Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 2290 Child Develop > exam 4 lecture notes > Flashcards

exam 4 lecture notes Flashcards

1
Q

antisocial Bx

A
  • behaviour aimed at harming others
  • emerges around 18 months, increases in toddlers
  • as language skills improve, physical aggression decreases
  • – but verbal aggression increases
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

temperament and personality

A
  • often difficult from a very early age

- impulsivity, attention deficits, callousness as a child become aggression and antisocial Bx as adolescent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

social cognition

  • reactive aggression
  • proactive aggression
A

attribute hostile motives to others

  • reactive aggression- emotion-driven; hostile
  • proactive aggression- unemotional; fulfilling a need/desire
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

variability in antisocial Bx

- biological factors

A

temperament, hormone levels, neurological deficits in attention and self regulation (vagal tone)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

socialization

  • punitive parenting
  • ineffective discipline
  • parental conflict
  • SES
  • peer influence
A

punitive parenting

  • harsh, physical punishments
  • abusive punishments

ineffective discipline

  • inconsistent discipline
  • lack of monitoring

parental conflict
- exposure to verbal and physical abuses

SES

  • lower SES increased risk
  • neighborhood factors

Peer influence

  • aggressive children seek aggressive peers
  • gangs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

prevention science

A

the application of a scientific methodology that seeks to prevent or moderate major human dysfunctions before they occur

  • STDs, substance abuse, violence, HIV/AIDS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ecobiodevelopmental framework

A
  • main effect of stressful experiences early in life on increased risk for health-threatening behaviours
  • mediated by the effects of early stressful experiences on physiological responses that mediate the long-term health consequences
  • thus mitigating the impact of stress on implicated physiological systems can prevent effects of stress on long-term outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

automatic nervous system

A
  • parasympathetic: rest and digest; calming

- sympathetic: fight-flight-freeze; arousal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

HPA

A

hypothalamic pituitary adrenocortical axis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

taxonomy of stress response

  • positive
  • tolerable
  • toxic
A
  1. positive: brief and mild to moderate in magnitude; responsive adult facilitates recovery to baseline levels
  2. tolerable: non-normative; greater magnitude to threat/adversity; buffering caregiving reduces risk of excessive, long-term activation and increase sense of control
  3. toxic: frequent or prolonged activation in the absence of buffering, supportive caregiving
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

toxic stress disrupts

A

brain development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

toxic stress

- abundance of

A

cortisol receptors in PFC, amygdala, hippocampus

  • elevated cortisol “toxic” to the developing brain
  • atrophy of PFC and hippocampus
  • hypertrophy of amygdala
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

preventing toxic stress

- three pronged approach

A
  1. simultaneous investment in evidence-based care and basic research to create better interventions
  2. basic science to elucidate causal mechanisms, informing design and evaluation of targeted interventions for identified subgroups
  3. continuous experimentation, learning from failures, greater effect sizes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

preventing toxic stress
three-pronged approach
- increase public awareness of

A

the lifelong consequences of adversity.

  • creates sense of urgency, builds broader-support when causes are well-documented
  • synergy results in new knowledge and insights that improve care
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

family inequalty

heckman

A
  • family environments are crucial for optimal child development - for both social and cognitive adjustment
  • more educated women are working- also report investing more of their time in their child’s development
  • less educated also working more- but not increasing time spent with kids
  • thus, children born into lower SES homes receive less stimulation and resources
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

importance of early intervention

A
  • many cognitive abilities develop in critical periods - different critical periods for different skills, but most occur earlier in life
  • early remediation is most effective - later remediation may result in gains, but less effective and 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

early intervention is lower in

A

cost than later intervention

  • gains sustained when followed by high quality learning experiences
  • results in larger economic returns than later interventions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

focus of early interventions
WHO
WHAT
HOW

A

WHO- children who do not receive substantial investment in early years
- identify cases by parenting quality not occupation or household income

WHAT- 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”

HOW- build a base of productive skills and traits for disadvantaged children
- important to respect the sanctity of early family life and cultural diversity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

focus of early

-KEY

A

quality of parenting is the best measure of disadvantage for children
- better predictor than income

