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Development Flashcards

1
Q

teratogens

A

environmental agents that negatively impact human development during pregnancy
(ex. shorten arms, and legs)
and cognitive functioning (ex. attention, intelligence)

alcohol, drugs, smoking, meds.

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2
Q

beginning of human development

A

successful margin of a sperm and an egg

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3
Q

conception

A

the sperm meets the egg at the fallopian tubes,
penetrates the eff
forms a zygote

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4
Q

how pregnancy works

A

ovulation = egg is released from a woman’s two ovaries
egg travels through fallopian tube to uterus
uterus has thick lining in preperation of implantation
if fertilization not occurred = lining is shed

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5
Q

period of the zygote

A

once egg is fertilized,
**rapid cell division phase*
ball divides exponentlaially and centre becomes hollow = blastocyst
travels into uterus and embeds itself in thickened wall of uterus

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6
Q

ectopic pregnancy

A

fert egg implants in fallopian tube
pregnant women and zygote are at risk
bc uterus is a muscle that can expand and contract (for baby to grow and to be pushed out)

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7
Q

Twinning

A

identical twins = monozygotic twins = one Fert egg divided into two, so two zygotes w almost identical genetic info

fraternal twins = dizygotic twins = 2 eggs are released during ovulation, then are Fert by 2 diff sperms.

they share no more genetic similarity than 2 siblings s

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8
Q

period of embryo

A

starts after fort egg implants (2-8 weeks) itself into the uterus
major developmental advances (of organs and systems in body)
embryo has a human appearence

changes happen bc of
cephalocaudal = changes hapen to brain and head before extremeities

proximodistal prcinple of development = significant development occur first at centrally located features like heart and lungs rather than hands or fingers.

at the end of the period of the embryo = all major body structures are formed,
embryo can’t survive outside alone

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9
Q

period of the fetus

A

9 weeks to birth

finishing touches + significant growth

ains more weight + head goes down
brain development, develops bumps and grooves
can discriminate voices of mother vs not

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10
Q

Teratogens, more info

A

organism is fully dependent on pregnant person
health, diet, env, impact development (+ or -)

smoke, alcohol, virus, illnesses that can be transferred,

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11
Q

alcohol

A

FASD = fetal alcohol spectrum disorder
range of conditions assoc w being exposed to alcohol prenatally

damage to internal organs (heart, kidney, vision/hearing)
altered physical characteristics
(smaller head, shorter height)
cognitive problems (inattention, dec intellegance, school challenges

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12
Q

thalidomide

A

med for morning sickness in pregnant people
dangerous to baby
shortened and malformed limbs

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13
Q

Zika virus

A

mosquito transmitted or sexual contact w infected

microcephaly = smaller head than usual
still births
later = cognitive + motor skill problems + seizures

rash/itchy skin + joint problem in women

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14
Q

Cognitive development

A

how the brain develops and how we gain cognitive skills
info processing, problem solving, language, learning,

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15
Q

jean Piaget’s perspective

A

contructivist = children contract their own knowledge
contribute to their own learning

dialectical = growth of cognition happens when indv see conflicting informations that alter existing perspectives

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16
Q

assimilationn

A

we encounter info that is similar to what exists in out head

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17
Q

accommodation

A

indv creates a new cognitive structure to account for new info that doesn’t fit in his head

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18
Q

equilibration vs disequilibration

A

what children see corresponds with reality that exists in their minds
vs
what exists in the outside world is not represented in their head

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19
Q

stages of cognitive development

A

sensorimotor
preoperational
concrete operational
formal operational

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20
Q

sensorimotor

A

0-2
babies using muscles and sensory capabilities to explore the world
lacking object permanence = out of sight out of mind

feedback loops = grabbing a block and bringing to most

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21
Q

preoperational

A

before being able to make mental operations
preconceptual + intuitive thinking

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22
Q

animism

A

ascribe life like properties to things that are not alive

to stuffies, fold,

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23
Q

egocentrism

A

have trouble seeing things from others perspectives

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24
Q

conservation

A

don’t realize certain physical qualities of an object remain unchanged despite changing its appearence

