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PSY 240 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

life expectancy vs lifespan

A

life-span: emphasized developmental change throughout adulthood as well as during childhood

life expectancy: the average number of years that a person born in a particular year can expect to live

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2
Q

multidimensional

A

doesn’t occur in a linear manner

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3
Q

multidirectional

A

you will gain some and lose some

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4
Q

plastic

A

able to change

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5
Q

contextual

A

there is socio cultural influences

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6
Q

characteristics of the life-span perspective?

A
  1. multidimensional
  2. multidirectional
  3. plastic
  4. contextual
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7
Q

culture- why is this important to consider in development?

A

the brain shapes culture but culture also shapes the brain
- encompasses the behavior patters, beliefs, and al other products from a particular group

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8
Q

why should we consider biological processes in development?

A

genes, brain development, height/wieght, nutrition, puberty, etc are all biological processes that can affect development

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9
Q

why should we consider cognitive processes in development?

A

thinking, intelligence, and language also effect development (falling behind or ahead)

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10
Q

why should we consider socio-emotional processes in development?

A

relationships, emotional regulation, and personality affect their development in how they function in society

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11
Q

how do we know that both nature and nurture are at play in development

A

adoption studies, twin studies

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12
Q

stability vs change

A

do early traits and characteristic persist through life or change

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13
Q

continuity vs discontinuity

A

continuity: grow until you reach the end point (like trees)

discontinuity: growth in stages (like butterflies)

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14
Q

the active child

A
  • attentional patterns
  • use of language
  • play
  • all contribute to their own development at early life
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15
Q

socio-cultural context

A

physical, historical economic, cultural, and social all affect the development of a child

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16
Q

why was wakefield’s study so bad?

A
  • only had 12 participants, no generalization
  • he only took participants who already had immunization records to measure the correlation to autism
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17
Q

clinical interview

A

in-depth information about an individual child

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18
Q

questionnaire

A

uniform set of questions presented to participants

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19
Q

generalization

A

apply results to the wider population

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20
Q

cross-sectional design

A

changes seen between children at different ages

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21
Q

longitudinal design

A

changes within the individual child

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22
Q

Erikson’s psychosocial theory of development

A
  • eight stages of development, at each stage there was a unique developmental task that must be resolved
    1. trust vs mistrust
    2. autonomy versus shame and doubt: independency
    3. initiative versus guilt: in the social world are they active or anxious
    4. industry vs guilt: improve skills or feel inferior
    5. identity vs identity confusion: who they are
    6. intimacy vs isolation: form healthy relationships
    7. generativity vs stagnation: help younger generations or don’t
    8. integrity vs despair: spent your life well or felt like you waste it
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23
Q

Piaget’s theory of cognitive development

A
  • children go through four stages of cognitive development as they actively construct their understanding of the world
    1. sensorimotor stage (brith - 2): understand by snesory experiences, physical or motor actions
    2. preoperational (2-7 years): use images, words, and drawings
    3. concrete operational stage (7-11): reason logically about specific or concrete examples
    4. formal operational stage (11-15): think abstract and logical terms
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24
Q

key principles of Vygotsky’s theory

A
  • emphasizes how cultural and social interaction guide cognitive development
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25
Q

basic principles of information-processing theory

A

individuals manipulate, monitor, and strategize about it.
* individuals develop gradually increasing capacity for processing information

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26
Q

behavioral and social cognitive theories of development

A

development can be described in terms of behaviors learned through interactions with our surrounding

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27
Q

skinner’s operant conditioning

A

behavior followed by a rewarding stimulus is more likely to recur

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28
Q

bandura’s social cognitive theory

A

cognitive processes have important links with the environment and behavior
- banduras doll

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29
Q

bronfrenbrenner’s ecological theory

A

development reflects the influence of several environmental systems
- microsystem, mesosystem, exosystem, macrosystem, and chronosystem

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30
Q

gamete and zygote

A
  • reproductive cell (sperm and egg); 23 chromosomes
  • sperm and egg combined; 46 chromosomes
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31
Q

germinal period

A
  • conception to 2 weeks
  • begins in the fallopian tube
  • zygote migrates to the uterus through mitosis
  • zygote implants into the uterine wall
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32
Q

embryonic period

A
  • 3rd to 8th week
  • major development occurs in all the organs and systems of the body
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33
Q

fetal period

A
  • 9th week to birth
  • continue development of physical structures
  • rapid growth of body
  • increase levels of behavior, sensory experience, and learning
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34
Q

processes that occur during differentiation

A

cells begin to specialize in structure and function
- nerve cells, stomach cells, etc

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35
Q

processes that occur during migration

A

cells move away from origin
- lung cells go to the lungs

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36
Q

processes that occur during pruning

A

death of unnecessary/required cells

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37
Q

what periods of prenatal development are we more influenced by teratogens?

