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Child & Adolescent Dev > Exam 1 (Chapters 1-5) > Flashcards

Exam 1 (Chapters 1-5) Flashcards

1
Q

Who is associated with “tabula rosa”?

A

John Locke - focus on environment (blank slate)

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2
Q

who is associated with “noble savage” - maturation unfolding genetically driven

A

Jean Rousseau

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3
Q

Who is associated with evolutionary theory

A

Darwin

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4
Q

Who is associated with Normative Approach Maturation Theory

A

Hall and Gesell

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5
Q

Who is associated with Individual differences Approach/Mental Testing

A

Binet and Terman

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6
Q

Continuous (gradual) development

A

ex: memory gradually increases
- quantitative

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7
Q

Discontinuous (stages) development

A

ex: think puberty, go to next level/stage
- qualitative
- ONE course of behavior

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8
Q

One course of development or many possible courses?

A

Universality (applies everywhere) and Specificity (culturally)
- both

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9
Q

Relative influence of nature and nurture?

A

both!

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10
Q

What is a theory?

A

an orderly, integrated set of statements that describes, explains, and predicts behavior (testable)

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11
Q

criteria for evaluating theories

A
  • fits the known facts
  • broad enough to be useful
  • makes predictions beyond the known facts
  • testable
  • parsimonious
  • stimulates new research and knowledge
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12
Q

Biologically Based Theories

A

maturation (unfolding of genetic pattern) - Gesell, Hall
ethological (similarities across species) - Bowlby (attachment - infants designed to need caretaker), Lorenz (imprinting, geese experiment where 1/2 followed mom and 1/2 followed him)

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13
Q

critical period

A

biologically prepared to develop, needs to happen in that time frame or not at all
- think geese example, 12-17 hours after hatching had to find him

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14
Q

sensitive period

A

can happen outside of time frame, might be harder though

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15
Q

Psychoanalytic theories

A
  • discontinuous
  • Freud (psychosexual) - id, ego, superego –> stages: oral, anal, phallic, latent, genital
  • Erikson (psychosocial, environment affects this) –> stages: trust, autonomy, initiative, industry, identity, intimacy, generativity, integrity
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16
Q

Learning Theories

A
  • Classical conditioning (ex: Pavlov’s dog, Little Albert)
  • Operant conditioning
    (reinforcement: positive and negative.
    punishment: positive and negative.
    specific to each person.
  • Social Learning (observations - watching other people). Bandura - self-efficacy
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17
Q

Cognitive theories

A
  • Piaget –> stages (discontinuous)
    • sensorimotor
    • preoperational
    • concrete operational
    • formal operations
  • information processing
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18
Q

Contextual Theories

A
  • Vygotsky (sociocultural - learning from other cultures/people, would argue to mix ages in school, people a lil older than you)
    • Scaffolding, ZPD
  • Bronfenbrenner
    • Ecological Systems
      • microsystems (child and direct context)
      • mesosystems (interaction of microsystems, like parent-teacher conferences, how they support each other. ex: Ronald McDonald house)
      • exosystems (environment where child doesn’t play active role (school boards, media, etc.))
        - macrosystems (culture you grew up in, values
        - chronosystem (tihngs change across time)
  • bidirectional: teacher learns from kid and vise versa
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19
Q

Dynamic Systems Perspective

A

an integrated system that guides mastery of new skills
- system is constantly in motion, reorganizing into more effective means

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20
Q

Research Methods

A
  • General Issues
  • goals of research
  • research ideas
  • variables (IV: researcher manipulates, hypothesize casual variable, DV: outcome, what we’re expecting, mediating: in the middle, describes relation between variable, moderating: ex: age relation between IV and DV present in some age groups, absent in others)
  • measurement
  • design
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21
Q

Measurement in research

A
  • Systematic Observation
    • naturalistic (irl invironment, ex: park)
    • structured
    • culture (or practices of a group, can even be classroom/work environment): ethnography
  • Sampling behavior with tasks
  • Self-Report - clinical and structured
  • Physiological (fMRI)
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22
Q

Evaluating measurement

A
  • quantitative, qualitative, mixed
  • reliability: consistent across time
  • validity: measuring what we say we are measuring
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23
Q

Designs (in research)

A
  • evidence for cause and effect relationships
    • relationship (if IV and DV change together)
    • temporal order: IV has to happen 1st cause –> effect
    • rule out alternative explanations: random assignment –> equal
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24
Q

types of designs

A
  • non-experimental/correlational
    • no manipulation of IV
  • experimental
    -appropriate temporal order, cause and effect
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25
Q

developmental designs

A
  • Longitudinal (measurement participants across time)
  • Cross-sectional (measure different age groups AT ONE POINT IN TIME)
  • Longitudinal-sequential
  • microgenetic (short-term, longitudinal, lots of observations when change is expected
    • ex: 1st 6 weeks of you learning to drive, comes from cognitive development
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26
Q

