Exam 1 Flashcards
(156 cards)
1
Q
5 characteristics of development
A
multidirectional multicontextual multicultural multidisciplinary plasticity
2
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critical period
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time when a particular type of developmental growth must happen if it’s ever going to happen
3
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sensitive period
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time when a certain development is most likely to happen (ex: language)
4
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different patterns of developmental growth
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growth in stages
linear growth
growth and decline
unpredictable growth
5
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historical context: cohort
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refers to all people born around the same time who experience the same historical events and cultural shifts
6
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SES
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combination of income, education, occupation, and neighborhood characteristics
7
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culture
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shared beliefs, norms, behaviors, expectations
8
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ethnic group
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people whose ancestors were born in the same region and often share a language, culture, and religion
9
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race
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group of people who are regarded by themselves or others distinct based on physical appearance
10
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difference-equals-deficit error
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if someone is different than me, they must be less than
11
Q
plasticity
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the possibility of change
human traits can be molded/shaped while people maintain a durability of identity
12
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plasticity example: david
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born with premature disabilities but enriching environment allowed him to thrive
13
Q
differential susceptibility
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some people are more vulnerable than others to certain experiences (ie genetics)
14
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parts of scientific method
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formulate research question develop hypothesis test hypothesis draw conclusions make findings available
15
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common research methods
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scientific observation (naturalistic vs observatory)
experiment
survey
case study
16
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cross sectional study
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examines groups of people of different ages at the same point of time
17
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longitudinal study
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data collected repeatedly on the same individuals over time
18
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cross sequential study
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studies several groups of people of different ages then follows those groups longitudinally
19
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developmental theory
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systematic statement of general principles that provides a framework for understanding how/why people change over time
20
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theories do what
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produce hypotheses
generate discoveries
offer practical guidelines
21
Q
3 important theories
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psychoanalytic theory
behaviorism (learning theory)
cognitive theory
22
Q
psychoanalytic theory
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behavior motivated by unconscious drives
dreams reflect unconscious mind
defense mechanisms
sexuality major motivating force
23
Q
id ego superego
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id: what you want (pleasure principle)
ego: what you actually do (impulse control)
superego: what you should do (moral ideal)
24
Q
freud psychosexual stages
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oral anal phallic latency genital
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erikson's theory of psychosocial development
8 stages characterized by a developmental crisis, spans lifetime
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operant conditioning: reinforcement vs punishment
reinforcement: makes behavior more likely
punishment: makes behavior less likely
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Bandura social learning theory
behavior learned through observation and imitation
| bobo doll experiment
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piaget's cognitive development theory: stages
sensorimotor
pre-operational
concrete operational
formal operational
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piaget: cognitive disequilibirum
a state of disequilibrium results in cognitive growth
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assimilation
incorporate new info into existing schemas
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accommodation
alter existing schemas to include new info
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the emergent theories
sociocultural theory
universal perspective (evolutionary theory)
ecological systems theory
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Vygotsky's sociocultural theory
development results from the dynamic interaction b/w the person and their culture
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guided participation
children learn culturally meaningful skills from more knowledgeable members of society
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zone of proximal development
range of skills learner can perform w/ assistance but not independently
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evolutionary theory
humans are driven by basic need to survive and reproduce
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evolutionary theory: cramer et al
women bothered more by partner having deep emotional connection
men bothered more by partner having sex
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Bronfenbrenner's ecological systems theory
the interaction b/w individual and the changing environment is key
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```
microsystem
mesosystem
exosystem
macrosystem
chronosystem
```
microsystem: immediate environment, family, school, peers
mesosystem: interactions among microsystems
