Development Flashcards
development
gene enviroment interactions across an individuals lifespan
evolution
gene-environment interactions across the evolutionary history of a species
neuroscience
study of the nervous system
learning
relatively permanent changes in our thoughts/behaviour/ feelings as a result of our experiences. The acquisition of neuronal representations of new information
Maturation
the biologically timed unfolding of change within an individual according to that persons individual genetic plan
learning
through learning processes, you can make once controlled processes automatic
interactionist perspective
maturation and learning interact during development.
learning > maturation
learning < maturation
habituation
will show a burst of activity, once habituated will decrease responsiveness
dishabituated
increase in responsiveness
event-related potential (ERP)
cap with electrodes placed on the scalp that detects changes in neuron electrical activity
high amplitude sucking methos
rate of sucking indicate preference
basline sucking: no interest
fast sucking: interest / preference for stimulus
preference method
put in looking chamber see where atttention is drawn
infants prefer big patterns with lots of black and white contrast, and human faces
competance performance distinction
jsut because individual may not be able to do task may not mean they lack the cognitive ability may just not be able to perform the activity for that activity
longitudinal design
repeatedly measure one individual at multiple ages
canauncover links between earl and alter life
expensive and time consuming
quasi experiment
subjects grouped based upon existing levels of variable (age, gender)
cross sectional design
compare individuals at one time from different age groups
faster and cheaper
monozygotic twins
100% gentically alike
dizygotic twins
share about 50% of genetics
zygote
single cell with 46 chromosomes
chromosome
thread like structure of DNA, provides chemical coding for development
who determines sex of baby?
father
genotype
an individuals inherited genes
phenotype
expression of the individuals genoytype in observable traits
dominant- recessive inheritance
- homozygous (XX)
- heterozygous (Xy)
- dominant allelle expressed in phenotype, recessive still inheritable
polygenic inheritance
expression of trait is determined by the interaction of multiple genes
co-dominance inheritance
when 2 dominant allelles equally are expressed to produce comproise phenotype
sex-linked inheritance
genes expressed on X chromosome, sex linked recessive gene disorders are less common in females
behaviourist view
- nurture
- external factors alone influence development
genetic view
- nature
- development inherited all from genes
nature vs nurture
most people believe they work together
canalization principle
dictates that all individuals are restricted to a similar phenotype dispite variations in their enviroment
range of reactions principle
how our genotype limits us to a range of possible phenotypes and how the enviroment guides our phenotype within that range
Passive correlations
this enviroment cjoice will likely reflect your genes (reflect how parents raised you)
Evocative Correlations
traits you have inhertited affect how other react to and behave towards us
Active Correlations
this enviroment change will reflect your genes (natural athletic ability > try out for hockey team)
twin studies
allow us to look at the relative contribution of genes and the enviroment
Critical period / Sensitive period
- now sensitive period
- a specific time window that certain experiences are required for normal development
critical period for vision
4-6 weeks of age
implications of critical period
- likely to impact parental decisions
- likely to impact decision to adopt
- affects public policy on child intervention
problems with critical periods
-extreme cases not necessarily comparable
brain circuitry
brain remains malleable thoughtout lifespan
experience expected brain growth
ordinary levels of visuals, auditory, and social imput ensure that brain properly develops
experience dependent brain growth
our brains develops according ti our own personal experiences
piaget
- suggest specific stages each with specific characeristics
- children have better grasp on reality than he thought
- but he still made major contribution
fluid intelligence
the speed of our intellectual processing decreases with age
crystallized intelligence
our accumulated knowledge can inrease with age
marmellow experiment
high restraint children have shown to later in life have better performance across a variety of measures
John B Watson
said enviroment input was the most importatnt part of development
synaptic pruning
many more synaptic nerves in infant than adult
Mozart affect lasts ____
~15 minutes
babbling principle
all infants babble same speech sounds
canalization principle
cross-sequential design
a research design that combines cross-sectional and longitudinal studies
