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Human Growth and Development > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Multi-contextual

A

Human lives re embedded in many contexts, including historical conditions, economic constraints and family patterns (physical, cognitive, psychosocial)

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2
Q

Explicit

A

Concrete rules with big consequences

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3
Q

Maslow

A

Self actualization, individual has unique needs (change over time, 1st four levels are deficiency needs –> individual doesn’t feel accomplished even when needs are met), hierarchy needs,, goals=truth, beauty, justice, peace

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4
Q

Schaie

A

Lifespan Model

Acquisition: childhood and adolescence [knowledge through experience]

Achieving: Ages 20-40 [Completing education, problem solving abilities]

Social Responsibility: Young-middle aged adult [Independent role in society]

Executive: Young- middle aged adult [ Responsibility and family/work]

Reorganization: Middle aged adult [retirement/slow down]

Reintegration: Middle-older adult [Goes with the flow of life]

Legacy: Older adult [teach younger generations; give advice]

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5
Q

Dynamic

A

Different paces/unexpected through statistics (goes against the norm)

Sudden Change

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6
Q

Adaptation

A

The process by which organisms change so that they will be more successful in a particular environment.

In PIAGETS theory, the process by which infant schemes are elaborated, modified and developed.

With Piaget, adaptation typically involved assimilation and accommodation.

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7
Q

Resilient Family

A

Able to adapt and make the best of their scenarios, no matter the outcome.

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8
Q

Authoritative

A

Parents who combine a high degree of warmth, acceptance, and encouragement of autonomy with firm but flexible control; they encourage communication and negotiation in the rule setting within the family

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9
Q

Indifferent

A

Parents who neither set limits nor display affection or approval

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10
Q

Monozygote

A

Identical twins that result from the division of a single fertilized ovum

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11
Q

Midwife

A

A woman who is experienced in child birth/delivery, with or without training, who assists with home delivery

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12
Q

Vygotsky

A

psychological process plus culture, language (coo, baba, first words), social context of reinforcement, scaffolding, zone of proximal development

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13
Q

Family stress theory

A

sets forward acute stressors (meaning sudden onset) which when accumulated could lead to family crises, including physical, emotional, or relational crises. Examples of such family crises resulting from family stressors are episodes of domestic violence, substance abuse (relapses), illness from weakened immune systems, divorce, accidents, children being abused, or neglected, etc. The research on stress suggests that significant factors about the stressors to keep in mind are:

  • the changes in daily routines,
  • the number of changes in daily routines,
  • the length of time since there were changes in daily routines, (i.e. the family stressors)

However, their impact can be muted, or buffered with protective factors which help families to survive multiple contextual stressors, and to continue to competently parent despite chronic and acute stressors. These protective factors (Hill theorized that there were basically two of them) buffer the impact of the stressors, and one includes social relationships (B Factor) and the other includes perceptions (C Factor).

Caretaker impact: accident or illness within a year of uncontrolled stress

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14
Q

Age/Stage

A

Through different time periods in a persons life, they go through stages of growth that have been known to repeat itself over history and observation

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15
Q

Progression/development

A

The changes over time in the physical structure, thought, or behavior of a person as a result of both biological and environmental influences.

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16
Q

Predictive

A

predict through statistics (rapid growth with age) [puberty and menopause]

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17
Q

Normative

A

through curves

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18
Q

Unique

A

Everyone has their own patterns

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19
Q

Anabolic/Catabolic

A

Anabolic: Positive Growth

Catabolic Growth: Negative Growth

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20
Q

Enculturation

A

trying new traditions

Culture shock then adapting

books, traditions –> experiencing it first hand (doing things rather than just reading about it)

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21
Q

Quantitive vs. Qualitative

A

Quantitative: Measured/numbered trends

Qualitative: Observing [visually]

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22
Q

Directionality

A

Third variable problem: when two variables appear to be related to each other but there is another unknown variable (3rd) that is the real source of the link between the first two variables.

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23
Q

Cephalocaudal

A

growing head to toe

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24
Q

Proximal Distal

A

Grows from the midline out

core out growth (arms, ears)

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25
Q

Conceptual Framework

A

physical, cognitive, psychosocial

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26
Q

Physical, Cognitive, Psychosocial Domains

A

Physical: Genetic makeup (input)

Cognitive: Brain and intelligence

Psychosocial: Personality and sociocultural behavior

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27
Q

Secular Trends

A

Changes over generations that are influenced by economy, resources and culture. Trends can involve all domains (compartments that overlap)

[Birth rate, infant death rates, size of people]

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28
Q

Nature vs. Nurture

A

Examine whether characteristics are inborn characteristics or environmental influence.