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Abecedarian project

A
  • mothers whose children participated in the program achieved higher educational and employment status than mothers whose children were not in the program
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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 e4 more likely to be less educated
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

evoked brain activity to visual stimulus enhanced by

A

attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

larger effect of ___ in the ___

A

visual attention in the deaf

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

partnership with head start

A
  • all children living at or below the poverty line
  • families randomly assigned to intervention or control group
  • ## all children enrolled at 3-5 years old
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

hybrid intervention

A

= parents and children making connections- highlighting attention

  • weekly parent training
  • weekly child attention trainin g
  • 8 weeks long
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

attention training

A
  • learn three focal points: eyes, body and brain

self regulation

  • become aware when you’re losing attention
  • gain the ability to refocus
  • increases ability to attend to one activity
  • increase balance
  • increase ability to remain quiet and still
  • recognize and regulate emotions
  • sensory activities and bodily awareness
  • —— external awareness and internal awareness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

parent training

A
  • provide high levels of positive reinforcement and specific praise
  • use language differently to encourage high-quality interactions
  • use consistent discipline with clear expectations and natural consequences
  • provide frequent opportunities for children to choose, think, solve problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

parent training hypotheses

A
  • training parents in these strategies will change their parenting behaviours and stress levels
  • these parenting changes will have a “trickle down” effect on children
  • children’s increased emotional regulation and creased stress will lead to improved cognition, language and brain orgnaization
29
Q

implications policy

A

costs: approx $800 per child
benefits:
- improved cognitive skillls
- reduced special education needs, repeated grades, likelihood to commit
- increased high school graduation rate; college
- better employment- higher taxes paid

  • estimated 9:1 return on investment
30
Q

acute stress

A
  • increased heart rate
  • increased blood pressure
  • transfer of energy to muscles
  • inhibited ‘long-term’ systems
  • immune defenses strengthen cognition and sense enhanced
31
Q

chronic stress

A
  • hypertension
  • muscle fatigue
  • insulin-resistance
  • impaired tissue repair
  • immunosuppression
  • impaired plasticity
32
Q

cortisol

- “glucocorticoid” derives from early observations implicating these hormones in glucose metabolism

A
  1. stimulation of gluconegensis
  2. mobilization of amino acids
  3. inhibition of glucose uptake in muscle and fat
  4. stimulation of fat breakdown
33
Q

cortisol

negative feedback look

A
  • aka shuts itself down when levels are high

- cortisol release down-regulates activation of the hypothalamus and anterior pituitary

34
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
35
Q

social buffering effects q

A
  1. early caregiving predicts self-esteem , emotion regulation and competent relationships
  2. abnormal rearing is related to impair social development
  3. animal and human studies show that social input can dampen HPA axis reactivity
  4. oxytocin release is stimulated by social contact
  5. oxytocin has stress-reducing properties based on animal and human studies
  6. early social experience is associated with Oxytocin function later in life
  7. Abnormal rearing is associated with absent social buffering of the HPA axis
  8. PFC activity is implicated in stress-buffering and negative affect regulation
  9. early caregiving shapes connections between PFC and HPA-activating areas
36
Q

early caregiving is critical

A
  • humans have a fundamental need to belong
  • distress when connections with others are lacking/damaged
  • infants are predisposed to form attachments
  • we rely on behaviours that build bonds to survive early in life
37
Q

infants with secure attachment are more likely to exhibit high levels of:

A
  • emotion regulation
  • positive affect4
  • self-esteem
  • self-reliance at school
  • competent peer relationships
  • social support later in life
  • quality of caregiving in life predicts positive, secure representations of one’s romantic partner (age 26-28)
38
Q

maltreated children exhibit impairments in social development

A
  • more likely to classify as insecurely attached in infancy and pre-school
  • less social effectiveness
  • greater aggression
  • poor emotional regulation
  • higher rates of drug use, depression and self-harm
  • however, maltreated children who have a close friend show increasing slopes in self-esteem over time
39
Q

social input reduces HPA reactivity

A
  • behaviorally 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 (self-esteem) show lower cortisol reactivity to stressors
40
Q

social input: stimulates oxytocin

A
  • oxytocin increases are associated with mating and pair bonding in a diverse range of species
  • human- canine gaze sharing increases oxytocin in both parties; associated with quality of bond
  • increases in oxytocin are associated with more sensitive maternal and paternal play behaviour
  • mother-daughter phone call after a stressor increases child oxytocin
  • expression of trust and generosity towards strangers is associated with increased oxytocin during laboratory economic games
  • massage robustly increases oxytocin release is adult humans
41
Q

oxytocin as a stress-reducer

A
  • central administration of oxytocin inhibits the HPA response in voles and 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
42
Q

early caregiving 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
43
Q

early caregiving affects buffering

A
  • peer-reared (parent less) monekys 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 decreases in cortisol when interacting with caregiver
44
Q

PFC implicated in buffering and emotion

A
  • juveniles rhesus monkeys who are socially buffered by their mother show increased activity in prefrontal cortex
  • participants high in psychosocial resources show greater vIPFC activation and lower amygdala activation during threat regulation task
  • – associated with reduced cortisol response
45
Q

early caregiving shapes PFC interactions with HPA axis

A

previously institutionalized children exhibit:

