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Human Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Plato’s philosophy

A
  • Emphasized self control & discipline

- Believed children are born with innate knowledge

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2
Q

Aristotle’s philosophy

A
  • Concerned about fitting child rearing to the needs of the individual child
  • Believed knowledge comes from experience
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3
Q

Original sin

A

Early Christian doctrine

Born evil

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4
Q

Tabula rasa

A

Locke, 1600s

Children are a blank canvas controlled through experience (discipline)

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5
Q

Innate goodness

A

Rousseau, 1700s
Argued that parents and society should give the child maximum freedom from the beginning
People are inherently good

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6
Q

Life-span perspective (unified developmental perspective)

A

The belief that development occurs throughout life and doesn’t end when people reach a certain age.

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7
Q

Normative age-graded influences

A

Similar for individuals in a particular age group

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8
Q

Normative history-graded influences

A

Common to people of a particular generation because of historical circumstances. (ie baby boomers and JFK assassination)

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9
Q

Non-normative life events

A

Unusual occurrences that have a major impact on a specific person’s life

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10
Q

According to unified developemental perspective, development is:

A
  • Lifelong
  • Multidimensional
  • Multidirectional
  • Plastic
  • Multidisciplinary
  • Contextual
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11
Q

Developement is lifelong

A

Development doesn’t have an end point

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12
Q

Development is multidimensional

A

At every age, your body, mind, emotions, and your relationships change and affect each other.

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13
Q

Developemtn is multidirectional

A

some dimensions or componetns of a dimension expand and others shrink

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14
Q

Developement is plastic

A

Plasticity is the capacity for change. People’s patterns are not concrete

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15
Q

Developement is multidisciplinary

A

spans across ways of learning and interests

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16
Q

Development is contextual

A

Contexts change our development by influencing us at varying stages

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17
Q

Nature/nurture

A 
To what extent is development influenced by nature and nurture?
Nature: biological inheritance
	(heredity, maturation, genes)
Nurture: environmental factors 
	(physical and social environment, 	
	experience, learning)
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18
Q

Stability/change

A

To what extent do early traits and characteristics persist through the life or change?
Stability: result of heredity and early experience
Change: plasticity, potential for change throughout the lifespan

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19
Q

Continuity/discontinuity

A

To what extent is change gradual or abrupt?
Continuity: gradual, cumulative change with age
Discontinuity: stages that appear qualitatively different

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20
Q

Psychodynamic Theorists

A
  • Freud

- Erikson

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21
Q

imprinting

A

after hatching a duckling is exposed to its mother and immediately approaches & follows her.

any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior.

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22
Q

Maternal Call

A

ducklings hatched from eggs incubated in isolation show a species-appropriate preference for the maternal call

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23
Q

Freud’s perspective

A

Development depends on the unconscious mind.

  • Less emphasis on behavior
  • Mind must be analyzed to understand behavior
  • Early experiences important in development
  • Change happens because of internal drive
  • Psychosexual stages
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24
Q

Erickson’s theory

A

Eight stages of development unfold as we go though life, each with a unique developmental task/crisis that must be resolved. Psychosocial stages

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25
Q

Freud’s psychosexual stages

A

Oral, Anal, Phallic, Latency, Genital

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26
Q

Id

A

Pleasure principal. sexual & aggressive impulses

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27
Q

Ego

A

Reality-satisfies impulse with reason

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28
Q

Super ego

A

morality.

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29
Q

Id/Ego/Superego

A

All three create personality. Conflict=anxiety

Ego resolves anxiety by using coping mechanisms

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30
Q

Psycho-dynamic theory

A

Describe development as primarily unconscious and heavily colored by emotion

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31
Q

Erikson’s psychosexual stages

A
  • trust/mistrust
  • autonomy/shame and doubt
  • initiative/guilt
  • industry/inferiority
  • identity/identity confusion
  • intimacy/isolation
  • generativity/stagnation
  • integrity/despair
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32
Q

Cognitive theories

A

emphasize conscious thought in development

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33
Q

Cognitive theorists

A
  • Piaget

- Vygotsky

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34
Q

Learning theories

A
  • Behavioral

- Social cognitive

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35
Q

Behavioral Theorists

A
  • Pavlov
  • Skinner
  • Watson
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36
Q

Social cognitive theorists

A

Bandura

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37
Q

Ethological theorists

A

Lorenz

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38
Q

Ecological theorists

A

Bronfenbrenner

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39
Q

Learning/behaviorist theory

A

Behavior is learned

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40
Q

Classical conditioning

A

pairing of involuntary behaviors

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41
Q

Operant conditioning

A

Learning as a result of consequence

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42
Q

Ecological theory

A

emphasizes environmental factors.

