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Life-Span > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

the pattern of movement or change that begins at conception and continues through the human life-span

A

Development

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2
Q

development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual

A

Lifespan Perspective

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3
Q

years since birth

A

Chronological Age

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4
Q

functional capacity of organs

A

Biological Age

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5
Q

individual’s adaptive capability

A

Psychological Age

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6
Q

connectedness with others

A

Social Age

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7
Q

microsystem –> mesosystem –> exosystem –> macrosystem –> chronosystem

A

Bronfenbrenner’s Model

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8
Q

social standing or class of an individual or group

A

Socioeconomic Status

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9
Q

sperm and egg fuse together

A

Conception

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10
Q

the egg buries itself in the uterine wall ~2 weeks after conception

A

Implantation

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11
Q

name of the organism: zygote
duration: lasts between fertilization and implantation (~2 weeks)

A

Germinal Period

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12
Q

cells that become the embryo

A

Blastocyst

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13
Q

cells that support the embryo

A

Trophoblast

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14
Q

grows from head to toe

A

Cephalocaudal

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15
Q

grows from middle to extremities

A

Proximodistal

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16
Q

name of organism: embryo
duration: weeks 3-8

A

Embryonic Period

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17
Q

becomes respiratory and digestive system

A

Endoderm

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18
Q

becomes circulatory, bone/muscle, execratory, reproductive systems

A

Mesoderm

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19
Q

becomes nervous system, bones, skin

A

Ectoderm

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20
Q

clear fluid allowing the embryo to float

A

Amniotic Sac

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21
Q

connects baby to placenta

A

Umbilical Cord

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22
Q

consists of mother and baby’s blood vessels

A

Placenta

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23
Q

name of organism: fetus
duration: week 9-birth

A

Fetal Period

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24
Q

0-13 weeks; morning sickness, frequent urination, miscarriages more common

A

1st trimester

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25
Q

14-27 weeks; “golden period,” renewed energy, back pain

A

2nd trimester

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26
Q

27-40 weeks; growing fetus can cause shortness of breath, varicose veins, and/or hemorrhoids

A

3rd trimester

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27
Q

sex of baby, organ development, and support systems checked by a doctor

A

Ultrasound

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28
Q

amniotic fluid is removed via needle to determine genetic disorders, sex, or neural tube status

A

Amniocentesis

29
Q

catheter is inserted into the cervix to determine genetic disorders

A

Chorionic Villus Sampling

30
Q

an agent or condition that can impair prenatal development

A

Teratogen

31
Q

occurs when infants suddenly and unexpectedly die, most often in their sleep

A

Sudden Infant Death Syndrome (SIDS)

32
Q

baby sleeps in bed with parent(s)

A

Bed-Sharing

33
Q

baby sleeps in room with parent(s)

A

Co-Sleeping

34
Q

put child to bed and do not return until designated time next morning

A

Extinction

35
Q

parents delay responding to their crying infant at fixed or increasing intervals

A

Graduated Extinction

36
Q

infant’s bedtime is shifted later to ensure sleepiness and then gradually moved earlier

A

Bedtime Fading

37
Q

infant’s responses to their own bodies

A

Primary Circular Reactions

38
Q

simple reflexes (birth-1 month) e.g., sucking, grasping, staring

A

Stage 1

39
Q

acquired adaptations (1-4 months) e.g., sucking a pacifier differently than a nipple

A

Stage 2

40
Q

infant’s response to objects and people

A

Secondary Circular Reactions

41
Q

responding to people and objects (4-8 months) e.g., repeat actions based on their consequences

A

Stage 3

42
Q

becoming more deliberate in responding to people and objects (8-12 months)

A

Stage 4

43
Q

creativity with actions and ideas

A

Tertiary Circular Reactions

44
Q

experimenting with new actions (12-18 months) e.g., language or other means of communication

A

Stage 5

45
Q

baby finds new ways to achieve goals without using trial and error (18-24 months)

A

Stage 6

46
Q

understanding that things continue to exist when you cannot see them

A

Object Permanence

47
Q

shows infants expected and unexpected events and see how long they look at each one

A

Violation of Expectation Paradigm

48
Q

basic units of sound in a language

A

Phoneme

49
Q

children assume that a novel word refers to the entire object we are paying attention to, rather than about a part or a quality of the object

A

Whole Object Constraint

50
Q

children learn about 10-20 new words each week (~15-20 months)

A

Language Explosion

51
Q

new words are learned based only on minimal exposure

A

Fast Mapping

52
Q

use a word to refer to more than its intended referent

A

Over-Extension

53
Q

use a word to refer to less than its intended referent

A

Under-Extension

54
Q

the ability to use background knowledge and context to understand language

A

Pragmatics

55
Q

seeking info about how to react to an unfamiliar/ambiguous object or event by observing someone else’s expressions/reactions

A

Social Referencing

56
Q

processes used to monitor and modulate emotional experiences and expressions

A

Emotion Regulation

57
Q

caregiver provides comfort or distraction for baby

A

Co-Regulation

58
Q

individual differences in emotional, motor, and attentional reactivity and self-regulation

A

Temperament

59
Q

easy-going and spontaneously approach new people, objects, and situations

A

Low Reactive/Easy Babies

60
Q

very fearful or avoidant in unfamiliar situations and shy with strangers

A

High Reactive/Difficult Babies

61
Q

mix of both temperaments, less consistent traits

A

Middle Reactive/Slow to Warm Up Babies

62
Q

infants must learn to trust someone who can help them navigate their environment (infant-18 months)

A

Trust vs. Mistrust

63
Q

an “affectional tie” that an infant forms with a caregiver

A

Attachment

64
Q

parent is a secure base, child will explore novel places

A

Secure Attatchment

65
Q

avoids connection with parent, gives parent cold shoulder after coming back

A

Insecure-Avoidant Attachment

66
Q

both resists and seeks caregiver, wary of new places and people

A

Insecure-Resistant/Ambivalent Attachment

67
Q

inconsistent reactions to caregiver’s departure/return

A

Disorganized Attachment

68
Q

our attachment style teaches us how all other relationships in our life should work

A

Internal Model of Attachment

Life-Span (3 decks)

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