Exam 1 (Chapters 1-5) Flashcards
(103 cards)
1
Q
Who is associated with “tabula rosa”?
A
John Locke - focus on environment (blank slate)
2
Q
who is associated with “noble savage” - maturation unfolding genetically driven
A
Jean Rousseau
3
Q
Who is associated with evolutionary theory
A
Darwin
4
Q
Who is associated with Normative Approach Maturation Theory
A
Hall and Gesell
5
Q
Who is associated with Individual differences Approach/Mental Testing
A
Binet and Terman
6
Q
Continuous (gradual) development
A
ex: memory gradually increases
- quantitative
7
Q
Discontinuous (stages) development
A
ex: think puberty, go to next level/stage
- qualitative
- ONE course of behavior
8
Q
One course of development or many possible courses?
A
Universality (applies everywhere) and Specificity (culturally)
- both
9
Q
Relative influence of nature and nurture?
A
both!
10
Q
What is a theory?
A
an orderly, integrated set of statements that describes, explains, and predicts behavior (testable)
11
Q
criteria for evaluating theories
A
- fits the known facts
- broad enough to be useful
- makes predictions beyond the known facts
- testable
- parsimonious
- stimulates new research and knowledge
12
Q
Biologically Based Theories
A
maturation (unfolding of genetic pattern) - Gesell, Hall
ethological (similarities across species) - Bowlby (attachment - infants designed to need caretaker), Lorenz (imprinting, geese experiment where 1/2 followed mom and 1/2 followed him)
13
Q
critical period
A
biologically prepared to develop, needs to happen in that time frame or not at all
- think geese example, 12-17 hours after hatching had to find him
14
Q
sensitive period
A
can happen outside of time frame, might be harder though
15
Q
Psychoanalytic theories
A
- discontinuous
- Freud (psychosexual) - id, ego, superego –> stages: oral, anal, phallic, latent, genital
- Erikson (psychosocial, environment affects this) –> stages: trust, autonomy, initiative, industry, identity, intimacy, generativity, integrity
16
Q
Learning Theories
A
- Classical conditioning (ex: Pavlov’s dog, Little Albert)
- Operant conditioning
(reinforcement: positive and negative.
punishment: positive and negative.
specific to each person. - Social Learning (observations - watching other people). Bandura - self-efficacy
17
Q
Cognitive theories
A
- Piaget –> stages (discontinuous)
- sensorimotor
- preoperational
- concrete operational
- formal operations
- information processing
18
Q
Contextual Theories
A
- Vygotsky (sociocultural - learning from other cultures/people, would argue to mix ages in school, people a lil older than you)
- Scaffolding, ZPD
- Bronfenbrenner
- Ecological Systems
- microsystems (child and direct context)
- mesosystems (interaction of microsystems, like parent-teacher conferences, how they support each other. ex: Ronald McDonald house)
- exosystems (environment where child doesn’t play active role (school boards, media, etc.))
- macrosystems (culture you grew up in, values
- chronosystem (tihngs change across time)
- Ecological Systems
- bidirectional: teacher learns from kid and vise versa
19
Q
Dynamic Systems Perspective
A
an integrated system that guides mastery of new skills
- system is constantly in motion, reorganizing into more effective means
20
Q
Research Methods
A
- General Issues
- goals of research
- research ideas
- variables (IV: researcher manipulates, hypothesize casual variable, DV: outcome, what we’re expecting, mediating: in the middle, describes relation between variable, moderating: ex: age relation between IV and DV present in some age groups, absent in others)
- measurement
- design
21
Q
Measurement in research
A
- Systematic Observation
- naturalistic (irl invironment, ex: park)
- structured
- culture (or practices of a group, can even be classroom/work environment): ethnography
- Sampling behavior with tasks
- Self-Report - clinical and structured
- Physiological (fMRI)
22
Q
Evaluating measurement
A
- quantitative, qualitative, mixed
- reliability: consistent across time
- validity: measuring what we say we are measuring
23
Q
Designs (in research)
A
- evidence for cause and effect relationships
- relationship (if IV and DV change together)
- temporal order: IV has to happen 1st cause –> effect
- rule out alternative explanations: random assignment –> equal
24
Q
types of designs
A
- non-experimental/correlational
- no manipulation of IV
- experimental
-appropriate temporal order, cause and effect
25
developmental designs
- Longitudinal (measurement participants across time)
- Cross-sectional (measure different age groups AT ONE POINT IN TIME)
- Longitudinal-sequential
- microgenetic (short-term, longitudinal, lots of observations when change is expected
- ex: 1st 6 weeks of you learning to drive, comes from cognitive development
26
Longitudinal strengths and weaknesses
weakness:
- cohort problem: only 1 group of people, hard to generalize
- selectivity of participants
- testing
attrition: ppl drop out
select attrition: end up comparing apples and orange
Strengths:
- changes across age/time, better picture of development --> individual change
27
Cross-sectional strengths and weaknesses
strengths:
- easier, fast, and less expensive because you only study once, don't follow and bring them back
weaknesses:
- cohort (time you were born) confounded with age
- ex: 80 year old born in 1920, think of their education and how different it is today
28
children's research rights
- protection from harm
- informed consent/assent
- privacy (what about mandatory reporting?)
