ASU Week 1 & 2 Flashcards
1
Q
The pattern of change that begins at conception and continues through the life span
A
Development
2
Q
Involves growth, maintenance, and regulation
A
Life-span perspective
3
Q
The upper boundary of human lifespan is ______ years
A
122
4
Q
The average life
expectancy is _____ years
A
79
5
Q
Similar for individuals in a particular age group
A
Normative age-graded influences
6
Q
Common to people of a particular generation because of historical circumstances
A
Normative history-graded influences
7
Q
Unusual occurrences that have a major impact on an individual’s life
A
Non-normative life events
8
Q
identify the 3 contemporary concerns
A
– Health and well-being
– Parenting and education
– Sociocultural contexts and diversity
9
Q
Comparison of one culture with
one or more other cultures
A
Cross-cultural studies
10
Q
Based on cultural heritage, nationality characteristics, race, religion, and language
A
Ethnicity
11
Q
Grouping of people with similar occupational, educational, and economic characteristics
A
Socioeconomic status
12
Q
Characteristics of people as males or females
A
Gender
13
Q
National government’s course of
action designed to promote the welfare of its citizens
A
Social policy
14
Q
Behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation
A
Culture
15
Q
Biological, cognitive, and socioemotional processes
A
The Nature of Development
16
Q
Changes in an individual’s physical nature
A
Biological processes
17
Q
Changes in an individual’s thought, intelligence, and language
A
Cognitive processes
18
Q
Changes in an individual’s relationships with other people, emotions, and personality
A
Socioemotional processes
19
Q
Are bidirectional and inextricably intertwined
A
Biological, Cognitive, and Socioemotional Processes
20
Q
Explores links between development, cognitive processes, and the brain
A
Developmental cognitive neuroscience
21
Q
Examinesconnections between socioemotional processes,
development, and the brain
A
Developmental social neuroscience
22
Q
refers to a time frame in a person’s life that is characterized by certain features
A
Developmental period
23
Q
those who focus on adult development and aging typically describe life-span in terms of four “ages”
A
Four ages
24
Q
Childhood and adolescence
A
First age
25
Prime adulthood, ages 20 through 59
Second age
26
Approximately 60 to 79 years of age
Third age
27
Approximately 80 years and older
Fourth age
28
Development in one period is connected to development in another period
Periods of Development
29
Characterizes most individuals
Normal aging
30
Characterizes those who show greater than average decline
Pathological aging
31
Characterizes those whose positive development is maintained longer
Successful aging
32
Provides a portrait of how aging can involve individual variation
Three Developmental Patterns of Aging
33
Significant interaction between periods of the lifespan just as with socioemotional, biological, and cognitive processes
Connections Across Periods of Development
34
Number of years that have elapsed since birth
Chronological age
35
Age in terms of biological health
Biological age
36
Full evaluation of age requires consideration of chronological, biological, psychological, and social age
Significance of Age
37
Individual’s adaptive capacities compared with those of other individuals of the same chronological age
Psychological age
38
Connectedness with others and the social roles individuals adopt
Social age
39
Debate about whether development is primarily influenced by nature or nurture
Nature-nurture issue
40
Organism’s biological inheritance
Nature
41
Environmental experiences
Nurture
42
Debate about whether individual
Stability-change issue
43
Debate about the extent to which development involves gradual, cumulative change or distinct stages
Continuity-discontinuity issue
44
Approach that can be used
to obtain accurate information
Scientific method:
45
Interrelated, coherent set of ideas
that helps to explain phenomena and facilitate predictions
Theory
46
Specific assumptions and predictions that can be tested to determine their accuracy
Hypotheses
47
Describe development as primarily unconscious and heavily colored by emotion
Psychoanalytic Theories
48
Stages of human development
Erikson’s psychosocial theory
49
Emphasizes how culture and social interaction guide cognitive development
Vygotsky’s theory
50
Emphasizes that individuals manipulate information, monitor it, and strategize about it
Information-processing theory:
51
Development consists of the pattern of behavioral changes that are brought about by rewards and punishments
Skinner’s operant conditioning
52
Emphasizes behavior, environment, and cognition as the key factors in development
Bandura’s social cognitive theory
53
Stresses that behavior is strongly
influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods
Ethology
54
Who helped bring ethology to
prominence?
