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PSYCH 1XX3 > Development > Flashcards

Development Flashcards

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1
Q

Development

A

The changes and continuities that occur within the individual b/w conception and death

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2
Q

Maturation

A

The biologically timed unfolding of changes within the individual according to that individual’s genetic plan

  • how that plan unfolds is influenced by specific environmental conditions that shape how the genetically determined process is
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3
Q

Learning

A

Relatively permanent changes in our thoughts, behaviours and feelings as a result of our experiences

  • the acquisition of neuronal representations of new info
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4
Q

What are the two processes that lead to developmental changes?

A

Maturation and learning

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5
Q

Interactionist perspective

A

The view that holds that maturation and learning interact during development

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6
Q

__________ maturation restricts the timeline of learning from the environment

A

Biological maturation

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7
Q

Learning from the environment modulates the ________ of human processes

A

Maturation

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8
Q

Most of human development occurs during the __________ stages of life

A

Earliest

  • there is subtle developmental changes throughout adulthood
  • changes occurring earlier in life are much more dramatic than those occurring later in life
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9
Q

Habituation

A

A decrease in the responsiveness to a stimulus following its repeated presentation

  • can be used to test for colour perception
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10
Q

What does the habituation procedure determine?

A

To determine if an infant can detect the difference between 2 stimuli

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11
Q

_____________ can test for an infant’s anility to detect novel stimuli

A

habituation

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12
Q

What is the process of the habituation procedure?

A

Starts by repeatedly presenting the infant with the same stimulus while measuring changes in physiological responses (eg. HR, breathing) or behavioural-orienting responses (eg. head or eye movement)

When a novel stimulus is presented, the infant will initially show a burst of activity

As the stimulus is repeatedly presented, the infant’s responses will return to baseline levels
- the infant has demonstrated habituation to the stimulus

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13
Q

Dishabituation

A

An increase in the responsiveness to a stimulus that is somehow different from the habituated stimulus

  • communicates the ability to perceive different stimuli
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14
Q

What does event-related potentials (ERP) indicate?

A

Indicate changes in neural activity in the brain

  • how the brain reacts to this stimulus
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15
Q

What is event-related potentials (ERP) a measure of?

A

A measure of the brain’s electrical activity evoked by the presentation of stimuli

  • changes in brain activity in specific areas indicate response to certain stimuli
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16
Q

How does the high amplitude sucking method work?

A

The rate of sucking on the pacifier indicates the level of preference

  • determine if the infant like this stimulus
  • infants can control their sucking behaviour to some extent
    • can be accurately measured by a special pacifier in this method
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17
Q

How does the preference method work?

A

The level of attention toward one stimuli relative to another indicated preferences

  • determine which of these two stimuli the infant like better
  • this method is generally used only after researchers have determined infants can tell the difference b/w the two stimuli
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18
Q

Competence performance distinction

A

An individual may fail a task not b/c they lack those cognitive abilities but b/c they are unable to demonstrate those abilities

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19
Q

Longitudinal design

A

A developmental research design in which the same individuals are studied repeatedly over some subset of their lifespan

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20
Q

Pros of longitudinal design

A

Pros:
- allow for accurate and direct comparisons over time
- allow researchers to assess developmental change

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21
Q

Cons of longitudinal design

A

Cons:
- not optimal for particularly long studies
- cost & time –> expensive and time consuming
- selective attrition –> when some people are more likely to drop out of a study than others, making samples non-representative of the original population
- practice effects –> changes in participants’ responses due to repeated testing

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22
Q

Cross-sectional design

A

A developmental research design in which individuals from different age groups are studied at the same point in time

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23
Q

Pros of cross-sectional design

A
  • allow for faster comparisons b/w age groups
  • allow researchers to assess developmental change
  • relatively less time consuming & expensive; can uncover age differences
24
Q

Cons of cross-sectional design

A
  • ignore individual & generational effects
  • cannot distinguish age effects from generational effects
  • cannot directly assess individual developmental change
25
Q

Monozygotic twins

A
  • genetically identical
  • same sperm & ovum
26
Q

Dizygotic twins

A
  • share around 50% of genes
  • different sperm & ovum
27
Q

Do females or males determine the sex of the child?