2 diff glasses, clay in 2 diff shapes

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25
concrete operational
can evaluate and make sense of what is currently happening but hypothetical situations are difficult learning is based on experience become aware of conservations
26
formal operational
teens and up abstract and hypothetical reasonings can see different perspectives
27
vygotsky
sociocultural theory development linked to context the child grew up in
28
scaffold
provide cognitive support fro children during difficult task, withdraw when the child can do it themselves provide assistance just beyond what they are able to do themselves
29
zone of proximal development
distance bn what a child can accomplish alone and what can accomplish with assistance
30
social development
development of social skills
31
attachment
how we interact with primary caregivers as infants and w romantic partners as adults
32
imprinting
chicks following the first large moving object they saw after hatching, preferring over their own mother
33
3 attatchment classifications
securely attached insecure - resistant insecure - avoidant
34
securely attached
comfortabel w stranger if mother was there distressed when mother elft happy when she cam back
35
insecure resistant
clingy/resisted seperation from mother, holding on to moms clothing fearful of stranger when left alone went back to clingy when mother came back
36
insecure avoidant
minimal stranger anxiety when alone with stranger when mother returned, unaffected
37
disorganized attachments
extreme fear and dissociation wanting to approach mom while also moving away ex. moving away from mom with outstretched arms
38
kholberg system of morality
preconvential morality conventional morality post conventional morality
39
pre conventional morality
don't have a moral code, still depend on adults around them limited understanding of right vs wrong aside from "doing bad things = punishment" "good = reward"
40
conventional morality
no longer directed by punishment or rewards but based on conforming to societal pressures
41
post conventional morality
decisions based on internal principles develop own ethical principles that could clash w societal expectations
42
adolescent egocentrism
thinks everyone is watching and thinking about them and their actions imaginary audience ( as stated above) + peronsla fable (teens think of themselves to be unique and invulnerable to risky situations
42
brain development in teens
immensely in adolecnes ex. frontal lobe = executive fns = what makes us humans = impulses, long term planning, decision making, switching tasks, working w info, mentally manipulating info not fully mature or developed in adolesnces many synapses are brined, = more efficient neural processing, axons become myelinated, and connections using dopamine are strengthened = reward sense.
43
identity formation
4 diff identities based on exploration and committed foreclsosed, identity diffusion psychosocial moratorium identity achievement
44
foreclosed identity =
prematurely decided who they are, conform to ideas/expectations of others low exploration high commitment
45
identity diffusion
made no decisions or commitments about identity low exploration low commitment
46
psychosocial moratorium
exploring various options high exploration low commitment
47
identity acheivemtn
completed identity crisis and committed to who they believe they are high exploration high commitment
48
fluid intelligence
speed of processing and reasoning dec performance w old age
49
crystallized intelligence
vocabulary or other concrete into learned over time stable performance in old age
50
dementia
deterioration of brain fn negatively effecting cognitive function memory language judgement
51
alzheimers
gradual onset of impairments in cognitive fns, memory reasoning and judgement, language inc confusion, depression inc risk w genes
52
social clock
represents cultural norms about appropriate times for key life events (marrying, having kids, retiring)
53
attachment and marriage
secure/autonomous anxious/preoccupied avoidant/dismissive
54
secure/autonomous
comfortable and confident to be emotionally close tot others have a balance of closeness and independents
55
anxious/preoccupied
feel uncomfortable w independence need constant intamicty and closeness
56
avoidant/dismissive
fine without close emotional relationships often avoid relationships to avoid compromising their independence
57
socioemotional selectivity theory
depends on where you are in the life course nad your perception on how much Tim left on earth younger = will value information related goals = want to seek new info and experiences older = emotion related goals = want to build relationships with people significant to you
58
eriksons 8 stages
8 stages of social development from birth to death
59
trust vs mistrust
= learn to trust parents and world around them vs = sense of mistrust
60
autonomy vs shame/doubt
= confident in abilities to make decisions and survive in this world vs = unable to make a decsisions for themselves
61
initiative vs guilt
develop sense of purpose nad initiative vs sense of guilt, see themselves as a nuisance to others
62
industry vs inferiority
confident that can achieve goals vs feel inferior, think they lack ability to reach their potential
63
identity vs role confusion
develop a true sense of self, identity and purpose confusion, dk where they fit into society
64
intimacy vs isolation
forge relationships feel isolated and lonely
65
generatively vs stagnation
they have a leaky in this world, sense of belonging to the "big picture" feel unfulfilled, not productive, stuck
66
ego integrity vs despair
I lived a good successful life my live was unproductive, depression, hopelessness, despair
67
cross sectional research
takes place at one time but cuts across all age groups at the same time ex. children of various ages are tested in the same study not for development w/in the same person over time
68
longitudinal research
studying development in the same person over time re testing the same person each couple of years.
69
high amplitude sucking paradigm
infants given pacifiers that track intensity of sucking over a period of time baseline = how much they suck w/o stimulations infants sucked more when presented w speech than non speech sounds ie. preferred listening to speech
70
novelty presence
infants look longer at new info in the env than at old info they have seen before
71
habituation paradigm
present infant w an interesting stimulus until habituate to it or lose interest once interest is lost, present a new stimulus if a difference is noticed, they will look longer at the new stimulus and a similar reaction will occur
72
theory of mind
understand that others have feelings, thoughts, and desires different from your own
73
theory of mind, as an example
show a child a box of band aids, ask the child what they think is in the box most will say band aids open the box, and they'll find something unexpected, ask them now, what they think someone, not in the room, would think would be in the box if have theory of mind, will say bandaids, cuz how else would they know there wouldn't be if not, would say candy, bc child thinks the other person has same info as them also. ability to tell a joke yk someone will find funny ability to lie or deceive

PSY1102 (4 decks)

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