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Social Development PSYC3507 > Chapter 3: Biological Foundations > Flashcards

Chapter 3: Biological Foundations Flashcards

1
Q

What makes infants ready for social interaction?

A

Visual, olfactory, and tactile capacities present at birth make infants ready for social interaction

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2
Q

What makes each person unique?

A

Genetics

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3
Q

What kind of visual preparation do infants have for social interaction?

A

An infant can identify a face as unique by 3 months old. Babies are attracted to visual social stimuli. At one-month-old babies scan the perimeter of someone’s face and show some interest in the eyes whereas 2-month-olds s focus on features of the face, paying attention to the eyes and mouth.

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4
Q

What kind of auditory preparation do babies have before birth

A

Well developed before birth (Study: The Cat in the Hat
Babies remember stories from pre-birth and will prefer those stories)
Prefer high pitch and exaggerated contours and melodic voice – done by mothers and fathers. Adults speak in shorter sentences and more slowly – “baby talk”.
Become attuned to native language by 9 months and will tune out words from other languages

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5
Q

How are babies prepared for smell, taste and touch?

A
  • Newborns can discriminate among different odors and tastes and prefer those that adults find pleasant.
  • Smell provides and early guide to people in their world. Prefer mother’s smell, this Facilitates development of the relationship.
  • The sense of touch develops early- Touch has soothing effect.
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6
Q

How are face-to-face interactions beneficial for infants?

A

it contribute to the growth of social skills and social interactions. Infants learn that adults are responsive to their overtures and Infants can then learn to alter adult’s behaviour

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7
Q

What are some example of infant-parent dyads that would have trouble with face-face interaction?

A
  • Cocaine-exposed infants are more withdrawn

- Depressed mothers have more difficulty managing face-to-face interactions

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8
Q

What is the cerebrum?

A

the two connected hemispheres of the brain. The largest part of the human brain. Allows for attributes that make us human (e.g., speech, self-awareness)

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9
Q

What is the cerebral cortex?

A
  • the covering convoluted layer of the cerebrum. it contains the cells that control specific functions such as seeing, hearing, moving, and thinking
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10
Q

Newborn brains weigh ______ of adult brains

A

1/4

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11
Q

6 month old infant brain weighs ________ of adult brain

A

1/2

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12
Q

2 year old brain weighs _______ of adult brain

A

3/4

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13
Q

What motor cortex growth spurts take place in infancy and childhood?

A
  • Birth to 2 months – shift from reflexes to voluntary control of movement
  • 8 months – ability to crawl and search for hidden objects
  • 12 months – walking
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14
Q

What visual cortex growth spurts take place in infancy and childhood?

A

3 months – look longer at facelike vs. non-facelike stimuli

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15
Q

What auditory cortex growth spurts take place in infancy and childhood?

A

18 and 24 months – language development

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16
Q

What prefrontal cortex growth spurts take place in infancy and childhood?

A

5-7 years – development of executive processes

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17
Q

What growth spurts take place in adolescence?

A

Puberty: brain changes in interior limbic, paralimbic, amygdala, medial prefrontal cortex.Associated with changes in social and emotional processing

Lateral prefrontal region: Puberty to early adulthood – improvements in executive function

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18
Q

What is the cerebral hemisphere?

A

The two halves of the brain’s cerebrum, left and right.

Anatomically different and Control different functions

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19
Q

What is the corpus callosum?

A

The band of nerve fibers that connects the two hemispheres of the brain

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20
Q

What is hemispheric lateralization?

A

The process by which each half of the brain becomes specialized for certain functions

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21
Q

What does the left hemisphere control?

A

Right side of body. “Approach” emotions such as joy, interest, and anger and Language processing

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22
Q

What does the right hemisphere control?

A

The left side of the body. Visual-spatial information, nonspeech sounds , perception of faces, processing of emotional information (facial expressions ), “Avoidant” emotions such as distress, fear and disgust

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23
Q

Why do young children have greater brain plasticity?

A

Begins early in life, but because not complete; younger children have greater brain plasticity. If left hemisphere damaged in infancy, child can still develop almost normal language ability. Even adults have plasticity- Adult brain has capacity to regenerate nerve cells

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24
Q

What is a neuron?

A

A (nerve) cell in the body’s nervous system. Neurons send and receive neural impulses, or messages, throughout the brain and nervous system

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25
Q

What is neuron proliferation?

A

The rapid formation of neurons in the developing organism’s brain

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26
Q

What is a glial cell?

A

A cell that supports, protects, and repairs neurons

27
Q

What is myelination?

