c5 psych

Question 1

Developmental Psychology: Universal aspects of lifespan development from conception through death

Answer 1

Explores physical, cognitive, social and emotional development

Looks at elements of continuity and change over time

Question 2

What is prenatal development

Answer 2

Germinal Phase (conception-2 weeks)

Zygote: fertilized egg; divides and implants itself in the wall of the uterus

Placenta: structure that allows oxygen and nutrients to pass into fetus from mother’s bloodstream; allows waste to pass out

Question 3

Embryonic Stage: (2-8 weeks)

Answer 3

Head, face and neck develop
Buds for limbs form and grow
Major organs/digestive system differentiating
Heartbeat begins

Question 4

Fetal Stage: (8th week-birth)

Answer 4

3rd month: digestive organs begin to function
buds for teeth form
sex organs develop rapidly
arms/fingers move

4th month: face looks human
lower body outgrows head
bones are defined
5th month: fingernails and toenails appear
Lanugo: fine, wooly hair over body
Vernix: waxy coating collects

6th month: eyebrows/lashes well defined
eyes completely formed

7th month: fetus capable of life outside uterus, age (threshold) of viability has changed and now considered to be 23-26 weeks (used to be 27-28)

8th/9th month: fat is deposited for later use
fingernails beyond fingertips
lanugo is shed
vernix covers body

Myelination of brain takes place in the fetal stage

Question 5

Teratogens

Answer 5

harmful exposure to situations/substances that affect development resulting in defect, damage or anomaly
Important concepts with teratogens:
Dose
Genetics/Heredity
Age of organism at exposure
Interaction with environmental influences: stress, nutrition, lack of medical care
-Increased understanding of the role of prenatal exposure to drugs on the developing child, with Thalidomide, helped identify how certain drugs could alter development

Question 6

Smoking:

Answer 6

mild stimulant; increases fetal activity; associated with low birth weight, increased rates of SIDS (Sudden Infant Death Syndrome)

Question 7

Alcohol:

Answer 7

Leading teratogen in the United States causing intellectual disabilities.
Fetal Alcohol Syndrome (FAS):
Physical Symptoms: growth retardation, head and facial abnormalities, microcephaly, skeletal, brain and heart damage
Behavioral Symptoms: Poor impulse control, poor attention, hyperactivity and cognitive deficits.

Question 8

Paternal age

Answer 8

may be a factor in birth defects and/or certain developmental disabilities

Question 9

Sensory abilities

Answer 9

Vision:
poor fixation ability
limited ability to discriminate color
estimated visual acuity of between 20/200 and 20/400
preference for human faces

Question 10

sensory abilities

Answer 10

Hearing: fetus can hear sounds around 6 months in utero
Recognize mother’s voice

Taste and Smell: both present at birth, preference for sweet

Touch: heat, cold, pressure and pain all present at birth

Question 11

Physical and motor devpt

Answer 11

Cephalocaudal: “top to bottom” motor skills emerge from the head to feet

Proximodistal: “inside-to-outside rule” motor skills emerge in a sequence of center moving outward

Question 12

Reflexes

Answer 12

Inborn, automatic responses to a particular form of stimulation.

Rooting reflex: survival value, stroke cheek and baby will turn head toward the stimulation

Stepping reflex: basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around 2 months)

Moro reflex: if simulate falling or dropping the head the baby shows a startle or alarm reflex; arches back, extends arms, fingers and legs
Sucking reflex: place a finger in mouth and baby will suck; permits feeding

Eyeblink reflex: shine a bright light or clap, they will close eyelids. Protects from strong stimulation

Babinski Reflex: stroke the heel to see reactions of the toes which flex/fan out; normal in infants, if persists can indicate neurological problems

Question 13

Babinski reflex

Answer 13

: stroke the heel to see reactions of the toes which flex/fan out; normal in infants, if persists can indicate neurological problems

Question 14

Eyeblink reflex

Answer 14

: shine a bright light or clap, they will close eyelids. Protects from strong stimulation

Question 15

Sucking reflex

Answer 15

place a finger in mouth and baby will suck; permits feeding

Question 16

Moro reflex

Answer 16

if simulate falling or dropping the head the baby shows a startle or alarm reflex; arches back, extends arms, fingers and legs

Question 17

Stepping reflex

Answer 17

basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around 2 months)

Question 18

Rooting reflex

Answer 18

: survival value, stroke cheek and baby will turn head toward the stimulation

Question 19

Gross and Fine Motor Development:

Answer 19

Individual differences exist, normative expectations for these skills and abilities often called milestones.