Longitudinal strengths and weaknesses

A

weakness:
- cohort problem: only 1 group of people, hard to generalize
- selectivity of participants
- testing
attrition: ppl drop out
select attrition: end up comparing apples and orange

Strengths:
- changes across age/time, better picture of development –> individual change

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27
Q

Cross-sectional strengths and weaknesses

A

strengths:
- easier, fast, and less expensive because you only study once, don’t follow and bring them back
weaknesses:
- cohort (time you were born) confounded with age
- ex: 80 year old born in 1920, think of their education and how different it is today

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28
Q

children’s research rights

A
  • protection from harm
  • informed consent/assent
  • privacy (what about mandatory reporting?)
  • knowledge of results
  • beneficial treatments (control group kids get benefits if other group benefits)
  • no undue incentives (but not bribery, so little things, candy, pencils, etc.)
  • children often don’t know they have rights, adult in a school will be seen as a teacher, minors need parents’ consent and kids get a say
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29
Q

chromosomes (autosomes, sex chromosomes)

A

chromosomes: 23 pairs = 46
autosomes: 1-22
sex chromosomes: 23rd
female: XY
male: XY
egg, sperm = gametes

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30
Q

genotype

A

genetic code

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31
Q

phenotype

A

outward expression of the genotype

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32
Q

meiosis (sex cells), mitosis

A

formation of egg and sperm, 1/2 of genetic material, random

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33
Q

dizygotic

A

two zygotes; fraternal

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34
Q

monozygotic

A

one egg/one sperm = one zygote; identical twins

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35
Q

alleles

A

forms of a gene

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36
Q

heterozygous

A

different alleles

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37
Q

homozygous

A

identical alleles

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38
Q

patterns of genetic inheritance

A
  • single gene
  • dominant/recessive (most disorders are recessive, carriers –> have to be homozygous, disorder, phenotype
  • x-linked (in terms of disorder, males more at risk. ex: hemophilia: blood doesn’t clot, blue-green color blindness)
  • mutation: sudden permanent change in DNA
  • imprinting: chemical marker that causes another gene to be silenced
  • polygenic: multiple genes
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39
Q

disorders

A
  • inherited disorders: caused by mom and dad genes
    • single gene: sickle cell, PKU, Huntington’s, Cystic Fibrosis
  • Chromosomal Abnormalities: like an egg = 24 instead of 23
    -nondisjunction (ex: Downs (Trisomy 21))
    • deletion or partial deletion (ex: Turners)
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40
Q

sex chromosome disorder

A
  • XYY syndrome: above-average height; large teeth. Normal intelligence and sexual development
  • Triple X Syndrome (XXX): Tall. Impaired verbal body-fat distribution. Impaired verbal intelligence. Incomplete sexual development.
  • Klinefelter Syndrome (XXY): tall; feminine body-fat distribution. impaired verbal intelligence. incomplete sexual development
  • Turner syndrome (XO): short stature; webbed neck. impaired spatial intelligence. incomplete sexual development.
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41
Q

Genetic Counseling

A
  • working with parents to learn probability
  • science and communication (biology, chemistry, anatomy of development)
  • people who seek genetic counselors usually have a genetic disorder in the family (pedigree), or child born with a disorder to see probability of another child
  • before pregnancy, or after a birth and before another pregnancy
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42
Q

prenatal diagnostic methods

A
  • amniocentesis: 14th week. take sample of fluid in the uterus, examined for genetic defects
  • chorionic villus sampling: 9th week. little more invasive; plug of tissue removed
  • fetoscopy: tube into uterus to get blood sample
  • ultrasound: can identify sex development
  • maternal blood analysis: screening (finds RISK of Trisomy, can’t identify though, not a diagnosis)
  • preimplantation genetic diagnosis (in vitro)
43
Q

reaction range

A
  • genes determine the range (potential of development)
  • Heritability Estimates
44
Q

gene-environment correlation

A
  • Scarr
  • in environments that align with genes
  • passive, evocative, active correlation, and niche picking
  • dynamic interplay of genes and environment - epigenesis
  • shared and unshared environments
45
Q

passive correlation

A

parents provide environments influenced by their own
- ex: 2 olympic swimmers have kid that loves to swim

46
Q

evocative correlation

A

child evokes response from environment, gives opportunity
- ex: genetic athletic prowess makes you play sports. child evokes response from environment, gives opportunity

47
Q

active correlation

A

child chooses environments that fit with their genetic tendencies
- child chooses

48
Q

niche picking

A

actively choosing environments that complement our heredity

49
Q

equifinality

A

different paths (experiences) can lead to the same outcome for different children
- ex: two children may have social anxiety disorder, but their developmental histories may be different
- equi: = at the end

50
Q

multifinality

A

the same paths (experience) can result in the different outcomes for different children.
- ex: two children may experience child abuse but their outcomes may differ.
- like ppl you went to school with turn out different.

