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Intro to Psych > Developmental Psych > Flashcards

Developmental Psych Flashcards

1
Q

In Utero

A

Language development is happening but not to the extent that we think about language

For example: they have a preference for their mother’s voice

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2
Q

Placenta

A

Screens/filters harmful substances coming in from mother

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3
Q

Why does the placenta have a problem?

A

Placenta can’t do it all; things slip through and can harm the baby

These are called TERATOGENS

For example: constant use of alcohol/drugs

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4
Q

Fetal Alcohol Syndrome

A
  • learning difficulty
  • low IQ/intellectually disabled
  • facial dysmorphology
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5
Q

Examples of facial dysmorphology?

A

Bridge of nose super wide and thick; lips disformed, teeth with massive gaps, etc.
~ Not just in Fetal Alcohol Syndrome but other genetic conditions as well

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6
Q

Utero Reflexes

A

can come back as adults; they are innate/automatic survival mechanisms

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7
Q

4 survival reflexes in babies

A

1.) Rooting reflex
2.) Sucking reflex
3.) Startle reflex
4.) Grasp reflex

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8
Q

Rooting reflex

A

If you touch the corner of a newborn’s mouth, they will automatically turn their head and root for food/nipple so they can survive

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9
Q

Sucking reflex (coupled with rooting)

A

If you put a nipple in their mouth, they innately know how to suck out the milk

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10
Q

Startle reflex

A

If you startle a newborn, they put their hands up in the air for attention

  • Attention grabber and then coupled with crying to protect themselves and get help
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11
Q

Grasp reflex

A

Automatically latches your finger/something if you put near their hand

  • Physical/grasping mechanism to prepare themselves and learn motor skills when they get older
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12
Q

What happens to baby reflexes when you age?

A

They get buried when you no longer need them, but they do disappear entirely

  • For some people in adulthood, like those with dementia, these reflexes can reappear (leading you to be dependent on someone else again)

It is a last ditch survival mechanism

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13
Q

What do you remember about the frontal lobe?

A

Takes up 40% of cortex

Terms of development:
- last part of the brain to develop in utero; doesn’t stop maturing until 25
- AGE 3-6 MOST RAPID DEVELOPMENT OF FRONTAL LOBE OCCURS (explosion of development)

What is happening in the frontal lobe during ages 3-6?
*Language development rapidly increases
*Brain is especially plastic at this time, which is why 3-6!
*Motor skills developing (walking)
** Pruning

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14
Q

Why is it hard to learn a new language when you are older?

A

Ages 3-6 is the best time to teach a child a new language since the brain is so plastic at this time; the brain is solidified and done growing as an adult, making it much more difficult to learn a new language

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15
Q

What is pruning again?

A

Links and connection in brain that are not used, so the brain trims away the ones you don’t need in a process called PRUNING

  • removing synaptic connections that are unused
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16
Q

What is special about motor development?

A

It is UNIVERSAL in children and does not vary by region, culture, etc.

Different pace but same order sequence

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17
Q

Universal motor development

A

1.) Sit
2.) Crawl
3.) Walk
4.) Run

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18
Q

Who was a major player in cognition?

A

John Piaget

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19
Q

Criticism surrounding John Piaget’s work

A

The participants of his research were his own kids, so his theories are biased to his children and not on diverse population

  • HOWEVER, his stage model tends to hold up though
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20
Q

Piaget’s Schema

A

1.) Assimilation
2.) Accommodation

  • based on knowledge, experience, and exposure
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21
Q

What is a Schema?

A

Way for us to organize concepts

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22
Q

Assimilation

A

Integration of new information into existing schema

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23
Q

Accommodation

A

Introduction of something new and slightly different that changes/broadens a person’s schema

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24
Q

Piaget’s 4 stages of how children learn through adolescence (cognitive)

A

1.) “Sensorimotor”
2.) “Preoperational”
3.) “Concrete Operational”
4.) “Formal Operational”.

