DEVELOPMENT

Question 1

Authoritarian Parenting

Answer 1

Strict rules, little explanation, high demands, low responsiveness. Parents expect obedience without discussion. “Because I said so.”

Higher risk for self-esteem issues since opinions aren’t heard

Question 2

Authoritative Parenting

Answer 2

*****Shown to result in best outcome for children

Clear rules, democratic, responsive, and nurturing. Encourages assertiveness and responsibility.

More likely to become responsible adults who advocate for themselves and speak freely about opinions, good at making decisions on their own.

Question 3

Permissive Parenting

Answer 3

Few demands, lenient, low discipline. Nurturing and communicative, but avoid confrontation. Friend role over parent role.

More likely to struggle academically and struggle behaviourally since they don’t respond well with authority and rule

Question 4

Uninvolved Parenting

Answer 4

Few demands, low responsiveness, little communication. Detached from child’s life, may neglect needs.

More likely to struggle with self esteem, struggle academically and rank low in happiness

Question 5

Nurturing (Parenting dimension)

Answer 5

• Affectionate and involved with children
• Responds to emotional needs
• Spends considerable time with children
• Range: From nurturing to uninvolved/hostile

Question 6

Control (Parenting dimension)

Answer 6

• Sets and upholds standards for behavior
• Communicates standards to children
• Enforces standards consistently
• Range: From controlling to no control/failure to teach cultural standards

Question 7

Authoritarian - Potential outcomes

Answer 7

Obedient but lacking independence, may struggle with self-esteem.

Question 8

Authoritative - Potential outcomes

Answer 8

Independent, socially responsible, cooperative, higher self-esteem.

Question 9

Permissive - Potential outcomes

Answer 9

Lack of self-discipline, may struggle with authority figures, lower academic achievement.

Question 10

Neglectful - Potential outcomes

Answer 10

Emotional and behavioral issues, lack of attachment, poor academic performance.

Question 11

Zygote

Answer 11

The initial cell formed when sperm and an egg unite during fertilization, marking the beginning of a new organism’s development.

Question 12

Embryo

Answer 12

The developmental stage of an organism from implantation (around 2 weeks after fertilization) until the end of the 8th week of gestation, during which major organs and body structures begin to form.

Question 13

Fetus

Answer 13

The developmental stage of an organism from the end of the embryonic stage (around 9 weeks after fertilization) until birth, characterized by the growth and refinement of existing structures.

Question 14

Teratogen

Answer 14

Definition: Substances or environmental factors that disrupt normal embryo/fetus development.

Examples: Drugs, medications, alcohol, tobacco smoke, infections, pollutants.

Effects: Structural or functional abnormalities.

Question 15

Alcohol Effects on Fetus

Answer 15

Facial Abnormalities: Smooth philtrum, thin upper lip, small eye openings.

Growth Retardation: Low birth weight, small stature.

CNS Dysfunction: Brain structural abnormalities, impaired neurodevelopment.

Behavioral and Cognitive Impairments: Learning disabilities, attention deficits, impulsivity.

Organ Dysfunction: Heart defects, kidney abnormalities, skeletal malformations.

Lifelong Consequences: Impact on academic, social, and mental health into adulthood.

Question 16

Piaget Stage 1: Sensorimotor

Answer 16

Birth to 2 years
Characteristics:
- Development of object permanence (understanding that objects continue to exist even when they are not visible).
- Coordination of sensory input with motor actions.

Example: Peek-a-boo game - A baby in this stage initially believes that an object disappears when it’s out of sight. As they develop object permanence, they start to anticipate the reappearance of the hidden object, showing an understanding that it still exists even when unseen.

Question 17

Piaget Stage 2: Preoperational

Answer 17

2 to 7 years old
Characteristics:
-Development of symbolic thinking, language, and pretend play.
-Egocentrism (difficulty seeing things from another’s perspective).

Example: Conservation tasks - A child in this stage may struggle with conservation tasks, such as understanding that the quantity of a substance remains the same despite changes in its shape or arrangement. For instance, they might believe that a taller glass contains more liquid than a shorter, wider glass, even if the amounts are equal.

Question 18

Piaget Stage 3: Concrete Operational Stage

Answer 18

7 to 11 years old
Characteristics:
-Mastery of conservation tasks and understanding of concrete operations.
-Ability to think logically about concrete events and objects.

Example: Seriation tasks - Children in this stage can successfully perform seriation tasks, such as arranging objects in a series based on size, weight, or other attributes. For instance, they can line up sticks from shortest to longest or arrange coins by value.

Question 19

Piaget Stage 4: Formal Operational Stage

Answer 19

11 years old and older
Characteristics:
-Development of abstract thinking, hypothesis testing, and deductive reasoning.
-Ability to think logically about abstract concepts and hypothetical situations.

Example: Abstract problem-solving - A teenager in this stage can solve problems using abstract thinking and hypothetical reasoning. For example, they can understand and solve algebraic equations or engage in moral reasoning by considering abstract ethical principles.

Question 20

Securely Attached Infant

Answer 20

-Shows distress when caregiver leaves (separation anxiety).
-Easily comforted upon caregiver’s return.
-Uses caregiver as a secure base for exploration.

Question 21

(SS) Insecure-avoidant Attachment

Answer 21

-Avoids contact with caregiver upon reunion.
-May ignore or actively avoid the caregiver.

Question 22

(SS) Insecure-resistant (ambivalent) attachment

Answer 22

-Shows ambivalent behavior upon reunion.
-Desires proximity to caregiver but resists comfort.

Question 23

(SS) Disorganized Attachment

Answer 23

-Exhibits inconsistent, contradictory, or disoriented behavior.
-Displays freezing, sudden movements, or confusion in response.

Question 24

(Moral Development) Preconventional

Answer 24

Moral reasoning based on avoiding punishment and seeking reward.

Question 25

(Moral Development) Conventional

Answer 25

Desire to please others and maintain social harmony. Moral reasoning influenced by societal norms, expectations, and relationships.

Question 26

(Moral Development) Post-conventional

Answer 26

Follows personally perceived ethical principles. Developed sense of personal moral guidelines which may or may not fit into the social contract

Question 27

Secure Attachment

Answer 27

As adults, tend to exhibit traits such as trust in long-term relationships, high self-esteem, a desire for intimate connections, and an ability to readily share our feelings.

Question 28

Ambivalent Attachment

Answer 28

As adults, are reluctant about becoming close to people, worry about partner reciprocating feelings, many breakups because relationships feel cold and distance

Question 29

Avoidant Attachment

Answer 29

Adults tend to have difficulty with intimacy and close relationships, don’t invest as much into relationships and experience little distress when relationship ends

Question 30

Disorganized Attachment

Answer 30

As adults, exhibit inconsistent or contradictory behavior in relationships. Have difficulty establishing secure attachment patterns. Relationships may be marked by unpredictability and instability, with difficulty forming trusting bonds. May display behaviors such as sudden mood swings, confusion, or fearfulness in intimate relationships.