Ch. 6 - Overview and Assessment of Variability Flashcards
Model of development that presumes that a patient presents with signs and symptoms and a physician focuses on diagnosing and treating diseases of the body
Medical model
T/F Medical model of development neglects the psychologic aspect of a person who exists in larger realm of family and society
T
Model of development in which higher-level systems are simultaneously considered with lower-level systems that make up the person and his environment
Biopsychosocial model
Model of development in which patient’s symptoms are examined and explained in the context of the patient’s existence
Biopsychosocial model
Model of development that can be used to understand health and both acute and chronic disease
Biopsychosocial model
Model of development that emphasises how the ecology of childhood (environment) interacts with biologic processes to determine outcomes and life trajectories
Ecobiodevelopmental framework
More accurate model of development, biopsychosocial vs ecobiodevelopmental
Ecobiodevelopmental framework
Model which maintains that early influences, particularly those producing toxic levels of stress, affect the individual through modification of gene expression, without change in DNA sequencing
Ecobiodevelopmental framework
T/F Epigenetic changes, such as DNA methylation and histone acetylation, that result from environmental insults may be passed on to future generations
T
Permits the central nervous system to reorganize neuronal networks in response to environmental stimulation, both positive and negative
Neuronal/brain plasticity
Each neuron develops on average ___ synapses by 3 yr of age
15,000
Phenomenon in which synapses in frequently used neuronal pathways are preserved, whereas less-used ones atrophy
Neuronal “pruning”
T/F Neuronal/brain plasticity involves changes in the strength and number of synapses and reorganization of neuronal circuits
T
Why is early experience important in development?
1) Learning proceeds more efficiently along established synaptic pathways 2) Traumatic experiences create enduring alterations in the neurotransmitter and endocrine systems that mediate the stress response, with effects noted later in life
T/F Positive and negative experiences do not determine the total outcome of development
T
T/F Positive and negative experiences shift the probabilities of development by influencing the child’s ability to respond adaptively to future stimuli
T
T/F The plasticity of the brain continues into adolescence
T
Part of the brain that further develops into adolescence
Prefrontal cortex
Prefrontal cortex plays an important role in what brain activities
1) Decision-making 2) Future planning 3) Emotional control
T/F Neurogenesis persists in adulthood
T
Areas of the brain that continues to undergo neurogenesis in adulthood
1) Subventricular zone of the lateral ventricles 2) Portions of the hippocampus
Long-term negative effects of low birthweight
1) Neonatal morbidities 2) Increased rates of obesity, coronary heart disease, stroke, hypertension, and T2DM 3) Postnatal illnesses 4) Exposure to hazardous substances
Heredity accounts for approximately ___% of the variance in IQ and in other personality traits, such as sociability and desire for novelty
40
Shared environment accounts for ___% of the variance in IQ and in other personality traits, such as sociability and desire for novelty
50
T/F Sexual differentiation, both somatic and neurologic, begins at birth
F, in utero
Describes the stable, early-appearing individual variations in behavioral dimensions, including emotionality (crying, laughing, sulking), activity level, attention, sociability, and persistence
Temperament
9 dimensions of temperament
1) Activity level 2) Rhythmicity 3) Approach and withdrawal 4) Adaptability 5) Threshold of responsiveness 6) Intensity of reaction 7) Quality of mood 8) Distractibility 9) Attention span and persistence
3 common constellations brought about by 9 dimensions of temperament
1) The easy, highly adaptable child, who has regular biologic cycles 2) The difficult child, who withdraws from new stimuli and is easily frustrated 3) The slow-to-warm-up child, who needs extra time to adapt to new circumstances
T/F Temperament has long been described as biologic or “inherited.”
