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PSY 231 - Dev > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Continuous

A

Consistently and gradually changing across development
Ex. From seed to tree

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2
Q

Discontinuous

A

Make big shifts to qualitatively new behaviors
Ex. Caterpillar to butterfly

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3
Q

Nature

A

Biological endowment

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4
Q

Nuture

A

Environment (physical, social, etc)

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5
Q

All nature/all nurture examples

A

Language acquisition, number and object understanding

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6
Q

Nature/nurture interaction
ex Antisocial behavior

A

can be genetic (nature) but can also emerge due to environment (nurture)

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7
Q

Active child

A

Children participate in their own development
- diff interests lead to diff expertise

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8
Q

Passive child

A

Children are at the mercy of their environment
- blank slate

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9
Q

Biological perspective

A

Development is rooted in biology
- all nature
(Mat theory
Ethological theory)

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10
Q

Maturational theory (bio P)

A

Child development reflects a specific and prearranged plan within the body

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11
Q

Dr. Arnold Gesell (mat theory, bio P)
Growth of NS

A

as the NS grows, the mind develops and behavior changes accordingly

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12
Q

Ethological theory (bio P)

A

Views development from an evolutionary perspective (ethological)
- behaviors are adaptive: we develop in certain ways bc it aids to our survival

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13
Q

Critical period

A

Time in development when a specific type of learning can take place
- learning something before/after CP is hard
Lorenz and imprinting

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14
Q

Learning perspective

A

Development is determined by environment
-all nurture
(Skinner: operant conditioning
Bandura: social cognitive)

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15
Q

Operant conditioning- Skinner (learning P)

A

Behavior consequences determine whether behavior is repeated
Reinforcement: increases likelihood
Punishment: decreases likelihood

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16
Q

+R/P

A

Something is added
Ex. Getting paid for doing chores

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17
Q

-R/P

A

Something is removed
Ex. Chore from list

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18
Q

Social cognitive - Bandura (learning P)

A

Behaviors develop as children observe a combo of reward, punishment, and other’s behaviors
- mimic those see rewarded
- avoid behaviors when ppl are punished
- Bandura: bobo doll

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19
Q

Psychodynamic perspective

A

Development unfolds acc to resolutions of conflicts at diff stages
(Freud: 3
Psychosocial)

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20
Q

Psychodynamic theory - Freud (psychodynamic P)

A

Early experiences est patterns that endure throughout a person’s life
Conflict bt:
Id: primitive instinct
Ego: rational/ practical
Superego: moral agent

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21
Q

Psychosocial theory (psychodynamic P)

A

Development consists of a seq of stages, each defined by a key crisis/challenge

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22
Q

Cognitive-developmental perspective

A

Development reflects children trying to make sense of the world

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23
Q

Piaget’s theory - Piaget (cognitive-dev P)

A

Diff thinking stages that develop thru children’s shifting competencies and changing theories of the world

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24
Q

Contextual perspective

A

Development is driven by a child’s interaction w their immediate and distant environment
- all nurture but includes both direct and indirect influences

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25
Q

Sociocultural perspective - Vygotsky (contextual P)

A

Emphasizes the role “experts” in conveying cultural expectations and knowledge to the next gen
- children’s development is enmeshed w the culture in which they grow up
- teach skills that children need to succeed in their culture

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26
Q

Scientific method - 4 steps

A
  1. Choose question
  2. Formulate hypothesis
  3. Develop method to test hypothesis
  4. Draw conclusion about hypothesis (null vs alt)
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27
Q

Systemic (naturalistic) observation

A

Watching participants and carefully recording what they do/say
- can also use video recordings or transcripts

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28
Q

Naturalistic observation

A

Spontaneous behavior in real-life situations

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29
Q

Structured/controlled observation

A

Researchers create a setting that’s likely to elicit a behavior of interest
- have a control over the setting

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30
Q

Strengths: Systemic (naturalistic) observation

A
  • allows researchers to study “natural behaviors”
  • access to behavior that’s difficult to measure experimentally
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31
Q

Weaknesses: Systemic (naturalistic) observation

A
  • observations can distort behavior
  • lack of control over potential confounding variables
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32
Q

Sampling behavior w task (SBT)

