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Human Growth and Development > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Multi-contextual

A

Human lives re embedded in many contexts, including historical conditions, economic constraints and family patterns (physical, cognitive, psychosocial)

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2
Q

Explicit

A

Concrete rules with big consequences

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3
Q

Maslow

A

Self actualization, individual has unique needs (change over time, 1st four levels are deficiency needs –> individual doesn’t feel accomplished even when needs are met), hierarchy needs,, goals=truth, beauty, justice, peace

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4
Q

Schaie

A

Lifespan Model

Acquisition: childhood and adolescence [knowledge through experience]

Achieving: Ages 20-40 [Completing education, problem solving abilities]

Social Responsibility: Young-middle aged adult [Independent role in society]

Executive: Young- middle aged adult [ Responsibility and family/work]

Reorganization: Middle aged adult [retirement/slow down]

Reintegration: Middle-older adult [Goes with the flow of life]

Legacy: Older adult [teach younger generations; give advice]

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5
Q

Dynamic

A

Different paces/unexpected through statistics (goes against the norm)

Sudden Change

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6
Q

Adaptation

A

The process by which organisms change so that they will be more successful in a particular environment.

In PIAGETS theory, the process by which infant schemes are elaborated, modified and developed.

With Piaget, adaptation typically involved assimilation and accommodation.

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7
Q

Resilient Family

A

Able to adapt and make the best of their scenarios, no matter the outcome.

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8
Q

Authoritative

A

Parents who combine a high degree of warmth, acceptance, and encouragement of autonomy with firm but flexible control; they encourage communication and negotiation in the rule setting within the family

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9
Q

Indifferent

A

Parents who neither set limits nor display affection or approval

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10
Q

Monozygote

A

Identical twins that result from the division of a single fertilized ovum

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11
Q

Midwife

A

A woman who is experienced in child birth/delivery, with or without training, who assists with home delivery

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12
Q

Vygotsky

A

psychological process plus culture, language (coo, baba, first words), social context of reinforcement, scaffolding, zone of proximal development

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13
Q

Family stress theory

A

sets forward acute stressors (meaning sudden onset) which when accumulated could lead to family crises, including physical, emotional, or relational crises. Examples of such family crises resulting from family stressors are episodes of domestic violence, substance abuse (relapses), illness from weakened immune systems, divorce, accidents, children being abused, or neglected, etc. The research on stress suggests that significant factors about the stressors to keep in mind are:

  • the changes in daily routines,
  • the number of changes in daily routines,
  • the length of time since there were changes in daily routines, (i.e. the family stressors)

However, their impact can be muted, or buffered with protective factors which help families to survive multiple contextual stressors, and to continue to competently parent despite chronic and acute stressors. These protective factors (Hill theorized that there were basically two of them) buffer the impact of the stressors, and one includes social relationships (B Factor) and the other includes perceptions (C Factor).

Caretaker impact: accident or illness within a year of uncontrolled stress

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14
Q

Age/Stage

A

Through different time periods in a persons life, they go through stages of growth that have been known to repeat itself over history and observation

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15
Q

Progression/development

A

The changes over time in the physical structure, thought, or behavior of a person as a result of both biological and environmental influences.

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16
Q

Predictive

A

predict through statistics (rapid growth with age) [puberty and menopause]

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17
Q

Normative

A

through curves

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18
Q

Unique

A

Everyone has their own patterns

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19
Q

Anabolic/Catabolic

A

Anabolic: Positive Growth

Catabolic Growth: Negative Growth

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20
Q

Enculturation

A

trying new traditions

Culture shock then adapting

books, traditions –> experiencing it first hand (doing things rather than just reading about it)

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21
Q

Quantitive vs. Qualitative

A

Quantitative: Measured/numbered trends

Qualitative: Observing [visually]

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22
Q

Directionality

A

Third variable problem: when two variables appear to be related to each other but there is another unknown variable (3rd) that is the real source of the link between the first two variables.

