Lifespan Development Flashcards
(221 cards)
1
Q
Stages of gestation
A
Zygote goes through germinal stage, embryonic stage, and fetal stage
2
Q
Germinal stage
A
2 weeks, zygote moves down fallopian tube, grows into 64 cells and implants into uterus wall
3
Q
Embryonic stage
A
Until end of the second monthOrgan formation
4
Q
Fetal stage
A
Month 3 until birth
Movement (quickening) occurs
5
Q
HY antigen
A
6 weeks after conception
Presence leads to testes, absence causes ovaries to form
6
Q
Neonate
A
Newborn, reflexive behavior
7
Q
Sucking reflex
A
Placing object in baby’s mouth
8
Q
Headturning reflex
A
From stroking baby’s cheek
9
Q
Moro reflex
A
Throwing out of arms and legs if loud noises
10
Q
Babinski reflex
A
Fanning toes if touch bottom of foot
11
Q
Palmar reflex
A
Hand grabbing if object in baby’s hand
12
Q
Adolescence
A
Second most commonly addressed developmental stage
13
Q
Adrenal and Pituitary glands
A
Secrete androgen for boys and estrogen for girls during puberty
14
Q
Different kinds of twin
A
Monozygotic (identical) and dizygotic (fraternal)
15
Q
PIAGET: COGNITIVE DEVELOPMENT
A
Channels sensory information to the cerebral cortex, motor control
16
Q
Qualitative change
A
Created by experience, internal maturation and external experience
17
Q
Assimilation
A
Fitting new info into existing ideas, helps adaptation
18
Q
Accommodation
A
Modification of cognitive schemata to incorporate new information
19
Q
- Sensorimotor stage
A
0-2 years, reflexive behaviors cued by sensations, circular reactions, development of object permanence later, and finally acquiring the use of representation
20
Q
Circular reactions
A
Repeated behavior intended to manipulate environment
21
Q
Representation
A
Visualizing or putting words to objects
22
Q
- Preoperational Stage
A
2-7 years. Egocentric understandings, acquiring words as symbols for things
23
Q
- Concrete operational
A
7-12 years. Understanding of concrete relationships, such as simple math, development of conservation
24
Q
- Formal operational
A
Understanding of abstract relationships
25
Rochel Gelman
Thinks Piaget may underestimate cognitive of preschoolers like quantity
26
Piaget moral development
3 stages
27
Piaget moral 4-7
Rule following, accepts rules
28
Piaget moral 7-11
Understands rules and follows
29
Piaget moral 12+
Thinks abstractly, can change rules if all parties agree
30
FREUD PERSONALITY DEVELOPMENT
Facial recognition- damage in dementia
| Prosopagnosia-inability to recognize familiar faces
31
Biological needs
Sensual gratification
32
Fixation
Happens from over or under indulgence at a particular stage
| Inability to move on to next step
33
Regression
Return to earlier stage because of life stressors
34
Resolving phallic
Identifying with same sex parent
35
Castration anxiety
Boys motivation to suppress their lust in phallic stage
36
KOHLBERG MORAL DEVELOPMENT
Bumps on the cortex surface
37
Development of theory
Analyzing responses of children to nine hypothetical moral dilemmas
38
Heinz dilemma
Woman dying and needs expensive medication. Should husband steal it or let wife die?
