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
2
Q
Areas of development include:
A
cognitive
physical
social
psychological
3
Q
Physical Growth
A
A quantitative increase in size or magnitude
4
Q
Motor Development
A
The progression of movement abilities and the factors underlying those changes as we age
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
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
7
Q
Motor Control
A
The nervous system’s control of muscles to permit skilled and coordinated movements
8
Q
Maturation
A
- Progress toward physical maturity
- Optimal functional integration of body systems
- Ability to reproduce
- note: development continues after maturation is achieved
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
10
Q
Aspects of Human Performance include:
A
Cognitive
Affective
Psychomotor
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
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
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
14
Q
Models of Disability
A
Medical Model Social Model ICF Disablement Model (Nagi, ICIDH)
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
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
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
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)
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
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
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)
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
23
Q
Pathology, Impairment, Functional Limitation, or Disability
Patient complains of severe pain in her right knee with prolonged weight bearing
A
Impairment
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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Pathology, Impairment, Functional Limitation, or Disability
Patient is unable to resume employment as a Border Patrol Agent
Disability
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Pathology, Impairment, Functional Limitation, or Disability
X-Rays of the patient's knee reveals advanced chondromalacia patella
Pathology
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Developmental Science
- 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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Theory
An orderly, integrated set of statements that describes, explains, and predicts behavior
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Theory of Development
Unique combination of Personal (genetic) and Environmental factors can result in different paths of development
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A theory must be able to:
- able to identify critical variables
- able to describe how variable interacts
- testable and verified through scientific research methods
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Basic Issues in Development
Continuous vs Discontinuous
One course of development vs many
Nature vs nurture
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Continuous vs Discontinuous
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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One Course of Development
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
34
Nature vs Nurture
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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Lifespan Perspective - Lifelong
Events during each major period can have equally powerful effects on change
36
Lifespan Perspective - Multidimensional and multidirectional
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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Lifespan Perspective - Highly Plastic
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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Lifespan Perspective - Influenced by multiple, interacting forces
A perpetually on-going process that extends from conception to death and is molded by a complex network of biological, psychological, and social influences
39
Periods of Development
```
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
Major Domains of Development
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
Lifespan View of Development
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
List Influences on Development
Age-graded
History-graded
Non-normative
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Influences on Development - Age-graded
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
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Influences on Development - History-graded
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
Influences on Development - Non-normative
Atypical: events that are irregular - events happen to just one person or a few people and do not follow a predictable timetable
46
Resilience
The ability to adapt effectively in the face of threats
47
Factors in resilience
Personal characteristics
Warm parental relationship
Social support outside family
Community resources and opportunities
48
Key Principles of Darwin's Theory of Evolution
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
Early Scientific Study of Development
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
Psychoanalytic Perspective
Stage Theory involving Conflicts
Freud
Erikson
Emphasis on unique life history
51
Stage Theory involving Conflicts
Biological drives vs social expectations
| Conflict resolution determines an individuals ability to learn, interact with others, and cope with anxiety
52
Freud
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
Erikson
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
Freud's Three parts of the personality
Id
Ego
Superego
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
Behaviorism and Social Learning
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
Cognitive-Developmental Theory
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
Information-Processing Theory
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
Ethology
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
Evolutionary Developmental Psychology
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
Sociocultural Theory (Vygotsky)
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
Ecological Systems Theory
- 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
Common Research Methods
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
Common Research Designs
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
Environmental Contexts for Development
```
Family
Socioeconomic status (SES) and family functioning
Affluence
Poverty
Cultural context
```
65
Family Influences on Development
Direct: Two-person relationships
Indirect: Third parties
Adapting to change from within and outside the family
66
Socioeconomic Status (SES)
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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
Risks of Affluence
Poor academic achievement
Alcohol and drug use
Anxiety
Depression
Unavailable parents: over scheduled/demanding
68
Who is Poor
13% of U.S.
- Parents under age 25 with young children
- Elderly living alone, especially women
- Ethnic minorities
- Women
- Children
69
Cultural Context
- 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
Extended Families
- 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
Individualist and Collectivist Societies
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
How Much Does Heredity Contribute to Behavior?
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
Range of Reaction
Intelligence vs quality of environment
| - Differences to individual responses to environment are based on genetics
74
Genetic-Environmental Correlation
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
Conception
The fertilization of the ovum by a sperm in the fallopian tube
76
Implantation
The fertilized egg embeds itself into the uterine lining
77
Cell Differentiation
Cell becomes more specialized creating tissues and organs
78
Period of Prenatal Development
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
Zygote
- 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
Trophoblast
- Multiplies quickly after implantation
- Forms amnion
--protective membrane encloses organism in amnionic fluid
Forms chorion
-- surrounds amnion forming placenta where blood vessels emerge
81
Embryo
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
Fetus
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
Tetrogens
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
Maternal Factors in Healthy Prenatal Development
```
Infections disease
Nutrition
Emotional Stress
Rh Blood factor
Age
```
85
Prenatal Care Importance
Maternal health monitoring
Early Care: situation barriers (financial, doctor, transportation), and personal barriers (psychological stress, demands of caring for other children)
86
Apgar Scale
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
Birth Complications/Common Medical Interventions/Procedures
```
Oxygen deprivation (anoxia)
Breech position
Rh Factor incompatibility
Fetal Monitors
Medications
Cesarean Delivery
Pre-term and Small-for-date
```
88
Preterm vs Small-for-date
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
Interventions for Preterm infants
Isolette
Special infant stimulation - kangaroo care
Parent training in caregiving
90
Birth Complications
Severe trauma - long-term difficulties
Mild to moderate trauma - dependent on environment
Resilience
91
Infant States of Arousal
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
Newborn Sense of Touch
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
Newborn Senses of taste and smell
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
Newborn Sens of Hearing
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
New born sense of vision
Least developed sense at birth
- visual structures in eyes and brain not fully formed
Limited acuity
Scan environment, track moving objects
96
Newborn Motor Behavior
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