A

greatest is early in the embryonic period when organs are being formed

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38
Q

placenta

A

exchange of materials carried in bloodstream of the fetus and mother

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39
Q

amniotic sac

A

fluid-filled membrane that surrounds and protects the fetus

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40
Q

what is normal, uncomplicated birth?

A
  • initiated by the release of oxytocin
  • labor- involuntary uterine contractions
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41
Q

teratogen

A

a potentially harmful agent

42
Q

factors that affect the severity and type of damage caused by a teratogen

A

dose: greater the dose greater the effect
genetic susceptibility: teratogen could be linked to the genotype of the fetus or the pregnant women
time of exposure: greater during the embryonic period

43
Q

fetal alcohol spectrum disorder

A
  • brain is smaller and malformed
  • cortical neurons do not migrate correctly
  • behavioral and cognitive difficulties
44
Q

critical period

A

when a particular type of development must happen if it is to happen

45
Q

sensitive period

A

when a certain type of development is most likely, although it may still happen later

46
Q

why is critical or sensitive period so important when the developing embryo/fetus is exposed to a teratogen?

A

it represents the specific window of time where the fetus is most vulnerable to damage from teratogens

47
Q

what maternal factors are associated with issues during pregnancy?

A

age: teen pregnancies have higher chance of infant mortality, older women have linked with dow syndrome
nutrition: obesity can cause obesity/diabetes in the child, still birth, preterm birth, or NICU
stress: sleep problems, gross/fine motor difficulties, lower cognitive functioning, difficult temperament, behavior problems
disease: can be carried into the placenta and affect the child (rubella, syphilis, herpes)

48
Q

folic acid

A

b-complex vitamin that can reduce the risk of delivering a preterm baby
8 also reduces the risk of spina bifida

49
Q

what puts an infant at risk for premature birth?

A

pregnancy and medical conditions: infections, had prior preterm brith, carrying more than 1 baby

social, personal, economics: teens/older women, women with low income, black race

behavioral: substance use (tobacco), and stress

50
Q

what complications are present for premature infants?

A
  • underdeveloped lungs
  • damage hearing or vision
  • learning disabilities
  • low IQ
  • ADHD
  • neurological deficits
  • behavioral difficulties
51
Q

why may and underdeveloped sensory system be problematic for an infant?

A
  • can cause abnormal growth of blood in the eyes which lead to blindness
  • NICU is noisy can damage ears
52
Q

role of DNA in human development

A

DNA carries our traits and characteristics that code for proteins for our development

53
Q

effects of the environment on genetic expression

A

hormones can turn genes on and off and the flow of hormones are effected by environmental conditions like light, day length, nutrition, and behavior

54
Q

how genes are passed through generations

A

through meiosis

55
Q

epigenetic view

A

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

56
Q

cephalocaudal and proximodistal

A
  • from head to tail (vision before locomotion)
  • from center to periphery (torso muscles before finger muscles)
57
Q

what areas of the brain develop first during infancy?

A

the brainstem and midbrain

58
Q

how does experience play a role in our brain growth?

A

unstimulating environment there is depressed brain activity

59
Q

how do brain (neural) connections grow and prune?

A

through synaptogenesis (creating new neural connections), and synaptic pruning to remove excess connections

60
Q

myelinations (whats the purupose)

A

formation of myelin around neurons that increase infromation-processing abilities

61
Q

neuroconstructivist view

A
  • brain development = biological + environmental conditions
  • brain has plasticity and is context dependent
  • brain + cognitive development are closely linked
62
Q

which reflexes are critical to survival?

A

rooting: stroke a baby’s cheek and they turn their head that way, helps for nursing

sucking: sucks anything that touches the roof of the mouth

63
Q

what happens to reflexes as the infant develops

A

most disappear by 2-6 months
- voluntary motor skills take over

64
Q

gross motor (what is the role of experience in learning how to walk)

A

involve large-muscle activities, such as walking

65
Q

fine motor

A

involve more finely tunes movements, finger dexterity

66
Q

What is the dynamic systems view of motor development?

A
  • maturation of the nervous system
  • environment support
  • childs motivation
  • bodys physical abilities
67
Q

What is the process of language acquisition?

A
  1. exposure
  2. comprehension
  3. production
68
Q

Which comes first: receptive or expressive language?

