Exam 1 Flashcards
Development
the growth of humans throughout the lifespan, from conception to death
Continuity
smooth and gradual. Measurable, quantitative
Heterotypic Continuity
looks different behaviorally but it stems from same place, same reason/cause (I am dysregulated so I bite in preschool and in middle I can’t pay attention, in high school I skip a lot because I can’t focus so I don’t want to be there, as an adult have trouble controlling self)
manifest differently because of developmental period or given moment (not always physically aggressive may do something else)
Homotypic Continuity
looks the same over development (physically aggressive in preschool, middle school, high school, bars)
Discontinuity
abrupt and unstable, made up of qualitative stages and changes
Endogenous
changes that come from within (puberty)
Exogenous
causes of development that arise from environment (parents)
Plasticity
The capacity for different areas (neurons) of the brain to take on new functions (re-organize the brain)
Dynamic Bi-Directional Interactions
mutual influences in both directions (parents impact me and I impact them)
Erikson
German psychologist who extended and refined Freud’s theory of development (Psychosocial theory). He believed we go through psychosocial crises that reflect a struggle between two conflicting personality characteristics. These crises represent critical periods in personality development.
o Trust vs. Mistrust: ability to predict and depend on one’s own behavior and the behavior of others (0-1)
o Autonomy vs. Shame/Doubt: Ability to do things for oneself (2-3)
o Initiative vs. Guilt: High and realistic sense of ambition and independence (3-6)
o Industry vs. Inferiority: Active and satisfying involvement in activities (7-12)
o Identity vs. Identity Diffusion: Determination of one’s identity (12-18)
o Intimacy vs. Isolation: Ability to commit to another and establish a close, loving relationship (20s)
o Generativity vs. Stagnation: Incorporation of the needs of others into one’s personal life (20s-50s)
o Integrity vs. Despair: Healthy adjustment to aging and mortality (50s+)
Sensitive Period
periods of time that are important for development but not crucial, you can still possibly catch up (reading)
Critical Period
Periods of time during which a particular event or stimulus has to occur to have an impact on development (exposure to language to develop language, attachment)
Early Childhood
36 months-6 years
Emerging Adulthood
18-23/24 years
Nature
The inherited biological predispositions of the individual
Nurture
The influence of the social and cultural environment on the individual
Maturation
Developmental changes brought about by the unfolding of the genetic code
Ecological Validity
real world validity
Validity
the extent to which your measures, tests what it was designed to assess
External Validity
generalizability
Internal Validity
third-variable problem, no other variables account for cause
Reliability
the extent to which your measure produces the same information on repeat testing
Cohort
a group of people born around same time and/or share experiences.
Neonate
an infant in the first 1-2 months of life
Piaget
Swiss scientist who became interested in the question of how we come to know and understand the world around us. Cognitive Developmental Theory: children of different ages use different kinds of thought processes.
Piaget’s Stages
o Sensorimotor: child relates to objects and people through sense and motor skills. Motoric knowledge, lack of object permanence, present orientation (0-2 years)
o Pre-operational: think in symbols, which permit more flexibility and planning in their problem solving. Symbolic representation, planning, thinking and problem solving guided by perception and appearances, egocentric thinking (their own perception is shared by others) (2-7 years)
o Concrete Operational: logic used in problem solving, logic applied only to concrete objects and events (7-11 years)
o Formal Operational: logic applied to hypothetical and abstract problems, concern with concepts like justice, equality, and fairness (11+)
Object Permanence
objects continue to exist even when you cannot see them
Conservation
is an object the same of different than it was before (tall glass, wide glass, do they have the same amount?)
Zone of Proximal Development
distance between what I can do alone vs. what I can with help
Internal Working Model
view about self and others
Strange Situation
a procedure used to assess infants’ attachment behavior under conditions of increasing stress due to separations from caregivers and strangers
Types of Attachment: Secure
parent is responsive to needs. Cries when caregiver leaves and is easily comforted by caregiver’s return, is not easily soothed by a stranger, wary of stranger, look to caregiver for cues
Types of Attachment: Anxious/Ambivalent
conflicted about whether or not they want the caregiver to help and often it’s because not sure if they can trust caregiver (I might be hungry and not sure if you’re going to follow through establishes distrust) results from chaotic or inconsistent care. Child is trying to stay vigilant. Very wary of stranger but mother can’t soothe them.