- knowledge of results
- beneficial treatments (control group kids get benefits if other group benefits)
- no undue incentives (but not bribery, so little things, candy, pencils, etc.)
- children often don't know they have rights, adult in a school will be seen as a teacher, minors need parents' consent and kids get a say
29
chromosomes (autosomes, sex chromosomes)
chromosomes: 23 pairs = 46
autosomes: 1-22
sex chromosomes: 23rd
female: XY
male: XY
egg, sperm = gametes
30
genotype
genetic code
31
phenotype
outward expression of the genotype
32
meiosis (sex cells), mitosis
formation of egg and sperm, 1/2 of genetic material, random
33
dizygotic
two zygotes; fraternal
34
monozygotic
one egg/one sperm = one zygote; identical twins
35
alleles
forms of a gene
36
heterozygous
different alleles
37
homozygous
identical alleles
38
patterns of genetic inheritance
- single gene
- dominant/recessive (most disorders are recessive, carriers --> have to be homozygous, disorder, phenotype
- x-linked (in terms of disorder, males more at risk. ex: hemophilia: blood doesn't clot, blue-green color blindness)
- mutation: sudden permanent change in DNA
- imprinting: chemical marker that causes another gene to be silenced
- polygenic: multiple genes
39
disorders
- inherited disorders: caused by mom and dad genes
- single gene: sickle cell, PKU, Huntington's, Cystic Fibrosis
- Chromosomal Abnormalities: like an egg = 24 instead of 23
-nondisjunction (ex: Downs (Trisomy 21))
- deletion or partial deletion (ex: Turners)
40
sex chromosome disorder
- XYY syndrome: above-average height; large teeth. Normal intelligence and sexual development
- Triple X Syndrome (XXX): Tall. Impaired verbal body-fat distribution. Impaired verbal intelligence. Incomplete sexual development.
- Klinefelter Syndrome (XXY): tall; feminine body-fat distribution. impaired verbal intelligence. incomplete sexual development
- Turner syndrome (XO): short stature; webbed neck. impaired spatial intelligence. incomplete sexual development.
41
Genetic Counseling
- working with parents to learn probability
- science and communication (biology, chemistry, anatomy of development)
- people who seek genetic counselors usually have a genetic disorder in the family (pedigree), or child born with a disorder to see probability of another child
- before pregnancy, or after a birth and before another pregnancy
42
prenatal diagnostic methods
- amniocentesis: 14th week. take sample of fluid in the uterus, examined for genetic defects
- chorionic villus sampling: 9th week. little more invasive; plug of tissue removed
- fetoscopy: tube into uterus to get blood sample
- ultrasound: can identify sex development
- maternal blood analysis: screening (finds RISK of Trisomy, can't identify though, not a diagnosis)
- preimplantation genetic diagnosis (in vitro)
43
reaction range
- genes determine the range (potential of development)
- Heritability Estimates
44
gene-environment correlation
- Scarr
- in environments that align with genes
- passive, evocative, active correlation, and niche picking
- dynamic interplay of genes and environment - epigenesis
- shared and unshared environments
45
passive correlation
parents provide environments influenced by their own
- ex: 2 olympic swimmers have kid that loves to swim
46
evocative correlation
child evokes response from environment, gives opportunity
- ex: genetic athletic prowess makes you play sports. child evokes response from environment, gives opportunity
47
active correlation
child chooses environments that fit with their genetic tendencies
- child chooses
48
niche picking
actively choosing environments that complement our heredity
49
equifinality
different paths (experiences) can lead to the same outcome for different children
- ex: two children may have social anxiety disorder, but their developmental histories may be different
- equi: = at the end
50
multifinality
the same paths (experience) can result in the different outcomes for different children.