39
Stage 1: Preconventional/ Premoral
Level 1: Avoid punishment
Level 2: Gain rewards
“If I steal meds, I will get in trouble”
40
Stage 2: Conventional/ Morality of Conformity
Level 3: Should gain approval
Level 4: Should follow law and authority
“Stealing is against the law”
41
Stage 3: postconventional/ Morality of Self-Accepted Principles
Level 5: Beyond black and white of laws, attentive to rights and social welfare
Level 5: Makes decisions based on abstract ethical principles
“Unjust that money is an obstacle, ethical to save wife”
42
Carol Gilligan
Thought Kolberg’s stages were biased towards males, women morality focuses more on compassion
43
OTHER DEVELOPMENT TERMS
Caudate, Putamen, Nucleus accumbens, Globus pallidus, Substantia nigra
44
Psychosocial conflict
Each stage of life, crisis needs to be resolved by Erikson
45
John Bowlby
Infants are motivated to attach to mothers for positive (closeness) and negative (avoid fear) reasons
Emphasized importance of attachment during sensitive period
46
Mary Ainsworth
Studied attachment with Strange situation
47
Strange situation experiment
Mother and infant playing together different situations, found that infants most likely cried at stranger and separation anxiety
Children responded differently to mothers returning to the room
48
Securely attached
Infants ran and clung to mothers
49
Avoidant
Ignored mothers
50
Ambivalent
Squirmed/kicked when mothers tried to comfort
51
Mary Main
Carrying on Ainsworth’s work
52
Baumrind
Studied parenting style and personality development
53
Authoritarian
Demanding/strict
| Children were withdrawn and unhappy
54
Permissive
Affectionate not strict
| Children were happy but lacked self-control and self-reliance
55
Authoritarian
Affectionate, firm but fair
| Children were self reliant, assertive, friendly, happy, high-functioning
56
John Watson’s behavioristic approach
Children passively molded by environment
| Behavior emerges from imitation
57
Motor Development
First two years largely controlled by internal, maturational factors
58
Arnold Gesell
Nature provided “only a blueprint for development” through maturation and environment filled in the details
59
Aggressive through lifespan
Moderate tendency to continue
60
Sex-typed behaviors
Gender stereotypical
| Low prepubescent, highest in young adulthood, lower again in later life
61
Career/Education Aspirations
In adolescence, follow their families
62
Hermaphrodite (intersex)
Both male and female genitals
| Most likely from female fetus being exposed to higher levels of testost
63
Symbolic play
1-2 years old pretend roles, imaginations
64
Parallel play
2-3 years, two children playing next to each other but not interacting
65
Stereotaxic Instruments
Implanting electrodes into animals brains in experiments
66
fMRI
Measures oxygen flow
| Measures activity during certain tasks
67
PET
Scan glucose metabolism to measure activity in certain regions
68
NEURONS
NEURONS
69
Efferent nerve cells
Part of somatic nervous system (PNS), carries impulses from sensory cells to CNS
70
Afferent nerve cells
Part of somatic nervous system (PNS), carries impulses from CNS to sensory cells
71
Mirror neurons
Activated when observing another person’s behavior, important for empathy, dysregulation in autism
Frontal and parietal lobes
72
Dendrite
Receive impulses
73
Cell Body (Soma)
Largest central portion
Gray matter
Nucleus that directs activity
74
Axon Hillock
Where the soma and axon connect
75
Axon
Transmits impulses of the neuron
Bundles are nerve fibers
White matter
76
Nodes of Ranvier
Dips between beads of myelin sheath
77
Myelin Sheath
Fatty sheath that allows faster conduction of axon impulses
78
Terminal buttons
Ends of axon, contain synaptic vessels that hold neurotransmitters
79
Neurotransmitters
Chemicals that stimulate nearby cells
80
Cell membrane
Covers the whole neuron and has selective permeability
| Sometimes lets ions (positive charges) through
81
Synapse or synaptic gap
Space between two neurons where they communicate
82
Presynaptic cell
End of one neuron
| The terminal buttons
83
Postsynaptic cell
Beginning of another neuron
| The dendrites
84
Glial Cells
Other cells in nervous system
Help support neurons
Oligodendrocytes, Schwann cells
Half the volume of CNS
85
Oligodendrocytes
Provide myelin in the central nervous system
86
Schwann cells
Provide myelin in the peripheral nervous system
87
NEURAL
TRANSMISSION
STEPS
How cells communicate with each other
88
1. Resting potential
Inactivated state of a neuron
| Neuron is negatively charged and cell membrane does not let ions in
89
2. Presynaptic cell
Fires and releases neurotransmitters from terminal buttons
90
3. Postsynaptic
| receptors
Detect the presence of neurotransmitters and cause ion channels to open
91
4. Postsynaptic
| potentials
Changes in a nerve cell charge as a result of stimulation
| Two forms: Excitatory and inhibitory
92
Excitatory postsynaptic potential
Positive charges are allowed into cell and increase chance a cell will fire- depolarization
93
Inhibitory postsynaptic potential
Few positive charges are let out decrease chance a cell will fire- hyperpolarization (becomes even more negative comparably)
94
5. Action potential or Nerve impulse
Cell becomes stimulated with enough positive ions and “fires”
95
6. All-or-none law
Once a minimum threshold for stimulation is met, nerve impulse will be sent
Intensity is always the same
96
7. Saltatory conduction
Action potential travels down axon, jumping from one node to the next
At terminal button, neurotransmitters are released
Now, this neuron is the presynaptic cell
97
8. Absolute refractory period
The time after a neuron fires in which it cannot respond to stimulation
98
9. Relative Refractory period
Time after the absolute refractory where the neuron can fire but needs much stronger stimulus
99
10. Reuptake
After neurotransmitter has done its job
Reabsorbed by presynaptic cell
Or it can be deactivated by enzymes
100
Acetylcholine
First identified neurotransmitter Contracting skeletal muscles
Involved in PNS
101
Endorphins
```
Pleasure and analgesia
Exogenous endorphins (heroin or morphine) highly addictive
```
102
Monoamines
Indoleamines (serotonin)
| Catecholamines (dopamine)
103
Serotonin
Transmission of catecholamines
| Lack is linked to depression
104
Adrenal glands
Make a large number of catecholamine in response to stress
105
Catecholamines
Dopamine, epinephrine, norepinephrine
| Helps body for fight or flight (especially epinephrine and norepinephrine)
106
Dopamine
```
Inhibitory
Produced in substantia nigra
Regulate hormonal response, causes psychotic symptoms
Too little- parkinson's
Too much- schizophrenia
Feelings of reward (addiction)
```
107
Norepinephrine
Synthesized from dopamine
Increase arousal
Influence reward system
ADHD/Depression
108
Epinephrine
AKA adrenaline over all body tissues
Increases blood and oxygen supply to brain and muscles while diminishing other bodily processes not important in stress (digestion, sexual)
109
Amino Acids
Fast acting, directed synapsis
| Two important ones are glutamate and GABA
110
Glutamate
Most abundant excitatory neurotransmitter
Regulates cortical and subcortical functioning
Important for cognitive function
111
GABA
Most abundant inhibitory neurotransmitter
Decreases activity, lowers arousal
Benzos aim to increase GABA
Highest concentration in cortex
112
Neuromodulator
Neurotransmitters, but cause long-term changes in the postsynaptic cell
113
Agonists
Increase effects of specific neurotransmitter
| Ex. SSRI to treat depression, increase serotonin activity
114
Antagonists
Decrease the effects of a specific neurotransmitter
| Botox is an acetylcholine antagonist that decreases muscle activity
115
Pituitary gland
Regulates hormones in the body
| Hormones either have organizational or activational effects
116
Organizational
| Hormones
H-Y Antigen, androgens menarche
117
H-Y Antigen
Presence during development causes fetus to be a male
118
Androgens
Testosterones and estrogen during puberty causes genitals to mature and secondary sex characteristics to develop
119
Menarche
Onset of the menstrual cycle
120
Activational
| Hormone
Luteinizing hormone (LH), follicle stimulating hormone (FSH), Oxytocin
121
Hormones in menstrual cycle
Estradiol, progesterone, LH, and FSH
122
LH and FSH in females
Regulate the development of ovum and trigger ovulation
123
LH and FSH in males
Regulate the development of sperm cells and the production of testosterone
124
Oxytocin
Facilitate birth and breastfeeding
| Also involved in pair bonding (child to mother or romantic partners)
125
Other pituitary hormones
Vasopressin, thyroid stimulating hormone, Adrenocorticotropic hormone (ACTH)
126
Vasopressin
Regulates water levels in the body and regulate blood pressure
127
Thyroid stimulating hormone
Activates the thyroid
128
Adrenocorticotropic Hormone (ACTH)
Stress hormone that increases the production of androgens and cortisol
129
Two distinct components
Non-Rem and REM sleep
130
Stages of nonREM
Takes about a half an hour to pass through these states
131
Stage 0 of non REM
Prelude, synchrony, a person becomes relaxed and drowsy and closes their eyes
132
Synchrony
Low amp and fast frequency alpha waves
133
Stage 1 of non REM
Eyes begin to roll, alpha waves disappear, loses responsiveness and experiences fleeting thoughts thoughts
134
Theta waves
Lower in amplitude and slower in frequency, irregular during stage 1
135
Stage 2 of non REM
Theta waves stage, sleep spindles, muscle tension, gradual decline in heart rate, respiration, and temperature
