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PSYC 250 > Week 2 - Chapter 2 and 3 > Flashcards

Week 2 - Chapter 2 and 3 Flashcards

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1
Q

Gametes

A

Produced through meiosis - contain half the genetic material of other cells

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2
Q

How does conception occur?

A

Egg releases and travels through fallopian tube and releases a chemical that attracts sperm

Only a few sperm reach the egg - one inserts itself in the egg

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3
Q

Developmental processes

A

Cell division - mitosis
Cell migration - movement of cells away from their point of origin
Cell differentiation - embryonic stem cells turn into special types of cells
Cell death - apoptosis - certain parts of the body require cell death - in between fingers

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4
Q

Hormones and development

A

Play a role in sex differentiation
If androgens are present male genitalia develop

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5
Q

Conception and early development

A

Fertilized ovum - formation of zygote through fusion of egg and sperm nuclei - rapid division - morula (solid ball of cells resulting from division) - blastocyst by day 5 or 6 - implants into uterine wall

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6
Q

Conception and twins

A

Monozygotic - zygote splits and forms 2 zygotes

Dizygotic - two eggs were released and both fertilized

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7
Q

Germinal period

A

Conception to 2 weeks
Ends with blastocyst implantation
Rapid cell division

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8
Q

Embryonic period

A

Amniotic sac and placenta formed first
3rd to 8th week
Major development of organs and body systems
Cell division, migration, differentiation, death
Hormonal influences

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9
Q

Placenta

A

Network of blood vessels
Like a barrier
Gives fetus nutrients, antibodies

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10
Q

Highlights of the embryonic period

A

4 weeks - primitive heart rate, arm and leg buds
5.5-8.5 - nose, mouth, mouth palate differentiation, separate structures

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11
Q

Fetal period

A

9th week to birth
Development of physical structures, rapid growth of body
Increased behaviour, sensory experience, learning

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12
Q

Highlights of fetus development

A

9 weeks - rapid brain growth, all organs, sexual differentiation
11 weeks - basic heart structure, spine and ribs visible, major division of brain
16 weeks - growth in lower body, movement, external genitalia

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13
Q

Highlights of fetus development part 2

A

18 weeks - fine hair and greasy coating, facial expressions
28 weeks - brain and lungs, REM sleep, auditory system, neural activity of newborn, weight triples

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14
Q

Fetal movement

A

From 5-6 weeks
Reflexes - hiccups - burping reflux - swallowing - fetal breathing
Mother feels movement at 16-25 weeks
By week 27 move up to 30 times an hour

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15
Q

Fetal sight and touch

A

Minimal visual experience, more tactile experience
May grasp umbilical cord, rub face, suck thumb
Fetal heart rate responds to maternal movements

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16
Q

Fetal taste and smell

A

Amniotic fluid has taste - fetuses have a sweet tooth
Amniotic fluid has odour from what mother ate

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17
Q

Fetal hearing

A

Lots of sound - mothers heart beat, blood flow, breathing, digestive sounds
Mothers voice is prominent - fetal heart rate changes
Last trimester - external sounds audible - can distinguish between music and speech

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18
Q

Can a fetus learn?

A

30 weeks gestation - fetus decreases response to repeated or continued stimulation - fetal habituation

Fetus learns and prefers and remembers mothers voice

Newborn remembered if mother ate carrots before, preferred carrots if she did

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19
Q

Miscarriage

A

Termination
6-15% of known pregnancies
Due to defects
2/3 occur before pregnancy detectable
25-50% will experience at least one
1% experience recurrent miscarriages

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20
Q

Teratogens

A

Environmental agents that cause harm during prenatal development

Medications, alcohol, agrochemicals, infectious agents, recreational drugs, retinoids, anti hypertensive drugs

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21
Q

Two things that impact harm of teratogens

A

Timing - there are sensitive periods where more damage can be done - embryonic period

Dose duration - the effect of exposure increases with the extent of exposure

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22
Q

Importance of timing

A

Thalidomide during 4th and 6th week leads to structural abnormalities in arms and legs

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23
Q

Importance of duration

A

Lead
Was in many products for a long time
Accumulation can lead to poisoning, and death

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24
Q

Cigarettes

A

Inhibit oxygen for the fetus and metabolizes carcinogens
Second hand smoke
Linked to cognitive impairment and low birth weight
Linked to SIDS

