Midterm Flashcards
(101 cards)
1
Q
What are the three stages of pregnancy
A
- Period of the Zygote
- Period of the Embryo
- Period of the Fetus
2
Q
Period of the Zygote
A
- Zygote travels down fallopian tube and is implanted in the uterine wall
- Implantation triggers hormonal changes to prevent menstruation
- Center of zygote contains germ disc
- Cells that develop into a baby
- Other cells form placenta, which supports baby’s development
3
Q
Period of the Embryo
A
- Body structures, internal organs, and three layers of embryo (ecto-, meso- and endoderm) develop
- Amniotic sac fills w/ fluid and UC connects the embryo to placenta
- UC blood vessels join placenta to embryo
4
Q
Period of Fetus Week 4
A
- Neural tube forms
- Spinal cord grows
- Brain grows
- Cerebral cortex
5
Q
Period of the Fetus Week 9
A
-Differentiation of the ovaries and testes
6
Q
Period of the Fetus Week 12
A
-Circulatory system begins to function
7
Q
Period of the Fetus Week 16
A
-Movements felt by mother
8
Q
Period of the Fetus Week 20
A
- Eyebrow, eyelashes and scalp hair grow
- Skin thickens and covered by protective greasy substance (Vernix)
9
Q
Period of the Fetus Weeks 22-28
A
-Age of viability
10
Q
Period of the Fetus Weeks 22 and beyond
A
- Senses active
- Baby can remember voices, music and tastes
11
Q
Genotype
A
-The actual combination of genes that a person has
12
Q
Phenotype
A
-What is physically displayed
13
Q
How many chromosomes are in a gamete?
A
46
14
Q
Monozygotic Twin
A
-A single fertilized egg splitting to form two new individuals
15
Q
Dizygotic Twin
A
-Two separate eggs fertilized by two sperms
16
Q
5 parts of the APGAR test
A
- Heart Rate
- Respiration
- Muscle tone
- Reflexes
- Skin tone
17
Q
Co-sleeping
A
-The practice of sleep in the same room or bed with a child
18
Q
Tempermant
A
-Consistent styles or patterns of infant behavior
19
Q
Perception
A
-Brain processes receiving, selecting, modifying and organizing sensory inputs
20
Q
When do children start to recognize their own name?
A
By 4 months old
21
Q
Theory of Mind
A
- Naive understanding of the relationship between mind and behavior
- 3 phases
22
Q
TOM phase 1
A
-By two years, aware of desires; speak of wants and likes
23
Q
TOM phase 2
A
-By 3 years, distinguish the mental from physical world
24
Q
TOM phase 3
A
-By 4 years, know that behavior can be based on beliefs about events, even if belief is false
25
Assimilation
- Fitting new experiences into existing schemes
| - Required to benefit from experience
26
Accommodation
- Modifying schemes as a result of new experiences
| - Allows for dealing with completely new data or experiences
27
Egocentrism
-Difficulty seeing the world from others' perspectives
28
Animism
-Crediting inanimate objects with life and lifelike properties
29
Centration
-Concentrating on only one facet of a problem to the neglect of other facets
30
Conservation
- Knowing that volume, mass, number, length, area or liquid quantity are the same despite superficial appearance changes
- Centration interferes with conservation
31
Naive Physics
- Infants rapidly create a reasonably accurate theory of objects basic properties
- 4.5 months: Understand object permanence
- 5 months: understand that liquids, but not solids, change shape when moved
- 6 months: understand gravity and objects' movements
32
Naive Biology
- Infants: use motion to discriminate animate from inanimate objects
- 12-15 months: know that animate objects are self-propelled, move in irregular paths; act to achieve goals
33
Phonemes
-Small, unique sounds
34
Scheme
-A mental structure that organizes info and regulates behavior
35
Internal Working Model
-Infants understanding of how responsive and dependable the mother is; thought to influence close relationships throughout the child's life
36
Social Referencing
- 12 month old-Infants use adults facial and vocal emotion displays to direct their own behavior