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25
Q

“Sensorimotor” stage

A
  • Age 0-2 roughly
  • Learn through interacting with the world (putting everything in their mouth to see what it is; walking and getting into everything, etc.)
  • Object permanence
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26
Q

What is object permanence?

A

Understanding that something exists even if out of sight or hearing (develops during stage 1)

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27
Q

“Preoperational” stage

A

Higher order functioning (cognitive, etc.)
- Don’t have the necessary ability to perform higher order functioning or mental operations
- Age 2-7
- Language is starting to develop more rapidly
- Conservation (same amount in different vessels…)
- Significant egocentrism rapid in this stage

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28
Q

Conservation

A

Idea that amounts of things can be the same despite different vessels/sizes

Kids do NOT have this
- Kids think other kids are getting more than them

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29
Q

Egocentrism

A

You can’t take the point of view of someone else (you can only think about yourself)

30
Q

“Concrete Operational” stage

A
  • Age 7-11
  • Can do “basic” higher order functions/operations
  • Conservation at this point
  • General math concepts, etc.
31
Q

What does “Concrete” mean?

A

Basic; limited

32
Q

“Formal Operational” stage

A
  • Age 12+
  • Imagined symbols/symbolic thinking
  • This will continue to progress
33
Q

What does “Formal” mean?

A

Abstract/hypotheticals

34
Q

Social development in early childhood and adolescence

A

Attachment
- Harlow studies
- Erik Erikson

35
Q

Harlow studies

A

Took baby monkeys and had two conditions to see what monkeys would do in the absence or presence of food and attachment/warmth of mom

36
Q

Two groups/conditions of the Harlow studies?

A

1.) Pure metal gives food
- Wire monkey mom gave food
- no cloth for warmth of mother

2.) Warmth of cloth, no food
- Wire monkey that gave NO food
- Cloth for warmth of mother

37
Q

Results of Harlow studies?

A
  • The baby monkeys don’t care about the food, they crave the warmth of their mother

~ This led to explosion of attachment research

38
Q

Erik Erikson

A

Proposed 8 psychosocial stages
- Throughout linear development, we all go through challenges and if you successfully conquer that challenge, you are good to go to next stage

39
Q

Erik psychological stage 1

A
  • Age 0-1
  • “Trust vs. Mistrust”

~Connected to attachment

40
Q

Trust

A

=Success to move forward

41
Q

Mistrust

A

=You get stuck and have mental health issues

  • Abuse, neglect, not interacting or paying attention to child
    (ex. pushing babysitting on others)
42
Q

Parenting Styles

A

Developed by Bam Rind
- 4 main styles in quadrants

~ Guardians are supportive or unsupportive and demanding or underdemanding

43
Q

What are the 4 parenting styles?

A

1.) Authoritative
2.) Authoritarian
3.) Permissive
4.) Neglectful

44
Q

Authoritative Parenting Style

A
  • demanding and supportive
  • relationship is more reciprocal
  • give and take
  • solves problems together with child
  • sets clear rules and expectations
  • open communication and natural consequences
45
Q

Authoritarian Parenting Style

A
  • demanding and unsupportive
  • relationship more controlling
  • parent-driven
  • sets strict rules and punishment
  • one-way communication, with little consideration of child’s social-emotional and behavioral needs
46
Q

Permissive Parenting Style

A
  • understanding and supportive
  • permit you to do what you want
  • low in control
  • child-driven
  • rarely gives or enforces rules
  • overindulges child to avoid conflict
47
Q

Neglectful Parenting Style

A
  • unsupportive and not understanding
  • uninvolved/absent
  • provides little nurturance or guidance
  • indifferent to child’s social-emotional and behavioral needs
48
Q

What is the best parenting style?

