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Human Development > Exam #1: 1-4 > Flashcards

Exam #1: 1-4 Flashcards

1
Q

Life-span perspective - development

A

a pattern of movement or change that begins at conception and continues through the human lifespan.

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2
Q

What point to what point is lifespan examined?

A

They examine the life span from the point of conception until the time when life ends.

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3
Q

Traditional approach of lifespan

A

focuses on extensive change from birth to adolescence
-focusing on infancy
-little or no change in adulthood
-decline in old age.

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4
Q

Lifespan approach of development

A

focuses on the developmental change throughout adulthood and during childhood.

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5
Q

Does any age period dominate development?

A

No
-views development as lifelong.

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6
Q

3 dimensions of development that make it multidimensional

A
  • biological
  • cognitive
  • socioemotional
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7
Q

Biological (multideminsonal)

A

Biological- changes an individual physical nature

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8
Q

Cognitive (multidimensional)

A

Cognitive- changes in an individuals thoughts, intelligence, and language

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9
Q

Socioemotional (multidimensional)

A

Socioemotional- changes in an individual relationships

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10
Q

Do changes in one dimension affect dimension affect development in others?

A

Yes, changes in one dimension affect development in the other dimensions since change is always happening throughout the three dimensions, they are bound to have an effect on each other.

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11
Q

How is development multidirectional ?

A

as you focus on one thing in life other parts of your life may start to diminish.
EX. in highschool I was so focused on basketball and practice that my friendships outside of basketball decreased since I was focused on the important part of my life the other pieces (my friendships) diminished.

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12
Q

Plasticity

A

the capacity for change. We are ever changing in our skills.
EX, we can improve on skills as we get older even though the change might not be as significant. We still can change and improve as we grow older.

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13
Q

Development is multicontextual (factors that influence)

A
  • menopause
  • puberty
  • death
  • careers
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14
Q

Culture

A

includes the behavior patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation.
-Religion
-Food
-Roles in household

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15
Q

Cross cultural studies

A

compare aspects of two or more cultures.
-how are children raised in Mexican vs children raised in Canada

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16
Q

Ethnicity

A

Ethnicity is rooted in cultural heritage, nationality, race, religion, and language
- irish
- welsh
-german

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17
Q

Prenatal period

A

conception to birth

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18
Q

Infancy

A

birth to 18 or 24 months

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19
Q

early childhood

A

end of infancy to 5 or 6

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20
Q

middle and late childhood

A

6 to 11 years

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21
Q

adolescence

A

10-12 years of age and ending at 18-22

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22
Q

early adulthood

A

late teens or early twenties and lasts through the thirties

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23
Q

middle adulthood

A

about 40-60

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24
Q

late adulthood

A

60 or 7- to death

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25
Q

nature vs nuture issue

A

development is influenced by nature and by nurture. Nature is an organism’s biological inheritance whereas nurture refers to its environmental experiences.

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26
Q

stability change issue

A

looks at which early traits and characteristics persist or change over time.

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27
Q

continuity discontinuity issue

A

the degree to which development involves either gradual, cumulative change, or distinct stages.
-Cumulative change is continuity, seeing development as continuous.
-Distinct stages is discontinuity, seeing change as qualitative.

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28
Q

four steps of scientific method

A
  1. conceptualize a process or problem to be studied
  2. collect research information
  3. analyze data
  4. draw conclusions
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29
Q

theory

A

an interrelated, coherent set of ideas that helps to explain phenomena and make predictions

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30
Q

Hypothesis

A

specific assertions and predictions that can be tested.

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31
Q

How do psychoanalytic theories describe development

A

in terms of unconscious processes that are heavily colored by emotion through psychoanalytic theories.

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32
Q

what do psychoanalytic theorists emphasize about behavior and what do they stress

A

-emphasize that behavior is a surface characteristic and that true understanding of development requires analyzing the symbolic meanings of behavior and the inner works of the mind.
-stress that early experiences with parents shape development.

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33
Q

oral stage

A

birth to 1.5 years
- infants pleasure centers on the mouth

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34
Q

Anal stage

A

1.5 years to 3 years
-Child’s pleasure focuses on the anus

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35
Q

Phallic stage

A

3 to 6 years
-Child’s pleasure focuses on the genitals

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36
Q

Latency stage

A

6 years to puberty
-Child represses sexual interest and develops social and intellectual skills

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37
Q

Genital stage

A

Puberty onwards
-A time of sexual reawakening; source of sexual pleasure becomes someone outside the family

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38
Q

In what ways does Erik Erikson believe that Freud misjudged important dimensions of human development?

A

-Erik Erikson believes motivation is social and reflects a desire to affiliate with other people.
-Freud’s view that the primary motivation for human behavior is sexual nature.