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25
Alcohol statistics
Most common teratogen Many women drink while pregnant 10% in Canada - Ireland 60% - Saudi-a Arabia - 0% Crosses the placenta Can lead to FASD
26
FASD
Continuum of alcohol related birth defects Facial structures - eyes, nose, lips Intellectual disability and cognitive disorders - ADHD
27
Maternal factors
Age, nutrition, disease, emotional state Age - 15 or younger, 35 and older - increased risk of developmental disorders Inadequate vitamins - b9 Diseases and STIs - covid - 6% babies exposed diagnosed with neurodevelopmental disorders
28
Maternal emotional state
Depression and anxiety more common in women Related to negative outcomes - preterm births, low birth weights, more impulse and poor attention, less grey matter, emotional and behavioural problems, impulsivity and behavioural problems (adolescence) Why? - cortisol is a glucocorticoid - slow growth of fetus Long term disruption of fetuses HPA axis from altered hormonal environment may lead to long term changes in how people cope with stress
29
Newborn - six stages of arousal
Quiet sleep 8 hrs - deep sleep Active sleep 8 hrs - rem sleep Drowsing 1 hr Alert awake 2.5 hrs Active awake 2.5 hrs Crying 2 hrs
30
Crying
Illness, pain, hunger Peaks around 6-8 weeks, decreased at 3-4 monotheism Don’t shake the baby Increasing delays in responding to crying showed improvement in sleep behaviours Colic - inconsolable crying for months
31
Nature and nurture terminology
Genome - complete set of organisms genes Genotype - inherited genetic material Phenotype - observable expression of genotype Environment - an individuals surroundings
32
Genetic and environmental influences
Interplay is complex
33
Childs environment-child’s phenotype
How does parenting interact with a genotype to produce different phenotypes? Genes expressed differently in different environments Child maltreatment can lead to violent and antisocial adults if they have a weak form of MAO-A gene
34
Capsi et al 2002
Young men who experienced maltreatment were in general more likely to engage in antisocial behaviour Effect much stronger with those with an inactive MAOA gene
35
Children’s phenotype - child’s environment
Active child theme A child evokes certain responses from the environment
36
Childs environment - Childs genotype
Epigenetics studies stable changes in gene expression that are mediated by the environment Structures of genes are fixed but expression is malleable Intergenerational transmission involves passing down epigenetic changes to offspring Methylation silences gene expression - early life stress leads to methylation in glucocorticoid receptor gene
37
Behavioural genetics
How variation in behaviour and development results from combination of genetic and environmental factors Behavioural is heritable to an extent Behavioural geneticists try to see what parts are from genes or environment - look if behaviour pattern runs in families - or if those reared together are more alike
38
Twin studies
Set of twins share an environment - equal environment assumption If correlation between identical twins on a trait or behaviour is higher than fraternal twins = genetic influences
39
Quebec newborn twin study
MZ twins showed more correlation with physical aggression and expressive vocabulary
40
Adoption study
Identical twins reared together compared to identical twins reared apart Similarities in those reared apart in things like IQ, reaction to stress, traditionalism May be influenced by selective placement and similarities in environments as well as genetic factors
41
Neuron
Myelin sheath - makes reactions go faster Synapse - where neurotransmitters are sent out Dendrites receive information
42
Myelination
Maturation Fatty sheath of myelin - forms around some axons - increases speed and information processing abilities Begins before birth and continues into early adulthood Occurs at different rates throughout brain structure - sensory areas mature faster than prefrontal cortex
43
Synaptogenesis
Each neuron forms synapses with thousands of other neurons resulting in the formations of trillions of connections
44
Synaptic pruning
There’s an over abundance of synapses Occurs at different times in different areas of the brain, not fully completed into adolescence
45
Synapses elimination in adolescence
Grey matter increases dramatically - synaptogenesis - then declines Last area of brain to mature is prefrontal cortex - regulates attention, impulses, foreseeing consequences, setting priorities
46
Plasticity
Capacity of the brain to be affected by experience Important for adapting to the environment
47
Experience expectant plasticity
Normal wiring of brain occurs b/c of general experiences that every human will have Brain can’t function well if these experiences don’t happen - developmental impairment like deafness or blindness E.g. newborn with cataracts - better recovery if removed earlier as eyes will stop trying to see
48
Experience dependant plasticity
Neural connections created and organized throughout life as a function of an individual’s experience Animals raised in enriched environments perform better on learning tasks Musicians demonstrate effects of experience on brain structure
49
Dutch hunger winter
Women ate little - those in early stages of pregnancy during famine had babies of normal birth weights, but with high obesity rates - metabolism set prenatally
50
Opioids
Highly damaging and fetuses can become addicted Neonatal abstinence syndrome - drug withdrawal Low birth weight, problems with breathing, feeding, seizures
51
Environmental pollutants
Air pollution Diets high in arctic fish Minimata disease - methymercury poisoning - numbness in limbs, difficulty walking in straight line, vision and hearing issues, exhaustion
52
Diseases
Rubella - if contracted early in pregnancy - deafness, blindness, intellectual disabilities STIs dangerous to fetus - CMV herpes most common cause of congenital infection - damages CNS HIV transmitted through birth or breast milk Zika - can lead to microcephaly
53
Interventions for healthy babies
Skin to skin contact decreases mortality and increases growth
54
Multiple risk factors model
Risk factors occur together - more likely for negative outcomes Structural racism - residential segregation
55
Developmental resilience
Intelligence, responsiveness to others, self efficacy, responsive Carter from someone
56
Parents genotype Childs genotype
Transmission of genetic material Random assortment, crossing over, mutations
57
Childs genotype Childs phenotype
Only some genes expressed Developmental changes can turn genes off and on - then those genes turn others off and on Gene expression is with a dominant and recessive pattern - males more likely to have sex linked inherited disorder as they don’t have a second X chromosome with a dominant gene to suppress recessive ones
58
Heritability
Estimate of how much phenotypic variance is attributable to genetic differences Applies to populations - 50% means for the population studied, 50% of variance is due to genetics - not that 50% of an individuals trait is due to= genetics
59
Molecular genetics research designs
Examine DNA sequences to identify mechanisms that link genes and behaviour
60
Genome wide association studies
Used in attempts to link multiple DNA segments with a certain trait
61
Genome wide complex trait analysis
Makes it possible to tease apart aspects of gene and environment confounded within families - such as SES as it is shared by twins
62
Weeks + common site of birth defects
3 - heart, CNS 4-5 - heart, eye, arm, leg 6 - ear, brain 7 - ear, brain, palate 8 - ear, external genitalia 12 - external genitalia After - brain
63
Most likely effects between weeks 3-8
Major structural abnormalities
64
Most common defects weeks 9-38
Physiological defects and minor structural abnormalities
65
If a study isn’t replicated it could be due to
Cultural context Chance Malpractice
66
Naturalistic vs structured observation
Naturalistic - Children’s activities in one or more everyday settings are observered Structured - children are brought to a lab and presented pre arranged tasks

PSYC 250 (14 decks)

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