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Child Development > exam 4 > Flashcards

exam 4 Flashcards

1
Q

Implicated Physiological Systems:

A

Hypothalamic Pituitary Adrenocortical Axis
*stress hormones (e.g. cortisal)

Inflammatory response (cytokines)

Autonomic Nervous system

  • Parasympathetic : res-and-digest; calming
  • Symppathetic: Fight-flight-freeze; arousal
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2
Q

taxonomy of stress response:

Positive

Tolerable

Toxic

A

Positive: brief and mild to moderate in magnitude; responsive adult facilitates recover to baseline levels.

Tolerable: non-normative; greater magnitude of threat/adversity; buffering caregiver reduces risk of excessive, long-term activation and increase sense of control.

Toxic: Frequent or prolonged activation in the absence of buffering, supportive caregiving (e.g. ACES)

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3
Q

Preventing Toxic Stress: Three pronged approach:

A

Simultaneous investment in evidence-based care & basic research to create better interventions.
-increase public awareness of the lifelong consequences of adversity.

Basic science to elucidate causal mechanisms, informing design & evaluation of integrated interventions for identified subgroups.
-Creates sense of urgency, builds broader-support when causes are well documented.

Continuous experimentation, learning from failures, greater effect sizes.
-synergy results in new knowledge & insights that can improve care.

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4
Q

Adoption studies: Bucherest Early Intervention Study:

A

Age of adoption matters
-earlier= better outcomes

Changes

  • Cognition (language & IQ)
  • Brain structure

Late adoptions

  • Worse emotional regulation
  • Increased anxiety
  • Deficits in neural structures associated with emotion
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5
Q

Adoption studies: Bucherest : Environmental adoption study:

A

comparing effects of higher vs. lower SES environment

Children from lower SES backgrounds adopted into higher SES families

  • Group A: adopted @ 4 months
  • Group B: siblings remaining in the lower SES household (genetic control group)

Better academic outcomes in children adopted into higher SES families

Sibling remaining in lower SES households perform worse in school & had lower IQ scores
-Lower academic performance NOT a genetic factor

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6
Q

Adoption studies: Bucherest: Later age Adoption study:

A

Children that were neglected or abused in infancy

Adopted at 4-6 years old

  • Later than previous studies
  • into homes of varying SES

Control children adopted at <7 months of age

IQ assessed in adolescence (11-18 years)

After adoption, IQ scores improved

Children adopted into Higher SES families showed larger gains in IQ

still worse outcome for later adoptions

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7
Q

importance of early intervention:

A

Many cognitive abilities develop in critical periods

-Different critical periods fro different skills, but most occur earlier in life

Earlier remediation is more effective

-Later remediation may result in gains, but less effective & more costly

Early interventions provide a foundation of skills that foster learning

  • Leads to self-reinforcing motivation
  • Early mastery of basic skills makes later learning more efficient

Early intervention is lower in cost than later intervention

  • Gains sustained when followed by high quality learning experiences
  • Results in larger economic returns than later interventions
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8
Q

Focus of early interventions:–WHO:

A

Children who do not receive substantial investment in early years
-Identify cases by parenting quality not occupation of household income.

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9
Q

Focus of early interventions: –WHAT types of thngs do we target and focus on

A

Programs that target the early years yield the highest returns

  • Impacting the lives of parents leads to a permanent change in home environment that supports healthier development
  • Focus on building self-control, character, motivation–“non-cognitive skills”
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10
Q

Focus of early interventions:–HOW:

A

Build a base of productive skills & traits for disadvantaged children
-Important to respect the sanctity of early family life & cultural diversity.

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11
Q

Focus of early interventions:–KEY to choosing what families get chosen for interventions

A

quality of parenting is the best measure of disadvantage for children
-Better predictor then income.

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12
Q

what is the Perry Preschool Project:

A

Michgan

High quality pre-K program

African-American 3-5 year olds from lower SES

  1. 5 hours/day, 5 days/week
    • All teachers college degree
    • Focus on active learning
    • 6:1 student-teacher ratio

Random assignment to program or control group

$14,830 per child

Active participatory learning

Learning environment with well defined ‘interest areas’

daily routine

plan-do-review

adult-child interaction

Conflict resolution

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13
Q

effects by the end of Perry Preschool project:

A

Higher IQ & vocabulary scores

but effect sizes dwindled over time..