  • Microsystem
  • Mesosystem
  • Exosystem
  • Macrosystem
  • Chronosystem
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43
Q

Reliability

A

Consistent information regardless of context

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44
Q

Inter-observer reliability

A

Assess degree to which different raters/observers give consistent estimates of the same phenomenon. 2 people can come up with the same conclusion

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45
Q

Test-retest reliability

A

assess consistency of a measure from one time to another.

Asking the same thing… worded differently several times to get consistent answers.

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46
Q

Internal consistency

A

Assess consistency of results across items within a test

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47
Q

Validity

A

Is the test measuring what you think it’s measuring?

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48
Q

Face validity

A

Reasonable questions on surface to neutral observer. Face value-Does it look like it?

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49
Q

Predictive validity

A

Scores predict closely to another similar measure. Measuring the same thing differently… like two different personality tests

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50
Q

Construct validity

A

How well scores fir into network of constructs specified by theory. Can the findings be generalized?

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51
Q

Research designs

A
  • Descriptive research
  • Correlational research
  • Experimental research
  • Meta-analysis
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52
Q

Correlational research

A

Goal is to describe the strength of the relationship between two or more events or characteristics.

Finds negative or positive correlation

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53
Q

Experimental research

A

Carefully regulated procedure in which a specific variable is manipulated with all others help constant

Independent/dependent variables, control group, randomization

Seeks causation, but is not generalized

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54
Q

Independent variable

A

Experimental factor

What is being manipulated

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55
Q

Dependent variable

A

Outcome effect

What occurs after manipulation

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56
Q

Control group

A

Baseline

What doesn’t get manipulated

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57
Q

Time span research approaches

A
  • Cross sectional
  • Longitudinal
  • Sequential
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58
Q

Cross sectional time span research

A

Individuals of different ages are compared at one time.

  • Census type
  • Majority of studies
  • Doesn’t account for how people change over time.
59
Q

Longitudinal approach

A

Same individuals studied over a period of time

  • Expensive and time consuming
  • People adapt to the test
60
Q

Sequential approach

A

Combines cross-sectional and longitudinal designs. Cross sectional design follows group longitudinally.
-Useful in exploring Cohort Effects

61
Q

Cohort effect

A

Impact due to a person’s time of birth, era, or generation, but not actual age.

62
Q

Ethnic gloss

A

Over-generalization about ethnic groups.

63
Q

Genotype

A

All of a person’s genetic makeup. What you got from parents

64
Q

Phenotype

A

Observable characteristics… how genes manifest

65
Q

Gene-linked abnormalities

A

Harmful genes that cause rare disease such as PKU and Sikle-cell anemia

66
Q

3 Periods of Prenatal development

A
  1. Germinal period
  2. Embryonic period
  3. Fetal period
67
Q

Germinal period

A

Conception-2 weeks after conception

zygote/Blastocyst/Implantation

68
Q

Embryonic period

A

2-8 weeks. Cell differentiation intesifies.

Organogenesis. Three layers of embryo: (endoderm/mesoderm/extoderm)

69
Q

Blastocyst

A

(1 week) Inner mass of cells to become embryo

70
Q

Zygote

A

Fertilized egg, rapid mitosis

71
Q

Implantation

A

attachment to uterine wall (10-14 days)

72
Q

Endoderm

A

inner. Digestive & respiratory systems

73
Q

Mesoderm

A

middle. Circulatory, excretory, reproductive, musculoskeletal

74
Q

Ectoderm

A

Outer. Nervous system, ears, nose, eyes, skin parts (hair and nail)

75
Q

Fetal period

A

8 weeks-birth.