There is some data supporting environmental influences either accelerating or impeding the acquisition of developmental milestones.

Question 20

Gender Differences:

Answer 20

: boys ahead of girls in force and power; girls ahead in fine motor and gross motor skills which involve good balance

Question 21

Cognitive Difference:

Answer 21

see some gender effects in verbal and mathematical abilities, as well as visual-spatial ability

Question 22

Temperament

Answer 22

three basic temperaments for infants; difficult, slow to warm and easy

Question 23

3 types of temperament

Answer 23

Difficult (10%) Often wail, cry and are negative in new situations, eat and sleep irregularly
Slow-to-Warm-Up (15%) Often inactive, adapt slowly and can be withdrawn and show a negative mood
Easy (40%) Cheerful, adpatable, easily establish routines
Mixture (35%)

Question 24

Goodness of fit

Answer 24

the match between the characteristics of the infant and his/her family is critical to development. Some are better matches than others!

Question 25

Attachment

Answer 25

: the affectional bond between an infant and its caretaker

Question 26

separation anxiety:

Answer 26

Infants express their wish to be attached by wishing to be close to their caretaker and showing signs of distress when their caretaker departs. This emotional upset is called separation anxiety.

Question 27

Stranger Anxiety:

Answer 27

Stranger Anxiety: develops when infants are around 6-7 months ending around 18 months. If a stranger approaches, the infant becomes afraid and reaches for the caregiver for comfort and reassurance

Question 28

4 types of attachment patterns.

Answer 28

Securely Attached: child uses the parent as a safe base to explore, when separated the child may not cry during absence, seek contact when parent returns, decrease crying if present (~60% of U.S. infants)

Avoidant attachment: unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when she returns, ~20% show this pattern in the U.S.

Ambivalent/Resistant Attachment: Seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, cannot be comforted, -15% U.S.

Disorganized/Disoriented Attachment: greatest amount of insecurity, In reunion show disorganized, confused behaviors. Seem confused, glazed and spacey. Mothers are more avoidant and inconsistent with a lack of sensitivity to infant’s needs.
~ 5% of infants in the U.S.

Some cultural variations identified in attachment patterns that are challenged

Question 29

Attachment Deprivation: Harlow Monkey Studies

Answer 29

Attachment and Contact Comfort: hypothesized that animals/humans need warmth, comfort as a primary need

Question 30

Parenting styles?

Answer 30

Authoritarian: restrictive parenting; insist on obedience, rigid rules; no explanations and insensitivity. Preschoolers were moody; easily annoyed, unfriendly, less motivated

Authoritative: assume control with flexibility; reasonable demands; provide reasons for rules/decisions. Preschoolers were cheerful, socially responsible; achievement oriented and cooperative
Permissive: accepting and lax with few demands; little monitoring; few controls. Preschoolers were impulsive, aggressive, bossy self centered, low in independence and achievement

Uninvolved (Maccoby): removed or hostile parenting; overwhelmed with own stressors have little time or energy to parent. Children high in aggression, temper tantrums, perform poorly in classroom

Question 31

Stage theories?

Answer 31

stages build on each other

Progress is strongly related to age

Development is marked by discontinuities that result in dramatic transitions

Question 32

Cognitive development

Answer 32

How a child thinks, including reasoning, remembering and problem solving

Schemas: models about how the world works

Question 33

Development 2 processes are?

