Exam 1 Flashcards
(138 cards)
1
Q
Continuous
A
Consistently and gradually changing across development
Ex. From seed to tree
2
Q
Discontinuous
A
Make big shifts to qualitatively new behaviors
Ex. Caterpillar to butterfly
3
Q
Nature
A
Biological endowment
4
Q
Nuture
A
Environment (physical, social, etc)
5
Q
All nature/all nurture examples
A
Language acquisition, number and object understanding
6
Q
Nature/nurture interaction
ex Antisocial behavior
A
can be genetic (nature) but can also emerge due to environment (nurture)
7
Q
Active child
A
Children participate in their own development
- diff interests lead to diff expertise
8
Q
Passive child
A
Children are at the mercy of their environment
- blank slate
9
Q
Biological perspective
A
Development is rooted in biology
- all nature
(Mat theory
Ethological theory)
10
Q
Maturational theory (bio P)
A
Child development reflects a specific and prearranged plan within the body
11
Q
Dr. Arnold Gesell (mat theory, bio P)
Growth of NS
A
as the NS grows, the mind develops and behavior changes accordingly
12
Q
Ethological theory (bio P)
A
Views development from an evolutionary perspective (ethological)
- behaviors are adaptive: we develop in certain ways bc it aids to our survival
13
Q
Critical period
A
Time in development when a specific type of learning can take place
- learning something before/after CP is hard
Lorenz and imprinting
14
Q
Learning perspective
A
Development is determined by environment
-all nurture
(Skinner: operant conditioning
Bandura: social cognitive)
15
Q
Operant conditioning- Skinner (learning P)
A
Behavior consequences determine whether behavior is repeated
Reinforcement: increases likelihood
Punishment: decreases likelihood
16
Q
+R/P
A
Something is added
Ex. Getting paid for doing chores
17
Q
-R/P
A
Something is removed
Ex. Chore from list
18
Q
Social cognitive - Bandura (learning P)
A
Behaviors develop as children observe a combo of reward, punishment, and other’s behaviors
- mimic those see rewarded
- avoid behaviors when ppl are punished
- Bandura: bobo doll
19
Q
Psychodynamic perspective
A
Development unfolds acc to resolutions of conflicts at diff stages
(Freud: 3
Psychosocial)
20
Q
Psychodynamic theory - Freud (psychodynamic P)
A
Early experiences est patterns that endure throughout a person’s life
Conflict bt:
Id: primitive instinct
Ego: rational/ practical
Superego: moral agent
21
Q
Psychosocial theory (psychodynamic P)
A
Development consists of a seq of stages, each defined by a key crisis/challenge
22
Q
Cognitive-developmental perspective
A
Development reflects children trying to make sense of the world
23
Q
Piaget’s theory - Piaget (cognitive-dev P)
A
Diff thinking stages that develop thru children’s shifting competencies and changing theories of the world
24
Q
Contextual perspective
A
Development is driven by a child’s interaction w their immediate and distant environment
- all nurture but includes both direct and indirect influences
25
Sociocultural perspective - Vygotsky (contextual P)
Emphasizes the role “experts” in conveying cultural expectations and knowledge to the next gen
- children’s development is enmeshed w the culture in which they grow up
- teach skills that children need to succeed in their culture
26
Scientific method - 4 steps
1. Choose question
2. Formulate hypothesis
3. Develop method to test hypothesis
4. Draw conclusion about hypothesis (null vs alt)
27
Systemic (naturalistic) observation
Watching participants and carefully recording what they do/say
- can also use video recordings or transcripts
28
Naturalistic observation
Spontaneous behavior in real-life situations
29
Structured/controlled observation
Researchers create a setting that’s likely to elicit a behavior of interest
- have a control over the setting
30
Strengths: Systemic (naturalistic) observation
- allows researchers to study “natural behaviors”
- access to behavior that’s difficult to measure experimentally
31
Weaknesses: Systemic (naturalistic) observation
- observations can distort behavior
- lack of control over potential confounding variables
32
Sampling behavior w task (SBT)
Create an activity that will elicit behavior of interest
Ex digit span, PPVT
33
Strengths: Sampling behavior w task (SBT)
- convenient and efficient
- more “controlled” than simple observation
34
Weakness: Sampling behavior w task (SBT)
Must be careful that measure is valid when participants are doing the study
35
Self reports
Participants’ answers to questions about topic of interest
Ex. Questionnaires, interviews
36
Strengths: Self-report
- convenient
- direct measurement of topic of interest by answering direct questions
37
Weaknesses: Self-repot
- answers may not be accurate:
• relying on memory
• lack of awareness on own behavior
• response bias
38
Response bias
Giving “socially acceptable” answers rather than the truth
39
Physiological measures
Measuring physiological response to stimuli
Ex. Lie detector test
40
Strength: Physiological measures
Provides conveying evidence that confirms behavioral findings
41
Weakness: Physiological measures
Not practical/available for all areas of study
42