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23
Q

Cephalocaudal

A

growing head to toe

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24
Q

Proximal Distal

A

Grows from the midline out

core out growth (arms, ears)

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25
Conceptual Framework
physical, cognitive, psychosocial
26
Physical, Cognitive, Psychosocial Domains
Physical: Genetic makeup (input) Cognitive: Brain and intelligence Psychosocial: Personality and sociocultural behavior
27
Secular Trends
Changes over generations that are influenced by economy, resources and culture. Trends can involve all domains (compartments that overlap) [Birth rate, infant death rates, size of people]
28
Nature vs. Nurture
Examine whether characteristics are inborn characteristics or environmental influence.
29
Identification
How you identify (characterize) yourself
30
Socialization
Family, school, peers, mentors (when you socialize you look for commonalities)
31
Imitation
an advanced behavior whereby an individual observes and replicates another persons behavior. A form of social learning that leads to the "development of traditions" and our culture.
32
Multi-directional
comes from every direction, not just a straight line -gain and loss, unexpected transformations and predicted events
33
Multi-disciplinary
numerous academic fields (psychology, biology, education, sociology, neuroscience, economics, religion, anthropology, history, medicine, genetics)
34
Multi-cultural
increase global outreach, increase development Culture affects how people develop, not just between nations but within them.
35
Plasticity
Every individual, and every train within each individual can be altered at any point in the life span. Change is ongoing, although neither random or easy.
36
Epigenetics
Nature epigenetics would be something inherited and genetically predisposed [such as color blindness or sex-linked illness] Nurture epigenetics has to do with an environmental influence or an outside source, such as learning, maturation, family, and culture. Refers to the environmental factors that surround the genes, affecting genetic expression.
37
Types of Families
Traditional Alternative Resilient
38
Traditional Family
A family that consists of a man, woman and one or more of their biological/adopted children.
39
Alternative Family
A homosexual relationship, single parent household, an extended family household.
40
Family in Crisis
May have some marital problems, such as cheating, suicidal thoughts, alcoholism, addiction to drugs, family member in jail and/or divorce
41
Parenting Styles
Authoritarian Authoritative Permissive Indifferent
42
Authoritarian Parenting Style
Parents who are highly controlling, show little warmth, and adhere to rigid rules In families headed by authoritarian parents the children contribute very little to the family's decision making.
43
Permissive
Parents who exercise little control over the children but are high in warmth
44
Roles of parenting
Primary socializing agents, protectors, financial support, physical, emotional and cognitive support, educate/role models
45
Implicit
Easy going, permissive, loose (implied)
46
Chaos
No structure
47
Family Dynamics
predictive normative unique dynamic
48
Predictive (Dynamic)
get married, have children, grow old
49
Normative (Dynamic)
Marriage, children, empty nesters Major Events in life cycle
50
Unique (Dynamic)
adoption, gay parents, etc
51
Empty Nester
When all of the parent's children have grown up and left home
52
Sandwich generation
Generation that gives care to both their kids and parents
53
Kinkeeper
Helps maintain family traditions
54
Fertilization
Union of the ovum and sperm; sex determination
55
Geminal Period
After conception, the period of very rapid cell division and initial cell differentiation [lasting for approximately 2 weeks]
56
Embryonic Period
The second prenatal period, which lasts from implantation to the end of the second month after conception: all major structures and organs of the individual are formed at this time
57
Fetal Period
The final period of prenatal development; lasting from the second month after conception until birth: during this period, organ systems mature and become functioning
58
Zygote Production
cell formed by the union of two gametes
59
Blastula
The hollow, fluid-filled sphere of cells that forms soon after conception
60
Gross to specific
Whole body movements to minor motor movements
61
Age of Viability
The age (presently about 24 weeks) at which the fetus has a 50% chance of surviving outside of the womb
62
Dizygote