51
Q

mosaic

A

some cells are affected while others aren’t
- ex: 46s and 47s

52
Q

environmental influences

A
  • socioeconomic status: higher-SES parents tend to have smaller families, and engage in warm, verbally stimulating interaction with kids. Low-SES parents tend to value obedience and use more commands, criticism, and physical punishment
  • family practices/family chaos
  • neighborhoods: stable, socially cohesive neighborhoods, kids supported
  • schools
  • public policy: laws and government designed to improve current conditions
53
Q

ACES

A
  • Adverse Childhood Experiences
  • 67% of population have at least one ACE
  • 4 or more ACE score high risk
  • triple risk lung cancer if 7 or more ACES
  • measurable differences in MRI of amygdala
  • maladaptive stress response: happens so often it’s normal
  • just remember other factors - many factors produce results
54
Q

what are the 3 periods of prenatal development overview/phases

A

1) Germinal (about weeks 1 and 2)
2) Embryonic (weeks 3-8)
3) Fetal (week 9 until delivery)

55
Q

ectopic pregnancy

A

implants in fallopian tube

56
Q

Germinal period

A
  • weeks 1 and 2
  • implantation of the blastocyst
  • development of the amnion, chorion (layer outside of amnion), placenta (oxygen and food to baby, waste from baby, keeps blood separate), umbilical cord
57
Q

Embryonic period

A
  • weeks 3-8
  • MOST VULNERABLE TO TERATOGENS DURING THIS STAGE
  • central nervous system, internal organs, muscles, and skeleton begin to form
  • heart begins pumping blood
  • liver and spleen begin producing blood cells
  • neurons develop rapidly
  • external features also form: eyes, ears, nose, limbs
  • testes in male begin producing testosterone
58
Q

Fetal period

A
  • week 9 to the end of pregnancy
  • first trimester: organs, muscles, and nervous systems organize. externalize genitals are well-formed
  • second trimester: mother can feel movements, neurons form synapses at a rapid pace, sensitivity to sound and light emerges
  • third trimester: fetus reaches age of viability (between 22 and 26 weeks), rapid gain in neural connectivity and organization continue, responsiveness to external stimulation increases, extensive body growth occurs.
59
Q

teratogen definiton

A

any environmental agent that causes damage during the prenatal period
effects depend on:
- dose
- heredity (impact depends on genotype)
- other negative influences
- gestational time
- and when it’s happening in prenatal developmental stages

60
Q

teratogens

A
  • drugs (prescription/nonprescription. ex: Thalidomide: drug in 70s used on pregnant women for side effects, caused birth defects (limbs), DES: associated with sex organ cancers in young adulthood, Accutane)
  • illegal drugs
  • tobacco
  • alcohol (FAS, most severe)
  • radiation
  • pollution (Mercury (in seafood), Lead (in water, paint), PCP)
  • infectious disease
61
Q

maternal factors in prenatal development

A
  • nutrition (folic acid affects neural tube, so levels need to be good WHEN you get pregnant, can’t start taking the vitamins afterward because neural tube forms fast)
  • emotional stress (domestic abuse, death of loved one. social support helps)
  • Rh blood factor (can be Rh positive or negative)
  • age (young births affected by social environment, chromosomal abnormalities risk increase w/ age)
62
Q

Rh blood factor

A

Rh + is dominant
- mom Rh - , baby Rh +. not as risky for 1st pregnancy, will be more and more if more pregnancies

63
Q

pre-mature babies

A
  • no fat to help regulate temperature
  • lung development
64
Q

ectoderm

A

layers of cells that will become the nervous system

65
Q

age of viability

A

chance of living outside of womb
- 22-26 weeks

66
Q

stages of labor

A

stage 1: dilation
stage 2: pushing/birth of the baby
stage 3: delivery of the placenta

67
Q

infant assessment

A
  • APGAR (administered twice (1st and 5 minutes after birth)
68
Q

APGAR

A
  • score of 7 or better: good condition
  • score between 4 and 6: baby needs assistance
  • score of 3 or lower: baby is in serious danger
  • Neonatal Behavioral Assessment (NBAS): more extensive than the APGAR, used more for research
69
Q

birth complications

A
  • Anoxia: oxygen deprivation. can cause brain damage, cerebral palsy
  • Preterm: born 3 weeks or more before their due date
  • Small-for-date: below expected height for length of pregnancy.
70
Q

precious moments after birth

A
  • maternal and paternal hormone changes
  • baby tends to be calm
  • bonding?
71
Q

Newborn Reflexes

A
  • eye blink: permanent
  • rooting: becomes voluntary 3 weeks
  • sucking: becomes voluntary 4 weeks
  • swimming: disappears 4-6 months
  • Moro: disappears 6 months
  • Palmar grasp: disappears 3-4 months
  • tonic neck: disappears 4 months
  • stepping: disappears 2 months or later (depending on weight)
  • Babinski: disappears 8-12 months
72
Q

rooting

A

turning head towards touch on cheek. helps infant find the nipple.