Research measurements (4)
1. Systemic observation
2. Sampling behavior w task (SBT)
3. Self reports
4. Physiological measures
43
Reliable experiment result
Will the result hold up over time
- test/ retest
- inter-rater
44
Valid
Are the results genuine
- internal/external validity
45
Representative sampling
Using participants that accurately reflect the pop of interest
46
Population
Broad group of interest
47
Sample
Subset of pop
48
Research design
Conceptual approach to the study
- outline of how investigation will take place
49
Research design types (2)
(Studies)
1. Correlational
2. Experimental
50
Correlational study
Examines the relationship bt variables w/o manipulating them
51
Strengths: Correlational study
- convenient
- behavior is measured bt 2 things as it naturally occurs
52
Weakness: Correlational study
Correlational DOES NOT equal causation
53
Experimental study
Researcher randomly assigns participants to diff groups to asses the impact of the dependent variable
54
Strength: Experimental study
only way to assess causality
55
Weakness: Experimental study
Sometimes isn’t possible to do given the research question
56
Age-related changes studies/designs (3)
1. Longitudinal
2. Cross-sectional
3. Longitudinal-sequential
57
Longitudinal
The same individuals are observed/tested repeatedly at diff points in their lives
58
Strengths: longitudinal
most direct way to watch growth occur over time
- only way to answer growth continuity
59
Weaknesses: longitudinal
- takes a lot of time and resources- not always practical
- cohort and practice effects
- selective attrition
60
Selective attrition
Certain participants drop out over time
- affects data outcome
61
Cross-sectional design
DIFF groups of participants are tested at the same developmental points of interest
- same point in time
62
Strengths: CSD
- convenient
- solves issues w longitudinal studies (cohort and practice effects)
63
Weakness: CSD
Doesn’t tell about continuity development
64
Longitudinal-sequential design
Sequence of samples, each tested longitudinally
Ex. 3 groups of participants tested at 3 points in time
65
Strengths: LSD
- provides info about continuity
- attenuates risk of practice and cohort effects
• comparing groups at same age at diff times
66
Weaknesses: LSD
- not as much continuity as pure longitudinal design
- more time consuming than pure cross-sectional
67
Chromosomes
- 23 pairs = 46 total
- first 22 pairs: autosomes - carry same genes
Last pair: sex chromosome
68
Gene
Each group of nucleotide bases that provides a specific set of biochemical instructions
69
Genotype
Complete set of genes making up a person’s heredity
70
Phenotype
An individual’s physical, behavioral, and psychological features
- gene outcome
- created by both genetic features and environmental influences
71
Dominant allele (B)
Chemical instructions that are typically followed
Ex. Brown eyes
72
Recessive allele (b)
When paired w a dominant allele (B), instructions are ignored
Ex. Blue eyes
73
Homozygous
Alleles in a pair of chromosomes are the same
(BB,bb)
74
Heterozygous
Alleles in a pair of chromosomes are different
(Bb)
- dominant allele “wins”
75
Incomplete dominance
When one allele doesn’t dominate the other completely, the phenotype that results fall bt dominant and recessive
Ex. Sickle cell disease
76
Genetic disorders (2)
1. Inherited disorders
2. Abnormal number of chromosomes
77
Inherited disorders
Genetic problem caused by abnormalities in the gene
- usually from the presence of 2 recessive alleles
Ex. Cystic fibrosis, PKU, Tay-sachs, sickle cell anemia
78
Abnormal numbers of chromosomes
Developmental disruptions occur when children are born with missing, extra, or damaged chromosomes
79
Single gene inheritance
Phenotypes that rely on the makeup of a single gene
Ex. Sickle cell anemia
80
Polygenic inheritance
Phenotypes that reflect the combined activity of many separate genes
Ex. Eye color, skin color
81
genotype-> phenotype
only if environment cooperates in usual manner
- environment changes can lead to lack of phenotype or trigger a genetic expression
82
epigenesis
study of changes in organisms caused by gene expression modifications
83
niche-picking
deliberately seeking out environments that fit one's heredity
84
heritability coefficient
estimates the extent to which differences bt ppl reflect heredity
- only applies to specific groups living in a specific environment
85
behavior genetics
determining the impact of heredity on behavioral and psychological traits
- comparing groups of ppl who are known to differ in their genetic similarity
86
prenatal development
the changes that transform a fertilized egg into a newborn
-38 weeks
87
prenatal stages (3)
1. zygote (weeks 1-2)
2. embryo (weeks 3-8)
3. fetus (weeks 9-38)
88
zygote period
growth and movement from fallopian tube to uterus
89
zygote
fertilized egg (days 1-2)
- within hours, the cell begins to divide at a rapid pace prompting birth
90
blastocyst
zygote resembles a hollow ball consisting of 100-200 cells (days 3-4)
inner layer: embryo
outer layer: placenta, umbilical cord, amniotic sac
91
zygote implantation (final stage)
