

o The basic sounds of speech, the building blocks of language ∙ Morpheme

o Smallest language units that have meaning, including suffixes and  prefixes  

∙ Grammar

o System of rules that specify how units of language can be combined  meaningfully  

∙ Language Structure

o Consists of phenomes, morphemes, and grammar  

∙ Language Development

o Process starting early in human life; consists of receptive language  and productive language  

∙ Babbling

o Part of productive language; baby is around 4 months of age  ∙ One word stage

o Part of productive language; baby is around 12 months  

o Sounds start to carry meaning  

∙ Segmenting Speech

o Part of receptive language; baby around 7 months  

∙ Receptive Language

o Hearing or seeing  

∙ Productive Language

o Speaking and writing  

∙ Theories of Language Development

o Operant Learning (Skinner), Nativist Theory (Chomsky), and the  Interactionist Approach  

∙ Telegraphic Speech

o Part of productive language; the 2 word stage; baby around 24  months  

∙ Critical period

o Time when deaf children should be paired with cochlear implants (2 - 4 years old)  

∙ Language Acquisition Device

o Proposed by Chomsky, it is the mental capacity which enables infants  to gain and produce language  

∙ Rational Choice Theory

o Chance x payoff = expected gain  

∙ Algorithm

o Well defined procedure that guarantees a solution  

∙ Heuristic

o Shortcuts used to reduce the amount of thinking that is needed to  make decisions  

∙ Availability Bias/Heuristic

o Making a decision based on the answer that most easily comes to  mind  

∙ Conjunction Fallacy

o Think that 2 events are more likely to occur together than either  individual event

∙ Representativeness Heuristic

o Judging likelihood in terms of how well they represent prototype ∙ Framing Effects

o Context or phrasing of problem that lead to different answers ∙ Means End Analysis

o the problem solver begins by envisioning the end, or ultimate goal,  and then determines the best strategy for attaining the goal in his  current situation

∙ Analogical Problem solving

o Solving a problem using the information from the information  gathered

∙ Functional Fixedness

o In problem solving having fixed ideas about the typical functions of  objects

∙ Reasoning

o The act of thinking about something in a logical way  

∙ Practical reasoning

o use of reason to decide how to act

∙ Theoretical reasoning

o Reason leading to understanding  

∙ Syllogistic Reasoning

o Reasoning used to arrive at a conclusion based on two or more  propositions that are asserted or assumed to be true

Chapter 13: Personality  

∙ Psychoanalytic/Psychodynamic

o Conscious

▪ Information we are aware of at any given moment

o Subconscious/preconscious

▪ Information that can, with little effort, be brought into  consciousness  

o Unconscious

▪ Information that is difficult to access; hidden desires,  memories, conflicts  

o Id

▪ Instinctual drives present at birth  

o Ego

▪ Thing that mediates the id and external world (emerges during  infancy)  

o Superego

▪ Idealistic principle, moral guide/conscience, inflicts guilt to  thwart (emerges between 3-5 years of age)  

o Conflict

▪ Problems between the Id, ego, and superego; ego attempts to  reconcile; focus on sexual and aggressive impulses  

o Anxiety

▪ Produced with long-lasting inner conflict  

o Defense Mechanisms  

▪ Unconscious reactions to protect person from anxiety and guilt  o Repression

▪ Excluding source of anxiety from awareness  

o Displacement

▪ Shifting the attention of emotion from one subject to another  o Reaction Formation

▪ Warding off an uncomfortable thought by overemphasizing its  opposite  

o Projection

▪ Attributing unacceptable qualities of the self to someone else  o Rationalization

▪ Concocting a seemingly logical reason or excuse for behavior  that might otherwise be shameful  

o Denial  

▪ Refusing to acknowledge source of anxiety

o Sublimation

▪ Channeling socially unacceptable impulses into constructive,  even admirable behavior  

o Psychosexual Stages  

▪ According to Freud, developmental stages that correspond to  distinct libidinal urges; progression though these stages profoundly affects personality

o Oral Stage  

▪ Last from birth to 18 months; infants seek pleasure through  mouth  

o Anal Stage  

▪ 2-3 years old; toilet training leads them to focus on the anus  o Phallic Stage