  • reduced white matter between PFC and amygdala
  • larger amygdala
  • altered metabolism in PFC
46
Q

early caregiving shapes PFC interactions with HPA axis

A
  • adults who have grown up with harsh parenting and high levels of conflict show elevated PFC and amygdala activation to angry and fearful faces
47
Q

adults raised in less risky homes show

A

elevated PFC activation concurrent with amydala reduction to angry and fearful faces

48
Q

the vagus (brainstem)

A
  • tenth cranial nerve
  • executive controller of the parasympathetic nervous system
  • bidirectional connection between the brain and body
  • vagal brake
  • —– activation of the vagus slows down heart rate
49
Q

fight or flight

A

sympathetic nervous system

50
Q

rest-and-digest

A
  • decreased heart rate
  • decreased blood pressure
  • reduced use of energy
  • activated “long-term” systems
51
Q

polyvagal theory

A
  • “smart vagus” gives social primates ability to reduce arousal associated with social interaction
  • crucial for evolution of large social groups
52
Q

“smart vagus”

innervates areas of body crucial for social functioning

A
  • larynx
  • face/jaw muscles
  • inner-ear
  • supports emotional and attentional processing
  • part of why we “wear” emotions on our faces
53
Q

vagal tone

A
  • = amount of parasympathetic influence
  • resting variability in heart rate (HR)
  • more variability = more vagal influence
  • calming slows HR and adds variability
  • helathy profile= variable and flexible activity
54
Q

higher vagus activity associated with

- in early development

A
  • greater (often positive) emotional expressiveness
  • easy temperament
  • secure attachment status
  • empathetic responding
  • social competence
  • better attentional control
  • better self regulation
55
Q

lower vagus

- in adolescent/adults

A
  • hostility
  • aggression
  • depression
  • anxiety
  • panic
  • functional dyspepsia
56
Q

RSA

Respiratory sinus arrhythmia

A
  • isolates the influence of the vagus on heart
  • vagus increases influence when you exhale- heart rate slows down
  • vagus decreases influence when you inhale - heart rate speeds up
  • deep/focused breathing increases vagal tone
57
Q

RSA and temperament

A
  • temperament reflects individual differences in emotional and attentional reactivity and self regulation
  • maps fairly directly on to concept of vagal tone
  • relationship between RSA and temperament changes over the course of development
58
Q

RSA and temperament in infants

  • high RSA related to greater reactivity in general
  • high RSA related to difficult temperament
A
  • more crying when pacifier taken away
  • greater pain reactivity
  • greater reactivity to feeding tube procedure
  • larger cortisol response to heel-stick

difficult temeprament

  • more negative reactivity to arm restraint
  • more likely tp cry when viewing novel images
59
Q

more RSA also reflect greater positive reactivity

A
  • more positive reactions during peek-a-boo
  • greater positive facial expressivity
  • more joy and interest with strangers
60
Q

high RSA infants more reactive overall

A
  • heart rate influenced more by auditory stimuli

- heart rate influenced more by visuals stimuli

61
Q

greater attentional capacity and processing speed

A
  • habituation rates similar to older infants

- less distracted by interrupting stimuli

62
Q

RSA reflects infant capactiy to engage environment

A
  • higher RSA related to higher “approach” ratings
  • low RSA observed in inhibited infants (low approach, high fear)
  • low RSA observed in infants low on social and affective expressiveness
63
Q

RSA and temperament in toddlers

A
  • greater RSA reflects greater social competency
  • high infants RSA predicts competency at 3 years
  • more interactive play during preschool

High RSA related to better attentional capacity

  • better performance on sustained attention tasks
  • low RSA observed in children with ADHD
64
Q

RSA and temperament in childhood (5-8)

A

high RSA reflects better social competence in boys

  • more likely to offer help to destressed infant
  • more concern for other frightened children
  • more reports of sympathy, less likely to disengage
  • rated as more sociable by teachers
  • rated as more emotionally regulated

restricted range of social competence in girls likely explains lack of relationship with RSA
- girls more competent, sympathetic, regulated

65
Q

reactivity

A

changes in RSA in response to environmental demands
increased RSA= slower heart rate
RSA augmentation

decreased RSA= faster heart rate
RSA withdrawal

66
Q

tone vs reactivity

A 
tone= traits
reactivity= states
67
Q

RSA reactooty

- RSA withrawal at 3 months

A
  • higher soothability
  • longer duration orienting
  • diminished RSA withdrawal at 8-11 months in infants with regulatory disorders
  • reduced RSA withdrawal at 9 months seen in kids acting:
  • – more aggressive
  • – more depressed
  • – more withdrawan
68
Q

RSA changes in response to challenge as a marker of

A

healthy regulation

- vagal flexibility facilitates adaaptive metabolic output and engagement

69
Q

RSA withdrawal in adults observed during

A
  • working memory tasks with visual or auditory stimuli
  • visual search tasks
  • increasing task difficulty
  • psychological distress

PSYC 2290 Child Develop (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions