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Developmental Psychology > First test > Flashcards

First test Flashcards

1
Q

Development

A

is the pattern of change that begins at conception and continues through the life span.

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2
Q

Resilience

A

is exemplified by children who develop confidence in their abilities despite serious obstacles.

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3
Q

Differential susceptibility

A

Some children are more vulnerable to the adverse effects of negative development experiences than others

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4
Q

Biological processes

A

produce changes in an individual’s physical nature.
Examples: height, weight, and motor skill changes.

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5
Q

Cognitive processes

A

involve changes in an individual’s thought, intelligence, and language.
Examples: two-word sentences and solving a puzzle.

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6
Q

Socioemotional processes

A

involve changes in an individual’s relationships with other people, in emotions, and in personality.
Examples: smiling in response to a parent’s touch.

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7
Q

Prenatal period

A

the time from conception to birth, roughly nine months.
A single cell grows into a fetus and then a baby.

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8
Q

Infancy

A

from birth to about 18 to 24 months of age.

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9
Q

Early childhood

A

the end of infancy to about 5 or 6 years of age; also called the preschool years.

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10
Q

Middle and late childhood

A

between about 6 and 11 years of age; the elementary school years.

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11
Q

Adolescence

A

a period of transition from childhood to early adulthood, from about 10 to 12 to about 18 to 19.
*Change does not end here

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12
Q

Nature-nurture

A

biological inheritance or environmental experiences.

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13
Q

Continuity-discontinuity

A

whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity).

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14
Q

Early-later experience

A

the degree to which early experiences (especially in infancy) or later experiences are the key determinants of children’s development.

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15
Q

Stability-change

A

whether traits that are present in an individual at birth remain constant or change throughout the life span.

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16
Q

The scientific method

A

Conceptualize a process or problem to be studied
Collect research information (data)
Analyze data
Draw conclusions

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17
Q

Theory

A

coherent set of ideas that helps to explain and to make predictions.

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18
Q

Hypothesis

A

a specific, testable assumption or prediction.

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19
Q

Sigmund Freud’s Psychoanalytic Theory

A

behaviour is determined by the way we resolve inner conflicts.

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20
Q

Psychoanalytic theories

A

describe development as primarily unconscious (beyond awareness) and heavily coloured by emotion.

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21
Q

Erik Erikson

A

Psychoanalytic - we develop in eight psychosocial stages

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22
Q

First four stages - EE

A
  1. trust vs mistrust
  2. autonomy vs shame and doubt
  3. initiative vs guilt
  4. industry vs inferiority
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23
Q

Last four stages - EE

A
  1. identity vs identity confusion
  2. intimacy vs isolation
  3. generativity vs stagnation
  4. integrity vs despair
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24
Q

Piaget four stages COGNITIVE

A
  1. sensorimotor
  2. preoperational
  3. concrete operational
  4. formal operational
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25
Q

Vygotsky

A

Cognitive- sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development.

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26
Q

Information-processing theory

A

individuals manipulate information, monitor it, and strategies about it

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27
Q

Behaviourism

A

holds that we can study scientifically only what can be directly observed and measured - Pavlov, Skinner, Bandura

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28
Q

Pavlov

A

Classical conditioning

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29
Q

Skinner

A

operant conditioning - consequence of behaviour can create change in future behaviour

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30
Q

Social cognitive theory

A

Bandura - behaviour, cognition and environment

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31
Q

Ethology

A

behaviour is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods - Lorenz and Bowlby

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32
Q

Bronfenbrenner’s ecological theory

A

development reflects the influence of five environmental systems (bidirectional).

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33
Q

Naturalistic observation:

A

Observing real life behaviour - no manipulation

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34
Q

Descriptive research

A

aims to observe and record behaviour; it cannot prove cause.

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35
Q

Correlation research

A

aims to describe the strength of the relationship between two or more events or characteristics.

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36
Q

Positive relationship

A

Variables change in the same direction

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37
Q

Negative relationship

A

variables change in opposite directions

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38
Q

Correlation is not….

A

causation

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39
Q

Cross-sectional approach

A

individuals of different ages are compared at the same point in time.

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40
Q

Longitudinal approach

A

same individuals are studied over time, usually several years or more.

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41
Q

Chromsomes

A

contained in the nucleus of each human cell, are threadlike structures made up of deoxyribonucleic acid (DNA).

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42
Q

DNA

A

contains genes (short segments of dna)

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43
Q

Genetic expression

A

Collaboration with other genes and the environment determines whether a gene is turned “on” or ”off.”

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44
Q

Fertilization

A

egg and sperm become zygote - where 23 chromosomes pair with another 23 - XX for females, XY for males

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45
Q

Genotype

A

all of a persons genetic material

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46
Q

Phenotype

A

observable physical traits of organism

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47
Q

Dominant-recessive genes principle

A

in some cases, one gene of a pair is dominant and overrides the potential of the other gene—the recessive gene.

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48
Q

Recessive

A

recessive has influence when both genes are recessive - most mutations are recessive

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49
Q

polygenically determined

A

interaction of many genes

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50
Q

Gene-gene interaction studies

A

focus on the interdependence of two or more genes in influencing characteristics, behaviour, disease, and development.

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51
Q

Sandra Scarr

A

passive, active and evocative genotype-environment correlations

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52
Q

Passive

A

Child likes music because of genetic tendencies and environment

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53
Q

Evocative

A

Genes evoke environmental support - happy child evokes smiles from strangers

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54
Q

Active

A

Children seek out environments which match their interests

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55
Q

Epigenetic view

A

development results from ongoing, bidirectional interchange between heredity and environment.

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56
Q

Heredity-environment vs epigenetic

A
  1. heredity —> environment
  2. heredity <—–> environment
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57
Q

Germinal period

A

First 2 weeks after conception - cell differentiation occurs

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58
Q

Blastocyst

A

becomes the embryo

59
Q

Trophoblast - outer layer

A

provides nutrition and support

60
Q

Embryonic period

A

2 to 8 weeks - organogenesis (forming organs), blastocyst is now embryo

61
Q

Amnion

A

sac of clear fluid where the embryo floats

62
Q

umbilical cord

A

connects baby to placenta

63
Q

Placenta

A

tissues where small vessels from mom and baby intertwine

64
Q

Fetal period

A

7 months long

65
Q

Viability

A

23-24 weeks the baby can survive if born

66
Q

Neural tube

A

forms at 18-24 days after conception

67
Q

Neurogenesis

A

once neural tube closes, a massive growth of neurons occurs

68
Q

Neuronal migration

A

cells moving outward from origin to appropriate locations and regions of brain

69
Q

anencephaly

A

highest regions of brain do not form and child dies

70
Q

Spina bifida

A

paralysis of the lower limbs

71
Q

Preventing neural tube defects

A

mom should take vitamin B and folic acid

72
Q

Teratogen

A

any agent that can cause birth defect/ harm

73
Q

Fist stage of birth

A

(longest): uterine contractions help baby move from the uterus into the birth canal.

74
Q

Second stage of birth

A

baby’s head moves through the cervix and birth canal, and the baby emerges completely

75
Q

afterbirth - third stage

A

placenta, umbilical cord, and other membranes are detached and expelled.

76
Q

Drugs of labour

A

analgesia: used to relieve pain

anesthesia: blocks sensation or consciousness in area of body

Oxytocin

77
Q

Cesarean delivery

A

removal of baby from incision in moms abdomen. Used if baby is in breech position - butt first. Breech births can cause respiratory problems.

78
Q

Apgar scale

A

used to assess health of newborns one to five mins after birth
7-10 = good
5 = developmental difficulties
3-0 = emergency

79
Q

NBAS scale

A

performed within 24-36 hours. Assess neurological, reflexes and reactions.

80
Q

NNNS scale

A

assesses at risk infants

81
Q

Birth weight

A

low = 5 1/2 lbs
very low = 3 1/2 lbs
extremely low = under 2 lbs

82
Q

Preterm infant

A

Born three weeks or more before full term

83
Q

Small for date infants

A

Small for when they are meant to be born.

84
Q

Preterm and low weight infants

A

More likely to develop a learning disability, attention deficit hyperactivity disorder, sensory issues, or a breathing problem such as asthma.

Very low birth weight is associated with childhood autism.

85
Q

Kangaroo care

A

skin to skin contact for an infant. Promotes wight gain and cognitive function and decreases mortality

86
Q

Massage therapy

A

increased weight gain due to stimulation of vagus nerve which releases insulin (hormone that absorbs food)

87
Q

Postpartum period

A

lasts about six weeks after birth

88
Q

Postpartum blues vs depression in US

A

70% have blues, 10% have despression

89
Q

PP depression in Canada

A

23% have ppd or anxiety
10% ppd, 5% anxiety and 8% both

90
Q

Bonding

A

close connection between mom and baby. Used to be thought you needed immediate skin to skin after birth

91
Q

Cephalocaudal pattern

A

Growth looked at as top down - sensory and motor development preceed

92
Q

Proximodistal pattern

A

center out growth - growth begins in trunk and then extremities

93
Q

Menarche

A

first period for girls

94
Q

Precocious puberty

A

very early onset of puberty

95
Q

Horomones

A

Chemicals secreted by endocrine glands and carried by bloodstream

96
Q

Androgens

A

male sex horomones

97
Q

estrogens

A

female sex horomones

98
Q

Neuroconstructivist view

A

genes and environment influence brains development

99
Q

Plasticity

A

brain can change over time in structure and function

100
Q

Brain wired by

A

experiences more than genes

101
Q

Forebrain, midbrain, hindbrain

A

forebrain on top and hindbrain on bottom

102
Q

Frontal, occipital, temporal and parietal lobes

A

frontal: voluntary movement, emotion, personality
occipital: vision
temporal: hearing, language, memory
parietal: motor control

