exam review Flashcards
(43 cards)
1
Q
5 principles of human development: development is…
A
- multidirectional
* there are gains & losses in development throughout one’s life span - multi-disciplinary
* different disciplines collectively affect the development - multidimensional
* development in multiple areas
* physical, cognitive & socioeconomic - influenced by multiple contexts
* encompasses where & when the person develops
* family, neighbourhood & country - plasticity
* changeable, malleable & allows for resistance
* could be positive or negative ( brain damage)
2
Q
psychoanalytic theory of development 3 1. which scientists? 2. discontinuous or continuous development? 3. influenced by ......
A
- happens in the unconscious & we have no control
- influenced by inner drives, impulses, memories & conflicts
- Sigmund Freud & Erik Erikson
3
Q
Freud and Psychosexual theory
4
A
- if children go through a conflict in a psychosexual stage, this leads to fixation & they cannot proceed to the next psychosexual stage
- the psychosexual stages are sexual centers for children, in which the unconcious drives are focussed on different parts of the body
- development is discontinuous
- passive role in our development
4
Q
the 5 psychosexual stages of Freud’s psychoanalytic theory
A
- oral: pleasure centers are feeding & sucking
- anal: pleasure area in the anus
* the child gains pleasure by controlling their bowls
* highly critical parents = later issues w/ extreme control & tidiness
* very permissive parents = later issues w/ being messy - phallic: pleasure centers are the genitals
getting attached to the opposite sex parent & developing hostility towards the same-sex parent - latency: not a psychosexual stage, but a calm period
* develop skills & friendships - genital: pleasure centers are the genitals due to physical changes & puberty
needs: mature & adult sexual interests
5
Q
Erikson and Psychosocial Theory
A
- psychoanalytic theory
- development is based on society & culture
- active role in our development
- development is discontinuous
6
Q
unlike Freud’s psychoanalytic theory, Erik Erikson’s psychosocial theory believed that development is continuous, meaning
A
- even if you have a conflict at any of the psychosocial stages, you could move on to the next stage. No psychosocial stage conflict is fully resolved
7
Q
Behavaiorst theories
- which 3 scientists?
- continuous or discontinuous development
- are we active participants or passive participants in pour development?
A
Pavlov, John Watson ( classical conditing ) & B.F Skinner ( operant condining)
- development is continuous
- Bandura ( social learning theory): we are active participants
* behaviourism: we are passive participents - theories, behaviourist theories studies only observed behaviour
- behaviourism: behaviour is influeenced by our social and physical enviorment
* social learning : behaviour is also influenced by our emotions & feelings
8
Q
which 2 theories are learning theories ( behaviourist theoies )
2
A
classical conditioning & operant conditioning
* we learn as a function of our environment
9
Q
Classical Conditioning
A
- behaviourist theory, in which we are passive participants in our development
- development is influenced by our social & physical environment
- scientests : John Watson & Pavlov
- when we learn to associate neutral stimuli with an unconditioned stimulus long enough that they become a conditioned stimulus that reproduces a conditioned response
- fears & emotions - associating getting an injection w/ pain - every time we go to the dr. , we cry ( conditioned stimulus)
10
Q
operant conditioning
A
- behaviourist theory, we are passive participants in our development
* development is influenced by social & physical environment - when we learn behaviour based on observing its consequences: punishment vs reward
* when a behaviour is reinforced , it’s will likely happen again
* when a behaviour is punished, it’s unlikely to happen again
11
Q
social learning theory
- scientist?
- meaning?
- types of learning
A
- integrates behaviourist theory & information processing theory 2. we are active participants in our development
- in addition to the environment & behaviour, our emotions & feelings play a role in our development
- development is continuous
- observational learning & recipricol determinism
- Bandura’s theory
12
Q
Albert Bandura ( behavioust ) observational learning vs reciprocal determinism
A
observational learning: we learn by modelling other people’s behaviours & observing the consequences of their actions
recipricol determinism: we are active participents in our development.