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14
Q

Effect at age 27 for perry preschool project:

A

Higher high school graduation rates

One more year of schooling

less time in special education

50% fewer teen pregnancies

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15
Q

Effects at age 40 for perry preschool project:

A

higher mean income

less likely to have served prison time

less likely to have received gov’t assistance

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16
Q

Abecedarian Project:

A

North Carolina (1972-1977)

Investive program
-Infancy to age 5

Focus on high-risk families

  • Lower SES
  • 98% African american
  • 83% single mothers

Full day, full-year program
-Cognitive & linguistic focus
-6:1 student-teacher ratio
Plus social services, pediatric care, parent group

$17,099 per child

Individualized curriculum for each child

Learning “games”
-Incorporated to child’s day

language emphasis
-within framework of focusing on social, emotional, and cognitive development

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17
Q

Effects by end of Abecedarian Projects: preschool:

A

Modestly higher IQ, vocabulary, & memory scores

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18
Q

Effects by end of Abecedarian Projects: age 12& 15:

A

Higher Iq, reading, & math scores

fewer grade retention

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19
Q

Effects by end of Abecedarian Projects: at age 21:

A

Higher IQ, reading, &math scores

One-half year more schooling

Greater 4-year college attendance

Fewer teen parents

Fewer cigarette smokers

Fewer health risks & symptoms of depression

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20
Q

Abecedarian project…mothers:

A

Mothers whose children participated in the program achieved higher education & employment status than mothers whose children were not in the program.

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21
Q

Head start parent benefits:

A

Parents more likely to finish college degree if children admitted to head start by age 3

parents of children enrolled at age 4 more likely to be less educated

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22
Q

Broad Framework of neuroplasticity:

A
  1. Different brain systems & related abilities display different degrees & time periods of neuroplasticity
  2. Neuroplasticity confers the possibility for a system to be both enhanced & vulnerable to deficit
  3. Early environmental enrichment in the form of interventions can protect and enhance the plastic and thus potentially vulnerable neurocognitive systems in children with, or at risk for, developmental deficits.
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23
Q

Profiles of Plasticity:

A

Constrained

  • Limited ability to be modified or changed
  • Central vision, hearing

Modifiable by & dependent on experience during particular time periods

  • Multiple time periods –different periods for different systems
  • Attention; Language: grammatical processing

Modifiable throughout life

  • Can change & be modified at any point
  • Language: semantic processing
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24
Q

Double edge sword of Neuroplasticity:

A

Enhanceble (e.g. musicians)

and

Susceptible (e.g. ADHD)

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25
Q

What does william james say about attention and education:

A

“An education which should improve the faculty (attention) would be the education par excellence.”

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26
Q

Hybrid Intervention:

A

Parents & children making connections –Highlighting Attention (PCMC-A)

weekly parent training

weekly parent training

weekly child attention training

8 weeks long

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27
Q

Attention Training :

A

learn three focal points
-Eyes, body & brain

SELF REGULATION

  • Become aware when you’re losing attention
  • Gain the ability to refocus

Increase ability to attend to one activity

Increase balance

Increase ability to remain quiet & still

Recognize & regulate emotions

Sensory activities & bodily awareness
-External awareness & internal awareness

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28
Q

Parent training:

A

Provide high levels of positive reinforcement & specific praise

Use language differently to encourage high-quality interactions

Use consistent discipline with clear expectations & natural consequences

Provide frequent opportunities for children to choose, think, Solve Problems

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29
Q

Parent training Hypotheses:

A

Training parents in these strategies will change their parenting behaviours & stress levels

These parenting changes will have a “trickle down” effect on children

Children’s increased emotional regulation and decreased stress will lead to improved cognition, language, & brains organization

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30
Q

what are the results of parent training:

A

Parents:

More equal turn-taking when talking to child

reported less overall stress after training

Children:

Fewer problem behaviours
Better social skills in the classroom

Increased IQ scores

Improved receptive language skills

Increased brain function for attention

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31
Q

“A habit of basing one’s convictions upon evidence would go a long way toward curing the ills of the world” –?

A

Betrand Russell

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32
Q

acute stress:

A

examples:

  • increased heart rate
  • increased blood pressure
  • transfer of energy to muscles
  • inhibited ‘long-term’ systems
  • immune defenses strengthen
  • cognition & senses enhanced
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33
Q

What is chrnic stress:

A

A result of acute stress.

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34
Q

Cortisol as an indirect indicator:

A

Indirect indicator of how “stressed” you are

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35
Q

Cortisol as a direct indicator;

A

Mire direct indicator of how much you body is trying to chill out.