- ex: two children may experience child abuse but their outcomes may differ.
- like ppl you went to school with turn out different.
51
mosaic
some cells are affected while others aren't
- ex: 46s and 47s
52
environmental influences
- socioeconomic status: higher-SES parents tend to have smaller families, and engage in warm, verbally stimulating interaction with kids. Low-SES parents tend to value obedience and use more commands, criticism, and physical punishment
- family practices/family chaos
- neighborhoods: stable, socially cohesive neighborhoods, kids supported
- schools
- public policy: laws and government designed to improve current conditions
53
ACES
- Adverse Childhood Experiences
- 67% of population have at least one ACE
- 4 or more ACE score high risk
- triple risk lung cancer if 7 or more ACES
- measurable differences in MRI of amygdala
- maladaptive stress response: happens so often it's normal
- just remember other factors - many factors produce results
54
what are the 3 periods of prenatal development overview/phases
1) Germinal (about weeks 1 and 2)
2) Embryonic (weeks 3-8)
3) Fetal (week 9 until delivery)
55
ectopic pregnancy
implants in fallopian tube
56
Germinal period
- weeks 1 and 2
- implantation of the blastocyst
- development of the amnion, chorion (layer outside of amnion), placenta (oxygen and food to baby, waste from baby, keeps blood separate), umbilical cord
57
Embryonic period
- weeks 3-8
- MOST VULNERABLE TO TERATOGENS DURING THIS STAGE
- central nervous system, internal organs, muscles, and skeleton begin to form
- heart begins pumping blood
- liver and spleen begin producing blood cells
- neurons develop rapidly
- external features also form: eyes, ears, nose, limbs
- testes in male begin producing testosterone
58
Fetal period
- week 9 to the end of pregnancy
- first trimester: organs, muscles, and nervous systems organize. externalize genitals are well-formed
- second trimester: mother can feel movements, neurons form synapses at a rapid pace, sensitivity to sound and light emerges
- third trimester: fetus reaches age of viability (between 22 and 26 weeks), rapid gain in neural connectivity and organization continue, responsiveness to external stimulation increases, extensive body growth occurs.
59
teratogen definiton
any environmental agent that causes damage during the prenatal period
effects depend on:
- dose
- heredity (impact depends on genotype)
- other negative influences
- gestational time
- and when it's happening in prenatal developmental stages
60
teratogens
- drugs (prescription/nonprescription. ex: Thalidomide: drug in 70s used on pregnant women for side effects, caused birth defects (limbs), DES: associated with sex organ cancers in young adulthood, Accutane)
- illegal drugs
- tobacco
- alcohol (FAS, most severe)
- radiation
- pollution (Mercury (in seafood), Lead (in water, paint), PCP)
- infectious disease
61
maternal factors in prenatal development
- nutrition (folic acid affects neural tube, so levels need to be good WHEN you get pregnant, can't start taking the vitamins afterward because neural tube forms fast)
- emotional stress (domestic abuse, death of loved one. social support helps)
- Rh blood factor (can be Rh positive or negative)
- age (young births affected by social environment, chromosomal abnormalities risk increase w/ age)
62
Rh blood factor
Rh + is dominant
- mom Rh - , baby Rh +. not as risky for 1st pregnancy, will be more and more if more pregnancies
63
pre-mature babies
- no fat to help regulate temperature
- lung development
64
ectoderm
layers of cells that will become the nervous system
65
age of viability
chance of living outside of womb
- 22-26 weeks
66
stages of labor
stage 1: dilation
stage 2: pushing/birth of the baby
stage 3: delivery of the placenta
67
infant assessment
- APGAR (administered twice (1st and 5 minutes after birth)
68
APGAR
- score of 7 or better: good condition
- score between 4 and 6: baby needs assistance
- score of 3 or lower: baby is in serious danger
- Neonatal Behavioral Assessment (NBAS): more extensive than the APGAR, used more for research
69
birth complications
- Anoxia: oxygen deprivation. can cause brain damage, cerebral palsy
- Preterm: born 3 weeks or more before their due date
- Small-for-date: below expected height for length of pregnancy.