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39
Q

What are some differences between Freud’s and Erikson’s theories?

A

-Erik Erikson believes that developmental change occurs throughout the lifespan
-Freud believes our basic personality is shaped in the first five years of life. -Erik Erikson emphasized the importance of both early and later experiences.
-Freud viewed early experiences as far more important than later experiences.

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40
Q

Erikson’s theory

A

8 stages
Each stage confronts individuals with a crisis that must be resolved, these crises are a turning point marked by both increased vulnerability and enhanced potential

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41
Q

what do cognitive theories emphasize

A

emphasized conscious thoughts

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42
Q

Piaget’s theory- cognitive development

A

four stages of cognitive development as they actively construct their understanding of the world.
- sensorimotor
- preoperational stage
- concrete operational stage
- formal operational stage

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43
Q

Vygotsky’s sociocultural cognitive theory

A
  • how culture and social interaction guides cognitive development
    -theory that cognitive development involves learning to use the inventions of society, such as language, mathematical systems, and memory strategies.
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44
Q

the behavioral and social cognitive theories

A

development can be described in terms of behaviors learned through interactions with our surroundings.
-emphasize continuity in development and argue that development does not occur in stages like fashion

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45
Q

Skinner’s operant conditioning

A

the consequences of a behavior produce changes in the probability of the behavior’s recurrence.

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46
Q

Social cognitive theory

A

behavior, environment, and person/cognitive factors are the key factors in development.

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47
Q

Observational learning

A

-imitation or modeling
- learning that occurs through observing what others do.
- People cognitively represent the behavior of others and then sometimes adopt this behavior themselves

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48
Q

Eclectic theoretical orientation

A

selects and uses whatever is considered the best in many theories. By this way, it represents the study of development as it actually exists.

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49
Q

Cross sectional approach

A

simultaneously compares individuals of different ages.

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50
Q

Longitudinal approach

A

the same individuals are studied over a period of time, usually several years or more.

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51
Q

Natural selection

A

-charles darwin
individuals of a species that are best adapted to their environment are the ones that are most likely to survive and therefore reproduce
- must be constant struggle

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52
Q

evolutionary psychology

A
  • new approach
    Evolutionary psychology focuses on the importance of adaptation, reproduction, and survival of the fittest in shaping behavior.
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53
Q

evolutionary developmental psychology

A

Evolutionary developmental psychology is a way to understand human development using evolutionary psychology
- evolved mechanisms are not always adaptive in contemporary society

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54
Q

Bandura’s criticism of evolutionary psychology

A
  • rejected one sided evolution and like bidirectional view
  • he does acknowledge that evolutionary pressure created changes in biological structures
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55
Q

Bidirectional view

A

which is when the environment and biological conditions influence each other.

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56
Q

Chromosome

A

thread-like structures made up of deoxyribonucleic acid or DNA

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57
Q

DNA

A

a complex molecule with a double helix shape that contains genetic information

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58
Q

Genes

A

units of hereditary information composed of DNA
-help cells to reproduce themselves
-Manufacture proteins that maintain life

59
Q

Proteins

A

the building blocks of cells and the regulators that direct the body’s processes

60
Q

Mitosis

A

cellular reproduction in which the cell’s nucleus replicate itself with 2 new cells being formed, each containing the same DNA as the parent cell, arranged in the same 23 pairs of chromosomes

61
Q

Meiosis

A

a specialized form of cell division that occurs to form eggs and sperm

62
Q

Gamete

A

egg and sperm

63
Q

Zygote

A

when egg and sperm fuse to create a single cell. one chromosome of each pair from the mother’s egg and the other from the father’s sperm

64
Q

Genotype

A

all of a persons genetic material

65
Q

phenotype

A

observable characteristics, including physical characteristics and psychological characteristics

66
Q

Epigenetic view

A

development is the result of an ongoing, bidirectional interchange between heredity and the environment.

67
Q

G X E interaction

A

G X E interaction as the relationship between specific DNA and specific aspects of the environment and how they have an impact on each other and therefore impact the person and the way something affects them

68
Q

Germinal prenatal period

A
  • first 2 weeks after conception
  • creation of fertilized egg
  • cell division
  • attachment to the uterine wall
69
Q

Embryonic prenatal period

A
  • 2 to 8 weeks after conception
  • organs develop
  • three layer form
  • support system for cells form
70
Q

Fetal prenatal period

A
  • lasts about 7 months/ 2 month after conception until birth
  • growth of everything
  • 6 months fetus can be viable
71
Q

Viable

A

A fetus is considered viable as early as six months of pregnancy.
-This means the fetus has a chance of surviving in the outside world, outside the womb.