Konrad Loren
55
Attachment to a caregiver over the first year of life has important
consequences throughout the life span
John Bowlby
56
Five Environmental Systems In
Bronfenbrenner’s Model
* Microsystem
* Mesosystem
* Exosystem
* Macrosystem
* Chronosystem
57
Setting in which the individual lives
Microsystem
58
Relations between microsystems or connections between contexts
Mesosystem
59
Links between a social setting in which the individual does not have an active role and the individual’s immediate context
Exosystem
60
Culture in which individuals live
Macrosystem
61
Patterning of environmental events and transitions over the life course and sociohistorical circumstances
Chronosystem
62
Does not follow any one theoretical approach—selects from each theory whatever is considered the best in it
Eclectic Theoretical Orientation
63
Research in Life-Span Development
* Methods for collecting data
* Research designs
* Time span of research
* Conducting ethical research
* Minimizing bias
64
Methods for Collecting Data
* Observation
* Survey and interview
* Standardized test
* Case study
* Physiological measures
65
Controlled setting in which many of
the complex factors of the real world are removed
Laboratory
66
Studies that involve observing behavior in real-world settings
Naturalistic observation
67
Uniform procedures for administration and scoring
Standardized test
68
In-depth look at a single individual
Case study
69
Research Designs
* Descriptive research
* Correlational research
* Experimental research
70
Designed to observe and record behavior
Descriptive research
71
Describe the strength of the relationship between two or more events or characteristics
Correlational research
72
Number based on statistical analysis that is used to describe the degree of association between two variables (Ranges from -1.00 to +1.00)
Correlation coefficient:
73
– Independent and dependent variables
– Experimental and control groups
Experimental research
74
One or more of the factors are
manipulated while all other factors are held constant
Experiment
75
Individuals of different ages are compared at one time
Cross-sectional approach
76
Same individuals are studied over a period of time, usually several years or more
Longitudinal approach
77
Due to a person’s time of birth, era, or generation, rather than the person’s actual age
Cohort effects
78
Conducting Ethical Research
* Informed consent
* Confidentiality
* Debriefing
* Deception
79
Minimizing Bias
* Gender bias
* Cultural and ethnic bias
80
Using an ethnic label in a superficial
way that portrays an ethnic group as being more homogeneous than it really is
Ethnic gloss
81
Evolutionary process by which individuals of a species that are best
adapted are the ones that survive and reproduce
Natural selection
82
Promotes an organism’s survival in the natural habitat
Adaptive behavior
83
Emphasizes the importance of adaptation, reproduction, and survival of the fittest in shaping behavior
Evolutionary Psychology
84
Connecting evolution and life-span development
Evolutionary Psychology
85
Helps discover the location of a gene or genes about a marker gene
Linkage analysis
86
Interest has grown in using the concepts of evolutionary psychology to understand human development
Evolutionary developmental psychology
87
TRUE or FALSE
Evolution gave us biological potentialities but it does not dictate behavior
TRUE
88
TRUE or FALSE
Studying specific genes in humans and other species and their links to traits and behaviors is the best approach for testing ideas of evolutionary psychology
TRUE
89
Human life begins as a single cell
The Collaborative Gene
90
Manufacture the proteins that maintain life
Genes
91
Identify genetic variations linked to a particular disease
Genome-wide association method
92
Helps discover the location of a gene or genes to a marker gene
Linkage analysis
93
Used in the search for disease-related genes
Linkage analysis
94
Describes the vast increase in genetic data generated at a reduced cost and in a shorter period
Next-generation sequencing
95
The most detailed study of human genetic variation to date
Thousand Genomes Project
96
TRUE or FALSE
Thousand Genomes Project aims to determine the genomic sequences of at least 1,000 individuals from different ethnic groups around the world
TRUE
97
Cellular reproduction in which the cell’s nucleus duplicates itself with two new cells being formed
Mitosis
98
Cell division that forms sperm and eggs
Meiosis
99
Stage in reproduction when an egg and a sperm fuse to create a zygote
Fertilization
100
Single-cell formed through fertilization
Zygote
101
Combining the genes of two parents in offspring increases genetic variability
Sources of variability
102
Develop from a single zygote that splits into two genetically identical replicas, each of which becomes a person
Identical or monozygotic twins
103
Develop when two eggs are fertilized by different sperm, creating two zygotes that are genetically no more similar than ordinary siblings
Fraternal or dizygotic twins
104
Permanently altered segment of DNA
Mutated gene
105
Make the individual more vulnerable to specific diseases or accelerated aging
Susceptibility genes
106
Make the individual less vulnerable to certain diseases and more likely to live to an older age
Longevity genes
107
A person’s genetic heritage
Genotype
108
Way an individual’s genotype is expressed in observed and measurable characteristics
Phenotype
109
One gene of a pair always exerts its effects, overriding the potential influence of the other gene
Dominant-recessive genes principle
110
When a mutated gene is carried on the X chromosome, the result is called X-linked inheritance
Sex-linked genes
111
Chemical process prevents one member of the gene pair from expressing itself