Fraternal twins that result from the fertilization of 2 separate ova by two separate sperm
63
Homeostasis
Internal equilibrium
64
Teratogens
Toxic agents of any kind that potentially causes abnormalities in developing
65
Fetal Alcohol System
A set of congenital abnormalities, including small size, low birth weight, certain facial characteristics, and mental retardation that results from maternal alcohol consumption during pregnancy
66
Amniocentesis
The withdrawal and analysis of amniotic fluid with a syringe to obtain discarded fetal cells for testing
67
OCT
contraction stress test
68
Attachment
The reciprocal emotional bond that develops between a child and caregivers
69
Lamaze
Natural birth- breathing techniques to cope with labor
70
Caesarian Section
Surgical procedures used to remove the baby and the placenta from the uterus by cutting through the abdominal wall
71
Chorionic Villus Sampling
The withdrawal of cells from the membranes that surround the fetus, either with a syringe or a catheter
72
Ectoderm/Endoderm/Mesoderm
Ecto: Outer layer Endo: Inner layer Meso: Middle layer
73
Darwin
Theory of evolution | Universal common ancestry survival of the fittest
74
Freud
Psychoanalytic theory --> psycho sexual interpretation of development
75
Freud's psychosexual stages
``` Oral: Birth- 1yr Anal: 1-3 yr Phallic: 3-5 yr Latency: 5yr - Puberty Genital: puberty - adult ```
76
Freud's 3 Personality component
ID: meeting basic needs with instant gratification EGO: dealing with reality, pleasing ID and in a socially acceptable way SUPER EGO: Based on morals and judgment (right vs. wrong)
77
Erikson
Stage Theory of psychosocial development
78
Erikson's 8 Psychosocial stages
1. Trust vs. Mistrust (infant - 18m) 2. Autonomy vs Shame & doubt (18m-3yo) 3. Initiative vs guilt (3-5 yr) 4. Industry vs inferiority (5-13 yr) 5. Indentity vs role confusion (13-21 yr) 6. Intimacy vs Isolations (21-39 yr) 7. Generativity vs Stagnation (40-65 yr) 8. Ego integrity vs despair (65+)
79
Piaget
Cognitive Development Theory Universal constructivist; people produce knowledge from learning and form meaning based upon their experiences. This theory covered learning theories, teaching methods and education reform. Sensorimotor, preoperational,concrete operations, formal operations Adaptation models, progression of thought, assimilation vs accommodation [New experiences fit existing scheme] vs [Schemas change when new event does not fit]
80
Scaffolding
Support mechanism that helps a learner successfully perform a task with his/her ZPD, providing support and assistance.
81
Zone of Proximal Development (ZPD)
Range of tasks a child can perform with the help and guidance of others but cannot yet perform indepenently
82
Brofenbrenner
Model of human ecology, concentric rings of developmental influence (interactions between rings/levels), reciprocal interactions between all levels [parents, community, society, and laws]
83
Brofenbrenner Rings of Development
Individual: sex, age, health Microsystem: Immediate family, child care, teachers and peers Mesosystem: Child care, home neighborhood, religious groups, schools Exosystem: Government, school board, mass media Macrosystem: customs, laws, cultures, values Chronosystem: Pattern of environmental events and transitions of time
84
Skinner
Classical learning theory operant conditioning [consequences of behavior increase or decrease the chance that it will happen again] Reinforcement [Control the behavior, control the reinforcement-parenting] Reinforcement in language and parenting is a positive thing, not about maturation, but about behaviorism
85
Pavlov
Dogs with salivary response to bell with food. Classical learning/conditioning theories, positive reinforcement to a trained response [Pairing stimuli to response with/without reward]
86
Bandura
Social cognitive learning; behavior is shaped by what we observe in others. Child is domestically abused --> child will become an abuser. [Monkey see, monkey do]
87
Bowen Family Systems Theory
a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit. It is the nature of a family that its members are intensely connected emotionally-parents, sibs and multigenerational.
88
Family Resilience theory
the family resilience perspective is integrated with conceptual definitions from family stress theory using the Family Adjustment and Adaptation Response (FAAR) Model in an effort to clarify distinctions between family resiliency as capacity and family resilience as a process.

Human Growth and Development (1 decks)

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