Exam #1 Flashcards

(46 cards)

1
Q

augustine of hippo

A

he proposed the doctrine of original sin
- Children are born selfish and sinful in nature, and are self-centered and need to be trained and altered.
- job of parents and religious leaders to change them from their problematic behaviors

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2
Q

john locke

A
  • Children are born a blank slate
  • humans born without innate tendencies
  • can mold children to be however you want them both negative or positive
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3
Q

jean- jacques rosseau

A

-humans are born with innate goodness
- humans are born naturally or innately good
- Children are born with this positive and internal design to have healthy positive growth

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4
Q

doctrine of original sin

A

Children are born selfish in nature, and are self-centered and need to be trained and altered.

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5
Q

arnold gesell

A

Observed children with cameras, one-way mirrors. Children’s maturation guided genes.
Children’s behavior is guided by maturation
Maturation - where our genes decide what develops
What happens in 1 period of our life can influence other periods of our life

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6
Q

charles darwin

A

Made entries on specific times on what children were doing
Making biographies and arguing and based on his observations that phases and stages are important and children grow up in stages.
Hes doing his own observations so it could have biases

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7
Q

stanley hall

A

Objective study of children. Large numbers, questionnaires, interviews.
–Norms: are particular ages we can see normal behaviors
–Adolescence: are particular ages where you can see growth in thinking and in their bodies

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8
Q

lifespan perspective

A

Continuity of influence (what might happen in early period of life has consequences in later times of our lives)

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9
Q

plasticity

A

can adapt to experiences we may face

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10
Q

interdisplinary

A

psychologists are stuck in their respective fields, overtime the field grew away from limited perspectives

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11
Q

domains of development
physical -
cognitive -
social

A

physical - includes changes in the size, shape, and characteristics of the body.
cognitive - Changes in thinking, memory, problem solving, and other intellectual skills
social - kids social relationships, temperament, self-concept, and gender differences

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12
Q

nature vs. nurture

A

the debate about the relative contributions of biological
processes and experiential factors to development

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13
Q

is development continuous vs. discontinous

A

The question is whether age-related change is primarily a matter of amount or degree (the continuity side of the debate) or of changes in type or kind (the discontinuity side).

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14
Q

qualitative vs. quantitative change

A

qualitative change = change in characteristic, kind, or type.(ex. puberty)
quantitative change = is a change in amount. (growing taller as you get older)

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15
Q

definition of theories

A

A set of logically related concepts
which seek to describe and explain behaviors

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16
Q

naturalistic observation, identify different types of methods and experiments

A

this kind of study is where you go to a natural setting and see how children behave, and make natural observations about their behavior. They are structured and time structured.

time sampling/coding scheme : which behaviors are we looking for like for

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17
Q

independent vs. dependent variables

A

independent = the variable that the experimenter controls

dependent = the variable that changes depends on the independent variable

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18
Q

cross sectional vs. longitudinal research designs

A

cross sectional = Compares children of differing ages
longitudinal = Follows a single group of children over
spans of time

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19
Q

define ethnography and ethnographic study

A

detailed description of a single culture or context, based on extensive observation

20
Q

psychoanalytic theory

A

theories proposing that developmental change happens because of the influence of internal drives and emotions on behavior

21
Q

freud’s theory

A

psychosexual theory = Freud derived most of his ideas about development from his work with the childhood memo- ries of adults with serious mental disorders.

22
Q

erik erikson

A

psychosocial theory - development resulted from the interaction between inter- nal drives and cultural demands

23
Q

watson

A

watson set out to show that he could use the principles of classical conditioning to cause an infant to develop a new emotional response to a stimulus.

24
Q

piagets name and work (scheme)

A

Jean Piaget
scheme - internal cognitive structure that provides an individual with a procedure to follow in a specific circumstance.

cognitive-developmental stages
(senorimotor, preoperational, concrete operational, formal operational)

25
assimilation
taking concepts and refining them
26
accommodation
just changing concepts
27
equilibration and it's importance
focus on the environment and concepts and notions that we have allow us to understand the environment?
28
bronfenbrenner
ecological systems theory - Human development takes place in a system of interacting environments
29
microsystem
most intermediate(parents, peer, school and community)
30
mesosystem
set of interactions and components of the microsystem
31
exosystem
consisted of environments that have an indirect effect that children may not occupy the environment, ex.the stress of the work environment at home
32
macrosystems
a set of social and cultural values that surround a family and a child, and consists of culture like laws, subculture, religion etc.
33
vygotsky
socio-cultural theory --Human development shaped by socio-cultural context --Development is influenced by social interaction with others
34
scaffolding
a teacher scaffolds their teaching, to meet the needs of the child. (ex) - new cognitive skills is guided by an adult, where the xhildren's learning experience is structured
35
zone of proximal development & (being able to identify a child in a state of proximal development)
is when a child is in a position with skills that they have and move to a new level of functioning, they need some help from the collaborators like peers, family, siblings. They need help from someone to transition to the next level.
36
(being able to identify a child in a state of proximal development)
asks that are too hard for the child to do alone but that he can manage with guidance.
37
Chromosomes mother and father (where does the place of ovum take place?) (how many chromosomes do we have?)
- sperm cell penetrates wall of the egg - Zygote has 23 pair of chromosomes
38
Genotype, phenotype (definitions)
genotype - the unique genetic blueprint of each individual phenotype - an individual’s particular set of observed characteristics
39
Dominant and recessive genes (the concepts of dominant and recessive genes)
a pattern of inheritance in which a single dominant gene influences a person’s phenotype but two recessive genes are necessary to produce an associated trait
40
Expressivity genes (what does it refer to?)
the degree to which any gene influences phenotypes varies from person to person
41
Polygenic inheritance
a pattern of inheri- tance in which many genes influence a trait
42
Mother’s experience, first and second trimesters of pregnancy (what happens in the first/second/last trimester) Proximodistal and cep
germinal stage - cocneption to implantatiion embryonic stage - implantation to 2 weeks after pregnancy fetal stage = end of week 8 until birth
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Proximodistal
our organs develop first, before everything else becomes bigger,
44
cephalocaudal
from head to toe, brain develops first then everything else
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Organogenesis
organ development
46
Effects of drugs, tobacco and malnutrition
drugs (children) - test low on motor skills, more irritable and distressed drugs (mother) - are less tempted and more distracted and withdrawn from their babies. tobacco (children) - more likely to develop Respiratory illness, asthma, ear infections tobacco (mother) - as been linked to a greater risk of miscarriage, premature delivery, and of babies being born of small birth weight. malnutrition (children) - malnutrion (mother) -