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29
Q

Identification

A

How you identify (characterize) yourself

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30
Q

Socialization

A

Family, school, peers, mentors (when you socialize you look for commonalities)

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31
Q

Imitation

A

an advanced behavior whereby an individual observes and replicates another persons behavior.

A form of social learning that leads to the “development of traditions” and our culture.

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32
Q

Multi-directional

A

comes from every direction, not just a straight line

-gain and loss, unexpected transformations and predicted events

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33
Q

Multi-disciplinary

A

numerous academic fields (psychology, biology, education, sociology, neuroscience, economics, religion, anthropology, history, medicine, genetics)

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34
Q

Multi-cultural

A

increase global outreach, increase development

Culture affects how people develop, not just between nations but within them.

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35
Q

Plasticity

A

Every individual, and every train within each individual can be altered at any point in the life span.

Change is ongoing, although neither random or easy.

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36
Q

Epigenetics

A

Nature epigenetics would be something inherited and genetically predisposed [such as color blindness or sex-linked illness]

Nurture epigenetics has to do with an environmental influence or an outside source, such as learning, maturation, family, and culture. Refers to the environmental factors that surround the genes, affecting genetic expression.

37
Q

Types of Families

A

Traditional
Alternative
Resilient

38
Q

Traditional Family

A

A family that consists of a man, woman and one or more of their biological/adopted children.

39
Q

Alternative Family

A

A homosexual relationship, single parent household, an extended family household.

40
Q

Family in Crisis

A

May have some marital problems, such as cheating, suicidal thoughts, alcoholism, addiction to drugs, family member in jail and/or divorce

41
Q

Parenting Styles

A

Authoritarian
Authoritative
Permissive
Indifferent

42
Q

Authoritarian Parenting Style

A

Parents who are highly controlling, show little warmth, and adhere to rigid rules

In families headed by authoritarian parents the children contribute very little to the family’s decision making.

43
Q

Permissive

A

Parents who exercise little control over the children but are high in warmth

44
Q

Roles of parenting

A

Primary socializing agents, protectors, financial support, physical, emotional and cognitive support, educate/role models

45
Q

Implicit

A

Easy going, permissive, loose (implied)

46
Q

Chaos

A

No structure

47
Q

Family Dynamics

A

predictive
normative
unique
dynamic

48
Q

Predictive (Dynamic)

A

get married, have children, grow old

49
Q

Normative (Dynamic)

A

Marriage, children, empty nesters

Major Events in life cycle

50
Q

Unique (Dynamic)

A

adoption, gay parents, etc

51
Q

Empty Nester

A

When all of the parent’s children have grown up and left home

52
Q

Sandwich generation

A

Generation that gives care to both their kids and parents

53
Q

Kinkeeper

A

Helps maintain family traditions

54
Q

Fertilization

A

Union of the ovum and sperm; sex determination

55
Q

Geminal Period

A

After conception, the period of very rapid cell division and initial cell differentiation [lasting for approximately 2 weeks]

56
Q

Embryonic Period

A

The second prenatal period, which lasts from implantation to the end of the second month after conception: all major structures and organs of the individual are formed at this time

57
Q

Fetal Period

A

The final period of prenatal development; lasting from the second month after conception until birth: during this period, organ systems mature and become functioning

58
Q

Zygote Production

A

cell formed by the union of two gametes

59
Q

Blastula

A

The hollow, fluid-filled sphere of cells that forms soon after conception

60
Q

Gross to specific

A

Whole body movements to minor motor movements

61
Q

Age of Viability

A

The age (presently about 24 weeks) at which the fetus has a 50% chance of surviving outside of the womb

62
Q

Dizygote

A

Fraternal twins that result from the fertilization of 2 separate ova by two separate sperm

63
Q

Homeostasis

A

Internal equilibrium

64
Q

Teratogens

A

Toxic agents of any kind that potentially causes abnormalities in developing

65
Q

Fetal Alcohol System

A

A set of congenital abnormalities, including small size, low birth weight, certain facial characteristics, and mental retardation that results from maternal alcohol consumption during pregnancy