36
Q

stressed synapses will:

A

increase in presynaptic glutamate (glutamate in synapse is toxic)

Stressor increases circulating levels of corticosterone

37
Q

stressed brains:

A

PFC volume mediates stress-related EF deficits: reduced gray & white matter volume

Hippocampus volume increases w/income; no affects on amygdala

OFC volume reduced with early life stress.

38
Q

The amygdala…what is related to anxiety:

A

Central Nucleus of the Amygdala metabolic rate related to anxiety

Amount of stress experienced early in life increases functional coupling within Amygdala, and this predicts individual differences in anxious behaviours.

39
Q

Social Buffering effects:

A

Some individuals succumb to stress, whereas others thrive

Access to social support dampens the stress response

Early social experiences critical for highly effective buffering

40
Q

Early caregiving predicts:

A

self-esteem, emotion regulation & competent relationships.

41
Q

Abnormal rearing is related to:

Abnormal rearing is associated to:

A

impaired social development

with absent social buffering of the HPA axis

42
Q

Social Buffering effects; Oxcytocin facts:

A

Oxytocin release in stimulated by social contact

oxytocin has stress-reducing properties based on animal & human studies.

early social experience is associated with Oxytocin function later in life

43
Q

Social buffering effect and PFC facts:

A

PFC activity is implicated in stress-buffering and negative affect regulation

Early caregiving shapes connections between PFC and HPA-activating areas

44
Q

Early caregiving is critical, Infants with secure attachment are more likely to exhibit high levels of:

A

Emotion regulation

Positive affect

Self-esteem

Self-resilience at school

Competent peer relationships

Social support later in life

45
Q

Quality of caregiving early in life predicts:

A

positive, secure representations of one’s romantic partner (age 26-28)

46
Q

Early caregiving is Critical, Maltreated children exhibit impairments in social development:

A

More likely to classify as insecurely attached in infancy & pre-school

Less social effectiveness

Greater aggression

Poor emotional regulation

Higher rates of drug use depression, and self-harm

47
Q

Social Input Reduces HPA Reactivity:

A

Behaviourally inhibited human infants with a secure attachment style show lower cortisol reactivity to stressors

Men display reduced cortisol response to public speaking stress when supported by romantic partner

Women show the same effect only if it includes an additional massage

Individuals high in psychosocial resources (e.g. self-esteem) show lower cortisol reactivity to stressors

48
Q

Social input stimulates oxytocin:

A

Oxytocin increase are associated with mating and pair bonding in a diverse range os species.

Human-Canine gaze sharing increases oxytocin in both parties; associated with quality of bond

Increase in oxytocin are associated with more sensitive material and paternal play behaviour

Mother daughter phone call after a stressor increase child oxytocin

expression of trust and generosity towards strangers is associated with increased oxytocin during laboratory economic games

massage robustly increases oxytocin release in adult humans.

49
Q

Oxytocin as a stress reducer:

A

Central administration of oxytocin inhibits the HPA response in voles & rats

Treating socially-isolated hamsters with oxytocin eliminates stress-induced cortisol increase and facilitates faster wound healing

Intranasal administration of Oxytocin dampens HPA response in human males

Breastfeeding women show reduced cortisol response to stress

50
Q

Early Care-giving Impacts Oxytocin:

A

Communal rearing in female mice results in higher oxytocin receptor binding in areas of the brain involved in reward and fear condition

High maternal licking and grooming in rodents associated with increasing oxytocin receptor binding in the brain

Adult women who have experienced child maltreatment exhibit lower levels of oxytocin

51
Q

Early caregiving affects buffering:

A

peer-reared monkeys do not show reduced cortisol response to stressors when in the presence of a social companion

children reared in orphanages do not show increase in oxytocin and decrease in cortisol when interacting with caregiver (whereas control group of kids exhibit these effects robustly)

52
Q

the bidirectional connection between the brain and the body is:

A

the vagus nerve.

53
Q

the tenth cranial nerve is :

A

the vagus

54
Q

what is Vagal brake?

A

Activation of the Vagus slows down heartrate….activating the parasympathetic nervous system.