A

Males

28
Q

Genotype

A

An individual’s inherited genes

29
Q

Phenotype

A

The expression of an individual’s genotype in terms of observable characteristics

30
Q

Genotypes can express into different forms of __________

A

Phenotypes

31
Q

What are the 4 main patterns of genetic expression?

A
  1. simple dominant-recessive inheritance
  2. polygenetic inheritance
  3. codominance
  4. sex-linked inheritance
32
Q

What is simple dominant-recessive inheritance?

A

A pattern of inheritance in which the expression of a trait is determined by a single pair of alleles

33
Q

Homozygous

A

When someone has two identical alleles of a particular gene

34
Q

Heterozygous

A

When someone has two different alleles of a particular gene

  • only the dominant allele is expressed in the phenotype
  • recessive allele not expressed but still heritable
35
Q

What is codominance inheritance?

A

When the expression of a trait is determined equally by two dominant alleles

  • instead of expressing one type over the other, the offspring expresses both equally
36
Q

What is polygenic inheritance?

A

When the expression of a trait is determined by the interaction of multiple genes

  • no single gene can account for most complex behaviours
37
Q

What is an example of codominance inheritance?

A

Blood type

38
Q

What is sex-linked inheritance?

A

When the expression of a trait is determined by genes on the X or Y chromosome

  • sex-linked recessive gene disorders are less common in females (but they can still be genetic carriers)
39
Q

What do nurturists believe?

A

They believe that external factors alone ultimately influence development

40
Q

What do naturists believe?

A

They believe genes predetermine the path of development

41
Q

Canalization principle

A

Within a species, genotype restricts the phenotype to a small number of possible developmental outcomes

  • some developmental processes are buffered against environmental variability
42
Q

Range of reaction principle

A

Genotype establishes a range of possible phenotypes in response to different kinds of individual life experiences

43
Q

Canalization and range-of-reactions both shape your _________

A

Phenotype

44
Q

Genes can influence the type of ___________ that you seek

A

Environment

45
Q

Passive genotype/environment correlations

A

The environment that parents choose to raise their children in was influenced by the parents’ own genes, so it will likely complement the child’s genes

46
Q

Evocative genotype/environment correlations

A

The traits that we have inherited affect how others react to and behave towards us

47
Q

Active genotype/environment correlations

A

Our genotypes influence the kinds of environments that we seek

48
Q

Which correlation affects kids early in life the most?

A

Passive genotype/environment correlations

  • b/c the kid can’t choose their environment
49
Q

Which correlation begins to play a larger role in development during childhood and continues to adulthood?

A

Active genotype/environment correlations

  • b/c during those time, the person have more opportunities to make decisions
50
Q

Critical period

A

A window of opportunity within an individual’s development in which particular environmental stimulation is necessary in order to see permanent changes in specific abilities

51
Q

What is an example that requires early stimulation to ensure proper development

A

Vision

52
Q

_________ environments early in life promote proper brain development

A

Enriched

53
Q

Implications of critical periods

A
  • Likely to affect parental decisions
  • Could affect decisions to adopt
  • Affects public policy on child intervention
54
Q

What is high restraint?

A

Making a sacrifice now to get a greater reward

  • your ability to make a decision that will lead to a better life in the future but may be bad in the present
55
Q

WHy do some people believe that teaching their children very early on will make them smarter? 3 reasons

A
  1. Biological exuberance
    - people think giving more stimulation will give more pathways, connections, etc thus become smarter
  2. Critical periods
    - REDUCING the amount of input causes damage (but doesn’t mean more is better)
  3. The Mozart effect
    - the Mozart Effect - Listening to classical music make babies smarter
    - but it was young adults that were tested and only their spatial reasoning got better and this effect only lasts around 15 minutes

PSYCH 1XX3 (6 decks)

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