72
Q

Ultrasound sonography

A

-a prenatal medical procedure where high frequency sound waves are directed into the pregnant woman’s abdomen. The echo from the sounds turn into a visual representation of the fetus’s inner structures.
- can detect abnormalities in the fetus and the baby’s sex

73
Q

Teratogen

A

any agent that can potentially cause a birth defect or negatively alter cognitive and behavioral outcomes
- environmental pollutants
- drugs

74
Q

three factors that influence teratogens

A
  • dose
  • genetic susceptibility
  • exposure
75
Q

3 stages of birth- 1 stage

A
  • longest
  • contractions 15 minutes
  • cervix is dilated to about 10cm so baby can move to birth canal
76
Q

3 stages of birth- 2nd stage

A
  • baby head moves to birth canal
  • contractions come every minute
  • lasts 45min to an hour
  • ends when the baby is out
77
Q

3 stages of birth- 3rd stage

A
  • final stage
  • shortest stage
  • placenta/other membranes are detached and expelled
78
Q

Cesarean delivery

A

baby is removed through an incision made in the mothers stomach
- when baby is feet first (breech)
- fetal distress
- failure of labor progress

79
Q

post partum depression

A

major depressive episode that typically occurs about four weeks after delivery.
-Strong feelings of sadness, anxiety, or despair that impact their daily tasks

80
Q

post partum depression risk factors

A
  • history of depression
  • depression and anxiety
  • neuroticism
  • low self esteem
  • poor marital relationship
    etc.
81
Q

cephalocaudal pattern of growth

A

the sequence in which the earliest growth always occurs at the top with physical growth and other features working their way down from top to bottom

82
Q

proximodistal pattern of growth

A

sequence in which growth starts at the center of the body and moves toward the extremities

83
Q

average length and weight of newborn

A

20 inches long
7.5 pounds

84
Q

changes in height and weight in first 2 years

A
  • lose 5-7% at first since they are adjusting to feeding
  • gain 5-6 ounces per week
  • by their 1st bday they will have tripled their birth weight
  • grow 3/4 inches per month
  • weigh 26-32 by year 2
  • 32-35 inches tall by year 2
85
Q

Brain development

A

continues after birth, through infancy and later

86
Q

lateralization

A

specialization of function in one hemisphere or the other
- need both for complex functions

87
Q

Neuron

A

a nerve cell that handles information processing

88
Q

axon

A

carry signals away from the cell body

89
Q

dendrite

A

carry signals toward the cell body

90
Q

myelin sheath

A

provides insulation and helps electrical signals travel faster into synapses

91
Q

messenger carrier of synapses

A

neurotransmitters

92
Q

2 ways neurons change during infancy

A
  • myelination
  • connectivity among neurons increase
    -pruning of neurons
93
Q

SIDS

A

sudden infant death syndrome
- infants stop breathing and dies suddenly
- back sleep on backs
- no blanket or stuffed animals

94
Q

Benefits of breastfeeding

A

baby
- weight gain
-maturation of immune system
- reduce risk of fever in first 6 months
- reduced risk of sids
mother
- reduce risk of breast/ovarian cancer

95
Q

3 circumstances to not breastfeed

A
  • infected with AIDS or other infectious diseases
  • has active tuberculosis
  • taking any drug that might not be safe for infant
96
Q

reflex

A

built in reactions to stimuli and they govern the newborn’s movements. Reflexes are automatic and involuntary which mean they happen on their own without our control.

97
Q

Babinski reflex

A

when the bottom of their foot is stroked, they will fan out their toes

98
Q

Grasping relfex

A

when something is touching their palms, they will grab it

99
Q

moro reflex

A

when a infant arches their back, throws their head back, and spreads their arms and legs out when they are startled and then bringing everything back in close to their body

100
Q

rooting relfex

A

when an infant’s cheek or side of the mouth is brushed and they turn their head to the side that was contacted

101
Q

stepping reflex

A

when a baby is held above a surface where their feet touch the ground, they move their feet like they are walking

102
Q

swimming reflex

A

when a infant does swimming moves when they are put face down in water

102
Q

sucking reflex

A

when a object is placed in a baby’s mouth, they automatically start sucking

103
Q

tonic neck reflex

A

when a infant is placed on their back and they fist both hands and turn head

104
Q

Do these reflexes disappear or persist

A

they disappear within the first year of life

105
Q

gross motor skill

A

a skill that involves large muscle activities. An example of gross motor skills is walking and sitting.

106
Q

fine motor skill

A

involve finely tuned movements. For example, using a spoon is a fine motor skill.