exosystem: larger community setting
macrosystem: cultural values, laws
chronosystem: change over life course and history
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additive heredity
genetic effects add up to create the phenotype (ex: skin color, height)
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genetic imprinting
some genes function differently depending on which parent they come from
chemical marker activates either mother or father's gene
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copy number variation
involves genes with repeats or deletions of base pairs
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non-shared environment & adolescent development (NEAD) project: major finding
genes impact every characteristic, but family structure and parenting style modify genes
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___ is most common correlate of chromosomal abnormalities
maternal age
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trisomy 21
down syndrome
facial features: thick tongue, slanted eyes
physical problems
mental slowing and faster aging
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eclectic perspective
apply aspects of each theory rather than just picking one
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3 stages of prenatal development
germinal (0-2 wks)
embryonic (3-8 wks)
fetal (9 wks-birth)
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germinal period
- conception in fallopian tubes
- cell differentiation/multiplication (blastocyst, embryonic disk (fetus) and trophoblast (placenta/umbilical cord) form)
- implantation
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embryonic period
embryonic disk forms:
- ectoderm: neural tube/CNS
- mesoderm: bone, connective tissue
- endoderm: GI, lungs, etc
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fetal period
```
growth and finishing phase
1st trimester (fetus 3mo, 3oz, 3in)
2nd trimester (quickening/feeling moving)
3rd trimester (brain maturation)
```
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age of viability
age baby can survive if born early
22 weeks
weight crude predictor, critical factor is brain maturation
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teratogen
anything that can impair prenatal development and result in birth defects/death
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factors determining risk of teratogens
- timing of exposure (critical period most vulnerable)
- amount of exposure (threshold and interactions)
- genetic vulnerability
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examples of specific teratogens
illegal drugs, tobacco, alcohol (FAS), infectious disease
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FAS
```
heavy drinking (5+ per day)
causes severe cognitive, physical, behavioral deficits
```
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3 stages of labor
1. dilation and effacement of cervix
2. delivery of baby
3. delivery of placenta
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other maternal factors affecting prenatal risk
nutrition, stress, maternal age
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doula
someone who helps a women with labor, delivery, and breastfeeding
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APGAR scale
```
appearance (color)
pulse
grimace (reflexes)
activity (muscle tone)
respiration
```
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average birth weight and height
7.5 lbs and 20 inches
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low birth weight (LBW)
less than 5.5 lbs
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preterm
baby born 2 or more weeks early
| may be appropriate weight for length of pregnancy
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small for gestational age (SGA)
may be born at due date or preterm
| below expected weight for length of pregnancy
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possible causes of LBW
```
lifestyle choices
malnutrition
multiple births
prescription drugs
other unknown causes
```
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La Familia support
social/cultural context critical for prenatal/postnatal development
mexican mothers w/ high la familia support linked to fewer LBW births
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immigrant paradox
immigrant women have healthier babies (bc of support they have)
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parental alliance
cooperative working relationship b/w partners is important for prenatal/postnatal care
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head sparing
when nutrition is poor, the brain keeps growing
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influences on early growth
heredity
nutrition
emotional well being
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benefits of breast feeding
baby: correct balance of fat/protein, nutritional completeness, protection against disease
mother: reduced risk of breast cancer, osteoporosis
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how much do newborns sleep
15-17+ hours a day
most sleep through night by 1 yo
sleep needs decline to 12 hrs by age 2
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co sleeping pros and cons
pros: easier response time, less exhaustion, more convenient
cons: higher SIDS rate, parents may not sleep well later
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how much do newborns cry
2-3 hours a day
| peaks at 6 weeks before declining w/ maturation of CNS
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transient exuberance
rapid proliferation of new neural connections in infancy
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synaptic pruning
makes the brain more efficient by eliminating underused connections
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fusiform face area
part of the brain dedicated to face perception
| babies primed to look at faces
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own race ffect
babies recognize faces from own race more easily than other races
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Scott and Monesson face recognition experiment
when names were attributed to monkeys faces, babies distinguished monkeys' faces easier later on
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experience-expectant brain functions require:
basic common experiences
| ex: no matter where an infant lives, an infant hears sounds/language
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experience-dependent brain functions depend on:
exposure to particular events
| ex: exposure to particular sounds/language varies across infants
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sensitive periods in brain development example
children raised in romanian orphanages and adopted later by british families:
- dramatic catch up in physical size once adopted
- cognitive gains not as great for children adopted after 6 months
- longer length in orphanage, more defects
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sensation ___ perception
precedes