A

Create an activity that will elicit behavior of interest
Ex digit span, PPVT

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33
Q

Strengths: Sampling behavior w task (SBT)

A
  • convenient and efficient
  • more “controlled” than simple observation
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34
Q

Weakness: Sampling behavior w task (SBT)

A

Must be careful that measure is valid when participants are doing the study

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35
Q

Self reports

A

Participants’ answers to questions about topic of interest
Ex. Questionnaires, interviews

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36
Q

Strengths: Self-report

A
  • convenient
  • direct measurement of topic of interest by answering direct questions
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37
Q

Weaknesses: Self-repot

A
  • answers may not be accurate:
    • relying on memory
    • lack of awareness on own behavior
    • response bias
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38
Q

Response bias

A

Giving “socially acceptable” answers rather than the truth

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39
Q

Physiological measures

A

Measuring physiological response to stimuli
Ex. Lie detector test

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40
Q

Strength: Physiological measures

A

Provides conveying evidence that confirms behavioral findings

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41
Q

Weakness: Physiological measures

A

Not practical/available for all areas of study

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42
Q

Research measurements (4)

A
  1. Systemic observation
  2. Sampling behavior w task (SBT)
  3. Self reports
  4. Physiological measures
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43
Q

Reliable experiment result

A

Will the result hold up over time
- test/ retest
- inter-rater

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44
Q

Valid

A

Are the results genuine
- internal/external validity

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45
Q

Representative sampling

A

Using participants that accurately reflect the pop of interest

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46
Q

Population

A

Broad group of interest

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47
Q

Sample

A

Subset of pop

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48
Q

Research design

A

Conceptual approach to the study
- outline of how investigation will take place

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49
Q

Research design types (2)
(Studies)

A
  1. Correlational
  2. Experimental
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50
Q

Correlational study

A

Examines the relationship bt variables w/o manipulating them

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51
Q

Strengths: Correlational study

A
  • convenient
  • behavior is measured bt 2 things as it naturally occurs
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52
Q

Weakness: Correlational study

A

Correlational DOES NOT equal causation

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53
Q

Experimental study

A

Researcher randomly assigns participants to diff groups to asses the impact of the dependent variable

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54
Q

Strength: Experimental study

A

only way to assess causality

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55
Q

Weakness: Experimental study

A

Sometimes isn’t possible to do given the research question

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56
Q

Age-related changes studies/designs (3)

A
  1. Longitudinal
  2. Cross-sectional
  3. Longitudinal-sequential
57
Q

Longitudinal

A

The same individuals are observed/tested repeatedly at diff points in their lives

58
Q

Strengths: longitudinal

A

most direct way to watch growth occur over time
- only way to answer growth continuity

59
Q

Weaknesses: longitudinal

A
  • takes a lot of time and resources- not always practical
  • cohort and practice effects
  • selective attrition
60
Q

Selective attrition

A

Certain participants drop out over time
- affects data outcome

61
Q

Cross-sectional design

A

DIFF groups of participants are tested at the same developmental points of interest
- same point in time

62
Q

Strengths: CSD

A
  • convenient
  • solves issues w longitudinal studies (cohort and practice effects)
63
Q

Weakness: CSD

A

Doesn’t tell about continuity development

64
Q

Longitudinal-sequential design

A

Sequence of samples, each tested longitudinally
Ex. 3 groups of participants tested at 3 points in time

65
Q

Strengths: LSD

A
  • provides info about continuity
  • attenuates risk of practice and cohort effects
    • comparing groups at same age at diff times
66
Q

Weaknesses: LSD

A
  • not as much continuity as pure longitudinal design
  • more time consuming than pure cross-sectional
67
Q

Chromosomes

A
  • 23 pairs = 46 total
  • first 22 pairs: autosomes - carry same genes
    Last pair: sex chromosome
68
Q

Gene

A

Each group of nucleotide bases that provides a specific set of biochemical instructions

69
Q

Genotype

A

Complete set of genes making up a person’s heredity

70
Q

Phenotype

A

An individual’s physical, behavioral, and psychological features
- gene outcome
- created by both genetic features and environmental influences

71
Q

Dominant allele (B)