107
Q

vision changes in the first 2 years of life

A
  • first born 20/600 vision
  • 2 months 20/40
  • love to look at attractive faces
  • color vision improvements
  • depth cues
108
Q

Gibson and Walk experiment

A

have babies crawl over class to see if they have depth perception yet
- most babies will not do this

109
Q

Piaget’s sensorimotor stage of development

A
  • birth until 2 years old
    the infant uses what they have learned from the world through their sensory experiences and connects it with physical actions to make a better understanding.
110
Q

object permanence

A

Object permanence is understanding that something is still there and can be accessed even though it cannot be seen, heard, or touched.

piaget = 8-9 months
baillaregon = 3-4 months

111
Q

babbiling and gestures

A

the first start to infants really start to build their language, starting with small noises and then going into bigger more meaningful noises.
- crying
- cooing
- babbling
- gestures

112
Q

recognizing language sounds

A

infants can detect when sounds in language changes, no matter in what language they can detect sound change.

113
Q

first words

A

Although they cannot speak, they are still communicating in other ways. Their first words are words of important people. Once the first word is spoken, their vocabulary increases
- at 13 months on average

114
Q

two word utterances

A

children 18-24 months start to make two word utterances. To get their meaning across using only two words, they also rely on getsure, tone and context to help them.

115
Q

Child directed speech

A

aka baby talk
- a language spoken in a higher than usual pitch, slower temp, and exaggerated intonation, with simple words and sentences.

116
Q

recasting

A

saying the correct form back to the child that just spoke and made a mistake

117
Q

expanding

A

adding more information when a child says something that is incomplete

118
Q

labeling

A

putting a name to an item that the child is interested in

119
Q

help child language development

A
  • recasting
  • expanding
  • labeling
120
Q

emotion

A

feeling, or affect, that occurs when a person is in a state or an interaction that is important to him or her. Infants use emotions to communicate what they are feeling.

121
Q

emotions that occur in the first 6 months of life

A
  • suprise
  • joy
  • interest
  • anger
  • sadness
  • fear
  • digust
122
Q

emotions that occur 6 months and beyond

A

Self conscious or other conscious
- jealousy
- empathy
- embarrassment
- shame
- pride
- guilt

123
Q

two types of smiles

A
  • reflexive smile
  • social smile
124
Q

reflexive smile

A

This smile happens on its own. The reflexive can be seen during the first month after birth and can happen most when the infant is sleeping.
- no need for external stimuli

125
Q

social smile

A

the smile happens in response to something (external stimuli). A social smile can happen as early as 2 months

126
Q

Fear and types of fear

A

appears at 6 months
- stranger anxiety
- separation protest

127
Q

stranger anxiety

A

This occurs when a stranger is involved and causes the baby to have fear and wariness.
- emerge at 6 months and gradually increases through the first birthday.

128
Q

separation protest

A

This occurs when a caregiver leaves causing the infant to cry.
-show up at 7 months and peaks at 15 months.

129
Q

social referencing

A

reading the emotions of one’s face to see how to act
- babies read their parents face to see if the situation is safe

130
Q

temperament

A

Temperament is the way someone responds to something in their own individual way

131
Q

chess and Thomas 3 types of temperament

A

easy child
difficult child
slow to warm up child

132
Q

easy child

A

-often in a positive mood
-can get into a routine with no trouble
-have an easy time adapting to new experiences

133
Q

difficult child

A

-doesn’t have a routine,
-reacts to situations with negativity, -cries often,
-does not accept change easily.

134
Q

slow to warm up child

A
  • easy going with low activity level
  • in the middle between positive and negative
    -doesn’t show a lot of emotion.
135
Q

important dimension of temperament

A

being able to control one’s emotions and not letting them get out of control.

136
Q

1 year of life- Erikson stage

A

trust vs mistrust
-When infants are in a place where they are loved, cared for, nurtured, and have their needs met in a consistent way, they learn how to trust.
- repeated at each stage of development

137
Q

Ingenious strategy- lewis and brooks

A

sense of self developed at 15-18 months
- dot placed on babies nose, baby place infront of mirror, see if baby touches spot on nose

138
Q

autonomy vs shame and doubt stage

A

This stage puts emphasis on how children want to feel proud of themselves by doing things on their own.
- take pride in doing something on their own
- have shame and doubt if parents consistently do it for them

139
Q

Securely attached babies

A
  • mild protest when caregiver leaves
  • happy when caregiver returns
140
Q

Insecure avoidant babies

A
  • no distress when caregiver leaves
  • no contact when caregiver returns
141
Q

Insecure resistant babies

A
  • cry when caregiver leaves
  • push away upon caregiver return
142
Q

Insecure disorganized babies

A
  • strange behavior
  • unusual behavior

Human Development (3 decks)

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