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Growth and Development > Exam 1: Ch 1-3, Intro > Flashcards

Exam 1: Ch 1-3, Intro Flashcards

1
Q

Development

A
  • A continuous process of change in functional capacity (the capability to exist)
  • Is related to but not dependent on age
    • development proceeds with age
    • rate of development can differ significantly
    • development does not stop at a particular age
  • Involves a sequential change
    • Change evolves from both internal and external interactions
    • All individuals undergo predictable patterns of development, but the final results are always unique to the individual
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2
Q

Areas of development include:

A

cognitive
physical
social
psychological

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3
Q

Physical Growth

A

A quantitative increase in size or magnitude

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4
Q

Motor Development

A

The progression of movement abilities and the factors underlying those changes as we age

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5
Q

Motor Learning

A

Movement changes regarding skill acquisition that are relatively permanent but are specifically related to experiential gain or practice, rather than development as we age

It is continuous

Ex. Learning how to throw a curve ball

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6
Q

Motor Behavior

A

The term to use when one does not with to distinguish between motor learning and motor development, or when you want to include both

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7
Q

Motor Control

A

The nervous system’s control of muscles to permit skilled and coordinated movements

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8
Q

Maturation

A
  • Progress toward physical maturity
  • Optimal functional integration of body systems
  • Ability to reproduce
    • note: development continues after maturation is achieved
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9
Q

Aging

A
  • In a broad sense, the process of growing older regardless of actual chronological age
  • Changes that lead to a loss of function and adaptability, and eventually to death
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10
Q

Aspects of Human Performance include:

A

Cognitive
Affective
Psychomotor

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11
Q

Cognitive

A

Brain Function

  • The ability to express oneself through written and spoken language
  • The ability to read, think, and perform tasks from planning through completion
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12
Q

Affective

A

Emotion associated with an event

  • Involves feelings that are associated with human experience
  • Influences intelligence, temperament, personality, work, social participation, leisure activities, and communication
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13
Q

Psychomotor

A

The actual movement
- Involves movement and attachment of activities that provide an individual the ability to interact with and gain mastery over their environment

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14
Q

Models of Disability

A 
Medical Model
Social Model
ICF
Disablement Model (Nagi, ICIDH)
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15
Q

Medical Model

A
  • A disability is a problem within the individual, i.e. they are biologically different than ‘normal’
  • The disability (condition) needs to be fixed, cured or reduced by medicine/treatments to have a positive impact on the patients functional deficits
  • Can’t help patient unless their disease/disability is fixed
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16
Q

Social Model

A

Societal Focus

  • Restrictions caused by society when it does not give accommodation to the needs of individuals with impairments
  • Disability demands a physical response
  • Example: Patient that uses a wheelchair for primary mode of ambulation cannot enter a physical building because of lack of ramp or elevator access –> Society accommodates individual by putting in an elevator
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17
Q

International Classification of Functioning and Disability (ICF)

A
  • Developed by the World Health Organization (WHO)
  • A classification system of human function and abilities
  • Developed to establish a common language for information sharing and policy planning internationally
  • Predecessor to the ICIDH (although the basic principles remain unchanged)
  • Descriptions are classified into 4 dimensions to gather a baseline
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18
Q

ICF description are organized into 4 dimensions

A
  • Body Structure and Function (A&P)
  • Activities and Participation (Function/Ability to interact with environment)
  • Contextual factors (Intrinsic/Extrinsic)
  • Health Condition (Wellness, Disorder, or Disease)
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19
Q

The Disablement Model

A
  • Focuses on the impact of a disease or activity limitation on human function
    • Not all people with the same disease have the same limitations
    • Recognizes individual response to disease
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20
Q

The Nagi Disablement Model

A

An expansion of the Medical Model with co-related individual factors:

  • Social environment and the Physical Environment
    • Pathology- an interruption of normal physiology (disease)
    • Impairment - anatomical, physiological, mental, or emotional abnormalities due to disease
    • Functional Limitation - limitation in performance
    • Disability - limitation in performance of socially defined roles and tasks
  • Blends medical and social models
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21
Q

ICIDH (International Classification of Impairments, Disabilities, and Handicaps)