136
Sleep Spindles
Fast frequency bursts of brain activity
137
Stage 3 of non REM
30 mins after falling asleep. Fewer sleep spindles, high amplitude and low frequency delta waves
138
Stage 4 of non REM
Delta waves 50% of time, heart rate, respiration, temp, blood flow to brain are decreased, growth hormones secreted
Groggy and confused
139
REM
```
20% spent in REM
Interspersed with non REM
Dreams, neural desynchrony, paradoxical sleep
15mins-1hr
Rebound Effect
```
140
Neural desynchrony
Fast frequency, low- amplitude beta waves (REM and waking states)
141
Paradoxical sleep
Physiological signs resemble waking, but muscle tone decreases to point of paralysis
142
Rebound effect
When deprived of REM, compensate the next night
143
Sleep cycles
90 minutes, 4-6 complete cycles
| REM is half of sleep at birth, but decreases with growth
144
Ethology
Animal behaviors, especially innate that occur in natural habitat
145
Lorenz
Founder of Ethology as a distinct research area
| Worked with imprinting, animal aggression, releasing stimuli, fixed action patterns
146
Imprinting
Young attach to first moving object after birth (most often birds)
Display a following response, follow their first contact
147
Animal Aggression
Certain aggressions were necessary for survival and innate
148
Releasing stimuli
Lorenz, then Tinbergen
A releasing stimulus in one individual releases an automatic, instinctual chain of behaviors in another individual of the same species (fixed action patterns)
149
Fixed action pattern
Uniform, performed by most members, more complex than reflexes, cannot be interrupted
150
Tinbergen
Founder of modern ethology
Continued Lorenz work of releasing stimuli
Stickleback fish and herring gull chicks experiments
151
Stickleback fish
Developed red coloration on their belly then fought each other
Tinb. concluded that redbelly was a releasing stimulus for fighting
152
Herring gull chicks
Peck at the red spot of their parents bills. Red spot on the bill signals the chick to beck. Greater contrast of the red spot, more vigorously chicks would pack, even if unnatural color.
153
Supernormal sign stimulus
Supernormal sign stimuli are artificial that exaggerate natural occuring sign stimulus, more effective than natural
Learned from herring gull exper.
154
Karl von Frisch
Honeybee communication
| Studied senses of fish
155
Walter Cannon
Coined term fight or flight with animals
| Proposed the idea of homeostasis, internal regulation of body to maintain equilibrium
156
CNS Development
3 weeks cells begin to become specific only to nervous system
157
Neural tube
Developed at 4 weeks, precursor to CNS
158
Layers of cells
Ectoderm, mesoderm, endoderm
159
Ectoderm
Forms the nervous system
160
Mesoderm and Endoderm
Connective tissues, endocrine system
161
Direction of brain development
Bottom to top, back to front, basic to advanced
162
Lateralization
DIvergence of roles of the two hemispheres
163
Chromosomes
23 pairs located in nucleus of human cells
Carriers of genes/heredity
Organized into DNA molecules
164
Genes
Basic unit of heredity
165
Gamete
Sperm or ovum in humans
166
Haploid
23 single chromosomes
167
Diploid
23 pairs of chromosomes
| All other cells
168
Zygote
Fertilized egg cell, diploid
| Bring genes together from each parent
169
Genotype
All genetic material
| Includes dominant and recessive alleles
170
Phenotype
External characteristics, determined by genotype and environment
171
Genetic drift
Natural selection for genetics
| Genotypes are eliminated over time
172
Fitness
Ability to reproduce and pass on genes
173
Inclusive fitness
Over individual fitness
Animals will be invested in survival of not only their own genes but of their kin as well
Kin selection-> inclusive fitness
Explains why parents protect young and others
174
Instinctual and innate behaviors
Present in all normal members of a species
In form throughout members
Independent of learning/experience
Ex. nesting in rodents
175
Altruism
```
Compatible with natural selection
Truly altruistic (non-kin) confuse ethologists, because incompatible with greatest survival
```
176
Biological Clocks
Internal rhythms that keep an animal in sync with their environment
177
Circadian rhythms
Endogenous rhythms that revolve around a 24 hour period
178
Courting
Proceed reproduction
| Attracting a mate and isolating a mate of same species
179
Displacement activities (irrelevant behaviors)
Seem out of place and illogical, no particular survival function
Ex. scratching head when trying to decide something
180
Estrus
Period in which a female is sexually receptive (usually for non human mammals)
181
Inbreeding
Breeding within the same family
Evolutionary controls prevent this
Ex. Swans
182
Mimicry
Evolved form of deception
