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PSYC 102 > 2 - prenatal development > Flashcards

2 - prenatal development Flashcards

1
Q

teratogens

A
  • virus or chemical that can reach embryo and cause harm
  • can be deliberate or accidental
  • e.g. alcohol
  • not all drugs have equally negative consequences, nor are the best indicator
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2
Q

fetal alcohol spectrum disorders (FASD)

A
  • drinking while pregnant
  • often causes issues with learning, executive jydgement
  • also physical deformities
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3
Q

newborn abililities

A
  • arrive with automatic reflex responses that surrport survival (instincts?)
  • arrive with a number of important capacities developed or on the way
  • possess a biologically rooted temperament
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4
Q

newborns’ preference for faces

A

prefer things that are face-like

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5
Q

infancy and childhood: physical brain development

A
  • birth: neuronal growth spurt
  • 3-6 months: Rapid frontal lobe growth
  • 1 year: most neurons you’ll have, and a messily wired brain
  • Development: synaptic strengthening (relavant ones) and pruning (removing connections)
  • Early childhood: “Critical” period for some skills (e.g. vision, language)
  • Throughout life: Learning changes brain tissue
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6
Q

brains as baby abilities

A

§ Brain maturation and infant memory
§ Infants are capable of learning and remembering (mobile experiment, Rovee-Collier)
§ Infantile amnesia in one domain (explicit) and not other (implicit)
- babies are learning from day one!!

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7
Q

Social Development of babies

A
  • Infant attachment (babies are chill to everyone for first 6-8 months of life)
  • Stranger anxiety (happens 8 months in)
  • Attachment based on:
    • Gratification of biological needs? (Freud)
    • Comfort/familiarity/responsivity? (Harlow)
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8
Q

harlow’s monkeys

A

is it what’s nourishing you that you determine as mother or comfort?

  • two “mothers”, one that’s soft, one that has wire but also gives food
  • the monkey will go to the wire one for food, but then return to the soft monkey

showed that Feelings of comfort and security are the critical components to maternal-infant bonding, which leads to healthy psychosocial development.

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9
Q

familiarity as a key to attachment

A
  • Imprinting (e.g. birds; Lorenz, 1937)
    § “Critical” period (usually a sensitive period)

both are basically that it’s best to from bonds in first six months

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10
Q

studying attachment in social development

A

strange situation experiments
§ Attachment styles: reflect both child’s individual temperament and parents’ responsiveness
§ Early attachment impacts later relationships

attachment styles persist

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11
Q

Secure attachment

A
  • Ainsworth
  • majority, healthy
  • the toddler prefers his parent over a stranger.
  • The attachment figure is used as a secure base to explore the environment and is sought out in times of stress.
  • distressed when their caregivers left the room in the Strange Situation experiment
  • when their caregivers returned, the securely attached children were happy to see them.
  • Securely attached children have caregivers who are sensitive and responsive to their needs.
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12
Q

insecure attachment

A
  • anxious
  • avoidant
  • less healthy
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13
Q

anxious insecure attachment

A

super upset when mother leaves and not easily consoled by parent when they come back

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14
Q

avoidant insecure attachment

A

not upset when parent leaves nor when they come back
§ The toddler reacts to the parent the same way she reacts to a stranger.
□ the child is unresponsive to the parent
□ does not use the parent as a secure base
□ does not care if the parent leaves.
§ When the parent does return, the child is slow to show a positive reaction.
§ theorized that these children were most likely to have a caregiver who was insensitive and inattentive to their needs

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15
Q

issues with attachment styles?

A

always like to criticize the mother
change is normal, and there’s only modest predictive validity

§ child’s temperament may have a strong influence on attachment
§ attachment varies from culture to culture

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16
Q

Temperament

A

Difficult
§ Easy
§ Slow-to-warm-up

- Temperament refers to innate traits that influence how one thinks, behaves, and reacts with the environment.
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17
Q

difficult temperment

A

○ difficult temperaments demonstrate negative emotions and have difficulty adapting to change and regulating their emotions.

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18
Q

easy temperment

A

○ easy temperaments demonstrate positive emotions, adapt well to change, and are capable of regulating their emotions.

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19
Q

slow-to-warm-up

A

lower then usual activity levels, NEOPHOBIC (fear of new things), but okay with them after repeated exposure

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20
Q

impact of parenting programs?