66
Q

Amniocentesis

A

The withdrawal and analysis of amniotic fluid with a syringe to obtain discarded fetal cells for testing

67
Q

OCT

A

contraction stress test

68
Q

Attachment

A

The reciprocal emotional bond that develops between a child and caregivers

69
Q

Lamaze

A

Natural birth- breathing techniques to cope with labor

70
Q

Caesarian Section

A

Surgical procedures used to remove the baby and the placenta from the uterus by cutting through the abdominal wall

71
Q

Chorionic Villus Sampling

A

The withdrawal of cells from the membranes that surround the fetus, either with a syringe or a catheter

72
Q

Ectoderm/Endoderm/Mesoderm

A

Ecto: Outer layer
Endo: Inner layer
Meso: Middle layer

73
Q

Darwin

A

Theory of evolution

Universal common ancestry
survival of the fittest

74
Q

Freud

A

Psychoanalytic theory –> psycho sexual interpretation of development

75
Q

Freud’s psychosexual stages

A 
Oral: Birth- 1yr
Anal: 1-3 yr
Phallic: 3-5 yr
Latency: 5yr - Puberty
Genital: puberty - adult
76
Q

Freud’s 3 Personality component

A

ID: meeting basic needs with instant gratification

EGO: dealing with reality, pleasing ID and in a socially acceptable way

SUPER EGO: Based on morals and judgment (right vs. wrong)

77
Q

Erikson

A

Stage Theory of psychosocial development

78
Q

Erikson’s 8 Psychosocial stages

A
  1. Trust vs. Mistrust (infant - 18m)
  2. Autonomy vs Shame & doubt (18m-3yo)
  3. Initiative vs guilt (3-5 yr)
  4. Industry vs inferiority (5-13 yr)
  5. Indentity vs role confusion (13-21 yr)
  6. Intimacy vs Isolations (21-39 yr)
  7. Generativity vs Stagnation (40-65 yr)
  8. Ego integrity vs despair (65+)
79
Q

Piaget

A

Cognitive Development Theory

Universal constructivist; people produce knowledge from learning and form meaning based upon their experiences. This theory covered learning theories, teaching methods and education reform.

Sensorimotor, preoperational,concrete operations, formal operations

Adaptation models, progression of thought, assimilation vs accommodation [New experiences fit existing scheme] vs [Schemas change when new event does not fit]

80
Q

Scaffolding

A

Support mechanism that helps a learner successfully perform a task with his/her ZPD, providing support and assistance.

81
Q

Zone of Proximal Development (ZPD)

A

Range of tasks a child can perform with the help and guidance of others but cannot yet perform indepenently

82
Q

Brofenbrenner

A

Model of human ecology, concentric rings of developmental influence (interactions between rings/levels), reciprocal interactions between all levels [parents, community, society, and laws]

83
Q

Brofenbrenner Rings of Development

A

Individual: sex, age, health

Microsystem: Immediate family, child care, teachers and peers

Mesosystem: Child care, home neighborhood, religious groups, schools

Exosystem: Government, school board, mass media

Macrosystem: customs, laws, cultures, values

Chronosystem: Pattern of environmental events and transitions of time

84
Q

Skinner

A

Classical learning theory

operant conditioning [consequences of behavior increase or decrease the chance that it will happen again]

Reinforcement [Control the behavior, control the reinforcement-parenting]

Reinforcement in language and parenting is a positive thing, not about maturation, but about behaviorism

85
Q

Pavlov

A

Dogs with salivary response to bell with food.

Classical learning/conditioning theories, positive reinforcement to a trained response
[Pairing stimuli to response with/without reward]

86
Q

Bandura

A

Social cognitive learning; behavior is shaped by what we observe in others. Child is domestically abused –> child will become an abuser. [Monkey see, monkey do]

87
Q

Bowen Family Systems Theory

A

a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit. It is the nature of a family that its members are intensely connected emotionally-parents, sibs and multigenerational.

88
Q

Family Resilience theory

A

the family resilience perspective is integrated with conceptual definitions from family stress theory using the Family Adjustment and Adaptation Response (FAAR) Model in an effort to clarify distinctions between family resiliency as capacity and family resilience as a process.

Human Growth and Development (1 decks)

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