Chapter 5 Flashcards by Allison Garrett

Nature v. Nurture

Genes or Environment

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Change and Stablility

In what ways do we change

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Continuous v. Stages

How do we change

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Conception

When sperm and egg unite and create a zygote (fertilized cell)

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Zygote

(fertilized cell) 10-14 days, cells divide
Milestone: Cells differentiate into specialized locations and structures.

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Implantation

The embryo 2-8 weeks, zygote implants into uterine wall
Milestone: Differentiated cells develop into organs and bones

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The Fetus

“Offspring” Hands and Face develop, at four months many more develop
Milestone: by 6 months fetus might be able to survive outside womb

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Teratogens

“Monster makers” viruses and chemicals that can damage developing embryo/fetus

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Fetal Alcohol Syndrome (FAS)

Cognitive, behavioral, body/brain structure abnormalities caused by exposure to alcohol in the fetal stage. corpus callosum (separates sections of the brain) less dense

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Responding to sounds

Fetuses learn to respond and adapt to sounds previously heard in the womb; mostly 3rd trimester

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Assessing Newborn

Apgar score
o bad 1 ok 2 optimal

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Inborn reflexes

rooting, sucking, crying when hungry, facial recognition,

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Maturation

Changes that occur primarily because of the passage of time
Nurture adjusts timings but Nature sets the sequence

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Brain Development

In the middle trimester # of neurons grow by around 750,000 per minute

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Neuron Development

At birth connections proliferate
In infancy growth in connections is less complex (body functions and survival skills)
Early childhood connections proliferate in association areas (controlling attention and behavior (frontal lobe) and thinking, memory, and language

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Cognition

Mental Activities that help us function
Ex: understanding and using language, problem solving

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Jean Pieaget

Studies errors in cognition made by children

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Schemas

Mental box
mental container to hold experiences

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Assimilation

Take information in and fit it into schema

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Accomadation

Take information in and adjust/ create new schema

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Sensorimotor

Birth-2 years
Experience world through senses
Object Permanence; Stranger Anxiety

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Preoperational

2-6 or 7 years
Representing with words and images
Pretend play/ egocentrism

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Concrete Operational

7-11 years
Thinking logically about concrete events
Conservation, mathematical transformation

Formal Operational

12-adulthood
Abstract reasoning
Abstract logic, mature moral reasoning

Object permanence

Ability to recognize the absence of something does not mean it no longer exists.

Conservation

Logical thinking ability that allows a person to determine that a quantity will remain the same despite container or position adjustment.

Egocentrism

Inability to see from other perspectives, selfish

Reversibility and Perceptual Centration

Things can be reversed to their original state; the tendency to focus on one aspect of a situation and ignore others.

Theory of Mind

Ability to understand that others have their own thoughts and perspective

Autism and Theory of Mind

Autistic children do not display advanced mind reading Earlier detected more mitigated

A not B error

Change perspective; change results; squeaky duck under paper

Lev Vygotsky

Alternative to Jean Piaget focused on learning social communication Principle: children learn thinking skills by internalizing language from others and developing inner speech

Attachment

Emotional tie to anther person

Secure attachment

60%, ideal distressed when mother leaves and seek contact when she returns

Insecure attachment (avoidant)

Seeming indifferent to moms departure and return

Insecure attachment (anxious)

Cling to mother, less likely to explore, reamain upset when mother returns

Daycare

Time away doesn't reduce anxiety, interactions can result in attachment, time in daycare correlates with advances thinking skills (and increased aggression and defiance)

Self Concept

Stable and positive understanding of identity; moves from that's me to goals and skills

Authoritarian

"too hard" because I said so

Permissive

"too soft" no repercussions for child, gives in to child's desires

Authoritative

Parents enforce rules and listen to child

Lifespan perspective

Development is a lifelong process

Adolescence

transition from childhood to adulthood period of development from puberty to independence

Puberty

time of sexual maturation

Brain during puberty

stops adding new connections and becomes more efficient by "rewiring" connections being used most coated with myelin to speed nerve conduction Frontal lobe last to rewire making adolescents risk takers

Adulthood

sensory changes, memory, commitments

Emerging adulthood

18-25 added education and later marriage delays full adult independence

immune system

declines with age but has lifetime accumulation of antibodies

exercise

stimulates neural connections, improves cognition, and reduces risk for dementia

Myelin

Enhances neural processing, peaks in teens

Brain aging

as we get older regions related to memory shrink and frontal lobes atrophy healthy 80 y/o brain is 5% lighter than in middle adulthood

Fluid intellegence

Seen in younger population Think and reason abstractly

Crystalized intelligence

Learn from past experience and store of facts Seen in older population

Alziemers

loss of brain cells and neural network connections deterioration of memory transmitter neurons broken protein filaments at tips of neurons

Successful aging

Biological influences- genes Psychological - optimistic and active Social/cultural- Support, meaningful activities, respect for aging