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CHILD PSY 235 > Biology & Behavior (CH 3) > Flashcards

Biology & Behavior (CH 3) Flashcards

1
Q

What are the 3 key elements of Nature vs Nurture model?

A
  • Genotype
  • Phenotype
  • Environment
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2
Q

What are the 5 Components of Nature vs Nurture model?

A
  • Parent’s genotype-Child’s genotype
  • Child’s phenotype-Child’s genotype
  • Child’s environment-Child’s phenotype
  • Child’s phenotype-Child’s environment
  • Child’s environment- Child’s genotype
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3
Q

What is Parent’s genotype-Child’s genotype all about?

A
  • Transmission of genetic offspring
  • Nucleus of every cell=chromosomes= made of 2 twisted strands of DNA= instructions for formation/ functioning
  • Packed in genes (sections of chromosomes)= code for the production of particular proteins
  • Genes effect development ONLY through the manufacture of proteins
  • 2% of genes make up human genome vs 98% of genome plays supporting role in influencing genetic transmission by regulating activity of protein-coding genes
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4
Q

What’s the difference between Sex Chromosomes & Normal Chromosomes?

A
  • Humans have total of 46 chromosomes= 23 pairs

- Sex chromosomes do not have the same amount but each is the same size & shape

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5
Q

How is Sex Determined?

A
  • Females have 2 large X chromosomes vs males having X chromosomes w/ smaller Y chromosome
  • ALWAYS father who determines sex
  • X bearing chromosome fertilizes egg= female
  • Y bearing chromosome fertilizes egg= male
  • Gene w/ Y chromosome= encodes protein that triggers preantal formation of testes (hormone testosterone)
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6
Q

How may Diversity & Individuality come across biologically?

A
  • Changes that occur in a section of DNA= occur in germ cells are passed off to offspring
  • Mutations/ natural selection
  • Random assortment of chromosomes during formation of egg & sperm= 23 pairs of shuffled chromosomes= odds are 0 (except twins) to have same genotype
  • Crossing over= Gametes divide, 2 members of a pair of chromosomes swap sections of DNA
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7
Q

What is Child’s phenotype-Child’s genotype?

A
  • Endophentypes= Intermediate phenotypes

- Mediate pathways between gene & behavior

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8
Q

What are Gene Expressions in Developmental Changes?

A
  • Switching genes on & off= controlled by regulator genes
  • When one gene turns off another may turn on & vise versa
  • Regular genes can function multiple times in multiple places during development= results in enormous diversity in gene expression
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9
Q

How can External Factors affect Gene Expressions?

A

-Early visual experience necessary for normal development in visual system causes switching on in certain genes in the visual cortex

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10
Q

What are the Dominant Patterns in Gene Expression?

A
  • Genes have 2 or more different forms alleles= influences same trait/ characteristic but contribute to different developmental outcomes
  • Dominant-Recessive Pattern= Can be 2 of the Same allele= Homozygous vs 2 different alleles= Heterozygous
  • Polygenetic Inheritance= traits that are governed by more than one gene (shyness, aggression, language learning)
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11
Q

What is Child’s Enviornment-Child’s Phenotype?

A

-Given phenotype will develop differently in different enviornments= range of outcomes would be possible

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12
Q

What is an example of Genotype/ Enviornment intereactions?

A
  • Phenlketonuria (PKU)= defective chromosome 12
  • Can’t metabolize phenaline (amino acid in red meats, artificial sweetners)= accumulates in blood stream & causes brain impairment
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13
Q

What are the Prental Contributions to a Child’s Enviornment?

A
  • Highly salient & most important part of child’s enviornment= Relationship w/ parents
  • Gene Enviornment Correlations= enviornment that parents provide is due to parent’s own genetic makeup
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14
Q

What is Child’s phenotype- Child’s enviornment?

A
  • Restates Active Child Theme=Child as a source of their own development= experiencing/ making different enviornments by the virture of their own behavior& interests
  • Actively selecting enviornment they wanna be in
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15
Q

What is Child’s environment- Child’s Genotype?

A
  • Epigenetics= how known structure of DNA is fixed but certain epigenetic mechs that are mediated by enviornment can alter functioning of genes & create stable changes in expression (some can be passed on)
  • Stable change in gene expression bc of environment is process of Methyltion= silencing gene expression
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16
Q

What is Behavioral Genetics?