76
Q

Fetal viability

A

~7 months

77
Q

Average height/weight of American baby

A

7.5 lbs

20” long

78
Q

Prenatal diagnostic tests

A 
Ultrasound sonography
Chorionic Villi Sampling
Amniocentesis
Maternal blood test
Fetal MRI
79
Q

Ultrasound sonography

A

After 7 weeks
High frequency sound waves
-Detects structural abnormality/sex

80
Q

Chorionic Villi sampling

A

10-12 weeks
Small sample of placenta removed.
Detects genetic/chromo defects

81
Q

Amniocentesis

A

15-18 weeks
Samples amniotic fluid
Detects genetic/chromo defects

82
Q

Teratogen

A

Any agent that can potentially cause birth defects of negatively alter cognitive or behavioral outcomes.

Drugs, incompatable blood types, environmental pollutants, infectious disease, nutritional deficiencies, maternal stress, advanced maternal/paternal age

83
Q

Fetal brain development

A

Basic brain structure: First 6 months

Connectivity & Function: last 3 months

84
Q

Neural tube development

A

18-24 days after conception

85
Q

Neural migration

A

6-24 weeks

Cells move outward from point of origin to their appropriate locations creating different structure/regions of the brain

86
Q

Birth defects from brain development

A

Failure of neural tube closure

  • Spina bifida
  • Anencephaly
87
Q

Apgar scale

A 
Heart rate/reflexes/color. 
Appearance
Pulse
Grimace
Activity
Respiration
88
Q

Sensation

A

Occurs when physical information contact sensory receptors

89
Q

Perception

A

Interpretation of sensation

90
Q

What are the results and outcomes of the Fantz research

A

Young infants prefer to look at patterns of high visual contrast because they have poor contrast sensitivity. This is because the cones of the eye which are concentrated in the fovea differ from adults in size shape and spacing. In addition very young infants have limited color vision although by 2 to 3 months of age they’re color vision is similar to that of adults

91
Q

ecological view

A

The view proposed by the Gibsons that people directly perceive information in the world around them. perception brings people in contact with the environment in order to interact with it and adapt to it.

92
Q

Affordances

A

Opportunities for interaction offered by objects necessary to perform activities

93
Q

Behavioral techniques of infant perception

A
  • visual preference
  • high amplitude sucking
  • conditioned head turn procedure
94
Q

How is visual preference assessed

A

Eye tracking

95
Q

Habituation

A

Decreased responsiveness to a stimulus after repeated presentations of the stimulus

96
Q

Dishabituation

A

The recovery of a habituated response after a change in stimulation

97
Q

Results of the Gibson Walk experiment

A

2 to 4 month old show differences in heart rate when placed on a steep side of a cliff. 6 to 12 month olds would not crawl across the glass

98
Q

Presbyopia

A

Difficulty with close objects. Sharpest decline between 40 and 59

99
Q

Visual changes in adulthood

A

Presbyopia, decreased blood supply to the eyes resulting in smaller visual field, slower dark adaptation, declining color vision, declining depth perception

100
Q

Auditory perception in adults

A

decline begins around age 40. Males lose sensitivity to high pitch sound sooner than females. Gender differences may be due to occupations

101
Q

Auditory perception in infants

A

Newborns turn toward sounds a phenomenon referred to as auditory localization. Infants recognize their mother’s voice. They’re less sensitive to low pitched sounds. By the middle of the first year infants discriminate most acoustic differences that signal relevant sound information for language

102
Q

Results of the Decasper and Spence study

A

Mothers read the cat in the hat while they were pregnant. After being born the babies preferred their mothers reading that book than another

103
Q

Intermodal perception

A

The ability to integrate information about two or more sensory inputs such as vision and hearing

104
Q

Dynamic systems view

A

Infants assemble motor skills receiving end acting. To develop motor skills infants must proceed something in the environment that motivates them to act and then use their perceptions to fine-tune their movements

105
Q

List the newborn reflexes

A
  • Rooting reflex
  • Sucking reflex
  • Moro reflex
  • Grasping reflex
  • Babinski reflex
  • Stepping
106
Q

Gross motor milestones

A
  • Lift head
  • Chest up with arms for support
  • Roll over
  • Support some weight with legs
  • Sit up with no support
  • Stand with support
  • Pull up
  • Cruise
  • Stand alone easily
  • Walk
107
Q

Gross motor skills

A

Skills that involve large muscle activities

108
Q

Fine motor skills

A

Involve finely tuned movements

109
Q

Palmar grasp

A

A grip with the whole hands

Infants

110
Q

Pincer grip

A

Grip with thumb and forefinger

111
Q

Karen Aldoph’s Research: Experience/slope study

A

Negotiating ramps depends on how much experience the infant has walking and assessing risks.