55
Q

higher Vagus activity (‘vagal tone’) is associated with:

A

Greater positive emotional expressiveness

Greater tempermental reactivity

Attachment status

Empathic responding

Social competence

Attentional Capacity

Behavioral inhibition

Reduced aggression

56
Q

Lower Vagus activity (‘Vagal tone’) is associated with:

A

Hostility

Agression

Depression

Anxiety

Panic

Bulimia & anorexia

Hypnotic susceptibility

Functional dyspepsia

57
Q

“Smart vagus” innervates:

A

Areas of the body crucial for
social functioning:

  • Larynx
  • Face/jaw
  • Inner-ear

it also supports emotional & attentional processing

58
Q

Vagus increases influence when you __________ and decreases influence when you ____________

A

Exhale (heart rate slows down)

Inhale (Heart rate speeds up)

59
Q

RSA & temperament:

A

Temperament reflects individual differences in emotional & attentional reactivity, & self-regulation
-Maps fairly directly on to concept of Vagal tone

Reelationship between RSA & temperament changes over the course of development

60
Q

According to Shonkoff’s Ecobiodevelopmental Framework, what mediates the relationship between early stressful experiences (i.e., “Ecology”) and later health-threatening behaviours (i.e., “Health & Development”)?

A

Mediated by the effects of early stressful experiences on physiological responses that mediate the long-term health consequences.

61
Q

Which cranial nerve connects brain to body:

A

the vagus

62
Q

Parasympathetic nervous system acts to :

A

Slow down heart rate.

63
Q

What is healthy cardiovascular profile>

A

Variable heart rate and flexible reactivity.

64
Q

RSA:

A

repiratory sinus arrhythmia.

65
Q

High RSA in infants is related to greater reactivity generably, examples are:

A

-More crying when pacifier taken away
-Greater pain reactivity to circumcision
-Greater reactivity to feeding tube procedure
Larger cortisol response to heel-stick

66
Q

High RSA in infants is related to difficult temperment, examples would be:

A

More negative reactivity to arm restraint

More likely to cry when viewing novel images

67
Q

High RSA in infants also reflects greater positive reactivity, examples are:

A

More positive reactions during peek-a-boo

Greater positive facial expressivity

More joy & interest with strangers

68
Q

High RSA infants are more reactive overall, examples are:

A

Heart rate influenced more by auditory stimuli

Heart rate influenced more by visual stimuli

69
Q

High RSA in infants show greater attentional capacity & processing speed, examples are:

A

Habituation rates similar to older infants

less distracted by interrupting stimuli

70
Q

RSA reflects infants capacity to engage environment, examples of this are:

A

Higher RSA related to higher “approach” ratings

Low RSA observed in inhibited infants (lower approach, high fear)

Low RSA observed in infants low on social & affective expressiveness

71
Q

Greater RSA in toddlers reflects greater social competency:

A

High infant RSA redicts competency at 3 years

More interactive play during preschool

72
Q

High RSA in toddlers related to better attentional capacity:

A

Better performance on sustained attention tasks

Low RSA observed in children with ADHD

73
Q

Tone=

Reactivity=

A

traits

States

74
Q

Vagal Brake:

A

Increased RSA = slower heart rate.

75
Q

RSA augmentation:

A

Sustained attention

Restful state for focusing, anylizing

76
Q

Moderate RSA withdrawal:

A

Challenging cognitive effort; stressor

Increased metabolic output

77
Q

Excessive RSA withdrawal:

A

Engagement of fight-flight response
-Regardless of if danger is present

Low baseline RSA may predispose an individual to this sort of reaction

78
Q

RSA predicts

A

RSA predicts behavioral reactivity & negative emotionality in infancy

RSA predicts positive emotionality & social comepetecne in later childhood

79
Q

Across a lifespan, RSA indicates:

A

competent emotional expression & active engagement with the environment

80
Q

RSA withdrawal is associated with :

A

Negative emotions.

81
Q

RSA augmentation is associated with :

A

Positive emotions .

82
Q

A panic attack is more likely associated with :

A

Excessive RSA withdrawal.

83
Q

In Gray’s Approach/ Avoidance:

A

BIS & BAS mediatedd by the sympathetic nervous system

Vagus is a newly evolved structure modulating this more primitive system.

84
Q

Gray’s Motivational Theory implications:

A

ADHD & conduct disorder both associated with reduced behavioural inhibition (BIS) and altered approach systems (BAS)

-conduct disorder also seen with reduced RSA and Greater RSA reactivity.

Risk of comorbidity due to RSA

Promising for interventions, given that RSA is malleable with regulatory skill training.

85
Q

Summary of effects of innequality:

A

shorter life expectancy

reduced ratings of ‘happiness’

Greater health& social problems

Lower math & literacy scores

Higher high school dropout rates

Increased risk for child maltreatment

Reduced time spent on childcare

Child Development (4 decks)

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