A
  • How variation in behavior development results from interactions of gene & enviornmental factors
  • All behavioral traits= inheritable & influenced by hereditary factors
  • Intelligence, mood, agression,= polygentic & multifactorial= affected by host of both enviornmental factors & genetic
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17
Q

What are the Behavioral Genetic research designs?

A
  • Twin study (DZ vs MZ)
  • Equal Environment Assumption
  • Adoption study/ Adoptive twins (reared apart vs together)
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18
Q

What is the Family Study of Inheritance?

A
  • Measures Intelligence
  • Both genetic environment & environmental influences
  • MZ twins have more similar IQ that DZ twins
  • As twins get older, degree of variance in IQ is accounted by genetic similarity increases
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19
Q

What is Heritability?

A
  • Statistical estimate of how much of the measured variance on a trait among individuals in a particular environment/ population is attributable to genetic differences among those individuals
  • Estimating heritability automatically estimates the proportion of variance not attributable to genes
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20
Q

What did the Genome Wide Association Studies (GWAS) discover?

A
  • Revealed genetic effects are cumulative
  • Takes combo of genes each w/ a small effect to render heritable trait
  • Different developmental forces may be operating in poor vs affluent environments
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21
Q

What does Genome Wide Complex Trait Analysis (GCTA) do?

A
  • Takes advantage of actual genetic resemblance across large groups of individuals
  • Makes it possible to tease apart aspects of gene & environment that are confounded within families
  • Allows researchers to determine whether the same genes are implicated in measures of particular trait across development
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22
Q

What are the Environmental Effects of Behavioral Genetics?

A
  • Shared environment inferred positive emotion in MZ & DZ twins who are reared together have similar degree to showing pleasure
  • Shared environment effects disorders that clear genetic component= likelihood that a sibling will be diagnosed w/ ASD
  • Birth order= different experiences (mom always loved you best syndrome)
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23
Q

What are the different types of Neurons & their Functions?

A
  • There’s more than 100 bill neurons= gray matter in brain
  • Sending & receiving messages between brain/ itself & all parts of body
  • Neurons consist of Soma, Dendrites, Axon
  • Motor neurons sends info from brain to muscles & glands
  • Interneurons= Intermediaries between motor & sensory neurons
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24
Q

What does the Soma of a Neuron do?

A
  • Body of the cell

- Biological matter that keeps neurons functioning

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25
Q

What do the Dendrites of Neuron do?

A

-Fibers that receive input from other cells & conduct it to soma by electrical pulses

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26
Q

What does the Axon of Neuron do?

A
  • Fiber that conducts electrical signals away from cell body & other neurons
  • Communication via synapse= electrical & chemical messages
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27
Q

What are Glial Cells?

A
  • Form the Myelin Sheath around axons= insulation & increases speed of info transmission
  • Promote brain health= Function as neural system & progenitor cells during development
  • When brain is injured, certain type of glial cells react by increasing in #’s= protects brain & aiding in regeneration
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28
Q

What does the Cerebral Cortex do?

A
  • 80% of human brain

- Plays primary role in hearing, reading, writing, doing math, feeling compassion, communication w/ others

29
Q

What is the role of the Occipital Lobe?

A

-Involved in processing visual info

30
Q

What is the role of the Temporal Lobe?

A

-Memory, visual recognition, speech/language processing of emotion and auditory info

31
Q

What is the role of the Parietal Lobe?

A
  • Spatial processing, integration of info info from different sensory modalities
  • Integrating sensory input w. info stored in memory & internal states
32
Q

What is the role of the Frontal Lobe?

A
  • “Executive”

- Cognitive control, working memory, planning, decision making, inhibitory control

33
Q

What happens to info that come from multiple sensory systems?

A

-Processed & integrated in association areas= lie in between sensor & motor areas

34
Q

What are the areas that grow the most as a child develops?

A
  • Prefrontal, parietal, temportal corticies

- Sensory & motor areas are expanded less during evolution

35
Q

What is Cerebral Laterization?

A
  • 2 separate halves= Cerebral Hemispheres which communicates via Corpus Callosum (dense tract of nerve fibers that connects both halves)
  • Each hemisphere has specialized modes of processing
36
Q

What is Neurogenesis?