* our feelings and emotions influence our behaviour
13
Q
which 2 theories are the cognitive theories of development
- our development is infuenced by
- development is continous or discontinous
- we are active or passive participents in our development
A
- Piaget theory
- information processing theory
development is influenced by the role of our thought on behaviour
- informational processing theory : development is continous
- Piaget cognitive development theory : development is discontinous
- we are active participents in our development
14
Q
Piaget’s cognitive developmental theories
4
A
- we learn through developing a fraework of concepts ( schema )
- we may adjust our schema to fit in new information ( accondation )
- children are active participents in their enviorment
- development is discontinous
15
Q
Piaget cognitive developmental theory stages
4
A
- sensorimotor: children learn through their senses & movoment
- pre-operational : children think in a social-understanding way, but they make mistakes
- concrete operations : children learn concrete tangible things (math )
- formal operations: children think in an abstract way
16
Q
informational processing theory
5
A
- cognitive theory of development
* development isdue to the role of our thought on behaviour - like computer storing information analogy
- we learn by storing information based on our surrounding, we manipulate this information & retrieve it to use it to solve problems
- development is continous
- development is influenced by our experinces & interactions in the enviorment , & the maturation of our brain and CNS
17
Q
which 2 theories are contextual theories?
development is based on…
development is continous or discontinous
we are active or passive participents in our enviorment
A
- Vygotsky’s sociocultural theory
- Bronfenbrenner’s bioecological system theory
the role of our culture - cultural
beliefs and societal, neighborhood, and familial contexts in which they live. - development is continous
- we are active participents in our enviorment
18
Q
Vygotsky siciocultural theory of development
4
A
- language is important for development
- development is based on your culture ( beliefs, values , cultures & the values you grow up in )
- development is active
- Children engage their social world ( sociocultural context), and the social world shapes development by transmitting culturally relevant ways of thinking and acting ( cognitive development)
19
Q
Aggression, prosocial behavior, and problem-solving skills are all examples of possible dependent variables in an experiment.
T/F
A
T
20
Q
bioecological systems theory
A
- Bronferner’s contextual theory
- the individual is immersed in their culture, affected by their cultural values and bielefs
- at the center of the bioecological model is the individual : the developing person’s genetic, psychological, socioemotional & personality traits affecting each other
- microsystem, mesosystem, exosystem, macrosystem & chromosystem
21
Q
the
microsystem , mesosytem, excosystem, macrosystem,
chromosystem
A
microsystem
the innermost level of context ; including the immediate physical & social surrounding of a person, such as family peers & school
mesosystem
interactions of 2 or more microsystem ; it has direct effect on the individual because they are active participents
exosystem
settings in which the individual is not an active participent, but nevertheless they influence the individual
macrosystem
the larger socioecultural context in which the microsystem, mesosyem & exosystems are embeded
chromosystem
refers to time; the bioecological system changes over time. people get married; graduate from college & start a career , etc
22
Q
Mieosis
A
- cell division that that produces 2 gametes that are different from each other & from either of the parental cells
- half the genetic material comes from mom & the other comes from the dad
- crossing over happens , unlike mitosis
* the 23 chromsomes from the mom & the 23 chromsomes from the dad align together ^ genetic material jump from the maternal chromsome to the parental chromsome - the ovum from the mom fuses with the sperm of the dad, producing an organsium
- sex cells cell divsion
23
Q
mitosis
A
- cell division for cell growth & repair
- produces 2 cells each with the same # of chromsomes
- DNA replicates
- no crossing over of genetic information
- somatic cells cell division
24
Q
sex determiniation
A
- this is the chromsome that determines the sex of an organsium
- the mom can always gives an X cell. But the dad can either give an X cell or a Y cell
* XX = female
* XY = male - 23rd chromosome
25
twins
| * dizygotic vs monozygotic twins
monozygotic twins
* twins that are genetically identicall to each other
* one ovum that divides after fertilization
* identical twins simillar in many aspects, despite growing up in different enviorments
dizygotic twins ( franteal twins)
* twins that are not identical to each other
* two seperate fertilized ova
26
allele , homozygous & heterozygous
allele = genetic variation of a gene ( i.e.: eye color ) that influences an individual's characterstics
hetrozygous allele = chromsomal pairing of 2 different alleles ( i.e.: a blue eye and a black eye )
homozygous allele = chromsomal pairing that consists of the same 2 alleles ( i.e.: 2 blue eyes )
27
dominant vs recessive traits
dominant gene = the gene will be physically expressed , if one allele carries it
recessive gene = the gene will not be expressed, unless it is carried by both alleles
for example , if brown eyes was a dominant gene ( B) and black eyes was the recessive gene (b) , then :
Bb= brown eyes
BB= brown eyes
bb= black eyes
28
incomplete dominance
1. type a: when neither genes are dominant, both genes are expressed together.