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sensation vs perception
sensation: when a sensory system detects a stimulus
perception: mental processing of sensory info
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infant senses: hearing
not good at birth
newborns react to sudden noises
infants prefer a human voice
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infant senses: vision
least mature sense at birth
binocular vision develops around 3 months
adult vision by 1 yo
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hearing milestones
2 mo: locate/orient to sounds
4-7 mo: sense of musical phrasing
6-8 mo: screen out sounds from other languages
7-9 mo: recognize familiar words
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vision milestones
2-3 mo: focus and color vision, binocular vision
6 mo: acuity, scanning, tracking
6-7 mo: depth perception
1 yr: 20/20 vision
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infant senses: touch
sensitivity to touch is very acute at birth
| touch stimulates physical and emotional growth
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infant senses: taste and smell
newborns prefer sweet over sour or bitter
| prefer the smell of their lactating mother
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milestones in face perception
0-1 mo: prefer simple, face like pattern
2-4 mo: prefer complex face patterns, distinguish strange from familiar face, prefer mothers face
5-12 mo: perceive emotional expressions on faces
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intermodal perception
ability to integrate simultaneous input from multiple sensory systems by perceiving objects as unified wholes
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amodal sensory properties
info that overlaps 2 or more sensory systems
| babies like to focus on these times of stimuli
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milestones in intermodal perception
birth: detect amodal sensory properties
3-4 mo: relate speech sounds to lip movement
4-6 mo: perceive unique face-voice pairings of unfamiliar adults
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survival reflexes
breathing, hiccups, sneezing (oxygen)
crying, shivering, tucking legs (body temp)
sucking, rooting, swallowing (feeding)
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gross motor vs fine motor skills
gross: actions that involve large body movements
fine: actions that involve small body movements
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moro reflex
startle reflex
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palmar reflex
grasp anything placed in hand
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Piaget's sensorimotor stage
0-2 y.o's actively think w/ their senses and motor skills
| cognitive change takes place via adaptation and organization
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schemas
psychological structures that organize one's experiences
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adaptation
process of building schemas through direct interaction w/ the environment (assimilation and accommodation)
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organization
internal process of rearranging and linking schemas
102
name the 6 sensorimotor substages
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reflexive schemas
primary circular reactions
secondary circular reactions (2 steps)
tertiary circular reactions
mental representations
```
103
substages 1/2 of sensorimotor intelligence
primary circular reactions (infant's responses to own body):
-substage 1 (0-1m): newborn reflexes
substage 2 (1-4m): first acquired adaptations
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substages 3/4 of sensorimotor intelligence
secondary circular reactions (infant's responses to objects/people):
- substage 3 (4-8m): making interesting sights last
- substage 4 (8-12m): new adaptations and anticipation, goal directed behavior, object permanence
105
object permanence
understanding that objects continue to exist when out of sight
8 months
106
renee baillargeon and violation of expectation method
habituation: babies look at things they did not expect longer (they expect the world works a certain way)
showed that object permanence emerges before 8 months
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substages 5/6 of sensorimotor intelligence
tertiary circular reactions (creative exploration/experimentation):
- substage 5 (12-18m): active experimentation, little scientist
- substage 6 (18m-2y): mental representation, make believe play
108
piaged revised, what do advanced research tools (habituation, fMRI) indicate
many cognitive abilities emerge earlier than piaget predicted
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current research suggests that cognitive development is:
gradual
continuous
uneven
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information processing theory
uses computer model of human cognition
| focus is on step-by-step description of mechanisms underlying human cognition (affordances, memory)
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affordances
opportunities in the environment for perception and interaction
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affordances depend on
sensory awareness of opportunities
immediate needs and motivation
developmental level (maturation)
past experiences
113
visual cliff: gibson and walk
examined infant depth perception
infants willing to cross cliff until 8 months, crawlers avoided it
--> fear of heights NOT emergence of depth perception
114
infantile amnesia
refers to notion that we rarely remember events before age 3
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why don't we remember prior to age 3
theory of mind and sense of self
neurogenesis of hippocampus
autobiographical memory linked to verbal abilities
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magic shrinking machine: simcock and hayne
studied 2-4 y.o.
children nonverbal memory good
under age 3, could not describe shrinking experience
verbal recall increased sharply b/w 3 and 4 y.o
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very young infants (< 3 months) can remember if:
experimental conditions are real life
motivation is high
special measures aid memory retrieval (eg repetition and reminder)
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operant conditioning and memory study
3 and 6 m.o kick and move mobile
1 week later, infants started kicking immediately, indicating memory
2 weeks after, only 6 m.o. babies remembered (3 mo remembered if reminded)
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theories of language development
1: infants need to be taught (behaviorism)
2: social impulses foster language (social pragmatic)
3. infants teach themselves (universal grammar)
120
What did BF skinner argue about language
infants learn language via operant conditioning and imitation
parents are teachers, repetition is instructive, and well taught infants become well spoken children
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Tamis-LeMonda et al.
