Chapter 9- Human Development Flashcards
zygote
sperm and egg combined
germinal stage
the zygote goes down the fallopian tube and attaches to the uterus (2 weeks)
What is the possibility of success for the zygote to attach to the uterus?
50%
embryonic stage
limbs grow, heartbeat is heard, estrogen or testosterone is released (2-8 weeks)
fetal stage
neurological development (8 weeks until birth)
teratogens
harmful substances that can affect unborn children
ex: alcohol, caffeine, mercury, tobacco, ibuprofen
Fetal Alcohol Syndrome
the infant develops brain abnormalities and cognitive deficits because of alcohol consumption during the pregnancy
Cephalocaudal-Proximodistal
children learn motor skills head to foot, occurs from the inside to the outside
Jean Piaget (1896-1980)
studied intelligence in children, wanted kids to be “little scientists”, kids “need to understand the world and then understand their relation to that environment”
was Jean Piaget flexible or rigid with the age ranges?
rigid, though modern experiments say that kids can enter stages earlier than Jean Piaget expected
Jean Piaget’s 4 stages of development
Sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage
Sensorimotor stage
birth through infancy, children need to be exploring things and develop beliefs and patterns “schemas”
schema
interpreting a new concept
assimilation
process of taking in and fully understanding information or ideas
Accommodation
changing schemas/how you think or understand something
object permanence
you know an object or person still exists even when they are hidden and you can’t see or hear them
Preoperational stage
(2-6 years) has an active imagination and pretend-plays, egocentric
egocentrisim
children are selfish/center of the universe
what is linked to the idea that abusers are often abused but not everyone who is abused becomes an abuser?
egocentrism
Concrete Operational Stage (6-11 years)
Starts to get a better concrete understanding of the world/conservation
conservation
the ability to understand that a quantity remains the same despite changes to its container, shape, or apparent size.
Formal Operational Stage (11+)
thoughts are abstract (justice, morality), consequences are expected, moral reasoning, theory of mid
Lev Vygotsky
sociocultural theory of cognitive development, kids should be trained on how to function in the world
theory of mind
no longer focusing on yourself, you realize your actions can impact other people who have a life, feelings, thoughts, and opinions
Scaffolding
support that helps kids develop and explore how to function and operate (parents, elders, community)
Social referencing
we take social cues from other people to understand what we need to do (how social norms are made)
Harry’s Harlow Monkeys Experiement
monkeys got a wire fake mom that dispensed food or a stuffed animal, even though the wire one dispensed food the monkeys went to the stuffed animal
What did Harlow’s monkey experiment show?
Monkeys/humans formulate attachment with comfort
ex: skin to skin contact
Konrad Lorenzo’s Ducks
imprint on whatever they see first when they hatch or are around them the most
John Bowlby’s interest in humans
asked how humans formulate attachment. (interaction, physical contact, closeness)
ex: babies cry to keep parents close by
primary caregiver
the person that responds to the baby’s responses the most is the person children attach to, isn’t always paternal
Mary Ainseworth
made the “strange situation” to understand human attachment with kids to their caretakers, the study isn’t concrete
Strange Situation Experiment
Puts baby in a room and has mom come and go. What is the kids reaction to mother leaving? What is the kids reaction to mother coming back?
Secure attachment
- kid sad when mom leaves, happy when she comes back
- child centered home
-kids needs priority
Avoidant attachment-
kid doesn’t react to mom leaving, kid doesn’t react when mom comes back. Mary said child is neglected, parent-centered home, parents’ needs take priority
Insecure attachment styles:
avoidant, ambivalent, disorganized
Longitudinal research
study same participants for years, expensive, and hard. These studies are really good for solid evidence
Disorganized attachment
no clear pattern, but when the mom came back the kid would stop then slowly approach the mom. Mary said the kid was abused, kid doesn’t know how mom will react
Ambivalent attachment
kid will not let mom go, kid is hsyerical when mom leaves, when mom comes back the kid is happy but the kid gives distance to mom. Mary said there was inconsistency, either present or neglectful.
nature makes _________, extro/interoversion come from _______
personality, nature
who explored longitudinal research?
Mary Maine
What did longitudinal research done by Mary Maine explore?
relationships (similar to attachments)
Secure relationships
secure people that have trust in their relationship
Avoidant relationships
you have something they want, they ask about you (great daters) they want to get something from you
Ambivalent relationships
no trust in relationship, lots of attention/obsessive/clingy, “love bombing”
Disorganized relationships
abusive in the relationship
Jonathan Haidt
social psychologist who studied morality and claims “morality is intuition”, people will come to a moral conclusion and find things to justify that opinion
Realism to Relativism
kids moral reasoning in the beginning is seen as right or wrong, very black and white views; as we grow up we see the gray area (“you do you”)
Prescriptions to Principles-
kids are given rules/limitations (sharing, patience → fairness) are turned into something abstract like fairness and equity which beocmes our personal values
Outcomes and Intentions
kids care about the outcome, adults don’t hold people as morally accountable if the intent to cause harm/pain was not there
Lawrence Kohlberg
moral physcologist, wanted to show there were superior ways of thinking in moral situations
Preconventional stage
-lowest quality
-looks at consequences or the outcomes
-bad feelings result of bad behavior (in Kohlbergs opinion)
Conventional stage
middle quality of moral reasoning, maintaining social harmony, looking at rules/laws, not consequences (in Kohlbers opinion)
rooting
a newbron reacting to touch by searching for a nipple
withdraw
when a newborn feels pain, it moves away
babinski
brushing an infants foot will make its toes fan out
moro/startle
a baby will extend its arms when startled or falling
grasping
a newborn will hold anything placed in its hand
stepping
putting hte baby’s foot on a flat surface will cause them to move in a walking motion
crying
babies cry to alert parents
restricted breathing
when a cloth covers a babibes airway, the baby will either move it off or move their head side to side to breathe
