Unit 6: Development Flashcards by Nsima Ikpe

Marked by age-specific periods of time; staircase

Discontinuous Development

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No distinct stages, can show multiple stages at once

Continuous Development

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Fetal development period from the time of conception until birth, aka prenatal period. Rough 40 weeks

Gestation Period

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The zygote implants itself tp the uterine wall; rapid growth through cell division; 2 weeks

Zygotic Period

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Most vulnerable stage, organ devlopment begins, distinction of forebrain, midbrain, and hindbrain; blood vessels of the placenta feed the embryo nutrients; 2 months

Embryotic Stage

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Arms, legs, central nervous system, eyes and external genitalia of fetus continue to develop; neural networks start to form, brain will be almost completely formed by 5 months, Viability takes place at 5 months; 2 months until birth

Fetal Stage

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Anything that can be harmful to the baby and enters through the blood stream, i.e. alcohol, tobacco, drugs, and infections

Teratogens

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Duration and dosage, time of pregnancy (1st 20 weeks most vulnerable), genetics, environmental factors for mother during pregnancy and nursing

Factors that impact the severity of defects

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Low birth weight, facial deformities, limited intellectual ability, deformed fingers and toes, leading known cause of mental retardation in the U.S., 2 cases per 1,000

Fetal Alcohol Syndrome

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Preferences for faces, language, and voice; grasping reflex

Physical Attachment

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Children as young as 3 weeks have shown attachment bonds with caregiver

Emotional Attachment

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John Bowly said attachment bond was innate; proposed that attachment aids in survival

Attachment Theory

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Mary Ainsworth worked on patterns of attachment; studied young children reacting to strangers in the absence of caregiver

Strange Situation Behavior

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Cry, discomfort when caregiver leaves, eventually calm knowing the caregiver is coming back, seeks physical touch upon return

Secure Attachment Bond

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Distress when caregiver leaves, typically due to inconsistencies with caregiver; can be resentful or super clingy when caregiver returns

Insecure Attachment Bond (Anxious)

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Indifferent to caregiver during departure and return; mothers vs. fathers

Insecure Attachment Bond (Avoidant)

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Creating a bond with the first moving object seen; does not have to be biological

Imprinting

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Studied attachment in other species, found that in many species there is a critical period for attachment to form; humans have a longer time span for attachment to form; does not have to be biological

Konrad Lorenz

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Experimented with biological vs. environmental factors impacting attachment; Do children bond with a mother because she provides food?

Comfort contact more important than biological needs

Wire Monkey Mother with a bottle vs.Cloth wool cuddle monkey

Harry Harlow

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Enforce rules without input from children; dictators to “protect” the children; parents are involved and supportive

Authoritarian

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Have a hard time making decisions for themselves; low self-esteem;when given independence they make poor decisions, appear immature for their age group

Kids of Authoritarian Parents

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Set rules and expectations with input; responsive to input and needs of children; supportive and involved

Authoritative

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High self-esteem; decision-making abilities, generally trusting of others (naive)

Kids of Authoritative Parents

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No boundaries or rules; rejecting or neglectful; “friends”

Permissive Present

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can be unsupportive and uninvolved

Absent Permissive

Low self-esteem; act as adults early; can be impulsive and demanding

Kids of Permissive Parents

Palms touched, grasps tightly, disappears at 3-4 months, replaced with voluntary grasping

Grasping Reflex

cheek stroked or side of mouth touched, turns toward the source, opens mouth and sucks; disappears at 5-6 months

Rooting Reflex

Mouth touched by an object, sucks object; permanent but changes through learning experience

Sucking Reflex

Sudden move or loud noise; startles, thrust arms out, and then pulls them back in; disappears at 2-4 months

Moro Reflex

Infant held upright with feet touching the grounds; moves feet in walking motion; fades after about 2 months

Stepping Reflex

Sole or foot stroked; splays toes and twists foot in; disappears at 2 months

Babinski Reflex

Cry little, easy to calm; predictable sleep/wake cycle; generally happy; adapts to change; moderately active; (Follow the child's lead, enjoy parenting)

Easy temperament

Less predictable; hard to calm; irritable; doesn't adapt to change; very active; (Provide a consistent environment and make changes slowly, be patient, and remain objective)

Difficult Temperment

Hesitant to interact with new people or try new things; eventually warms up; (be patient; encourage child to try new things)

Slow to Warm Up Temperament

Hesitant to interact with new people or try new things; eventually warms up; (be patient; encourage child to try new things)

Slow to Warm Up Temperament

Birth to 1 year; Infant needs are met, sense of basic trust develops; if trust is not activated, child becomes fearful of others (Who do I trust?)

Trust vs. Mistrust

1 to 3 years; child develops sense of independence or self-doubt; potty training (Am I capable?)

Autonomy vs. Shame and Doubt

3 to 6 years; child begins to initiate tasks and plans in play, or initiative is healed back by guilt (Is it okay to do, move, or act?)