A
  • Proliferation of neurons through cell division= begins 42 days post conception & virtually complete halfway through gestation
  • Occurs in the hippocampus
  • Can be inhibited by stress
  • Neurogenesis later in life= adaptive bc it increases under rewarding conditions & decreases in threatening environments
37
Q

How do Neurons move to develop in different parts of the brain?

A

-Require guides (Radial Glial cells) which provides scaffolding for neurons to correctly find their destination

38
Q

What is the Process of Neuron Development?

A
  • First it grows axons then bush of dendrites
  • Axons elongate as they grow to targets
  • Arborization= increases capacity of dendrites to form connections w/ other neurons (after birth)
  • Myelination= formation of the insulating myelin sheath around axon. Begins before birth & continues to early adulthood
  • Mylated portions= white matter, lie below gray matter (cell bodies) at surface of cortex
39
Q

What is White matter?

A

-Mylated portions of axons

40
Q

What is Gray Matter?

A

-Cell bodies

41
Q

What is Synaptogenesis?

A
  • Each neuron forms synapses w/ thousands of others= formation of trillions connections
  • Begins prenatally & proceeds rapidly before birth & sometime afterwards
  • Timing & rate of synapse production vary for different cortical areas
  • Contributes developmental timing of the onset of various abilities & behaviors
42
Q

What is the result of the explosive generation of synapses & neurons during Synaptogenesis?

A
  • Surplus= excess of connections between different parts of the brain= Synesthesia ( blends different sensory inputs)
  • Synaptic pruning beings to take its course
43
Q

What is Synaptic Pruning?

A
  • Synaptic elimination
  • Different times for different areas of the brain
  • S.P in visual cortex begins 1st year of life & continues until 10 yrs while prefrontal area is slower
  • Gray matter proceeds rapidly, peaks around puberty & declines when some of it is replaced by white matter
  • Last area to mature is Dorsolateral Prefrontal Cortex
44
Q

What is the role of the Dorsolateral Prefrontal Cortex?

A
  • Regulates attention, controls impulses foresees consequences, sets priorities
  • Other executive functions
  • Does not reach adult dimensions until after 20 yrs old w/ Synaptic pruning at 30s
45
Q

What is the Importance of Experience?

A
  • Central role of use it or lose it= neural Darwinism/ Neurons that fire together stay together
  • Capacity of the brain can be molded/ changed by experience= less info needs to be encoded in genes
46
Q

What is Experience- Expectant Processes?

A
  • Experience Dependent plasticity plays role of general human experience in shaping brain development
  • Normal wiring of the brain is resulted from experience that have been present through human evolution
  • Brain can expect input from visual stimulation, voices & other sounds, movement & manipulation= fine-tune’s its circuitry
47
Q

What are the Pros for Experience-Expectant Processes?

A
  • Fewer genes need to be dedicated to normal development
  • Brain is better able to recover from injury in certain areas of the brain bc other brain areas take over
  • Brain areas can atleast be partially reorganized to serve another function= Cross Modal Reorganization?
48
Q

What are the Con’s to Experience-Expectant Processes?

A
  • Accompanied by vulneralbility

- If experience that developing brain is “expecting” does not occur, development may be compromised

49
Q

What is Cross-Modal Reorganization?

A
  • When a function that was meant to be for “expecting” stimuli are changed to be apart of a different function
  • People who are blind/ have early cataracts, the auditory function takes over the areas that are for the visual system
50
Q

What are the Sensitive Periods in Experience-Expectant Plasticity?

A

-Window of time where brain is most sensitive to particular kinds of external stimuli, neural organization that occurs or not during this period cannot be reversed

51
Q

What is Experience-Dependent Processes?

A
  • Brain is sculped by Idiosyncratic Experience= Experience Dependent Plasticity
  • Neural connections are created/ reorganized constantly throughout life as a function of an individual’s experiences
  • EX; particular body parts are trained more than others= musicians who played wind instruments had thicker lip-related cortical areas
52
Q

What’s up with children with Brain-Damage and their Recovery?