70
precious moments after birth
- maternal and paternal hormone changes
- baby tends to be calm
- bonding?
71
Newborn Reflexes
- eye blink: permanent
- rooting: becomes voluntary 3 weeks
- sucking: becomes voluntary 4 weeks
- swimming: disappears 4-6 months
- Moro: disappears 6 months
- Palmar grasp: disappears 3-4 months
- tonic neck: disappears 4 months
- stepping: disappears 2 months or later (depending on weight)
- Babinski: disappears 8-12 months
72
rooting
turning head towards touch on cheek. helps infant find the nipple.
73
Moro
startle reflex; throw arms out, palms up. in evolutionary past, may have helped infant cling to mother
74
eye blink
protects infant from strong stimulation
75
sucking
permits feeding
76
swimming
helps infant survive if dropped into water
77
Palmar grasp
prepares infant for voluntary grasping
78
tonic neck
may prepare infant for voluntary reaching. sides of body flex/bend like fencing.
79
stepping
prepares infant for voluntary walking
80
Babinski
unknown as to why. toes fan out when stroked from heel and up.
81
which newborn sense is LEAST developed
vision
82
sudden infant death syndrome
- leading cause of infant mortality between 1 week and 12 months
- greatest risk from 2-4 months of age
- risk factors:
- prematurity, low APGAR, low birth weight
- respiratory problems
- prenatal drug abuse
- smoking in the household
- sleep position and bedding
83
infant mortality
number of deaths in the 1st year of life per 1,000 live births
- US doesn't have great numbers
- low birth weight is the 2nd highest contributor to infant mortality, which is largely preventable.
84
neonatal mortality
number of deaths in the first month
85
states of arousal
- sleep (REM and non-REM). more time in REM than adults. Newborns sleep (on average) 16-18 hours a day.
- quiet alert
- waking activity and crying
86
newborn sense of touch
sensitive to pain
87
newborn sense of taste
prefer sweet, begin to like salty around 4 months prenatal exposure matters. adapt quickly.
88
newborn sense of smell
prefer smell of mother
89
newborn sense of hearing
1st universal, then specific
90
newborn sense of vision
least developed at birth (20/600)
91
physical growth trends
- height and weight
- Cephalocaudal trend (Head to toe)
- Proximodistal trend (center to extremities)
92
influences on early physical growth
- heredity
- nutrition
- breastfeeding (US 83%) vs. formula feeding
- malnutrition (1/3 worldwide)
93
breastfeeding vs. formula feeding
breastfeeding: immunities, less gastrointestinal issues = gets hungry faster
formula-feeding: no support that mother-child bond is stronger either way!
94
emotional well-being
- brain development in response to stimulation (head size; activity of cerebral cortex; left hemisphere = positive emotion)
- brain changes in response to repeated stress (cortisol)
95
brain development
- rapid synapse formation
- pruning (removing synaptic connections)
- myelination (glial cells): insulation around axons = faster and more efficiently
- lateralization: specialization of the 2 heispheres
- left: sequential, verbal, positive emotion, analytic
- right: holistic, spatial, negative emotion (for most ppl)
- plasticity (change): change with stimulation, development response to insult.
- stimulation
- experience expectant development (species wide)
- experience dependent development (individual differences)
- sensitive periods
96
experience expectant development
- species wide
- depends on ordinary experiences
- biologically prepared to develop
97
experience dependent development
- individual differences
- what makes us different
98
gross-motor development
- sit, crawl: 7 months
- stand alone: 11 months
- walks: 12 months
- opportunities in the environment affect this
99
fine-motor development
- Ulnar grasp: 3-4 months (fingers to palm)
- Pincer grasp: 9 months (thumb to first finger)
100
perceptual development
- depth perception
- face perception
- intermodal perception
101
depth perception development
- motion: 1 month
- binocular: 2-3 months
- pictorial: 3-7 months
102
intermodal perception
- blindfolded experiment where baby knows what something should look like when they feel it
- faces: voice/lip and emotion: 3-5 months
103
physical growth trends
- gain in height is 50% by age 1 (21 inches to 32 inches)
- weight typically triples by age 1 (7lb to 22lb)