T
Genetic differences account for approximately ___% of the variability of temperament within a population
20-60, the rest is attributed to the child’s environment
T/F Maternal prenatal stress and anxiety is not associated with child temperament
F, is associated
T/F Certain polymorphisms of specific genes moderate the influence of maternal stress on infant temperament
T
T/F Changes in PERSONALITY over time largely result from non-shared environmental influences
T
T/F The concept of temperament can help parents understand and accept the characteristics of their children without feeling responsible for having caused them
T
Dominates most current models of development
The influence of the child-rearing environment
Refers to a biologically determined tendency of a young child to seek proximity to the parent during times of stress and also to the relationship that allows securely attached children to use their parents to reestablish a sense of well-being after a stressful experience
Attachment
Temperamental characteristic described as amount of gross motor movement
Activity level
Temperamental characteristic described as regularity of biologic cycles
Rhythmicity
Temperamental characteristic described as initial response to new stimuli
Approach and withdrawal
Temperamental characteristic described as ease of adaptation to novel stimulus
Adaptability
Temperamental characteristic described as intensity of stimuli needed to evoke a response (e.g., touch, sound, light)
Threshold of responsiveness
Temperamental characteristic described as energy level of response
Intensity of reaction
Temperamental characteristic described as usual disposition (e.g., pleasant, glum)
Quality of mood
Temperamental characteristic described as how easily diverted and individual is from ongoing activity
Distractibility
Temperamental characteristic described as how long a child pays attention and sticks with difficult tasks
Attention span and persistence
Temperament characteristic: “He goes from toy to toy every minute.”
Attention span and persistence
Temperament characteristic: “She is distracted at mealtime when other children are nearby.”
Distractibility
Temperament characteristic: “He does not laugh much.”
Quality of mood
Temperament characteristic: “She will keep at a puzzle until she has mastered it.”
Attention span and persistence
Temperament characteristic: “He doesn’t even hear me when he is playing.”
Distractibility
Temperament characteristic: “It seems like she is always happy.”
Quality of mood
Temperament characteristic: “She shouts when she is happy and wails when she is sad.”
Intensity of reaction
Temperament characteristic: “He never cries much.”
Intensity of reaction
Temperament characteristic: “He notices all the lumps in his food and objects to them.”
Threshold of responsiveness
Temperament characteristic: “Changes upset him.”
Adaptability
Temperament characteristic: “She rejects every new food at first.”
Approach and withdrawal
Temperament characteristic: “He’s never hungry at the same time each day.”
Rhythmicity
Temperament characteristic: “She’s constantly on the move.”
Activity level
Temperament characteristic: “He would rather sit still than run around.”
Activity level
Temperament characteristic: “You could set a watch by her nap.”
Rhythmicity
Temperament characteristic: “He sleeps well in any place.”
Approach and withdrawal
Temperament characteristic: “She adjusts to new people quickly.”
Adaptability
Temperament characteristic: “She will eat anything, wear anything, do anything.”
Threshold of responsiveness
Create the groundwork for the shared attention and reciprocity that are critical for later lan- guage and social development
Contingent responses to nonverbal gestures
T/F Children learn best when new challenges are just slightly harder than what they have already mastered
T
Degree of difficulty of a new challenge with which children learn best
“Zone of proximal development”
T/F Birth order may have profound effects on personality development
T
Model that depicts relationships in a family system as concentric circles, with the parent–child dyad at the center (with associated risks and protec- tive factors) and the larger society at the periphery
Bronfenbrenner’s ecologic model
Model of development which proposes that a child’s status at any point in time is a function of the interaction between biologic and social influences
Transactional model
T/F Children with biologic risk factors will not do well developmentally even if the child-rearing environment is supportive
F, may nevertheless do well developmentally if the child- rearing environment is supportive
___ theories are based on stages as qualitatively different epochs in the development of emotion and cognition
Psychoanalytic
___ theories rely less on qualitative change and more on the gradual modification of behavior and accumulation of competence
Behavioral
Psychoanalytic vs behavioral theory: Freudian
Psychoanalytic
Psychoanalytic vs behavioral theory: Piaget
Cognitive
Psychoanalytic vs behavioral theory: Erikson
Psychoanalytic
Psychoanalytic vs behavioral theory: Kohlberg
Cognitive
Developmental Theory: At the core is the idea of body-centered (or, broadly, “sexual”) drives
Freudian theory
Developmental Theory: The child’s sense of basic trust develops through the successful negotiation of infantile needs
Erikson’s theory
Developmental Theory: The emotional health of both the child and the adult depends on adequate resolution of sexual conflicts
Freudian theory
