CH 4 Human Development (Terms) Flashcards
Human Development
Scientific study of age-related changes across physical, cognitive, social and behavioural domains
Multidisciplinary
Includes developmental psychology
Developmental Psychology
The study of how behaviour and mental processes change over a lifespan
ex. language and self-control development
Lifespan Perspective
Changes occur within the entire duration of the human lifespan (not just child-adulthood)
Post-hoc Fallacy
The false assumptions that because on event occurred before another, it must have caused it
- Correlation ≠Causation
ex. parent notices ADHD symptoms in a child after several years of playing video games
Bidirectional Influences
Parents influence children; Children influence parents
ex. Temperaments & personality relationship with parenting style
- Many relationships are bidirectional throughout development
Critical Periods
Specific periods in development when an organism is especially sensitive to the presence/absence of some particular kind of experience
Sensitive Period
A span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence
Epigenome
The sum total of inherited and acquired molecular modifications to the genome that leads to changes in gene regulation without changing the DNA sequence of the genome
Cohorts
Groups of individuals who are born within a particular span of years and share the same historical experiences at the same point in their development
Cohort Effect
Effect observed in a sample of participants that results from individuals in the sample growing up at the same time
Can confound the ability to attribute differences to age
Cross-sectional Research Design (definition, advantage, disadvantages)
Research focused on age-related changes
Investigates people of different ages at a single point in time
- Advantage: Convenient
- Disadvantage: Cannot disentangle cohort vs. aging effects
Longitudinal Research Design (definition, advantage, disadvantages)
Research focused on age-related changes
Investigates development in the same group of people on multiple occasions over time
- Advantage: Watching age unfold
- Disadvantage: Limited knowledge of other cohorts, time/resources, and attrition
Cohort-Sequential Research Design (2)
Research focused on age-related changes
Investigates several age cohorts followed and tested longitudinally
- Combines cross-sectional and longitudinal research
Conception (3)
- Ovum is fertilized by sperm
- Gametes contain 23 unpaired chromosomes ➡️ combine at conception to form Zygote
- Zygote divides into more cells and moves towards uterus ➡️ blastocyst implants
Germinal Stage (4)
- 1st stage of Prenatal Development
Conception to Implantation
- Zygotes rapidly divides ➡️ blastocyst
- Implantation and placental development
Embryonic Stage (4)
- 2nd stage of Prenatal Development
Implantation to end of week 8
- Foundational structure building for all parts of the body
- Neural tube is formed
Fetal Stage (4)
- 3rd stage of Prenatal Development
Week 9 to Birth
- Increases in size
- Refinement of organ systems: brain and lungs
Neuronal Proliferation
Neurons are generated
Migration
Movement of brain cells to permanent location
Teratogens (4)
Environmental factors that can exert a negative impact on prenatal development
- Teratogens can have differing effects depending on the timing of exposure; brain is particularly susceptible
- Viral infections, drugs, environmental chemicals, diet, age, chronic illness, mental health
ex. Alchohol ➡️ FASD
Genetic Disorders (3)
Result from DNA mutations or wrong amount of genetic material
- Autosomal or sex-linked (ex. sickle-cell disease, Huntington’s disease)
- Chromosomal errors (e.g., Down syndrome)
Preterm Infants (3)
Born to live before 27 weeks
- Babies born before 22 weeks rarely survive
- Viability point: 23-25 weeks
Reflexes
Automatic motor responses to stimuli
Motor behaviours (3)
Bodily motions that occur a a result of self-initiated force that moves the bones and muscles
- Depends on brain, nervous system, and physical (bodily systems) development
- Experience and cultural factors also play a role in development
Fine Motor Skills
The ability to make movements using the small muscles in our hands and wrists
Gross Motor Skills
The movements we make with large muscles (legs, arms and torso)
Puberty
Collective term for the changes in both seen and unseen, that result in sexual maturity
Sexual Maturation (primary/secondary sex characteristics; 2)
- Primary sex characteristics: growth/development of sex organs
- Secondary sex characteristics: other changes that signal sexual maturity
Menarche
Beginning of menstrual cycle
Secular Trend
Girls get into puberty much more earlier than previous historic records
Spermarche
First ejaculation for boys
Timing of Puberty (2)
- Lots of variation
- Lifestyle factors contribute; genetics may play a role
Psychological Peak in Early Adulthood (11)
- Maximum athletic performance: Muscles, Bone Density, Cardiovascular and respiratory function peak
- Eyesight, Hearing, Smell, Fine Motor Skills, and Immune Function peak
Declines in Performance in Adulthood (6)
After early peak, performance gradually declines through adulthood:
- Strength and speed decrease
- Reproductive capacities peak in mid-30s (women) and early 40s (men)
- Immune functions decline
- Sensory abilities decline
- Motor abilities decline
Cognitive Development
How we acquire the ability to learn, think, communicate, and remember over time
Piaget’s Cognitive-Developmental Theory (8)
Stage-based theory of cognitive development
- Children go through similar patterns or sequences as they develop their thinking
- Children actively learn
Important Concepts:
- Schemes
- Assimilation
- Accommodation
- Equilibration
Schemes (3)
- Important Concept f Piaget’s Cognitive-Developmental Theory
Internal cognitive structures that provide an individual with procedures that can be followed in specific circumstances.