- 14 month olds remember earlier observed emotional reactions of parents to particular objects
- 18 month olds use the reactions of one adult to another adults behavior to guide their own behavior
37
Working Memory
- The temporary storage and use of information that one needs to perform a task
- Limited in capacity and how long it lasts
- Most thought takes place in WM
38
Long Term Memory
- The storehouse for memory that is permanent and of unlimited capacity
- Info is transferred into LT, stored in it, and retrieved from it
39
Stereotype threat
- Self-fulfilling prophecy
| - Anxiety and reduced test performance may result from knowledge about stereotypes concerning one's ability
40
Negative Reinforcement
Any consequence that ends up both
- Being “subtracted from” the environment (the negative part) as a result of another behavior
- Making that other behavior likely to occur again in the future (the reinforcement part)
41
Time-Out
Punishment that involves removing children who are misbehaving from a situation to a quiet, unstimulating environment
42
Co-Rumination
- Girls especially often discuss their personal problems
- Can enhance friendships
- Increases risk for depression and anxiety
43
Parental Investment Theory
- Experiences with quality of fathering determine puberty's timing
- Good fathers indicate males are invested in childcare, which delays puberty
- Bad fathers indicate males are not invested, which speeds up puberty on the chance of a good mate coming along
44
Anorexia
- Eating disorder marked by an irrational fear of being overweight
- Grossly distorted body image
- About 15% of anorexic adolescents die
45
Bulimia
- Eating disorder marked by binge eating and purging by vomiting or using laxatives
- Binging occurs only a few times to as many as 30 times per week
- Feel they cannot stop eating
46
Puberty
- Early Maturer: 11 (boys); 9 (girls)
| - Late Maturer: 15-16 (boys); 14-15 (girls)
47
4 reasons why alcohol is so damaging to prenates
- The placenta does not block many harmful compounds
- The developing is susceptible to damage
- Pre-nates do not have fully functioning livers and other organs to help w/ detox and management
- Small amounts can have a large impact
48
Breastfeeding
- Allows for skin-to-skin contact thought to play an important role in social development and health
- Allows for mother to share some immunity w/ child
49
Formula feeding
- Easier for more controlled feeding
- Enables other family members to assist in feeding
- Does not encourage skin-to-skin contact or immune transmission
50
4 types of malnourishment
- Normal
- Wasted
- Stunted
- Wasted and stunted
51
Normal Malnourishment
- Normal weight
| - Normal height
52
Wasted malnourishment
-Thinner than normal
53
Stunted malnourishment
-Shorter than normal
54
Wasted and stunted
-Thinner and shorter than normal
55
Experience-expectant growth
-All human brains require exposure to experiences common to all individuals to fine tune their circuits and to have different regions specialize (exposure to faces)
56
Experience-Dependant growth
-Brain circuits and regions also are fine-tuned according to each person's unique experiences (learning to play violin vs learning to play soccer)
57
Two examples of how culture can impact motor development
- Some cultural practices encourage certain skills early and others discourage them (In Africa kids are carried piggyback, walk earlier; in Paraguay, mothers carry children, delay motor skills)
- Despite cultural differences in average age of skill development, children acquire skills within a normal range
58
Operant Conditioning
- View of learning that emphasizes reward and punishment
| - Example: Pairing ringing bell while dogs would eat, ring bell and the dogs would salivate
59
Classical Conditioning
- A form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus
- Example: When a baby smiles, mother hugs and enjoys the baby the baby is more likely to smile but when the baby grabs a knife the mother screams and shouts so the baby is less likely to do it again
60
Expressive Style: Social Emphasis
-Vocabularies include social interaction and question words plus naming words
61
Referential Style: Intellectual Emphasis
- Vocabularies consist mainly of words naming objects, persons, or actions
- Vocabularies consist of few social interaction words or question words
62
Piagets Stages of Development
- Sensorimotor Period (0-2 years)
- Preoperational Period (2-7 years)
- Concrete Operational (7-11 years)
- Formal operational period (11 years and older)
63
Sensorimotor Period (0-2 years)
-Infancy
64
Preoperational Period (2-7 years)
-Preschool and early elementary school
65
Concrete operational period (7-11 years)
-Middle and late elementary school
66
Formal operational period (11 years and older)
-Adolescence and adulthood
67
Four Stages of Attachment
- Secure Attachment
- Avoidant Attachment
- Resistant Attachment
- Disorganized Attachment
68
Secure Attachment
- Baby may or may not cry upon separation
| - Wants to be with mom upon her return and stops crying
69
Avoidant attachment
- Baby not upset by separation
| - Ignores or looks away when mom returns
70
Resistant attachment
- Separation upsets baby
| - Remains upset after mom's return and is difficult to return
71
Disorganized attachment
- Separation and return confuse the baby
| - Reacts in a contradictory way
72
Types of playing
- Parallel play
- Simple social play
- Cooperative play
73
Parallel play
-Children play alone but are keenly interested in what others are doing
74
Simple social play
-Children do similar activities and talk or smile at each other
75
Cooperative play
-Theme based play where children take special roles (hide and seek)
76
Convergent Thinking
- Using available information to find a standard, correct answer
- Intelligence is often associated with convergent thinking
77
Divergent Thinking
- Thinking in novel and unusual directions to find many answers instead of a standard or correct answer
- List all the ways a paper plate and thumbtack can be used together
- Creativity is often linked to divergent thinking
78
Parenting Styles
- Authoritarian parenting
- Authoritative parenting
- Permissive parenting
- Uninvolved parenting
79
Authoritarian parenting
- High control but low warmth and responsiveness
- Dictatorial parents, who expect hard work, respect, and obedience
- Unhappy, overtly aggressive children with low self-esteem
80
Authoritative parenting
- Greater control plus warm and responsive
- Parents explain rules and encourage discussion
- Children earn better grades
- Children are responsible, self-reliant, and friendly
81
Permissive parenting
- Low control but warm
- Indulgent parents, who use little punishment and simply accept their children’s behavior
- Impulsive children with little self-control
82
Uninvolved parenting
- Low control and warmth
- Indifferent parents, who provide mainly for the child’s basic physical and emotional needs; spend minimal time with children
- Children earn poor grades and are aggressive
83
Instrumental Aggression
- Aggression used to achieve an explicit goal
| - Example: Using physical aggression to resolve conflicts
84
Hostile Aggression
- Unprovoked aggression that seems to have the sole goal of intimidating, harassing, or humiliating another child
- Example: Saying “You’re stupid” then kicking a classmate
85
Relational Aggression
- Aggression used to hurt others by undermining their social relationships
- Spreading gossip or telling friends to not associate with another classmate
86
How do preschoolers choose friends?
-Choose based on common interests and getting along well
87
How do kids aged 8-11 choose friends?
- Choose based on common interests and getting along well
| - Psychological characteristics (e.g., trust, keeping promises, being helpful and dependable)
88
How do adolescents choose friends?