Types of Attachment: Anxious/Avoidant
don’t visibly get upset as much, rejected so many times there’s no point in trying (it’s not worth getting upset because you haven’t responded to me and I don’t get what I need) Not wary of stranger, avoid caregiver at return.
Types of Attachment: Disorganized/Disoriented
bizarre behavior indicates abuse usually, confusing for child because there is a draw to caregiver for comfort but they are scary so conflicted, odd behaviors emerge (dissociating, breathing, etc.), don’t fit other categories, may have troubles in life due to dissociating, etc. Results from abusive, fearful or threatening parents.
Secure Base
secure infants use caregiver as secure base from unknown/strangers
Harlow
feeding is not the basis for attachment
Bowlby & Ainsworth
Attachment Theory
Bronfenbrenner’s Ecological Model
Model explores the interplay between the child and his or her immediate and social/physical environment. ex: you are not just influenced by what happens to only you, you go home and your roommate had a terrible day, their jobs, classes, and life has nothing to do with you but you will be influenced because they are in a bad mood or want to go drinking or say something rude to you (it’s part of a larger system you are part of)
Developmental Niche
Emphasizes the links between child’s development and the community within which she/he was born (physical and social context)
• Including everything from child-rearing and educational practices of the society to the psychological characteristics of the parents
• Attempt to get a sense of the child’s opportunities and difficulties
Social Learning Theory
Individuals are greatly influenced by other people (Bandura)
Vygotsky
Children use psychological tools (e.g., language, numbering system, maps) to develop higher levels of thinking
Bandura
Social Learning Theory
Longitudinal
Data are gathered on the same group of individuals as they grow older over an extended period of time
Cross-sectional
Children of various ages are studied at the same time
Experiment
change is introduced in a person’s experience and the effect of that change is measured
Case Study
Research collects information about a person’s life
Self-recognition
when infants recognize that their reflection is actually them (usually not before 15 months). Use Rouge test to determine
Habituation
decrease in attention to a repeatedly presented stimulus
Random Assignment
Assign participants to conditions at random
Random Selection
select participants at random
Genome
a person’s complete set of DNA (complete map of your genetics)
Genotype
the genetic makeup of the individual
Phenotype
the observable expression of genotype (e.g., Bb genotype results in brown eyes)
Range of Reaction
the range of possibilities of phenotypic variation displayed in response to different environments
Passive G-E Correlation
Parents share genetic material with child and thus often provide a rearing environment that matches child’s genotype. Parent’s behavior influenced by their own genetic inheritance. (the environment I’m in is created in part by people who share my genetic material, so they’ll be similar to me in ways that wouldn’t be the same in an adoptive home)
Evocative G-E Correlation
Child’s genes can influence other’s directly. For example, child’s genetic predisposition to be positive, extroverted, happy, and good-natured and is more likely to be responded to and treated positively by teachers and others → gives rise to more social experiences (different from child who is fussy and irritable, not happy, don’t like things, can tell difference between siblings by attitude which evokes a different response)
Active G-E Correlation
People seek out environment that is compatible with their genotype. For example, children who are fairly inactive/quiet may seek out other people who are also quiet → niche building (Prof. G’s best friend is like her, sarcastic, cranky, she influences her to be more sarcastic and cranky because she reinforces it)
DNA
a double helix consisting of two backbones, like a twisted ladder, whose rungs are made up of chemical combinations; the basis of chromosomes
Recessive Gene
a gene who’s code is not expressed in the presence of a dominant gene
Dominant Gene
a gene who’s code is expressed when only one copy of the gene is present
Teratogen
agents that cross the placental barrier and cause or increase the incidence of physical malformations and behavioral and cognitive deficits
Emic
culture specific certain things are universal in development (smiling, babbling, making noises)
Etic
universal ex: the sounds I am able to produce later because of what I am exposed to (the way something is pronounced), if you don’t use it you lose it
Individualistic
Self as autonomous individuals (personal attitudes guide behavior; Independence)
Collectivistic
Self as appendage of group (Group norms/rules guide behavior; Harmony; Interdependence)
Generative Tension
balance between closeness/proximity vs. separation/exploration
Symbiotic Harmony
pull toward adapting the self to fit the needs of others
Zygote
Fertilized egg; complete genetic material
• By 4th day, cells arrange themselves into two layers: inner cell mass and outer cell mass
Blastocyst
A thin-walled hollow structure in early embryonic development that contains a cluster of cells called the inner cell mass from which the embryo arises. The outer layer of cells gives rise to the placenta and other supporting tissues needed for fetal development within the uterus while the inner cell mass cells gives rise to the tissues of the body.