A

Neurons may be insulated in sheaths of the fatty substance myelin

28
Q

What is neural migration?

A

The movement of neurons within the brain that ensures that all brain areas have a sufficient number of neural connections

29
Q

How many neurons does a baby have at birth and what happens during neuron proliferation in the embryonic period?

A

A baby’s brain has most of its neurons (100-200 billion) at birth. Most present by the 7th month after conception.

Neuron proliferation occurs during the embryonic period.
About 250,000 new neurons are added every minute.

30
Q

why does brain size increase after birth?

A

Increase in brain size after birth results from growth of neurons and connections between them and the growth of the glial cells

31
Q

What is a synapse?

A

A specialized site of intercellular communication that exchanges information between nerve cells, usually by means of a chemical neurotransmitter. Synapses are as essential as the neurons themselves

32
Q

what is synaptogenesis?

A

The forming of synapses - begins early in prenatal development. At birth- 2,500 synapses for every neuron in the brain’s visual cortex where the number of synapses per neuron is multiplied six times within the first 2 years of life. At age 2 - 15,000 synapses for every neuron

33
Q

What is programmed neuronal death?

A

The naturally occurring death of immature nerve cells during early development of the nervous system. eliminates immature neurons surrounding new synapses which provides more space

34
Q

What is synaptic pruning?

A

The brain’s disposal of the axons and dendrites of a neuron that are not often stimulated. disposes of understimulated neurons’ axons and dendrites which frees space for new synaptic connections

35
Q

What are the goals of programmed neuronal death and synaptic pruning?

A

The goals of neuronal death and synaptic pruning are to increase the speed, efficiency, and complexity of transmissions between neurons and to allow room for new connections to form

36
Q

What are the two types of processes that impact brain development?

A
  1. Experience-dependent process - Brain processes that are unique to the individual and responsive to particular cultural, community, and family experiences.
    The brain responds by developing unique synapses in response
  2. Experience-expectant process - Universal brain processes that are expected, such as touch, language sounds, affection from caregivers and nutrition.
    -Lack of these can cause impairmentChildren in non-stimulating orphanages also have reduced brain activity and less connectivity between regions of the brain
37
Q

What is a mirror neuron?

A

A nerve cell that fires both when a person acts and when a person observes the same action performed by someone else as if the observer themselves were acting in a movie.

  • Important for learning new skills by imitation
  • Important for understanding other’s actions and intentions
  • Linked to language acquisition, the development of empathy
38
Q

What is a gene?

A

A portion of DNA located at a particular site on a chromosome. Codes for the production of a specific type of protein. Proteins serve different functions; how they work together is what creates a living organism.

39
Q

What are human behaviour genetics?

A

The study of the relative influences of heredity and environment on individual differences in traits and abilities.

40
Q

What is a heritability factor?

A

A statistical estimate of the contribution heredity makes to a particular trait, behaviour or ability.

41
Q

What is a genotype?

A

The particular set of genes a person inherits from his or her parents.

42
Q

What is a phenotype?

A

The visible expression of the person’s particular physical and behavioral characteristics. Created by the interaction of a person’s genotype with the environment. Sometimes created by just genotype (e.g., eye colour).

43
Q

Describe adoption studies

A

Compare adopted children to biological parents (genetic connection) and adoptive parents (environmental connection)

44
Q

Describe twin studies

A

Compare similarities between identical twins and fraternal twins. Monozygotic twins – (identical twins) single zygote splits in half and the two become distinct embryos with almost exactly the same genes. Dizygotic twins – (fraternal twins) two different eggs fertilized by two different sperm, producing two different zygotes. If monozygotic twins show more resemblance than fraternal twins assumed that trait is largely due to genes
If resemblance is equal across two types of twins
assumed that trait is largely influenced by environment

45
Q

What is a limitation of twin studies?

A

Being a twin, itself, might have an effect on social development.

46
Q

What is a shared environment vs. a non-shared environment?

A

Shared environment - A set of conditions or activities experienced by children raised in the same family

Non-shared environment - A set of conditions or activities experienced by one child in a family but not shared with another child in the same family
Identical twins may have more shared environments than fraternal twins. Fraternal twins may have more non-shared environmental experiences than identical twins

47
Q

What lessons were learned from the human genome project?

A
  • Have mapped and sequenced about 20,000 protein-coding genes
  • But, don’t know what all of these do or how they contribute to many human characteristics
  • Most social behaviors are influenced by many genes and genetic effects are much smaller than previously thought
  • Genes never work in isolation but often in combination with the environment
48
Q

What is an allele?

