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Developmental Psychopathology > Chapter 3: Bio & environmental > Flashcards

Chapter 3: Bio & environmental Flashcards

1
Q

Neurons

A

Specialized cells composed of a dendrites, cell body and axon.

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2
Q

Myelin

A

White lipid that increases the efficiency of communication in the brain surrounding nerve fibers.

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3
Q

Pruning

A

Unneeded cells and connections become terminated (ex: decrease in gray matter in frontal brain area - adolescence)

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4
Q

Central Nervous System

A

Brain + Spinal Cord

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5
Q

Peripheral Nervous System

A

The nerves outside of the CNS transmitting messages to and from it, composed of the autonomic and somatic system.

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6
Q

Somatic System

A

Sensory organs and muscles engaged in sensory processes and voluntary movement.

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7
Q

Autonomic system

A

Aids in involuntary regulation (activates/deactivates) of states of arousal and emotion.

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8
Q

Endocrine system

A

Collection of glands intricately involved in bodily functions through the release of hormones.

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9
Q

Hindbrain

A

-pons: relays info
- medulla: regulates heart function and breathing
- cerebellum: Movement & cognitive processing

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10
Q

Hindbrain

A

-pons: relays info
- medulla: regulates heart function and breathing
- cerebellum: Movement & cognitive processing

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11
Q

Midbrain

A

Contains fibers that connect the hindbrain and upper brain regions. It also influences arousal states (ex; walking, sleeping).

The hindbrain and the midbrain form the brain stem.

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12
Q

Forebrain

A

2 cerebral hemispheres connected by the corpus collosum, with 4 brain regions.

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13
Q

Neuron composition

A

Cell body, dendrites and axon

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14
Q

neurotransmitter

A

chemical messengers released into the synaptic cleft - exciting or inhibiting neurons making them less/more likely to fire an impulse.

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15
Q

Prenatal

A

Prior to birth

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16
Q

Perinatal

A

Around the time of birth

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17
Q

Postnatal

A

After birth

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18
Q

Teratogens

A

Harmful/toxic substances exposed to the fetus, entered via the mother’s bloodstream.

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19
Q

Fetal Alcohol Syndrome (FAS)

A

Extreme end of spectrum for adverse affects of prenatal alcohol exposure.

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20
Q

Plasticity

A

The brains ability to adapt at restoring itself or at transferring functions to undamaged brain areas.

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21
Q

Behaviour Genetics

A

Study of genetic influences on individual differences.

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22
Q

Genetic code

A

The order of four nucelotides (adenine, thymine, guanine, cytosine) appear in particular regions of a gene. Sequences is the bsis for transcription (for messanger mRNA) which is then translated for the manufacturing of proteins.

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23
Q

Genotype

A

Combination of alleles an individual expresses for a specific gene

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24
Q

Phenotype

A

Combination of individual’s observable characteristics or traits

25
Epigenetics
Reversable modifications of the genome that help regulate gene function without changing the actual genetic code.
26
Dominant & Recessive genes
dominant —its transmission by either parent leads to the display of traits associated with it— or recessive—only its transmission by both parents result in associated traits. Dominant and recessive patterns of inheritance, as well as the sex-linked pattern, described later in this text, are involved in the inheritance of many human attributes and disorders.
27
Index case/proband
A way of determining single-gene influence
28
Quantitive Trait Loci (QL)
When multiple genes are implicated in complex human-characteristics (like intelligence and psychological disorders)>
29
Quantitive genetic methods
Family, twin and adoption studies are used to establish genetic influence on an attribute - assessing heritability.
30
Heritability
Degree to which genetic influence accounts for variance in behavior among individuals in the population studied.
31
Shared environmental influences
Influences that contribute to family members developing in similar ways.
32
Nonshared environmental influences
Influences that are different for children growing up in the same family and result in siblings being different from each other.
33
linkage analysis
Reveal the location of a defective gene: the specific chromosome and the place on the chromosome. This strategy takes advantage of the fact that genes on the same chromosome, especially when located close to each other, are generally transmitted together to the offspring.
34
Association analysis
This method tests whether a particular form of a gene is associated with a trait or disorder in the population. A comparison is made between the genetic material of persons with a specific disorder and that from a matched control group.
35
Genome-wide linkage and genome-wide association analyses
Enable researchers to scan across the genomes of individuals or large portions of the genome.
36
Gene–environment interaction (G×E)
Differential sensitivity to experience due to differences in genotype (ex: PKU - phenylketonuria: children who develop intellectual disability when they eat certain foods.)
37
Gene–environment correlation (GE)
Genetic differences in exposure to environments; passive, reactive and active. Passive GE correlations stem from parents transmitting both their genes and gene-related rearing environments to their offspring. Reactive GE correlations reflect both the child’s genetic endowment and reactions from others to the child’s gene- related characteristics. Active GE correlations are based on both the child’s genetic endowment and the child’s active selection of gene-related experiences.
38
Pavlov: Classical conditioning
In classical conditioning, the individual learns to respond to a stimulus that previously did not elicit the response.
39
Thorndike's Law of Effect : Operant conditioning
a positive consequence of a behavior will strengthen the behavior while a negative consequence will weaken it.
40
Observational Learning
A wide range of behaviors can be acquired by observing others perform them—from jumping rope, to cooperation or aggression, to social skills.
41
Cognitive-behavioural perspective
It is assumed that behaviors are learned and maintained by the interaction of internal cognitions and emotions with external environmental events. Cognitive factors influence: - whether the individual pays attention to environmental events? - how the person perceives events? - whether these events affect future behavior?
42
Cognitive structures
Schema for representing information stored in memory
43
Cognitive content
The actual content of the cognitive structures stored in memory.
44
Cognitive processes
How people perceive and interpret experience
45
Cognitive products
The combination of cognitive structures, content, and processes interacting with actual events.
46
Cognitive deficiencies
Absence of thinking.
47
Cognitive distortions
Inaccurate thought processes that are dysfunctional.
48
Parenting styles
Sets of attitudes, goals, and patterns of parenting practices that affect outcomes for children and adolescents. Dimensions: 2 (page 136) Degree of control Degree of warmth
49
Battered child syndrome : Kempe
Child maltreatment (physical, sexual, emotional abuse and neglect) and its adverse affects on development
50
Child Abused
sets of attitudes, goals, and patterns of parenting practices that affect outcomes for children and adolescents.
51
Maltreatment
Abused + neglect
52
Belli's 2001: Developmental Traumatolgy Model
how neurobiological outcomes may underlie the variety of negative outcomes associated with abuse and neglect.
53
Global family stability
Emphasizes changes in the family's life and structure. Global is used to emphasis changes that are more distal to the child's daily experiences and less in their control.
54
Molecular Family Stability
Refers to the predictability and consistency of family activities and routines. More focused on the proximal aspect of the youth's daily life around the family and therefor more controllable (available for intervention)
55
Duncan & Brooks-Gunn: Poverty's persistence, depth, and timing
Poverty that persists over time is severe + occurs early in the child’s life has the most negative effects.
56
Community resource
Community can influence youth by the opportunities for learning offered at schools, museums, libraires quality day-care, medica services, and employment.
57
Levethal & Brooks Neighbourhood feautures (pathways) and Youth Outcomes
Pathwyas: 1. Commmunity resources: learning opportunities museums, schools, quality day care 2. Relationships: family + community 3. Community norms/co-effective efficacy: Organization of the community
58
Acculturation
Modification of a culture due to combining cultures = mixing pot.

Developmental Psychopathology (8 decks)

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