blastocyst burrows into the uterine wall and est connection w mother's blood vessels (days 7-14)
- sends hormonal signals to prevent mensuration
92
Embryo
Once blastocyst is fully embedded in uterine wall
93
Placenta
Organ that connects the amniotic sac, where the embryo rests, to uterus
94
Risk factors
Maternal (3)
Environmental (1)
maternal:
- Nutrition
- Stress
- Maternal age
Environmental:
- teratogen
95
Teratogen
Any environmental agent that causes birth defects
Ex alcohol
96
Genetic disorders (2)
- amniocentesis
- chronic villus sampling
97
Anmiocentesis
Needle inserted thru mother’s abdomen to obtain an amniotic fluid sample
98
Chronic villus sampling (CVS)
Tissue sample is obtained from Chorion (part of placenta)
99
stage 1 goal
Cervix enlarges (dilates) to 10 cm
- Typically reported as the most painful part of pregnancy
100
stage 1 how
Contractions activated through hormonal pathways
- Start: weak and irregular
- End: intense, sometimes without interruption
101
stage 2 goal
Baby moves through the birth canal and out of woman’s body
102
stage 2 how
Pushing + Uterus contractions move the baby out
- Women feel the strong urge to “push”—they begin to use their abdominal muscles
103
crowning
baby's head becomes visible
104
Breech Presentation
when the baby moves down the birth canal feet or bottom first
105
afterbirth goal (stage 3)
Placenta and fetal membranes need to be expelled from the uterus
106
afterbirth how (stage 3)
Small contractions will start again (signaled by hormones) as placenta detaches from uterus
107
Baby blues
Range of neg emotions that typically last 1-2 weeks post birth
- adjusting to newborn’s demands
108
Postpartum depression
Mood disorder that lasts longer than baby blues and is more severe
109
newborn states (4)
1. alert inactivity
2. waking inactivity
3. crying
4. sleeping
110
Basic cry
Starts softly then gradually becomes more intense
- hunger or tired
111
Mad cry
More intense version of basic cry
112
Pain cry
Sudden long burst of crying followed by long pause and gasping
113
Reflexes
Organized inborn behaviors that occur in response to stimulation
6:
- rooting
- sucking
- stepping
- babinski
- grasping
- moro
114
rooting
newborn automatically turns their face toward a stimulus when their cheek or lip is touched.
- Birth-> 4 months (may last as long as 12 months)
- Believed to occur to aid in breastfeeding
115
sucking
when the roof of a baby’s mouth is touched it will begin to suck
- Develops between the 32nd and 36th week of pregnancy
- Replaced by voluntary sucking around 4 months
- Related to the rooting reflex
- Assists in feeding
116
stepping
baby appears to take steps or “dance” when held upright with his feet touching a solid surface
- Birth-> 2 months (depending on pace of weight gain)
- Assist in voluntary walking
117
Babinski
when the sole of the foot is stroked, the toes fan out and curl as the foot twists in.
Birth –> 12 months (considered “normal” up until 2 years)
- Signals low myelination of the corticospinal tract– therefore it is a sign of disorder if it does not switch to a “plantar reflex”
118
grasping
infant will spontaneously grasp an object pressed against their palm
- Birth -> 5 months
- Prepares for voluntary grasping
- Similar reflex is also present in the toes until 9-12 months
119
moro (“Startle Reflex”)
When startled by a loud noise or movement, the baby will throw his head back, extend his arms and legs, cry, and then pull arms and legs back in.
- Birth -> 6 months
- Helps to “shield” from danger
120
Cell types (2)
- neurons
- glial cells
121
Neurons
Cells specialized in receiving and transmitting info
122
Glial cells
Non-neural cells in CNS that nourish, repair, myelinate neurons
123
Cell body
Contains basic bio machinery that keeps the cells alive
124
Dendrite
Receiving end of neurons
125
Axon
Send info from receiving end (dendrite) to transmitting end
126
Myelin
Fat sheath surrounding the axon that allows transmission to happen more rapidly
127
Synapse
Gap bt 2 neurons
128
Terminal buttons
Release neurotransmitters to nearby neurons
129
Cerebral cortex
Regulates many of our “human” functions
130
Lobes (4)
- frontal: behavior, learning, personality, voluntary movement
— prefrontal cortex: executive reasoning and planning
- parietal: spacial
- occipital: visual
- temporal: memory, visual recognition, emotion, auditory, speech
131
Neural plate
Group of cells that form a flat structure
- turns into neural tube
132
Brain dev stages (5)
- neurogenesis
- migration
- synaptogenesis
- synaptic pruning
- myelination
133
Neurogenesis
Cell production
- most neurons are created prenatally
134
Migration
Neurons move from neural tube to their final position in brain
135
Synaptogenesis
Neurons form connections w other neurons
- axon and dendrite grow longer and create new limbs - new synapses are formed
136
Exuberant synaptogenesis
An explosion of synapse formation that occurs early in brain dev
137
Synaptic pruning
Rarely used synapses are eliminated to make space for new connections
138
Myelination
Formation of the fatty sheath around axon
- MS: damaged myelin