Initiative vs. Guilt

6 to 12 years; Child discovers their academic abilities and social relationships or develops feelings of inferiority

Industry vs. Inferiority

12 to 18 years; Teenagers develop a sense of identity, or confusion about self occurs

Identity vs. Role Confusion

18 to 35 years; young adults develop intimate relationships, or they experience isolation

Intimacy vs. Isolation

35 to 65 years; adults seek to generate a legacy that can be passed to future generations or they struggle with stagnation

Generativity vs. Stagnation

65 to death; Older adults contemplate their lives and either feel a sense of integrity and happiness or they feel despair and failure

Integrity vs. Despair

Birth to 2 years; Uses sense and motor skills, items known by use, object permanence and separation anxiety

Sensorimotor

2 to 6 or 7; Symbolic and egocentric thinking, ability to pretend; child does not think logically

Preoperational

7 to 11 or 12; Can think logically about concrete objects and do simple math; conservation develops

Concrete Operational

12 to adult; abstract and hypothetical thinking; strategy and planning become possible

Formal Operational

Used to make sense of new situations by relating them to prior experiences and their existing schemas

Assimilation

A way to modify schema to include new information

Accommodation

Seeing the world only through their own perspective

Egocentrism

The ability to understand the motives, feelings, and desires of oneself and others

Theory of Mind

Infancy to 5 years old; external forces dictate behavior

Preconventional

No difference between right and wrong; punishment dictates behavior

Punishment/ Obedience

Obtaining rewards dictates behavior

Satisfying needs

5 to 14 years old; external forces influence internalizatiob of social morl expectations

Conventional

Social consensus and approval determines behavior

Approval Seeking

Laws of society determine behavior

Law and Order

15 years to adulthood; individuals decide for themselves what is right or wrong

Postconventional

individual's own moral code; mutual benefit or social contract determine behavior

Social Contract

Transcendence of moral code beyond mutual benefit; very few ever achieve this stage

Universal Ethics

Gross Motor: lifts head Fine Motor: graps rattle briefly

4-8 weeks of age

Gross Motor: lift self by arms; falls from side to back Fine Motor: glances from one object to another

8-10 weeks of age

Gross Motor: sits with support Fine Motor: carries object to mouth; can hold 2 objects

16 - 18 weeks of age

Gross Motor: sits with support Fine Motor: transfers object from hand to hand

5 - 7 months of age

Gross Motor: crawls Fine Motor: pincer graps

7 - 9 months of age

Gross Motor: stands holding on; walks holding on Fine Motor: push car along; hits cups with spoon; shows hand preference; scribbles with crayon

10 - 12 months of age

Gross Motor: stands alone; walks alone Fine Motor: builds up to 3-cube towers; opens book; turns 2-3 pages at a time

12 - 18 months of age

Gross Motor: runs; jumps; climbs Fine Motor: turns single pages in book; cuts with scissors; pours drink

2 - 3 years of age

Physical changes directly associated with reproduction (i.e. testes, ovaries, Menachem, spermarche)

Primary Sex Characteristics

Physical changes that occur during puberty but are not associated with reproduction (i.e. body hair, breasts, voice change)

Secondary Sex Characteristics

Feel that their experiences are unique and others can't relate or understand

Adolescent Egocentrism

Stories of their lives that are idealized and special that make teens feel invincible

Personal Fables

Experience being the center of attention to an imaginary audience (put on face so people will love me)

Imaginary Audience

Cultural ceremonies that symbolize a new stage in life (i.e. Quinceanera, Sweet 16, Graduation, bar bitz•vah)

Rite of Passage

An internal belief about being male or female, may or not match biological sex exhibited at birth

Gender identity

Behaviors, traits, attitudes associated with being male or female. Influenced by society and culture

Gender roles

Process children go through to learn expected roles for males and females

Gender typing

Display both "male" and "female" characteristics

Androgynous Personality

Albert Bandura felt gender roles were learned mostly through observation of others

Social Learning Theory

Physical and biological differences between males and females

Sex

Social and cultural traits for males and females

Gender

One's sexual attractio to male, female, both or neither

Sexual Orientation

Brain begins "removing" neurons that are no longer necessary (use it or lose it), active during mid to late adolescence

Neural Pruning

Thinking, memory, and behavior deteriorate, frontal lobe deteriorates overtime for everyone, but this is severe

Dementia

Degenerative disease with progressive memory loss and plaque in tissue of the nervous system, lack of acetylcholine

Alzheimer's Disease

Not a specific diagnosis, time period months or weeks before death ehrn cognitive abilities decline rapidly

Terminal Drop

Gradual reduction in hormones that ends menstruation, menopause

Women in Midlife

Decline in hormone production, less sperm production. But reproduction is still possible

Men in Midlife

Elisabeth Kubler-Ross research with patients who were terminally I'll and their families. Found that humans deal with death and dying in 5 stages: Denial, Anger, Bargaining, Depression, Acceptance

Death and Dying

Stage 1: When adolescents have not yet undergone an identity crisis and have made no commitment about their own identity

Identity Diffusion

Stage 2: When adolescents have a sense of their core beliefs but rather than considering these beliefs seriously and allowing them to shape their lives, they often simply adopt the views of their parents or society

Identity Foreclosure

Stage 3: When adolescents are struggling by with their identity and experience the identity crisis without having made a commitment to jts resolutiob

Identity Moratorium

Stage 4: A postcrisis phase during which individuals have identified and acknowledged who they are or want to be

Identity achievement

Cultural timetables for when milestones events should occur

Social Clocks

An emotion or identity-questioning crisis occurring in early middle age

Midlife Crisis

The ability to solve problems, see relationships, and think abstractly; declines with age

Fluid Intelligence

The memory we use to take in information

Working memory

An individuals accumulated intelligence over time and the ability to use skills, knowledge, and experience; generally increases with age

Crystallized intelligence