A
  • Have greater chance of recovering from lost functions that adults bc other areas of immature brain take over those lost functions
  • Worst time to suffer brain damage is during prenatal development & 1 yr after birth when neurogenesis is occurring & basic brain structures are being formed
  • Higher chance of recovery if have brain damage during early childhood (synapse regeneration & pruning & plasticity is at its highest
53
Q

What about Atypical Brain wiring?

A
  • Observed in developmental disorders= brain areas show unusual patterns of connections
  • ASD= connections between brain areas that diverge from typical developmental path= categorized by over & under abundance of connections relative to neurotypical brain
  • Subcortical are overconnected vs Cortical regions are underconnected
  • Wiring abnormalities occur in schizophrenia= gene produces excessive synaptic pruning
54
Q

Human growth?

A
  • Grows & develops for 20% of human life span
  • We become 15-20 times heavier & 3 times taller between birth & 20 yrs
  • Growth is uneven over time, steep slope on growth curve= rapid growth that usually occurs during the first 2 years of adolescence
55
Q

How do boys & girls grow?

A
  • Both are essentially equal in weight & height until 10-12 yrs
  • Boys experience growth spurt 2 years after girls
  • Full height achieved on average is 15.5 yrs for girls vs 17.5 for boys
  • Proportion in body fat is highest in infancy & then decreases at 6-8 yrs
  • Girls body composition increases due to menstration
56
Q

What role does Variability play in the growing body?

A
  • Genes affect growth & sexual maturity influencing the production of hormones
  • Secular trends= marked changes in physical level has occurred over generations (adults being several inches taller than grandparents)
  • Combo of genetic & environment= involved in failure to thrive (infants become malnourished & fail to grow)
57
Q

What are the effects of Breast Feeding?

A
  • Naturally free of bacteria, strengthens infant’s immune system, contains mom’s antibodies, good for mothers health (low risk of cancer & type 2 diabetes)
  • Fatty acids in the milk= positive effect on cognitive development= based on child’s genotype-environment interaction
58
Q

What are the tastes that infants can come across?

A
  • Sweet, umami (savory), bitter, sour, salty

- Child doesn’t come across salty until 4 months old

59
Q

Where does Food Preferences come from?

A
  • Preference for sweet things may have an evolutionary origin bc poisonous foods were bitter/sour
  • Influenced by prenatal environment
60
Q

What is Food Neophobia & what would be the best way to help a child overcome it?

A
  • Unwillingness to eat unfamiliar foods
  • Introduce food 6-15 times
  • DO NOT bribe or restrict the value of food bc then they’ll overindulge when they get the chance
61
Q

What is Associative Learning?

A

-Influencing unhealthy food choices by using characters to endorse them

62
Q

Obesity is most common among what group?

A
  • Blacks & latinos

- Children in developing countries bc adopt the western diet of high fat &; sugar

63
Q

How does Weight connect to Genetic Factors?

A
  • Weight of adoptive kids are closely related to biological parents
  • MZ are more similar that DZ
  • Speed of eating shows heritability
64
Q

How is Obesity Polygenetic?

A
  • Genes affect the susceptibility of an increase in weight & how much food they eat
  • Influences individuals temperament (regulates self & impulsive control) which is linked to executive function & cognitive control
65
Q

What are the Environmental Influences that causes Obesity?

A
  • Kids don’t really get recess & eat food that’s high in fat
  • Less time exercising, more time in front of screens
  • Less sleep=more prone to obesity
  • Food deserts
66
Q

What are the issues that Obese children face?

A
  • Medical problems= heart disease, diabetes

- Stereotypes & discrimination occurs as early as 1st grade

67
Q

How does Malnutrition effect children?

A
  • Contributes to nearly 50% of all deaths of children worldwide (most in asia &africa)
  • Increases risk for infections
  • Child who’s severely underweight is 10x more likely to die of diarrhea
68
Q

How does Malnutrition & Poverty effect children?

A
  • Adversly effects all aspects of brain development
  • Stunts more than 2 standard deviations below the mean
  • Affects cognition, social development, productivity, educational attainment, quality of life
69
Q

What are strategies that are working to improve Malnutrition?

A
  • Improvment in maternal health
  • Breast-feeding
  • Supplements of key nutrients (Iodized salt, Iron, Vitamin A)
  • Improved water sanitation
  • Community based intervention

CHILD PSY 235 (10 decks)

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