A
  • Same principles as ICF
    • Body Structure, Activities and Participation, Contextual Factors, and Health Conditions
  • Incorporated same principles as Nagi Model with minor differences in terminology
  • Became the basis for the WHO classification system widely used today - the International Classification of Disease (ICD)
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22
Q

International Classification of Disease (ICD)

A
  • The basic system we use today to code medical diagnosis

- Allows for international communication for acquiring data banks for epidemiology and outcome studies on a large scale

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23
Q

Pathology, Impairment, Functional Limitation, or Disability

Patient complains of severe pain in her right knee with prolonged weight bearing

A

Impairment

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24
Q

Pathology, Impairment, Functional Limitation, or Disability

Patient is unable to ascend a flight of stairs without assistance

A

Functional Limitation

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25
Q

Pathology, Impairment, Functional Limitation, or Disability

Patient is unable to resume employment as a Border Patrol Agent

A

Disability

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26
Q

Pathology, Impairment, Functional Limitation, or Disability

X-Rays of the patient’s knee reveals advanced chondromalacia patella

A

Pathology

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27
Q

Developmental Science

A
  • Studying change and constancy throughout the lifespan

- The goal of studying human development is to describe and identify factors which incidence us from conception to death

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28
Q

Theory

A

An orderly, integrated set of statements that describes, explains, and predicts behavior

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29
Q

Theory of Development

A

Unique combination of Personal (genetic) and Environmental factors can result in different paths of development

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30
Q

A theory must be able to:

A
  • able to identify critical variables
  • able to describe how variable interacts
  • testable and verified through scientific research methods
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31
Q

Basic Issues in Development

A

Continuous vs Discontinuous
One course of development vs many
Nature vs nurture

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32
Q

Continuous vs Discontinuous

A

Continuous:
Infants and toddlers respond to the world through the same perception, past memory of events, and categorization techniques that adults do (not in stages, regardless of age)

Discontinuous:
Infants and toddlers have their own unique ways of perceiving, thinking, and categorizing information separate from the way adults do (stages)

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33
Q

One Course of Development

A

Stage theorists argue that every individual follows the same (one) sequence of development throughout the life span

Contemporary theorists argue that development is many layered and complex, involving both genetic and environmental factors

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34
Q

Nature vs Nurture

A

Nature: Instinctual

  • Inborn, biological givens
  • Based on genetic inheritance
  • Stability (Constant)
  • -Individuals high or low in a characteristic remain so at later stages
    • Early experience may have a lifelong impact

Nurture: Environmental

  • Physical and social world that influences biological and psychological development
  • Plasticity (Variable)
    • Change is possible based on experiences
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35
Q

Lifespan Perspective - Lifelong

A

Events during each major period can have equally powerful effects on change

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36
Q

Lifespan Perspective - Multidimensional and multidirectional

A

Multidimentional - Challenges and adjustments of development are affected by an intricate blend of biological, psychological, and social forces

Multidirectional - At every developmental time period, development is a joint expression of growth and decline over time (more gains early, more loss later)

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37
Q

Lifespan Perspective - Highly Plastic

A

Development is plastic at all ages, but varies across individuals and typically becomes less plastic with increasing age

Butterfly analogy: aging is a metamorphosis with continued potential

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38
Q

Lifespan Perspective - Influenced by multiple, interacting forces

A

A perpetually on-going process that extends from conception to death and is molded by a complex network of biological, psychological, and social influences

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39
Q

Periods of Development

A 
Prenatal = Conception to birth
Infancy and toddlerhood = Birth to 2 years
Early Childhood = 2-6 years
Middle Childhood = 6-11 years
Adolescence = 11-18 years
Early adulthood = 18-40 years
Middle adulthood = 40-65 years
Late adulthood = 65 to death
40
Q

Major Domains of Development

A

Physical Development: body size, proportions, appearance, functioning of body systems, perceptual and motor capacities, and physical health

Cognitive Development: intelectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and language

Emotional and Social Development: emotional communication, self-understanding, knowldee about other people, interpersonal skills, friendships, intimate relationships, and moral reasoning and behavior

41
Q

Lifespan View of Development

A

There are many different possible pathways to get to the same ending, but it depends on the contents of one’s life course

It’s what makes us unique

42
Q

List Influences on Development

A

Age-graded
History-graded
Non-normative

43
Q

Influences on Development - Age-graded

A

Events that are strongly related to age and are therefore fairly predictable in when they occur and for how long they last

Ex. getting drivers license at age 16

44
Q

Influences on Development - History-graded

A

These explain why people born around hte same time - a cohort - tend to be alike in ways that set them apart from people born at other times

Generational - war, the depression, etc.