2. type b: when one gene is dominant , but not dominant enough to overllok the other gene
for example , white and red genes = pink
* example is blood type
blood type A + blood type B = blood type AB
* example : sickle cell anemia
individuals who are heterozygous- carriers of the trait for sickle cell anemia may function normally but may show some symptoms
* homozygous - will have sickle cell anemia
29
polygenic traits
| 3
when multiple genes work to influence the expression of one trait
e. g.: intellegence, temprament & height
* usually unfluenced by the enviorment
30
genominc imprinting
1. gene is expressed differently based on whether you got it from the mom or from the dad
2. may influences the suspitability of diseases such as cancer
31
most genetic disorders are recessive or dominant , why ?
| what are some exceptations ?
1. most genetic disorders are recessive , because the individual won't live for long , so they do not get a chance to pass it down
* other disorders are due to mutations whithin the chromsome
2. exceptions are Hunginton's disease ( dominant genetic disorder )
32
Genetic disorders
Hungintion's disease
4
1. dominant
2. starts with spasticity in the upper limbs, then it progreses fast - the individual loses their ability to swallow
3. degenerative brain disorder that affects muscle coordination & cognition
4. death happens 10-20 years after onset
33
genetic disorders
cystic fibrosis
3
1. recessive genetic disorder
2. a mucos clogs the lungs, leading to respiratory failure
3. treatment : gene replacemnt thearpy, diet, & bronchial damage
34
genetic disorders
Phenylketonuria (PKU)
3
1. recessive genetic disorder
2. inability to digest phenylalanine, if left untreated can lead to neurological damage & death
3. treatment: by diet limited in phenylalanine
35
genetic disorders
| sickle cell anemia
1. recessive genetic disorder
2. in carriers ( heterozygous ), they may show symptoms, but they are ok
* in homozygous, they have the disease
36
genetic disorders
X-linked disorders
4
1. more likely in males, than females
2. recessive gene
3. men get 1 X chromosome from the mom and 1 Y chromosome from the dad, so if the mom has it, so are them
* females get 1 X chromosome from the mom and 1 X chromosome from the dad, so they are less likely to express it
4. example: color blindess
37
fragile X syndrome
1. dominant gene
2. happens in both males & females, but is more common in males
3. causes physical, social & behavioural impairments
* codiagnosed w/ autism
38
chromosomal abnormalities
1. types
2. caused by ...
1. result due to errors during or after cell reproduction ( meiosis or mitosis )
2. types : trisomy & sex chromosome abnormalities
39
Down syndrome ( trisomy)
1. an extra chromosome on the 21st chromosome
2. impacts :
* talking or walking in a delayed stage
* learning or heart deficits
40
chromosomal abnormalities
sex chromosome abnormalities
2
1. a chromosomal abnormality that happens on the sex chromosome
2. affects males and females differently
* males: XYY or XXY
* females: XXX or X0
41
mutations
| 3
1. sudden changes in the structure of the gene
2. can be neutral, harmful, or beneficial
* most mutations are harmful
2. mutations in the womb cause the fetus to die quickly, often w/o the mom realizing
3. in Africa, heterozygous carriers of sickle cell anemia have better immunity - the mutations become adaptative
42
genetic counselling
1. therapy done for couples to determine the chances of having a baby with genetic disorders
2. happens when
* the couples are old ( > 40 yo)
* the couples suspect they are carriers for genetic disorders
* a mom wants to conceive by herself
* couples from the same genetic group
43
reproductive technology purposes , types
purposes
| 1. for those who are unable to convieve