A

Because people have pairs of chromosomes, people can have more than one form of each gene. These alternate forms of a genes are called alleles; Typically, a gene has two alleles, one inherited from the individual’s mother and one from the father

49
Q

What does homozygous mean?

A

When alleles for a particular trait from each parent are the same. Individual exhibits trait carried by both alleles

50
Q

What does heterozygous mean?

A

Alleles for a particular trait from each parent are different
May exhibit blend of each allele (– e.g., intermediate skin color). May exhibit both traits (type AB blood. The A and B types combine but don’t blend). May exhibit trait of the dominant allele (dominant-recessive relationship between alleles. i.e., curly hair is usually dominant)

51
Q

What are the interactions among genes?

A

Single pairs of alleles do not determine most characteristics of social development. Most characteristics determined by interactions among many genes

52
Q

How does environment influence gene expression?

A

the reaction range is the range of possible developmental outcomes established by a person’s genotype in reaction to the environment in which development takes place. There is also variation in reaction range between individuals

53
Q

What is the passive gene-environment association?

A

The environment created by parents with particular genetic characteristics encourages the expression of these tendencies in their children. Shyer parents may have less visitors to the home for ex.

54
Q

What does evocative mean?

A

People’s inherited tendencies evoke certain environmental responses. Babies who smile more may elicit certain responses from their environment

55
Q

What is the active gene-environment association?

A

people’s genes encourage them to seek out experiences compatible with their inherited tendencies. Individuals who are more aggressive may sign up for more martial arts, for ex.

56
Q

What is the gene-environment interaction model (G x E)?

A

People in the same environment are affected differently depending on their genetic makeup. Specific environments affect only individuals with particular genetic predispositions. Example: children who are genetically more emotionally vulnerable are likely to be affected by family stress. Aggression gene X conflicted relationship with grade 1 teacher = increased aggression later on in middle childhood. Aggression gene X antisocial peers = increased aggression from age 12 to 22 years

57
Q

What is temperament?

A

An individual’s typical mode of response including activity level, emotional intensity, and attention span;
used particularly to describe infants’ and children’s behavior

58
Q

What are Thomas and chess’ three classifications of temperament?

A

Difficult babies - slept and ate irregularly, became easily upset by new situations, and experienced extremes of fussiness and crying
Easy babies (most common) -friendly, happy, and adaptable
Slow-to-warm-up babies - low in activity level and tended to respond negatively to new stimuli at first but slowly adapted to new objects and novel experiences after repeated contact with them

59
Q

What are Mary rothbarts 3 dimensions of temperament?

A

Effortful Control (capacity to pay attention/shift attention, plan future actions/surpress innapropriate ones, perceptual awareness, low intensity pleasure, affiliation)

Negative affectivity (Frustration, fear, sadness, discomfort, soothability)

Extraversion-surgency (activity, low shyness, high intensity pleasure, smiling & laughter, impulsivity, positive anticipation)

60
Q

what do psychologists today consider temperament to be a result of?

A

a result of both heredity and environment. Temperament may be at least in part genetically determined
genetic influences may become increasingly prominent through early childhood (i.e., heritable)

61
Q

What are the Neurological Correlates (or associations) to temperament?

A

Neurochemical molecules, such as epinephrine, dopamine, vasopressin, and oxytocin, seem to play a role
Extraversion has been linked to the availability of dopamine.
Individual differences in effortful control, impulsivity, and proneness to frustration
have been linked to activity in the anterior and lateral prefrontal areas of the brain
Timid infants and children who were highly reactive to unfamiliar events showed more activation in the amygdala region of the brain in novel situations than did bold children who were low in reactivity

62
Q

What is the early evidence of temperament?

A

Newborn differences in distress and avoidance
Infant differences in how much they smile at and approach social stimuli and expression of negative emotion
Differences in effortful control by age 30 to 45 months – ability to inhibit, facilitate, make plans for, and detect errors in action

63
Q

What are the correlates and consequences of temperament?

A

Children who are more irritable, difficult, impulsive, and emotional experience a higher rate of problems in later life
Fearful, shy children → Internalizing problems
the behaviour is directed at the self rather than others, including fear, anxiety, depression, loneliness, and withdrawal
Poor effortful control → Externalizing problems
the behaviour is directed at others, including hitting, stealing, vandalizing, and lying.

64
Q

What problems arise for children with difficult temperaments?

A

-Children with difficult temperaments may find it more difficult to adapt to environmental demands and Children with difficult temperaments may elicit more adverse reactions from other people

Social Development PSYC3507 (6 decks)

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