45
Q

Influences on Development - Non-normative

A

Atypical: events that are irregular - events happen to just one person or a few people and do not follow a predictable timetable

46
Q

Resilience

A

The ability to adapt effectively in the face of threats

47
Q

Factors in resilience

A

Personal characteristics
Warm parental relationship
Social support outside family
Community resources and opportunities

48
Q

Key Principles of Darwin’s Theory of Evolution

A

Natural Selection: Species have characteristics that are adapted (or fit) to their environments.

Survival of the Fittest: Individuals best adapted to their environments survive to reproduce. Their genes are passed to later generations.

49
Q

Early Scientific Study of Development

A

Normative Approach: Used questionnaires to gather information on children’s motor achievements, social behaviors, and personality characteristics

Mental Testing Movement: Intelligence tests used to identify children with learning disabilities for placement into special classes or the provide scores that successfully predicts school achievements and factors in individual differences in development

50
Q

Psychoanalytic Perspective

A

Stage Theory involving Conflicts
Freud
Erikson
Emphasis on unique life history

51
Q

Stage Theory involving Conflicts

A

Biological drives vs social expectations

Conflict resolution determines an individuals ability to learn, interact with others, and cope with anxiety

52
Q

Freud

A

Psychosexual Theory - Emphasizes that how parent’s manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development

53
Q

Erikson

A

Psychosocial Theory - Emphasizes that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills at each period of human development

54
Q

Freud’s Three parts of the personality
Id
Ego
Superego

A

Id:

  • largest portion of the mind
  • unconscious, present at birth
  • sources of biological needs/desires

Ego

  • conscious, rational part of mind
  • emerges in early infancy
  • redirects id impulses acceptably

Superego

  • the conscience
  • develops from ages 3-6 from interactions with caregivers
55
Q

Behaviorism and Social Learning

A

Behaviorism: directly observable events incorporating utilization of stimulus and response

Traditional Behaviorism (classical conditioning) = stimulus-response

Operant conditioning = Reinforcers and punishments

Social Learning Theory = Modeling (imitation)

56
Q

Cognitive-Developmental Theory

A

Piaget

  • Children actively construct knowledge during interaction with their environment
  • Adaptation to environment is made in order to achieve equilibrium
  • All children move through four broad stages
  • -Sensorimotor (birth - 2 years)
    • Preoperational (2-7 years)
    • Concrete operational (7-11 years)
    • Formal operational (11 years and up)
57
Q

Information-Processing Theory

A

Human brain is symbol manipulating system

  • Input, Output, Theory(received, coded, transformed and organized, output generated)
  • Development seen as continuously changing not formal stages
  • Developmental Cognitive Neuroscience
    • Relationship between changes in the brain and the developing person’s behavior patterns
58
Q

Ethology

A

A survival theory

  • Concerned with the adaptive value of behavior and its evolutionary history (Darwin)
  • Imprinting - Behavior patterns that promote survival
  • Critical Period - Limited time period during which the individual is biologically prepared to acquire adaptive behaviors but requires the support of a stimulating environment
  • Sensitive Period (More accurate) - A time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences
59
Q

Evolutionary Developmental Psychology

A

Adaptive value of species-wide cognitive, emotional, and social competencies as these competences change with age

  • concerns biological basis of development
  • concerns learning from an increasingly complex environment
60
Q

Sociocultural Theory (Vygotsky)