Answer 33

Assimilation: how to fit new information into the present system of knowledge
Accommodation: existing structures don’t fit so a child must develop new schemas

Question 34

Piaget stage of cognitive development

Answer 34

Sensorimotor (birth-2 years)
Infants learn through concrete motor actions; by touching, tasting and smelling
Accomplish object permanance (6 months)
Develop capacity for mental imagery
Organize information into categories
Increasingly able to use purposeful activity

Question 35

Preoperational 2-7y

Answer 35

Gradually improve in mental images
Can pretend
Action Oriented
Develop representational thought
Have NOT mastered conservation: basic properties of an object remain stable even if superficial properties change

Question 36

Flaws of thinking in Preoperational Children

Answer 36

Centration: focus on one aspect of a problem and neglect other aspects
Irreversibility: inability to envision reversing an action
Egocentrism: thinking characterized by a limited ability to share another person’s point of view

Question 37

Concrete Operations: (7-11)

Answer 37

The child performs operations on tangible objects and events
Show increased flexibility in thinking
Can begin to see cause and effect
Masters reversibility and decentration
Can retrace thoughts
Understands hierarchies

Question 38

Formal Operations (12>

Answer 38

Begin to see abstract reasoning
Understand metaphor and deductive reasoning
Become more systematic in thinking
Can discuss moral values

Piaget criticized for underestimating children’s abilities, not focusing enough on individual differences; much research still supports his theories/beliefs

Question 39

Adolescence

Answer 39

Adolescent growth spurt: rapid growth in height and weight as the body is preparing for hormonal shifts/ maturation
Asynchrony: certain body parts grow at different speeds leading to a lack of proportion
Prefrontal Cortex: final maturation of the prefrontal cortex takes place in late adolescence and young adulthood. This area is responsible for organization, planning, emotional regulation and impulse control.

Question 40

Prefrontal cortex

Answer 40

final maturation of the prefrontal cortex takes place in late adolescence and young adulthood. This area is responsible for organization, planning, emotional regulation and impulse control.

Question 41

Puberty:

Answer 41

sexual functions reach maturity; impacts social and emotional development

Question 42

Menarche:

Answer 42

first occurrence of menstruation

Question 43

Spermarche:

Answer 43

first occurrence of ejaculation

Question 44

Early maturing males/females?

Answer 44

Early maturing males have positive self-concepts

Early maturing females: greater chance of depression, anxiety, eating disorders

Impact of early puberty—associated with obesity, higher BMI

Question 45

Elkind( AIPI?)

Answer 45

Adolescent Egocentrism: way of thinking the world is focused on themselves

Imaginary Audience: belief that everyone in the environment is concerned with the behavior/appearance of him/herself

Personal Fable: View him/herself as somehow unique or heroic

Invincibility Fable: false sense that h/she can’t be harmed

Question 46

Theory of lifespan development. Believes each stage involves a psychosocial crisis:

Answer 46

a transition which is organized around social relationships and that personality is determined by these stages

Question 47

Intellectual Functioning and Age:

Answer 47

Fluid Intelligence: (basic information processing skills) is more likely to decline with age
Crystallized Intelligence: application of accumulated knowledge remains more stable

Question 48

Maintaining a sense of control? ON WHAT>

Answer 48

Maintaining a sense of control over one’s life leads to greater psychological well-being in the elderly

Question 49

Ways to promote Healthy Aging

Answer 49

Increase healthy behaviors
Promote companionship
Take vitamin supplements (some question this)
Stay active physically and intellectually
Volunteer or work
Maintain positive relationships with family/friends

Question 50

wAYS TO SUPPORT DATOK AND NENEK

Answer 50

Have a positive attitude
Decrease sun exposure
Decrease smoking, drinking
Be a health care consumer; ask questions
Find faith

Recent programs supporting the elderly and children in daycare

Question 51

SECURELY ATTACHED:

Answer 51

child uses the parent as a safe base to explore, when separated the child may not cry during absence, seek contact when parent returns, decrease crying if present (~60% of U.S. infants)

Question 52

Avoidant attachment:

Answer 52

Avoidant attachment: unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when she returns,

Question 53

Disorganized/Disoriented Attachment

Answer 53

greatest amount of insecurity, In reunion show disorganized, confused behaviors. Seem confused, glazed and spacey. Mothers are more avoidant and inconsistent with a lack of sensitivity to infant’s needs.

Question 54

Ambivalent/Resistant Attachment:

Answer 54

Seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, cannot be comforted, -15% U.S.