112
Q

How many crawling postures

A

25

113
Q

Cephalocaudal pattern of growth

A

Sequence in which the fastest growth in the human body occurs at the top, with the head.

114
Q

Proximodistal pattern of growth

A

The growth sequence that starts at the center of the body and moves toward the extremities.

115
Q

Growth in infancy

A

Avg: 20” and 7.5 lbs
Triple weight by 1 year
1/2 adult height and 20% weight by year two

116
Q

Growth in early childhood

A
  • growth slow and individualized
  • Girls slightly smaller and lighter
  • Girls gain fat, boys gain muscle
117
Q

Growth in middle and late childhood

A
  • Slower consistent growth
  • Muscle mass and strength increase
  • Boys stronger, body proportions change
118
Q

Body image in adolescence

A

Girls less satisfied as body fat increases. Early maturation leads to risks and problem behaviors.

Boys more satisfied as muscle mass increases. Early maturation leads to better peer relations

119
Q

Brain myelination

A

Sheath around neural axons that allow electrical signals to travel faster

120
Q

Brain lateralization

A

Specialization of function in one hemisphere of the brain.

At birth, activity in left hemisphere specializes as infants listen to speech.

121
Q

The infant brain

A
  • At birth, the newborn’s brain is about 25% of its adult weight
  • By 2nd bday, about 75% of the adult weight
122
Q

Prefrontal cortex

A

Reasoning, self-control, and decision making

123
Q

Amygdala

A

Emotions, anger

Matures earlier than prefrontal cortex. Why adolescents have magnified emotions and poor self control/greater risk/lack of practical experiences and immature judgement

124
Q

REM Sleep

A

Rapid eye movement:

  • Suppression of muscle tone
  • increases later in the night
125
Q

Percentage of time infants are in REM sleep

A

50%

126
Q

Percentage seniors are in REM sleep

A

30%

127
Q

Sleep hormone

A

melatonin

128
Q

How much sleep needed for newborns

A

12-18 hours

129
Q

How much sleep needed for Infants (3-11 months)

A

14-15 hours

130
Q

How much sleep needed for Toddlers (1-3 years)

A

12-14 hours

131
Q

How much sleep needed for preschoolers (3-5 years)

A

11-13 hours

132
Q

How much sleep needed for school-aged children (5-10 years)

A

10-11 hours

133
Q

How much sleep needed for teens (10-17 years)

A

8.5-9.25 hours

134
Q

How much sleep needed for adults

A

7-9 hours

135
Q

American Academy of Pediatrics suggestion for breastfeeding

A

breastfeed for 1 year

Sleep on back

136
Q

Benefits of infants breastfeeding

A
  • Fewer GI/respiratory/middle ear infections

- less likely to become obese/develop diabetes II/SIDS

137
Q

Benefits of mothers breastfeeding

A
  • Lower incidence of breast and ovarian cancer

- Reduction in type II diabetes

138
Q

Psychosocial sequalae of childhood obesity

A
  • Poor quality of life
  • Depression
  • anxiety
  • poor executive functioning
  • low self esteem
  • peer victimization
  • suicidal idealization
  • sleep disturbance
139
Q

BMI formula

A

Weight in kilos divided by height in meters squared. Same calculation for adults

140
Q

BMI Underweight

A

<5th percentile

141
Q

BMI healthy weight

A

5th-85th percentile

142
Q

BMI overweight

A

85th-95th percentile

143
Q

BMI obese

A

95th-99th percentile

144
Q

BMI morbidly obese

A

> 99th percentile

Human Development (3 decks)

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