▪ 3-5 years old; direct their libidinal energies toward the genitals o Latency Stage  

▪ Children suppress libidinal urges or channel them into doing  schoolwork or building friendships  

o Genital Stage  

▪ Adolescents and adults attain mature attitudes about sexuality an adulthood  

o Fixation  

▪ Due to deprivation or overindulgence; caregivers redirect or  interfere sexual focus  

o Adler

▪ A Neo-Freudian who came up with individual psychology  o Jung

▪ A Neo-Freudian who came up with analytic psychology  o Analytic Psychology

▪ emphasizes the primary importance of the individual psyche  and the personal quest for wholeness

o Individual Psychology

▪ emphasizing feelings of inferiority and a desire for power as  the primary motivating forces in human behavior

o How are these different from Freud’s theory?

▪ Different in that they disagreed with him because his  

emphasized role of conscious mind and they wanted to  

downplay sex and aggression.

o Personal Unconscious  

▪ Information difficult to access like hidden desires, memories,  and conflicts  

o Collective Unconscious

▪ Culturally shared ancestral memories  

o Archetypes

▪ Symbols that are innate ideas or tendencies that shape human  behavior  

o Introvert/Extravert

▪ The different personality types that came out of analytic psychology  

∙ Humanistic

o Approaches to studying personality that emphasize how people seek  to fulfill their potential through greater self-understanding

∙ Behavioral

o Approach to studying personality that focuses on their actions  ∙ Big 5

o The idea that personality can be described using five factors:  openness to experience, conscientiousness, extraversion,  

agreeableness, and neuroticism

∙ Trait Theory

o An approach to studying personality that focuses on how individuals  differ in personality dispositions  

∙ Incongruence

o The gap between self-concept an reality  

∙ Congruence  

o The ideal self, self-image, and true self  

∙ Self-Image  

o How you view yourself  

∙ true Self  

o how you really are

∙ Ideal Self

o Who you want to be  

∙ Unconditional Love  

o Fully functional congruence; openness to experience, living in the  moment, and creativity  

∙ Conditional Love  

o Maladjusted congruence; defenses to deal with anxiety, conforming,  and not intuitive

∙ Self-Actualization

o The desire for self-fulfillment  

∙ Stability of Personality

o Personality can change as people age  

∙ Self-Concept

o Everything you know and believe about yourself  

∙ Self Esteem

o The evaluative aspect of self-concept in which people feel worthy or  unworthy  

∙ Effects of Situation on Personality

o Strong situation (masks personality) and weak situation (shows true  personality)  

∙ Self-Serving Bias

o The tendency for people to take personal credit for success but  blame failure on external factors  

∙ Better than average effect

o Feel that we are better at something than we really are  

∙ Freud

o Studied physical manifestations of problems in behavior  ∙ Rogers

o Studied the humanistic approach to behavior  

∙ Maslow

o Studied humanism  

∙ Skinner

o Studied behavior; developed the theory of operant conditioning ∙ Bandura

o Studied behavior in children with the bobo doll study  

∙ Allport  

o Studied behavior before the unconscious; came up with 18000 words  to describe personality

∙ Cattell  

o came up with 170 logically different traits which could be combined  into 16 basic trait descriptors  

Assessing Personality

∙ How is personality assessed?  

o Projective tests  

▪ Personality tests that examine unconscious processes by  having people interpret ambiguous stimuli  

∙ Thematic Apperception Test (TAT)  

o A person is shown an ambiguous picture and asked to tell a story about it; scoring is based on the motivational schemes that emerge  ∙ Rorschach inkblot test  

o Person looks at an apparently meaningless inkblot and describes  what it appears to be; how a person describes the inkblot reveals  unconscious conflicts and other problems  

∙ Personality Inventories

o Consists of 240 items designed to assess the Big Five personality factors

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