A

Focuses on how culture is transmitted from one generation to the next

  • Culture: values, beliefs, customs, and skills of a social group
  • Social interaction: necessary for children to acquire ways of thinking and behaving that make up the community’s culture
  • Adults and more expert peers (mentors) help children master culturally meaningful activities and the communication between them becomes a part of children’s thinking
  • Children undergo stage-wise changes of development (discontinuous)
61
Q

Ecological Systems Theory

A
  • Person develops in a complex system of relationships
  • Microsystem: Innermost level of the environment consisting of activities and interaction patterns in the person’s immediate setting
  • Mesosystem: Encompasses connections between Microsystems
  • Exosystem: Consists of social settings that do not contain the developing person but nevertheless affect experiences in immediate settings
  • Macrosystem: Outermost level of model consisting of cultural values, laws, customs, and resources
62
Q

Common Research Methods

A

Systematic Observation:

  • Naturalistic observation: observation of behaviors while immersed in the natural environment
  • Structured Observation: observation of behaviors in a well controlled, laboratory type setting

Self-Reports

  • Clinical interview: conversational style
  • Structured interview: questionnaires and tests

Clincial or Case-study method

Ethnography - Descriptive, qualitative research aimed at obtaining a view of a distinct group of people, or cultures, through participant observation in a natural environment

63
Q

Common Research Designs

A

Correlation - Relationship/Comparison
Experimental - Random
Longitudinal - Same group of varying ages over long period of time
Cross-sectional - multiple age groups simultaneously
Sequential - multiple cross-sectional or longitudinal studies at varying times

64
Q

Environmental Contexts for Development

A 
Family
Socioeconomic status (SES) and family functioning
Affluence
Poverty
Cultural context
65
Q

Family Influences on Development

A

Direct: Two-person relationships

Indirect: Third parties

Adapting to change from within and outside the family

66
Q

Socioeconomic Status (SES)

A 
Social status:
- Years of education
- Job prestige and skill required
Economic Status:
- Income
SES and Family Functioning
Timing and duration of family life cycle
Values and expectations
Education, status of women
Communication and discipline styles
67
Q

Risks of Affluence

A

Poor academic achievement
Alcohol and drug use
Anxiety
Depression

Unavailable parents: over scheduled/demanding

68
Q

Who is Poor

A

13% of U.S.

  • Parents under age 25 with young children
  • Elderly living alone, especially women
  • Ethnic minorities
  • Women
  • Children
69
Q

Cultural Context

A
  • Cultures shape family interaction and subsequent community setting interactions
  • Neighborhoods, Towns, Cities provide cultural and social resources
    • greatest impact on lower SES families
    • youth programs
    • builds self-confidence, school achievement, and motivation to succeed
70
Q

Extended Families

A
  • Three or more generations living together
  • More common in many minority cultures
  • Benefits: reduces stress of poverty, assistance for all generations, and emotional bonds/support
71
Q

Individualist and Collectivist Societies

A

Individualist:

  • People define themselves as separate from other people
  • Largely concerned with personal needs and goals

Collectivist:

  • People define themselves as part of a group
  • Stress group goals over individual goals
72
Q

How Much Does Heredity Contribute to Behavior?

A

Heritability estimates:

  • Portion of individual differences attributable to genetics
  • Ranges from 0 - 1.00

Kinship studies

  • Percent of time family members/twins show a trait
  • Ranges from 0-100%
73
Q

Range of Reaction

A

Intelligence vs quality of environment

- Differences to individual responses to environment are based on genetics

74
Q

Genetic-Environmental Correlation

A

Passive correlation: no control over environment (ex. child forced to play a sport)

Evocative correlation: a friendly child will receive friendly attention

Active correlation: niche-picking (ex. child chooses their own activities based on what they are good at)

75
Q

Conception

A

The fertilization of the ovum by a sperm in the fallopian tube

76
Q

Implantation

A

The fertilized egg embeds itself into the uterine lining

77
Q

Cell Differentiation

A

Cell becomes more specialized creating tissues and organs

78
Q

Period of Prenatal Development

A

Zygote:

  • 2 weeks
  • fertilization
  • implantation
  • start of placenta

Embryo:

  • 6 weeks
  • arms, legs, face, organs, muscles all develop
  • heart begins beating

Fetus:

  • 30 weeks
  • “growth and finishing”
79
Q

Zygote

A
  • From fertilization to implantation ~ 1 week
  • 1st cell duplication lasts 30 hours
  • Blastocyst is form by 4th day
    • Embryonic disk (inner layer)
    • Trophoblast (outer layer)
80
Q

Trophoblast

A
  • Multiplies quickly after implantation
  • Forms amnion
    –protective membrane encloses organism in amnionic fluid
    Forms chorion
    – surrounds amnion forming placenta where blood vessels emerge
81
Q

Embryo

A

Where all structure starts

  • Once implantation occurs zygote becomes an embryo
  • Embryonic disk:
    • Ectoderm (most quickly developed): nervous system and skin, folds over to form neural tube in 28 days, production of neurons (250,000/min)
    • Mesoderm: muscles, circulatory system, connective tissue and some of the internal organs (kidneys, sex organs)
    • Endoderm: Digestive system, lungs, urinary system, glands

Can sense the world

82
Q

Fetus

A

Begins 3rd month (17-20 weeks)
2nd trimester: fetal movement felt
3rd trimester: age of viability (22-26 weeks), full term (35-38 weeks)

83
Q

Tetrogens

A

An environmental agent that causes damage during prenatal development

Factors: Dose, Heredity, other negative influences (poor nutrition, lack of medical care), age at time of exposure

Types: Drugs, tobacco, alcohol, radiation, pollution

84
Q

Maternal Factors in Healthy Prenatal Development

A 
Infections disease
Nutrition
Emotional Stress
Rh Blood factor
Age
85
Q

Prenatal Care Importance

A

Maternal health monitoring
Early Care: situation barriers (financial, doctor, transportation), and personal barriers (psychological stress, demands of caring for other children)

86
Q

Apgar Scale

A

Tool used to assess the newborn’s physical condition

5 characteristics: Appearance, Pulse, Grimace, Activity, and Respiration

Rating: 0-2

Score: Good condition = 7+, Needs assistance = 4-6, Serious danger = 3-

87
Q

Birth Complications/Common Medical Interventions/Procedures

A 
Oxygen deprivation (anoxia)
Breech position
Rh Factor incompatibility
Fetal Monitors
Medications
Cesarean Delivery
Pre-term and Small-for-date
88
Q

Preterm vs Small-for-date

A

Preterm - born weeks before their due date, may be appropriate for length of pregnancy

Small-for-date - may be born at due date or preterm, below expected weight for length of pregnancy

89
Q

Interventions for Preterm infants

A

Isolette
Special infant stimulation - kangaroo care
Parent training in caregiving

90
Q

Birth Complications

A

Severe trauma - long-term difficulties
Mild to moderate trauma - dependent on environment
Resilience

91
Q

Infant States of Arousal

A

Regular Sleep - NREM, little or no activity
Irregular sleep - REM, occasional stirring
Drowsiness - falling asleep/waking up
Quiet alertness - awake and calm, even breathing
Waking activity and Crying

92
Q

Newborn Sense of Touch

A

Touch helps to stimulate early physical growth as well as emotional, mental, and motor development

Newborns are sensitive to touch on mouth, plans, soles of their feet, and genitals

Highly sensitive to pain - physical touch releases endorphins

93
Q

Newborn Senses of taste and smell

A

Prefer sweet tastes at birth

Quickly learn to like new tastes

Have odor preferences from birth

Can locate odors and identify mother by smell from birth

94
Q

Newborn Sens of Hearing

A

Can hear a wide variety of sounds at birth

Prefer comple sounds to pure tones

Learn sound patterns within days

Sensitive to voices and biologically prepared to learn languages

95
Q

New born sense of vision

A

Least developed sense at birth
- visual structures in eyes and brain not fully formed

Limited acuity

Scan environment, track moving objects

96
Q

Newborn Motor Behavior

A

Physiological flexion - fetal position, comfort, functional (base/core, stability, spring)

Limited activity and gravity dependent

Head lag with pull to sit

Poor head control

Larger proportion of random/reflexive movements rather than intentional

Gross motor development is getting them to function outside of physiological flexion

Growth and Development (1 decks)

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