- Begin life with a small collection of schemes
Assimilation (2)
- Important Concept f Piaget’s Cognitive-Developmental Theory
The process of using schemes to interpret events or experiences.
Accommodation (2)
- Important Concept f Piaget’s Cognitive-Developmental Theory
Change our schemes as a result of new information
Equilibration (2)
- Important Concept f Piaget’s Cognitive-Developmental Theory
Process of balancing assimilation and accommodation
Sensorimotor Stage (3)
- 1st stage of Piaget
Basic sensory and motor schemes; interaction with environment teaches children about how the physical world operates
Limitation: Lack object permanence
Pre-operational Stage
- 2nd Stage of Piaget
Symbolic schemes are acquired (language); simple problem solving
Limitation: Cannot perform mental operations; limited by egocentrism; no conservation
Concrete Operational Stage (3)
- 3rd stage Piaget
Logic/reasoning develops but is tied to the physical world; problem solving improves (e.g., conservation)
Limitation: Cannot think hypothetically or abstractly
Formal Operational Stage
- 4th stage Piaget
- Abstract logic develops; reason hypothetically
- Think “scientifically” on the pendulum task
Vygotsky’s Sociocultural Theory (2)
Complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations
Social interaction with more knowledgeable others is key
Scaffolding (2)
- Vygotsky’s Sociocultural Theory
Learning is guided by an adult or more knowledgeable child who structures learning according to a zone of proximal development
Self-Concept (3)
Develop a sense that the self is different from others
- Roots in infancy (preferential looking tasks: Uses habituation paradigm)
- Self-awareness is developing by 18 months (rouge task)
Theory of Mind (2)
The ability to reason about what other people think and believe
- False Belief Task
Naive Idealism (2)
- Cognitive change in Adolescence
The real world is compared to an idealized, hypothetical world (mentally constructed)
Personal Fable (2)
- Cognitive change in Adolescence
Feelings of profound uniqueness and of living out a story that others are watching; feelings of specialness and (at times) invincibility
Stranger Anxiety (2)
- Early Social Development
Fear of strangers develops ~8-9 months; declines after 12-15 months
Temperament
Basic emotional style that appears early in development and is genetic in origin
Attachment (2)
An emotional connection we share with those to whom we feel closest
- The emotional tie to a parent (or caregiver) that is experienced by an infant and from which the child derives a sense of security
Strange Situation
Infant experiences 8 events and their responses are measured; Determines attachment style
The Strange Situation measures how a child explores their environment in the presence of their caregiver, in their absence, and in the presence of a stranger.
Secure Attachment Style (3)
- An infant readily separates from the parent
- Seeks proximity when stressed
- Uses the parent as a safe base for exploration
Avoidant Attachment Style (2)
- An infant avoids contact with the parent
- Shows no preference for the parent over other people
Ambivalent Attachment Style (3)
- Infant shows little exploratory behaviour
- Greatly upset when separated from the parent
- Not reassured by the parent’s return or efforts to provide comfort.
Disorganized/Disoriented Attachment Style (2)
- Infant seems confused or apprehensive
- Shows contradictory behaviour
Authoritarian Parenting Style (4)
- High demands and control
- Little warmth or communication
Permissive Parenting Style (4)
- High warmth
- Low control, demands, and communication
Uninvolved Parenting Style (4)
Low demands, warmth, control, and communication
Authoritative Parenting Style (4)
High demands, control, warmth, and communication
Erikson’s Psychosocial Theory (4)
- 8 stages
Development of personality results from the interaction between internal drives and cultural demands across eight stages or crises
- Psychosocial crisis at each stage of development
- Development continues throughout the lifespan
Normal development must be understood in relation to each culture’s life situation
Trust vs. mistrust (3)
- (birth to 1) 1st Stage of Erikson
Hope; trust in primary caregiver is developed through warm, responsive care
Autonomy vs. shame and doubt (5)
- (1-3) 2nd Stage of Erikson
Will; physical/motor abilities, self-care, and basic personal responsibility
Initiative vs. guilt (4)
- (3-6) 3rd Stage of Erikson
Purpose; goal-oriented behaviour; learn assertiveness/aggressiveness
Industry vs. inferiority (5)
- (6-12) 4th Stage of Erikson
Competence; learn school-based skills, social/cultural skills, and tool use
Identity vs. role confusion (5)
- (12-18) 5th Stage of Erikson
Fidelity; sexual, social, and occupational identities develop
Intimacy vs. isolation (3)
- (18-30) 6th Stage of Erikson
Love; develop intimate relationships with others
Generativity vs. stagnation
- (30-late adulthood) 7th Stage of Erikson
Care; raise children, care for others, and productive work
Integrity vs. despair (4)
- (late adulthood) 8th Stage of Erikson
Wisdom; reflect on life, self-acceptance, and integration of earlier stages