- Choose based on common interests and getting along well
- Psychological characteristics (e.g., trust, keeping promises, being helpful and dependable)
- Intimacy especially crucial for girls
- Girls tend to have an exclusive “best friend”; worry about faithfulness and being rejected
89
Gender differences in group leadership
-Same-sexed and opposite-sexed peers befriend socially skilled children, who also tend to
Be more popular, well- adjusted, and academically successful
Have higher self-esteem
-Same-sex peers reject socially unskilled children, causing them to seek opposite-sexed friendships; they tend to
Be unpopular, less academically successful
Have lower self-esteem
90
Positive popularity subtype
-friendly, cooperative, helpful, communicative child, who is skilled academically and socially
91
Negative popularity subtype
-physical (boys) vs. relational (girls) aggression used as a means to another end
92
Aggressive reject subtype
-hyperactive, socially unskilled, poor emotion regulation, and hostilely aggressive just for fun
93
Withdrawn reject subtype
-shy, timid, withdrawn, and lonely
94
5 leading causes of teenage death
```
o Car accidents
o Disease
o Homicide
o Suicide
o Other natural causes
```
95
Primary Sex characteristics
- Organs that are directly involved in reproduction
| - Examples: Ovaries, uterus, vagina in girls and scrotum, testes and penis in boy
96
Secondary sex characteristics
- Physical signs of maturity not directly linked to the reproductive organs
- Examples: Growth of breasts and widening of pelvis for girls. Facial hair and broadening of shoulders for boys. For both genders, body hair, changes in voice and skin
97
Effects of early maturation in boys and girls
- Early maturer: 11 (boys); 9 (girls)
| - Late maturer: 15-16 (boys); 14-15 (girls)
98
What is self-awareness and when do children develop this? Please describe a common experiment used to test the concept of self-awareness in children. What are the different results we find at different ages?
- Children develop self-awareness between 18 and 24 months. A common experiment is the mirror test.
- 9-month-old infants smile at the image in the mirror but do not seem to recognize it as themselves
- By 15-24 months, infants see the image in the mirror and touch their own nose, suggesting they know the image is theirs
99
Name and describe the four attachment styles. What is the experiment commonly used to test attachment type? Please describe the general procedures. Additionally, please describe how infants with each of the attachment styles behave in the experiment
-Secure attachment (60-65%): baby may or may not cry upon separation; wants to be with mom upon her return and stops crying
-Avoidant attachment (20%): baby not upset by separation; ignores or looks away when mom returns
-Resistant attachment (10-15%): separation upsets baby; remains upset after mom’s return and is difficult to console
-Disorganized attachment (5-10%): separation and return confuse the baby; reacts in contradictory ways (e.g., seeking proximity to the returned mom, but not looking at her)
-Ainsworth’s Strange Situation paradigm
Three phases (~3 minutes each)
1. Child and mother first occupy an unfamiliar room filled with toys
2. Mother leaves room momentarily
3. Mother then returns to room
ii. Observe child’s reactions during each
iii. Classified four types of attachment
1. Three were insecure types (least frequent)
2. One is secure (frequent)
100
I may provide you with a Heinz dilemma and ask you to describe how an individual at different stages of Kohlberg’s moral development would answer the question (as well as define and describe the stage).
Stage 1: Punishment-avoidance and obedience
Makes moral decisions strictly on the basis of self-interests. Disobey rules if can do so without getting caught
Stage 2: Exchange of favors
Recognize that others have needs, but make satisfaction of own needs a higher priority
Stage 3: Good boy/good girl
Make decisions on the basis of what will please others. Concerned about maintaining interpersonal relations
Stage 4: Law and order
Look to society as a whole for guidelines about behavior. Think of rules as inflexible and unchangeable
Stage 5: Social contract
Recognize that rules are social agreements that can be changed when necessary
Stage 6: Universal ethical principle
Adhere to a small number of abstract principles that transcend specific, concrete rules. Answer to an inner conscience.
101
Your friend Tina is becoming a new parent and she is looking for advice. Please provide three pieces of specific parenting advice derived from the material we have discussed in class.
Breastfeed because:
-Allows for skin-to-skin contact thought to play an important role in social development and health
-Allows for mother to share some immunity w/ child
Dont drink because:
-The placenta does not block many harmful compounds
-The developing is susceptible to damage
-Pre-nates do not have fully functioning livers and other organs to help w/ detox and management
-Small amounts can have a large impact
Be a Authoritative parent because:
Greater control plus warm and responsive
-Parents explain rules and encourage discussion
-Children earn better grades
-Children are responsible, self-reliant, and friendly