Embryo
developing child in embryonic stage
Germinal Stage
conception-implantation. Cell division and differentiation
Embryonic Stage
implantation-8 weeks. Major organs and body parts develop almost daily. Most critical time in prenatal development, environmental damage most likely to occur
Fetal Stage
8 weeks-birth. Developing child is a fetus, elaboration of the existing organs and structures occurs and the brain develops rapidly
Synaptogenesis
each neuron forms synapses with thousands of others
Fetus
developing child in fetal stage
Apgar
anesthesiologist who developed scale to diagnose potential problems in full-term and preterm newborns. Scale taken at 1 and 5 minutes after birth o Respiration o Reflex responsiveness o Muscle tone o Color o Heart rate
Cohort Sequential
a cross-sectional study expanded so that data are collected from the same cohorts at different points in time. ex: if I followed two different groups at a time (one at birth, other at 5) and follow them each for 5 years, so I can span between 0 and 10
Mitosis
a type of cell division that gives rise to two daughter cells, each with identical chromosomes and genotypes; involves one duplication of chromosomes and one cell division
Meiosis
the process of cell replication undergone by ova and sperm; involves one duplication and one division of chromosomes, resulting in cells with a full set of genetic material, which undergo another division so that the final four cells each contain half the complement of chromosomes
Balanced Polymorphism
a kind of genetic diversity in which the genes that cause diseases provide certain genetic advantages as well as disadvantages
x-chromosome characteristics
vision, hearing, skin, etc.
sex-linked transmission
for recessive genes on autosomes there must be two recessive copies for characteristic to be expressed but with x-linked Y is smaller than X so there is not enough space to match material. So a single recessive gene on x may be expressed because there is no corresponding gene of the Y to suppress it. (hemophilia, baldness, color-blindness)
females are more likely to be carriers because they have two x’s
Fragile X syndrome
a condition passed on by sex-linked transmission and characterized by protruding ears, prominent jaw, unusual speech, poor eye contact, and mild to moderate retardation
Polygenic Transmission
combined effect of multiple genes
Turner’s Syndrome
45, x
Females missing second x or part of second x usually as a result of cell division abnormalities in father’s sperm. lack ovaries and have immature external genitalia, short, broad-chested, wide webbed neck. Poor skills in spatial relations, attention, memory, and social skills. Prone to heart, kidney, and thyroid problems. Infertile
Trisomy X Syndrome
47, xxx
females born with extra x chromosomes. slightly lower intelligence level, phenotypically normal, quiet, passive, may have delayed development of speech and motor skills. Fertile but may have earlier menopause.
Klinefelter’s Syndrome
47, xxy
males born with extra x chromosomes. ling limbs, immature testes, lack facial and body hair, may have female-like breast development, mental retardation can occur, language deficits, attention problems, and reading difficulties. Sterile
XYY Syndrome
47, xyy or 48, xyyy
males born with extra y chromosomes. appear normal, tall, severe acne during adolescence, poorly coordinated, impulsive behaviors, lower intelligence (the more y’s the lower the intelligence). caused by cell division problems during sperm production.
Amnion
a membrane that grows over the embryo and becomes filled with amniotic fluid, which protects the embryo
Chorion
a membrane that grows to surround the embryo after about one month of development and helps form the placenta
Placenta
the structure through which nutrients and waste products are exchanged between the mother and the developing embryo
Umbilical Cord
The lifeline of the embryo, consisting of two arteries and one vein
Cephalocaudal Development
the principle that growth occurs from the head downward
Proximodistal Development
the principle that body parts closer to the central axis of the body develop first, while those farther away from the center of the body develop later
Age of viability
28 weeks odds of survival are higher because you can potentially breathe on your own at this point because you’re lungs have developed, could be born and survive without serious medical attention
Lightening
sensation that occurs when the fetus drops in to the pelvic cavity, decreasing pressure on the mother’s diaphragm
Molding
the pressing together or even overlapping of the bones n the babies’ skull to accommodate passage through the birth canal
Preterm or Premature
term describing infants born prior to 37 weeks gestation
Low Birthweight
term describing infants born after 37 weeks gestation but weighing less than 5.5 pounds