A

Chemical instructions that are typically followed
Ex. Brown eyes

72
Q

Recessive allele (b)

A

When paired w a dominant allele (B), instructions are ignored
Ex. Blue eyes

73
Q

Homozygous

A

Alleles in a pair of chromosomes are the same
(BB,bb)

74
Q

Heterozygous

A

Alleles in a pair of chromosomes are different
(Bb)
- dominant allele “wins”

75
Q

Incomplete dominance

A

When one allele doesn’t dominate the other completely, the phenotype that results fall bt dominant and recessive
Ex. Sickle cell disease

76
Q

Genetic disorders (2)

A
  1. Inherited disorders
  2. Abnormal number of chromosomes
77
Q

Inherited disorders

A

Genetic problem caused by abnormalities in the gene
- usually from the presence of 2 recessive alleles
Ex. Cystic fibrosis, PKU, Tay-sachs, sickle cell anemia

78
Q

Abnormal numbers of chromosomes

A

Developmental disruptions occur when children are born with missing, extra, or damaged chromosomes

79
Q

Single gene inheritance

A

Phenotypes that rely on the makeup of a single gene
Ex. Sickle cell anemia

80
Q

Polygenic inheritance

A

Phenotypes that reflect the combined activity of many separate genes
Ex. Eye color, skin color

81
Q

genotype-> phenotype

A

only if environment cooperates in usual manner
- environment changes can lead to lack of phenotype or trigger a genetic expression

82
Q

epigenesis

A

study of changes in organisms caused by gene expression modifications

83
Q

niche-picking

A

deliberately seeking out environments that fit one’s heredity

84
Q

heritability coefficient

A

estimates the extent to which differences bt ppl reflect heredity
- only applies to specific groups living in a specific environment

85
Q

behavior genetics

A

determining the impact of heredity on behavioral and psychological traits
- comparing groups of ppl who are known to differ in their genetic similarity

86
Q

prenatal development

A

the changes that transform a fertilized egg into a newborn
-38 weeks

87
Q

prenatal stages (3)

A
  1. zygote (weeks 1-2)
  2. embryo (weeks 3-8)
  3. fetus (weeks 9-38)
88
Q

zygote period

A

growth and movement from fallopian tube to uterus

89
Q

zygote

A

fertilized egg (days 1-2)
- within hours, the cell begins to divide at a rapid pace prompting birth

90
Q

blastocyst

A

zygote resembles a hollow ball consisting of 100-200 cells (days 3-4)
inner layer: embryo
outer layer: placenta, umbilical cord, amniotic sac

91
Q

zygote implantation (final stage)

A

blastocyst burrows into the uterine wall and est connection w mother’s blood vessels (days 7-14)
- sends hormonal signals to prevent mensuration

92
Q

Embryo

A

Once blastocyst is fully embedded in uterine wall

93
Q

Placenta

A

Organ that connects the amniotic sac, where the embryo rests, to uterus

94
Q

Risk factors
Maternal (3)
Environmental (1)

A

maternal:
- Nutrition
- Stress
- Maternal age

Environmental:
- teratogen

95
Q

Teratogen

A

Any environmental agent that causes birth defects
Ex alcohol

96
Q

Genetic disorders (2)

A
  • amniocentesis
  • chronic villus sampling
97
Q

Anmiocentesis

A

Needle inserted thru mother’s abdomen to obtain an amniotic fluid sample

98
Q

Chronic villus sampling (CVS)

A

Tissue sample is obtained from Chorion (part of placenta)

99
Q

stage 1 goal

A

Cervix enlarges (dilates) to 10 cm
- Typically reported as the most painful part of pregnancy

100
Q

stage 1 how

A

Contractions activated through hormonal pathways
- Start: weak and irregular
- End: intense, sometimes without interruption

101
Q

stage 2 goal

A

Baby moves through the birth canal and out of woman’s body

102
Q

stage 2 how

A

Pushing + Uterus contractions move the baby out
- Women feel the strong urge to “push”—they begin to use their abdominal muscles

103
Q

crowning

A

baby’s head becomes visible

104
Q

Breech Presentation

A

when the baby moves down the birth canal feet or bottom first

105
Q

afterbirth goal (stage 3)