103
Q
  1. hypothalamus
  2. pituitary gland
  3. amygdala
  4. hippocampus
A
  1. controls biological drive
  2. controls hormones
  3. emotions
  4. memory and emotion
104
Q
  1. cell body/ soma
  2. dendrites
  3. axon
  4. terminal buttons
  5. myelin sheath
A
  1. center of neuron; neurotransmitters manufactured
  2. fibers that branch out which receive info
  3. send signals away from cell body
  4. end of axon - sends signals to a different neuron through synapses (gaps)
  5. cover of fats and protein on axon - makes signals faster
105
Q

glial cells

A

cells which provide support for neurons - wide range of functions

106
Q

lateralization

A

specialization of the brains hemispheres
left = language
right = visuospatial functions

107
Q

EEG

A

Used to measure brains electrical activity

108
Q

Myelination

A

provide axons with myelin sheath - visual pathways myelinated post birth, frontal lobes during adolescence

109
Q

Pruned

A

dendrite connections disappear when unused

110
Q

Grows most rapidly in childhood

A

brain and head

111
Q

growth
1. from 3-6 yrs
2. from 6-puberty

A
  1. most growth in frontal lobes
  2. most growth in temporal and parietal lobes
112
Q

REM sleep

A

half infants sleep is REM, while only 1/5 for adults

113
Q

SIDS

A

sudden infant death syndrome - child dies in sleep for no reason

114
Q

Major threats to children

A

car accidents and cancer

115
Q

Obesity

A

1-7 Canadian youth are obese
45% eat bad food

116
Q

Piaget’s theory

A

children actively construct their own cognitive worlds

117
Q

Schemes

A

actions or mental representations that organize knowledge

118
Q

Assimilation

A

using existing schemes to incorporate new info

119
Q

accomodation

A

develop new schemes or adjust old schemes to fit new info and experiences

120
Q

organization

A

grouping schemes into a higher order cognitive system

121
Q

Equilibration

A

explains how children shift from one stage of thought to the next. The resolve the conflict and reach a balance

122
Q

Sensorimotor stage

A

From birth to 2. Infants understand the world by sensory experiences, physical and motor actions.

123
Q

Sensorimotor substages

A
  1. simple reflexes
  2. first habits and primarily circular reactions (reproduce events)
  3. secondary circular reactions (reproduce events because they are pleasurable)
  4. coordination of secondary circular reactions (intentionality)
  5. tertiary circular reactions (infant explores new possibilities with objects)
  6. Object permanence: the understanding that objects continue to exist
124
Q

Preoperational stage

A

Child begins to represent the world with words, images, and drawings. 2-7 years.

125
Q

Preoperational substages

A
  1. Symbolic function substage: child gains ability to mentally represent an object that is not present
  2. Intuitive thought substage: child uses primitive reasoning and wants to know answers tolots of questions.
126
Q

Animism & egocentrism

A

Animism: belief that inanimate objects have lifelike qualities
Egocentrism: inability to distinguish your perspective from someone elses

127
Q

Centration & conversation

A

centration: focusing all attention on one characteristic
conservation: alterting appearance of object does not change basic properties.

128
Q

Concrete operational stage

A

Child begins to reason logically and perform operations. 7-11 years.

129
Q

Horizontal decalage

A

Piagets concept that similar abilities do not appear at the same time within a stage of development

130
Q

formal operational stage

A

move beyond concrete experience and think more abstract and logically. Appears between 11-15yrs.

131
Q

FO stage - adolescent ego

A

adolescent ego = belief that others are as interested in you as you are yourself
imaginary audience = feeling like your the center of attention
personal fable = sense of personal uniqueness

132
Q

Evaluating Piagets theory

A
  • underestimated cultural factors
  • development stages inconsistent; gradual
  • children can be trained to have higher cognitive stages
  • children acquire cognitive skills earlier than he thought
  • underestimated childrens ability to take another perspective
133
Q

Core knowledge approach

A

infants are born with domain specific innate knowledge systems

134
Q

Violation of expectations methods

A

when a child looks long at an event that violates their expectation, it means theyre surprised

135
Q

Neo-piagetians

A

argue for more emphasis on how children use attention, memory, and strategies to process info

136
Q

Applying Piaget to education

A
  • take a constructivist approach
    -facilitate rather than direct learning
  • consider childs knowledge
  • promote students intellectual health
  • make the classroom a setting of discovery
137
Q

Vygotsky

A

emphasized the role of social environment in cognitive development

138
Q

Zone of proximal development - Vygotsky

A

tasks which are too difficult for child alone, but can be accomplished with assistance.

139
Q

Scaffolding

A

changing the level of support throughout teaching session

140
Q

Vygotsky- private vs inner speech

A

Private: used for self regulation *child more socially competent when using private speech
Inner: they can act without verbalizing and self talk

141
Q

Applying Vygotskys theory to development

A
  • Use ZPD to assess child abilities
  • look at each child as an individual
  • use more skilled peers as teachers
  • encourage private speech
  • place instruction in a meaningful context
  • promote student centered learning
142
Q

Social constructivist approach

A

emphasis on social contexts of learning and knowledge through interaction

143
Q
A

Developmental Psychology (2 decks)

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