infants of parents who spoke more had superior language development
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Social pragmatic perspective of language
babies acquire language to communicate as social beings
| social content of speech is universal
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what did noam chomsky argue about language
language is too complex to be learned through step-by-step conditioning
language is innate -> prewired w/ language acquisition device (LAD) in brain
124
universal sequence of language
```
cooing
babbling
first words
naming explosion
first two-word sentences
multiword sentences
```
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cooing and babbling
6-9 mo: babies repeat consonant vowel combinations called babbling
experience expectant learning (all babies do it)
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First words
comprehension precedes production
| first words appear around 1 year
127
holophrase
a single word that expresses an entire thought (eg juice)
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naming explosion
language spurt
| around 18 mo
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first sentences
```
by 21 mo, two word sentences (telegraphic speech)
grammatically correct (eg more juice)
```
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child directed speech (CDS)
motherese
high pitched exaggerated expression
short sentences/phrases
simplification
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interactive activities that facilitate language
joint attention
turn taking games
preverbal gestures
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erikson's first two psychosocial stages
trust vs mistrust: infants learn trust if world is secure place/basic needs met
autonomy vs shame/doubt: gain sense of self rule over their actions/bodies
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ethnotheory
a child rearing theory that is embedded w/in a particular culture/ethnic group
134
keller et al. 2004 findings
Nso vs Greek parents
Nso proximal, Greek distal
Nso toddlers didn't recognize self in mirror but were compliant
Greek toddlers opposite
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Basic emotions in first year
happiness: social smile (6w), laughter (2-4m)
anger: general distress (birth), anger (4-8m)
fear: stranger wariness, separation anxiety (9-14m)
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self conscious emotions
| when do they emerge
```
shame
embarrassment
guilt
envy
pride
emerge second year as toddlers become aware of self as separate/unique
```
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self awareness
realization that one is a unique person separate from others
emerges around 15-18m
dot-of-rouge experiment
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temperament
inborn differences b/w one person and another in emotions, activity, and self control
both genes/child rearing practices affect temperament (epigenetic)
139
new york longitudinal study on temperament
easy, difficult, slow to warm up, unclassified
140
different kinds of temperament
effortful control: able to regulate attention and emotion, self-soothe
negative mood: fearful, angry, unhappy
exuberant: active, social, not shy
141
goodness-of-fit
the match b/w the child's temperament and the environment
| environment has effect on temperament
142
temperament and attachment study findings
highly irritable infants who were securely attached were more social and just as adept at exploration as other toddlers
all infants insecurely attached were less social/skilled at exploring
143
synchrony
coordinated interaction b/w caregiver and infant that starts process of attachment
critical for socioemotional development
144
still face technique: montirosso et al.
mothers face goes flat
socially engaged babies go back to normal soon after
disengaged babies take long to return to normla
negatively engaged stay very upset
145
internal working model
a set of expectations formed early in life about the emotional availability of attachment figures
146
strange situation: key behaviors
```
seeking (or avoiding) proximiting
maintaining (or resisting) contact
level of infant distress
ease of comforting upon reunion
ability to use PCG as secure
```
147
attachment classifications
A: insecure-avoidant
B: secure
C: insecure-resistant
D: disorganized/disoriented
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Type B secure attachment
explores toys
cries when parent leaves
happy to see return
positive long term outcomes
149
Type A insecure-avoidant attachment
explores toys
does not cry when parent leaves
avoids/ignores when returns
lonely/depressed in adulthood
150
Type C insecure-resistant attachment
little/no exploration of toys
cries when parent leaves
stays upset when returns
adult relationships angry/unpredictable
151
Type D disorganized attachment
stumbles over toys
stilling (deer in headlights)
often physically abused
152
factors that affect attachment
opportunity for attachment
quality of caregiving
infant characteristics
parents' internal working models
153
adult attachment interview (AAI)
anxious-avoidant --> dismissing
secure --> secure
anxious-resistant --> preoccupied
154
AAI classifications: secure
objective evaluation of childhood experiences
155
AAI classifications: dismissing
lack of memories and stereotypes descriptions
| derogation of attachment
156
AAI classifications: preoccupied
conflicted and confused discourse
| passivity or involved anger