| Ex. Harmless species mimic poisonous snakes
183
Instinctual drift
Animal replaces a trained/forced response with a natural response
184
Pheromones
Chemicals detected by the vomeronasal organ
| Communication between animals such as fear or sexual receptiveness
185
Reproductive isolating mechanism
Prevent interbreeding between two different (closely related) species
4 forms: Behavioral, geographic, mechanical, by season
186
Behavioral isolation
Only member of their species will respond to that type of courting
187
Geographic isolation
Different species breed in different areas
188
Mechanical isolation
Incompatible genital structures
189
Isolation by Season
Potentially compatible mate during different seasons
190
Sensitive/critical periods of learning
Ex. birds learning songs
| Also plays a role in imprinting
191
Sexual Dimorphism
Structural differences between sexes
192
Sexual Selection
Greatest chance of being chosen as a mate, best courters, most attractive, or best fighters
193
Selective breeding
Males intentionally paired to increase producing offspring with particular traits
194
Comparative Psychology
Related to ethology
| Study similarity and differences between different species
195
Dance of the honeybees
```
Karl von Frisch
Bees communicate through dance
Round-food is nearby
Waggle- food is far away
Dance also used to communicate potential nesting sites
```
196
Navigation in bees
Bees are exemplary navigators Scouting bees use landmarks, sun, polarized light, and magnetic fields
197
Hierarchy in bees
Bees form hierarchy, queen bees produce a chemical that suppresses ovaries in other bees so she only reproduces
Constantly tended to
Lays thousands of eggs in spring
198
Mating in bees
Few male bees (drones) are produced
| Only purpose is to mate with queen
199
Flower selection
Bees can see ultraviolet light and flower coloration more complex
Honeybees could see certain markers on flowers (honeyguides) that people couldn't
200
Navigation
Certain animals adept at nav
| If moved away, birds could still find places (true navigation) birds and bees are experts
201
Cues to navigation
Atmospheric pressure, infrasound, magnetic sense, sun compass, star compass, polarized light, echolocations, hearing
202
Atmospheric Pressure
Pigeons are sensitive to pressure changes with altitude
203
Infrasound
Pigeons can hear low frequency sounds that human cannot
204
Magnetic sense
Pigeons and bees can use earth’s magnetic forces as cues
205
Sun Compass
Pigeons and bees can use sun as compass and compensate for daily movement
206
Star compass
Bees use star patterns and movement
207
Polarized light
When sun is obscured, Bees can use to infer sun position
208
Echolocation
Usually replaces sight
Dolphins and Bats
High frequency sounds and locate objects by echo that bounces off
209
Owls
Use hearing instead of echolocation
| Asymmetrical ears so they can determine elevation as well
210
Wolfgang Kohler
Gestalt psychologist
| Experimented with chimps and insight in problem solving
211
Chimpanzee experiment
| Aha experience
Were able to create novel solutions to a problems instead of just trial and error. Aha-insight
212
Harry Harlow
Monkey experiments with social isolation and maternal stimulation
213
Social isolation experiment
Compares monkeys raised in isolation. Isolated males did not display normal sexual functioning and females lacked maternal behaviors
214
Contact comfort
| In monkeys
Separated at birth from mother. Surrogate wire monkey mother with feeding bottle, other surrogate terrycloth dummy with no bottle. Spent most of time with terry cloth dummy and only went to wire mother for feeding. Proved that infants attach through comfort not feeding
215
Learning to learn
Monkeys became better at learning tasks as they acquired diff learning experiences
216
Tyron
Selectively bred “maze bright” and “maze dull” to demonstrate heritability of behavior
217
Cooper and Zubek
Selective breeding only helped when raised in normal conditions
Both bright and dull performed well when raised in an enriched environment and poorly when raised in an impoverished environment
218
Thorndike Instrumental learning
Learning through trial, error, and accidental success. The animal acts on those successes
219
Cats in puzzle boxes
Cat placed in box would accidently press escape door and be free
Then, they would activate lever right away
220
Cross fostering experiments
Attempt to separate the effects of heredity and environment
Sibling mice placed in different situations, so later differences in aggression could be attributed to experience over genetics
221
Erik Kandel
Studied sea slug aplysia because of few, large, easily identified nerve cellsLearned that learning and memory are shown by changes in synapses and neural pathways