Genetic imprinting
112
Polygenic inheritance
1. Polygenically determined
2. Gene-gene interaction
113
Determined by the interaction of many different genes
Polygenically determined
114
Studies that focus on the interdependence of two or more genes in influencing characteristics, behavior, diseases, and development
Gene-gene interaction
115
Form of an intellectual disability caused by the presence of an extra copy of chromosome 21
Down Syndrome
116
Disorder in which males have an extra X chromosomes, making them XXY instead of XY
Klinefelter Syndrome
117
An abnormality in the X chromosome
Fragile X Syndrome
118
A missing X chromosome in females can cause intellectual disability and sexual underdevelopment
Turner Syndrome
119
Male has an extra Y chromosome
XYY Syndrome
120
Genetic disorder in which an individual cannot properly metabolize an amino acid called phenylalanine
Phenylketonuria (PKU)
121
Genetic disorder that affects the red blood cells
Sickle-cell anemia
122
Glandular dysfunction that interferes with mucus production
Cystic fibrosis
123
Body does not produce enough insulin, which causes abnormal metabolism of sugar
Diabetes
124
Delayed blood clotting causes internal and external bleeding
Hemophilia
125
Central nervous system deteriorates, producing problems in muscle coordination and mental deterioration
Huntington’s disease
126
Neural tube disorder that causes brain and spine abnormalities
Spina bifida
127
Deceleration of mental and physical development caused by an accumulation of lipids in the nervous system
Tay-Sachs disease
128
Identifying genetic flaws enables medical professions to:
1. Predict an individual’s risks
2. Recommend healthy practices
3. Prescribe the safest and most effective drugs
129
Reproductive Challenges and Choices
1. Prenatal diagnostic tests
2. Infertility and reproductive technology
3. Adoption
130
Prenatal Diagnostic Tests
1. Ultrasound sonography
2. Brain imaging techniques
3. Chorionic villus sampling
4. Amniocentesis
5. Maternal blood screening
6. Noninvasive prenatal diagnosis (NIPD)
7. Fetal sex determination
131
Inability to conceive a child after 12 months of regular intercourse without contraception
Infertility
132
Eggs and sperm are combined in a laboratory dish
In vitro fertilization (IVF)
133
Social and legal process that establishes a parent-child relationship between persons unrelated at birth
Adoption
134
Biological parents provide rearing environment for the children
Passive genotype-environment correlations
135
Genetically influenced characteristics elicit certain types of environments
Evocative genotype-environment correlations
136
Children seek out environments that they find compatible and stimulating
Active genotype-environment correlations
137
Development is the result of an ongoing, bidirectional interchange between heredity and environment
Epigenetic view
138
Takes place in the first two weeks after conception
Germinal period
139
Inner layer of cells that develops into the embryo
Blastocyst
140
Outer layer of cells that provides nutrition and support for the embryo
Trophoblast
141
Occurs two to eight weeks after conception
Embryonic period
142
Contains a clear fluid in which the developing embryo floats
Amnion
143
Contains two arteries and one vein, and connects the baby to the placenta
Umbilical cord
144
Disk-shaped group of tissues in which small blood vessels from the mother and the offspring intertwine but do not join
Placenta
145
Organ formation that takes place during the first two months of prenatal development
Organogenesis
146
Period between two months after conception and birth
Fetal period
147
Nerve cells, which handle information processing at the cellular level in the brain
Neurons
148
Important phases of the brain’s development
1. Neural tube
2. Neurogenesis
3. Neuronal migration
4. Neural connectivity
149
Agent that causes a birth defect
Teratogen
150
Field of study that investigates the causes of birth defects
Teratology
151
Teratogen influence
1. Dose
2. Genetic susceptibility
3. Time of exposure
152
Prescription drugs that can function as teratogens include:
1. Antibiotics
2. Antidepressants
3. Hormones
4. Accutane
153
Nonprescription drugs that can be harmful include:
1. diet pills
2. high dosages of aspirin
154
Act on the nervous system to alter states of consciousness, modify perceptions, and change moods
Psychoactive drugs
155
Appear in the off spring of mothers who drink alcohol heavily during pregnancy
Fetal alcohol spectrum disorders
156
Incompatibility between the mother’s and father’s blood types poses risk to prenatal development
Incompatible blood types
157
Radiation, toxic wastes, and other chemical pollutants
Environmental hazards
158
Maternal diseases
1. Rubella and syphilis
2. Genital herpes and AIDS
159
Relationship-centered program which provides complete prenatal care in a group setting
Centering Pregnancy
160
Home visits by trained nurses beginning in the second or third trimester of prenatal development
Nurse Family Partnership
161
STAGES OF BIRTH
Uterine contractions are 15 to 20 minutes apart and last up to 1 minute
1st stage
162
STAGES OF BIRTH
Begins when the baby’s head starts to move through the cervix and birth canal
2nd stage
163
STAGES OF BIRTH
Afterbirth: When the placenta, umbilical cord, and other membranes are detached and expelled
3rd stage
164
Assessing the health of newborns at one and five minutes after birth
Apgar scale
165
Used in the first month of life to assess the newborn’s neurological development, reflexes, and reactions to people and objects
Brazelton Neonatal Behavioral Assessment Scale (NBAS)
166
Assessment of the newborn’s behavior, neurological and stress responses, and regulatory capacities
Neonatal Intensive Care Unit Neurobehavioral Scale (NNNS)
167