A

Can improve
attachment security

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21
Q

deprivation of attachment

A

Important note: we are resilient, we bounce back quickly
§ Higher risk for attachment problems, substance abuse, other poor outcomes (BUT see above)

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22
Q

romanian orphanages

A

horrific deprivation of attachment
really bad proportions – one caregiver per dozen children

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23
Q

Self-Concept in baby

A

Emerges gradually
* 6 months: self-recognition
* 15-18 months: face schema
* School age: grouping by gender/traits/peers/etc.
* 8-10 years old: stable

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24
Q

Parenting styles (Baumrind)

A

Authoritarian
§ Permissive
§ Authoritative

§ Early descriptions definitely sound WEIRD-centric

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25
Q

Authoritarian parenting styles

A

§ the parent places high value on conformity and obedience.
§ The parents are often strict, tightly monitor their children, and express little warmth.
§ style can create anxious, withdrawn, and unhappy kids.
§ it is important to point out that authoritarian parenting is as beneficial as the authoritative style in some ethnic groups

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26
Q

permissive parenting styles

A
  • kids run the show and anything goes.
  • Permissive parents make few demands and rarely use punishment.
  • They tend to be very nurturing and loving, and may play the role of friend rather than parent.
  • children raised by permissive parents tend to lack self-discipline, and the permissive parenting style is negatively associated with grades
  • They tend to have higher self-esteem, better social skills, and report lower levels of depression
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27
Q

authoritative parenting styles

A
  • the parent gives reasonable demands and consistent limits, expresses warmth and affection, and listens to the child’s point of view.
  • Parents set rules and explain the reasons behind them.
  • They are also flexible and willing to make exceptions to the rules in certain cases
  • one that is most encouraged in modern American society.
    Children tend to have high self-esteem and social skills.
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28
Q

Germinal

A
  • Weeks 1-2
  • Conception occurs when sperm fertilizes an egg and forms a zygote
  • During the first week after conception, the zygote divides and multiplies, going from a one-cell structure to two cells, then four cells, then eight cells, and so on.
29
Q

Conception

A

when sperm fertilizes an egg and forms a zygote

30
Q

zygote

A
  • A zygote begins as a one-cell structure that is created when a sperm and egg merge.
31
Q

Embryonic stage

A
  • Weeks 3-8
  • The mass of cells attach itself to the lining of the mother’s uterus
  • Basic structures of the embryo start to develop into areas that will become the head, chest, and abdomen.
  • During the embryonic stage, the heart begins to beat and organs form and begin to function.
  • The neural tube forms along the back of the embryo, developing into the spinal cord and brain.
32
Q

embryo

A

once the cells attach itself to the lining of the mother’s uterus

33
Q

placenta

A

structure connected to the uterus that provides nourishment and oxygen from the mother to the developing embryo via the umbilical cord.

34
Q

Fetal stage

A
  • Weeks 9-40
    • When the organism is about nine weeks old, the embryo is called a fetus.
    • From 9–12 weeks, the sex organs begin to differentiate.
35
Q

prenatal care

A

medical care during pregnancy that monitors the health of both the mother and the fetus
- routine prenatal care is important because it can reduce the risk of complications to the mother and fetus during pregnancy.

36
Q

newborn reflexes

A
  • All healthy babies are born with newborn reflexes: inborn automatic responses to particular forms of stimulation.
    ○ The rooting reflex
    ○ The sucking reflex
    ○ grasping reflex
  • The Moro reflex
37
Q

○ The rooting reflex

A

is the newborn’s response to anything that touches their cheek: When you stroke a baby’s cheek, the baby naturally turns the head in that direction and begins to suck.

38
Q

○ The sucking reflex

A

is the automatic, unlearned, sucking motions that infants do with their mouths.

39
Q

○ grasping reflex

A

, in which a baby automatically grasps anything that touches the palms.

40
Q

○ The Moro reflex

A

the newborn’s response to the sensation of falling. The baby spreads the arms, pulls them back in, and then (usually) cries.

41
Q

Blooming

A
  • vast majority of neural connections and pathways occur during the first few years of a child’s life
42
Q

pruning

A

neural connections are reduced.
It is thought that pruning causes the brain to function more efficiently, allowing for mastery of more complex skill

43
Q

Baillargeon’s

A

suggest that very young children have an understanding of objects and how they work

44
Q

cognitive mildstone in middle/late childhood (6-11)

A
  • Thought processes become more logical and organized when dealing with concrete information
  • Children at this age understand concepts such as the past, present, and future, giving them the ability to plan and work toward goals.
  • Additionally, they can process complex ideas such as addition and subtraction and cause-and-effect relationships.
45
Q

language acquisition in children

A

○ order in which children learn language structures is consistent across children and cultures
○ children possess a biological predisposition for language acquisition.
○ Starting before birth, babies begin to develop language and communication skills.
○ Children communicate information through gesturing long before they speak, and there is some evidence that gesture usage predicts subsequent language development

46
Q

coo

A

□ one-syllable combination of a consonant and a vowel sound
- babies do this almost immediately

47
Q

Babbling

A

repeating a syllable

48
Q

§ “vocabulary spurt”

A

○ children’s vocabulary increases at a rapid pace

49
Q

John Bowlby

A

developed the concept of attachment theory.