A

Placenta and fetal membranes need to be expelled from the uterus

106
Q

afterbirth how (stage 3)

A

Small contractions will start again (signaled by hormones) as placenta detaches from uterus

107
Q

Baby blues

A

Range of neg emotions that typically last 1-2 weeks post birth
- adjusting to newborn’s demands

108
Q

Postpartum depression

A

Mood disorder that lasts longer than baby blues and is more severe

109
Q

newborn states (4)

A
  1. alert inactivity
  2. waking inactivity
  3. crying
  4. sleeping
110
Q

Basic cry

A

Starts softly then gradually becomes more intense
- hunger or tired

111
Q

Mad cry

A

More intense version of basic cry

112
Q

Pain cry

A

Sudden long burst of crying followed by long pause and gasping

113
Q

Reflexes

A

Organized inborn behaviors that occur in response to stimulation
6:
- rooting
- sucking
- stepping
- babinski
- grasping
- moro

114
Q

rooting

A

newborn automatically turns their face toward a stimulus when their cheek or lip is touched.
- Birth-> 4 months (may last as long as 12 months)
- Believed to occur to aid in breastfeeding

115
Q

sucking

A

when the roof of a baby’s mouth is touched it will begin to suck
- Develops between the 32nd and 36th week of pregnancy
- Replaced by voluntary sucking around 4 months
- Related to the rooting reflex
- Assists in feeding

116
Q

stepping

A

baby appears to take steps or “dance” when held upright with his feet touching a solid surface
- Birth-> 2 months (depending on pace of weight gain)
- Assist in voluntary walking

117
Q

Babinski

A

when the sole of the foot is stroked, the toes fan out and curl as the foot twists in.
Birth –> 12 months (considered “normal” up until 2 years)
- Signals low myelination of the corticospinal tract– therefore it is a sign of disorder if it does not switch to a “plantar reflex”

118
Q

grasping

A

infant will spontaneously grasp an object pressed against their palm
- Birth -> 5 months
- Prepares for voluntary grasping
- Similar reflex is also present in the toes until 9-12 months

119
Q

moro (“Startle Reflex”)

A

When startled by a loud noise or movement, the baby will throw his head back, extend his arms and legs, cry, and then pull arms and legs back in.
- Birth -> 6 months
- Helps to “shield” from danger

120
Q

Cell types (2)

A
  • neurons
  • glial cells
121
Q

Neurons

A

Cells specialized in receiving and transmitting info

122
Q

Glial cells

A

Non-neural cells in CNS that nourish, repair, myelinate neurons

123
Q

Cell body

A

Contains basic bio machinery that keeps the cells alive

124
Q

Dendrite

A

Receiving end of neurons

125
Q

Axon

A

Send info from receiving end (dendrite) to transmitting end

126
Q

Myelin

A

Fat sheath surrounding the axon that allows transmission to happen more rapidly

127
Q

Synapse

A

Gap bt 2 neurons

128
Q

Terminal buttons

A

Release neurotransmitters to nearby neurons

129
Q

Cerebral cortex

A

Regulates many of our “human” functions

130
Q

Lobes (4)

A
  • frontal: behavior, learning, personality, voluntary movement
    — prefrontal cortex: executive reasoning and planning
  • parietal: spacial
  • occipital: visual
  • temporal: memory, visual recognition, emotion, auditory, speech
131
Q

Neural plate

A

Group of cells that form a flat structure
- turns into neural tube

132
Q

Brain dev stages (5)

A
  • neurogenesis
  • migration
  • synaptogenesis
  • synaptic pruning
  • myelination
133
Q

Neurogenesis

A

Cell production
- most neurons are created prenatally

134
Q

Migration

A

Neurons move from neural tube to their final position in brain

135
Q

Synaptogenesis

A

Neurons form connections w other neurons
- axon and dendrite grow longer and create new limbs - new synapses are formed

136
Q

Exuberant synaptogenesis

A

An explosion of synapse formation that occurs early in brain dev

137
Q

Synaptic pruning

A

Rarely used synapses are eliminated to make space for new connections

138
Q

Myelination

A

Formation of the fatty sheath around axon
- MS: damaged myelin

PSY 231 - Dev (1 decks)

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