A

Authoritative
- demanding but supportive shows the best outcomes in performance of their children in all aspects of life

49
Q

Adolescence

A
  • Physical development
  • Brain changes
  • Surge of hormones
50
Q

Physical development in adolescence is caused by what?

A

Puberty

51
Q

Brain standpoint of adolescence?

A
  • increased connection in brain until puberty and then things fade out a bit
  • pruning again (getting rid of unused neurons and connections)
  • myelin continues to develop (speeding up axon transport of signal)
52
Q

Surge of hormones in adolescence?

A
  • lagging limbic system (hypothalamus, amygdala, hippocampus)
  • leads to more impulsive behaviors and risk-taking since limbic system can’t process it yet
  • spike in egocentrism (world revolves around them)
  • Piaget’s emergence of the “Formal Operational” stage (think abstractly, critically)
  • Morality
  • **Seeking of identity socially and trying to figure out who they are (peaks)
53
Q

Early/Mid Adulthood

A
  • Physical decline in mid 20s, but not massively significant
  • Sexual fertility
54
Q

Physical decline in mid adulthood

A
  • Muscular strength goes down
  • Cardiac output declines (blood pressure, cholesterol, etc.)
  • Sensory processing declines
  • Reaction time decreases
  • fertility
55
Q

Late adulthood

A
  • more massive changes in strength, stamina, and reaction time
  • big dips in sensory ability
  • Immune system overall weakens
56
Q

Why are individuals in late adulthood more susceptible to larger issues but not short term illnesses such as colds?

A

The overall immune system declines so it can’t fight off illnesses very well unless they were already exposed to them in the past… built up immunity for a cold during this time since body has been exposed to it longer

57
Q

Aging and the brain

A
  • memory overall declines
  • Processing speed in the brain declines
  • cognitive reserve theory
58
Q

Cognitive reserve theory example

A

Curious why if we took two brains with dementia with similar morphology, why one is confined to a nursing home and the other is not (and is still able to function almost normally)

59
Q

Cognitive Reserve Theory

A

Differences in symptoms people display in behavior and cognition based on life experiences

  • your life experiences can help prevent cognitive decline
60
Q

How can your life experiences help ward off cognitive decline?

A

1.) Intelligence (some genetics involved)
2.) Academic and occupational attainment
3.) Lifestyle variables that directly affect brain health

61
Q

What are the lifestyle variables that directly affect brain health?

A

1.) Physical activity/exercise
2.) Sleep patterns
3.) Diet
4.) *Socialization (good quality relationships)
5.) *Stress management (cortisol stress hormone beats up brain)
6.) Cognitive stimulation through reading, doing puzzles, word games, etc.

62
Q

Outcome of filling cogntitive reserve bank?

A

Less cognitive decline; less dementia

If there has been injury or insult to brain, you can bounce back better and faster

63
Q

Is there a guarantee against dementia?

A

No

ex. Strokes and never knew she had them
- evidence on of brain on MRI
- all neuro testing fine but atrophy noted on brain
- scientist for NASA
- good reserve

but healthy 30 year olds can also have strokes….

64
Q

Adulthood social perspective

A

Midlife crisis

65
Q

Midlife crisis?

A

Examples include:
Divorce
Loss of loved one
Job issues/loss

66
Q

Well-being

A

65+ individuals are often examined
- Stable

67
Q

What can drop well being?

A

Loss
Physical decline
Loss of freedom (not being able to drive anymore or care for yourself without help

68
Q

Death and dying

A

Trust vs. mistrust based on interactions with parents

  • but Eriksonian stage 1st and last stage in this age
69
Q

People reflect on whether they had a good life or not

A

This is known as “reconcile” and you ask yourself this: “Did I live a good life”

  • Erikson says this is good and passed this stage; if you did not have a good life, you failed this stage
70
Q

Terminally ill patients

A

Stages of grief: people do not go through the stages predictably (not in same order, same method, or same time

** stages are not consistent for all

Intro to Psych (13 decks)

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