○ He defined attachment as the affectional bond or tie that an infant forms with the mother
○ An infant must form this bond with a primary caregiver in order to have normal social and emotional development.
○ Thought attachment was an all-or-nothing process

50
Q

○ two things are needed for a healthy attachment:

A

§ The caregiver must be responsive to the child’s physical, social, and emotional needs;
§ the caregiver and child must engage in mutually enjoyable interactions

John bowlby

51
Q

secure base

A

○ secure base is a parental presence that gives the child a sense of safety as he explores his surroundings.

John bowlby

52
Q

ainsworth

A
  • wanted to know if children differ in the ways they bond,
  • attachment styles!!
    ○ used the Strange Situation procedure
53
Q

resistant attachment

A

§ children tend to show clingy behavior, but then they reject the attachment figure’s attempts to interact with them

§ These children do not explore the toys in the room, as they are too fearful.

§ During separation in the Strange Situation, they became extremely disturbed and angry with the parent.

§ When the parent returns, the children are difficult to comfort.

  • Resistant attachment is the result of the caregivers’ inconsistent level of response to their child.
54
Q

○ disorganized attachment

A

§ behaved oddly in the Strange Situation.
§ They freeze, run around the room in an erratic manner, or try to run away when the caregiver returns
§ This type of attachment is seen most often in kids who have been abused.

55
Q

uninvolved style

A
  • parents are indifferent, uninvolved, and sometimes referred to as neglectful.
    § They don’t respond to the child’s needs and make relatively few demands.
    § This could be because of severe depression or substance abuse, or other factors such as the parents’ extreme focus on work.
    § These parents may provide for the child’s basic needs, but little else.
    § children raised in this parenting style are usually emotionally withdrawn, fearful, anxious, perform poorly in school, and are at an increased risk of substance abuse
56
Q

adrenarche

A

maturing of the adrenal glands

57
Q

gonadarche

A

maturing of sex glands

58
Q
  • Primary sexual characteristics
A

are organs specifically needed for reproduction, like the uterus and ovaries in females and testes in males.

59
Q
  • Secondary sexual characteristics
A

are physical signs of sexual maturation that do not directly involve sex organs, such as development of breasts and hips in females, and development of facial hair and a deepened voice in males.

60
Q

menarche

A
  • Females experience menarche, the beginning of menstrual periods, usually around 12–13 years old
61
Q

spermarche

A
  • males experience spermarche, the first ejaculation, around 13–14 years old.
62
Q

cognitive development during adolescence

A
  • More complex thinking abilities emerge during adolescence.
    ○ Some researchers suggest this is due to increases in processing speed and efficiency rather than as the result of an increase in mental capacity
    § due to improvements in existing skills rather than development of new ones
    • teenagers move beyond concrete thinking and become capable of abstract thought.
      ○ formal operational thought.
63
Q

fraternal birth order effect

A

if you are a dude, the more older brother you have, the more likely it is that you are gay

64
Q

Behaviour & knowledge about sexual behaviour

A

~50% of teens having sex
§ “The talk”: absent or too late
§ Parents: underestimating kids’ behaviour
§ Sex ed: poor, absent, sketchy, abstinence-based

65
Q

Abstinence sex ed

A
  • JUST NO SEX BRO
  • leads to more STD, more pregnancy
66
Q

sexual orientation

A

used to be in the domain of parenting
- biology plays a predominant role…
- NOT parenting
- NOT early sexual encounters
- twin studies: identical vs fraternal -> strongest correlation between twins! so biological disposition
- conditions in the womb also have effect (fraternal birth order effect)
- strong evidence that it cannot be changed

67
Q

Adolescence onset and endpoint

A

§ Adolescence: “biological onset, social endpoint”
- cultures wil say different times for when adolescence ends

68
Q

newborn abililities

A
  • arrive with automatic reflex responses that surrport survival (instincts?)
  • arrive with a number of important capacities developed or on the way
  • possess a biologically rooted temperament
69
Q

sense of self in children

A

the primary psychosocial milestone of childhood is the development of a positive sense of self.

  • Mirror test!!
  • Children from 2–4 years old display a great increase in social behavior once they have established a self-concept.
  • Development of a positive self-concept is important to healthy development.
    ○ Children with a positive self-concept tend to be more confident, do better in school, act more independently, and are more willing to try new activities
  • Adolescents who have achieved identity formation are capable of contributing positively to society

PSYC 102 (14 decks)

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