A

receptive language (understand the language that is heard)

69
Q

Infant-directed speech & signs

A
  • warm and affectionate tone
  • high pitch
  • slower speech
  • extreme intonation
    -simplified speech
70
Q

phonemes

A

smallest unit of sound in speech

71
Q

perceptual narrowing

A

reduce sensitivity to things not encountered in the environment

72
Q

joint attention

A

share focus on same object
- both (caregiver and child) pointing at something

73
Q

what are the stages of infant speech production>

A
  1. cooing: 6-8 weeks
  2. babbling: 6-10 months
  3. first words: 10-15 months; nouns
  4. simple sentences: end of second year
74
Q

prosody

A

the intonations we use in language that tell us something
- asking a question versus saying a statement

75
Q

typical sleep patterns of newborns and infants

A
  • newborns sleep 16-17 hours a day
  • infants sleep 14-17 hours
76
Q

sensation and perception

A
  • information interacts with sensory receptors: eyes, ears, tongue, nose, and skin
  • the interpretation of what is sense
77
Q

Recognize faces as important visual stimuli in children’s social environment

A

they extract key information from looking at faces

78
Q

assimilation and accommodation

A
  • children use their existing schemes to deal with new information or experiences
  • children adjust their schemes to account for new information and experiences
79
Q

paiget’s sensorimotor stage

A
  • birth till about 2 years old
  • infants construct an understanding of the world by coordinating sensory experiences with physical, motor actions
80
Q

object permanence

A

the understanding that objects continue to exist even when they cannot be seen, heard, or touched

81
Q

attention vs joint attention

A
  • focusing of mental resources on select information
  • two or more individuals focus on the same object or event
82
Q

deferred imitation

A

occurs after a time delay of hours or days
* infants could imitate actions that they had seen preformed 24 hours earlier

83
Q

infantile or childhood amnesia

A

most adults do not remember much from their first three years of life

84
Q

temperament

A

behavior styles, emotions, and typical ways of responding to the environment

85
Q

easy, difficult, and slow-to-warm-up child

A

easy: child is generally positive mood, quickly established regular routines, adapts easily to new experiences

difficult: reacts negatively and cries frequently, engages in irregular daily routines, slow to accept change

slow-to-warm-up: low activity level, somewhat negative, low intensity of mood

86
Q

why is it important to consider the goodness of fit?

A

compatibility of the child’s temperament to surrounding environment

87
Q

personality development

A
  • emotions and temperament are key aspects of personality
  • trust, the development of sense of self, independence
88
Q

Erikson’s stage of trust vs mistrust

A

learn trust when they are cared for in a consistent manner
learn mistrust when they are not cared for on a consistent basis
* arises again at each successive stage of development

89
Q

attachment theory

A

an emotional bond with a special person that is enduring
* children are biologically predisposed to develop attachment to caregivers

90
Q

secure base

A

children use a secure base to go explore the world and when they have fear/anxiety they reach for reassurance from the secure base

91
Q

secure attachment

A

caregiver is present: child plays happily
caregiver leaves: pauses and is not happy
caregiver returns: welcomes them, returns to play

92
Q

insecure avoidant attachment

A

caregiver present: child plays happily
caregiver leaves: child continues to play
caregiver returns: child ignores them

93
Q

insecure resistant attachment

A

caregiver present: child clings/preoccupied with caregiver
caregiver leaves: child is unhappy, may stop playing
caregiver returns: child is angry, may cry, hit, or cling

94
Q

disorganized attachment

A

caregiver present: child is cautious
caregiver leaves: child may stare or yell, looks scared, confused
caregiver returns: child acts oddly- may scream, hit self, throw things

95
Q

how does caregiving relate to attachment?

A

secure -> respond to infant needs
insecure resistant -> tend not to be very affectionate
disorganized -> neglect or physically abuse them
insecure avoidant -> unavailable and rejecting

96
Q

role of emotions in infancy

A
  1. communication with others
  2. behavioral organization
97
Q

the influence of social relationships on infants’ emotional development

A

social relationships provide the setting for the development of a rich variety of emotions

98
Q

cultural influences on emotional development

A

emotion-linked interchanges provide the foundation for the infant’s attachment to the parent

99
Q

stranger anxiety

A

infant shows fear and wariness of strangers

100
Q

social referencing

A

“reading” emotional cues in others to help determine how to act in a particular situation

101
Q

locomotion to development

A

ability to crawl, walk, and run they are able to explore and expand their social world making the develop independently

PSY 240 (2 decks)

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