73
Q

Moro

A

startle reflex; throw arms out, palms up. in evolutionary past, may have helped infant cling to mother

74
Q

eye blink

A

protects infant from strong stimulation

75
Q

sucking

A

permits feeding

76
Q

swimming

A

helps infant survive if dropped into water

77
Q

Palmar grasp

A

prepares infant for voluntary grasping

78
Q

tonic neck

A

may prepare infant for voluntary reaching. sides of body flex/bend like fencing.

79
Q

stepping

A

prepares infant for voluntary walking

80
Q

Babinski

A

unknown as to why. toes fan out when stroked from heel and up.

81
Q

which newborn sense is LEAST developed

A

vision

82
Q

sudden infant death syndrome

A
  • leading cause of infant mortality between 1 week and 12 months
  • greatest risk from 2-4 months of age
  • risk factors:
    • prematurity, low APGAR, low birth weight
    • respiratory problems
    • prenatal drug abuse
    • smoking in the household
    • sleep position and bedding
83
Q

infant mortality

A

number of deaths in the 1st year of life per 1,000 live births
- US doesn’t have great numbers
- low birth weight is the 2nd highest contributor to infant mortality, which is largely preventable.

84
Q

neonatal mortality

A

number of deaths in the first month

85
Q

states of arousal

A
  • sleep (REM and non-REM). more time in REM than adults. Newborns sleep (on average) 16-18 hours a day.
  • quiet alert
  • waking activity and crying
86
Q

newborn sense of touch

A

sensitive to pain

87
Q

newborn sense of taste

A

prefer sweet, begin to like salty around 4 months prenatal exposure matters. adapt quickly.

88
Q

newborn sense of smell

A

prefer smell of mother

89
Q

newborn sense of hearing

A

1st universal, then specific

90
Q

newborn sense of vision

A

least developed at birth (20/600)

91
Q

physical growth trends

A
  • height and weight
  • Cephalocaudal trend (Head to toe)
  • Proximodistal trend (center to extremities)
92
Q

influences on early physical growth

A
  • heredity
  • nutrition
  • breastfeeding (US 83%) vs. formula feeding
  • malnutrition (1/3 worldwide)
93
Q

breastfeeding vs. formula feeding

A

breastfeeding: immunities, less gastrointestinal issues = gets hungry faster
formula-feeding: no support that mother-child bond is stronger either way!

94
Q

emotional well-being

A
  • brain development in response to stimulation (head size; activity of cerebral cortex; left hemisphere = positive emotion)
  • brain changes in response to repeated stress (cortisol)
95
Q

brain development

A
  • rapid synapse formation
  • pruning (removing synaptic connections)
  • myelination (glial cells): insulation around axons = faster and more efficiently
  • lateralization: specialization of the 2 heispheres
    • left: sequential, verbal, positive emotion, analytic
    • right: holistic, spatial, negative emotion (for most ppl)
  • plasticity (change): change with stimulation, development response to insult.
  • stimulation
    • experience expectant development (species wide)
    • experience dependent development (individual differences)
  • sensitive periods
96
Q

experience expectant development

A
  • species wide
  • depends on ordinary experiences
  • biologically prepared to develop
97
Q

experience dependent development

A
  • individual differences
  • what makes us different
98
Q

gross-motor development

A
  • sit, crawl: 7 months
  • stand alone: 11 months
  • walks: 12 months
  • opportunities in the environment affect this
99
Q

fine-motor development

A
  • Ulnar grasp: 3-4 months (fingers to palm)
  • Pincer grasp: 9 months (thumb to first finger)
100
Q

perceptual development

A
  • depth perception
  • face perception
  • intermodal perception
101
Q

depth perception development

A
  • motion: 1 month
  • binocular: 2-3 months
  • pictorial: 3-7 months
102
Q

intermodal perception

A
  • blindfolded experiment where baby knows what something should look like when they feel it
  • faces: voice/lip and emotion: 3-5 months
103
Q

physical growth trends

A
  • gain in height is 50% by age 1 (21 inches to 32 inches)
  • weight typically triples by age 1 (7lb to 22lb)

Child & Adolescent Dev (1 decks)

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