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CU: Human Development - Lifespan > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What are fundamental issues that development scholars have addressed?

A

1) Nature and nurture
2) Continuity & discontinuity
3) Universal & context specific

- biopsychosocial framework: organization of developmental forces
- lifecycle (different reaction by age)
- psychodynamic theory (conflicts - Freud/Erikson (psychosocial))
- learning theory (effects of learning)
- behaviorism (behavior determines development)
- cognitive-developmental theory (Piaget, information-processing theory, Vygotsky’s - culture)
- ecological & systems approach (Bronfenbrenner’s (micro, meso, exo, macrosystems) & Competence-environment press)
- selective optimization & compensation & life-course perspective: leaning is a life-long process, multidirectional/plasticity/historical context, multiple causation)

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2
Q

What is the nature and nurture issue?

A

the degree to which genetic/hereditary influences and experimental/environmental influences determine the kind of person you are (BOTH)

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3
Q

What is the continuity and discontinuity issue?

A

Whether a particular developmental phenomenon represents smooth progression or a series of abrupt shifts throughout lifespan

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4
Q

What is the universal and context-specific issue?

A

Is there one or several paths of development. Variations of same fundamentals or different environments? (Blending of both)

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5
Q

Chromosomes & Genes

A
  • Chromosomes: threadlike structures in the nuclei of cells that contain genetic material (One molecule of DNA)
  • Genes: group of nucleotide bases that provides a specific set of biochemical instructions (functional units of heredity)
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6
Q

What are the common problems involving chromosomes? (Skim)

A

Inherited disorders and abnormal chromosomes.

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7
Q

How do chromosomes and genes carry hereditary information from one generation to the next?

A

Chromosomes contain DNA which is composed of genes. The DNA is what is passed on from parent to offspring to create the individual’s genotype and phenotype.

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8
Q

How is prenatal development influenced by a woman’s stress during pregnancy?

A

Greater maternal anxiety is correlated with early and low-weight births and preschoolers with behavioral problems. Increased stress (1) decreases blood flow to fetus, (2) weakens mother’s immune system which can harm development, (3) more likely smoke & drink alcohol & less likely rest, exercise, and eat properly, (4) epigenetic changes affecting genes help children regulate their behavior.

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9
Q

How is prenatal development influenced by a woman’s age and nutrition during pregnancy?

A

Teens (early birth & low birth weight) and older age (less successful pregnancies - infertility, miscarriages, stillbirth, low birthweight, chromosomal problems) and poorer nutrition (need adequate macro/micronutrients - inadequate folic acid –> spina bifida, inadequate macro/micronutrients –> attention, memory, and intelligence problems) more likely have developmental problems

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10
Q

What are the aspects of inherited disorders? (Skim)

A

Most: recessive alleles ie sickle cell disease (RBC & oxygen transportation) and phenylketonuria (PKU) (liver enzyme for Phe)
Exception: dominant allele ie Huntington’s disease manifest later (after reproduction) (other dominant diseases people die before reproduction so extinct)

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11
Q

What are the aspects of abnormal chromosomes? (Skim)

A

Extra or missing chromosomes ie Down syndrome - extra 21st chromosome, (physical & mental abnormalities) Sex chromosome disorders ie Klinefelter’s syndrome (XXY), XYY complement, Turner’s syndrome (X), XXX syndrome.
(Nearly 1/2 all fertilized eggs abort spontaneously due to abnormal autosomes)

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12
Q

How is heredity influenced by the environment? (Skim)

A
  • Dynamic interaction throughout development (heredity - clay, environment - shaper), ie PKU only cause disease if environment has Phe, menstruation early if environmental stress, also every day biology: change in DNA expression, nutrition parenting, environment
  • Genes influence environment ie predisposed intelligence/extroversion may allow for other opportunities or niche-picking
  • Environmental influences make children within a family different
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13
Q

How reflexes help newborns interact with the world?

A

Unlearned responses triggered by some specific stimulus.
Moro, stepping, rooting, and Palmar
(Babinski - toe fan, stroke heel to toe, blink - close from light or noise, sucking - when object in mouth)

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14
Q

What are the infant’s senses and pain perception?

A
  • keen sense of smell (positive/negative response to pleasant/unpleasant smells & recognize smells)
  • highly developed sense of taste (differentiate between salty, sour, bitter, sweet and has preferences w/ reactions)
  • sensitive to touch: (reflexes & response to pain - pain cry/physiological changes to pain)
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15
Q

What is the Moro reflex?

A

When the baby throws its arms out and in in response to a loud noise or their head falling
(disappears at 6 months, may help clinging to mother)

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16
Q

What is the stepping reflex?

A

Held up by an adult, baby is moved forward imitating rhythmic stepping.
( 2-3 mo. Precursor to walking)

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17
Q

What is the rooting reflex?

A

When the baby’s cheek is stroked, the baby turns toward the stimulus and opens its mouth.
(Replaced at 3-4 weeks with voluntary head movement
Helps find nipple)

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18
Q

What is the palmar reflex?

A

Baby closes hand in response to something being placed in its palm (3-4 mo.)

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19
Q

Schemes

A

Psychological structures to organize experience–based on events, objects and knowledge. These schemes are used throughout development.
(Piaget’s cognitive development)

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20
Q

Assimilation

A

Assimilate new experience into existing schemes (Piaget’s cognitive development)

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21
Q

Accommodation

A

Accommodates (modify) schemes when new experiences do not fit old (Piaget’s cognitive development)

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22
Q

Children’s language acquisition

A
  • different languages have different sets of phenomes (unique sounds, basic building blocks of language)
  • babies learn to distinguish phenomes important to own languages
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23
Q

How do children learn word meanings?

A
  • identify recurring patterns of sounds (words)
  • pay more attention to words heard before
  • pick out individual words not by silent pauses but stress in word & by syllables that often go together & knowledge of sound use in native language & familiar function
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24
Q

How do infants form emotional attachments to significant people in their lives?

A
  • Preattachment: recognize mother smell and sound and cry, smile, gaze intently –> smile back/hold
  • Attachment in the making (6-8wks to 6-8 mo) smile/laugh more easily consoled by primary caregiver
  • True attachment (6-8mo to 18mo) singled out attachment figure and look to for reassurance
  • Reciprocal relationships (18mo): initiate interactions and negotiate with parent understand parent goals and guide own behavior
  • Often play with father reassured by mother - differences in with change in roles
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25
Q

What are different types of their attachment relationships?

A

Secure, insecure-avoidant, insecure-ambivalent, and insecure-disorganized attachment type

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26
Q

What are the caregiver and child behaviors for the secure attachment type?

A

Caregiver:
- React quickly and positively to child’s needs
- Responsive to child’s needs
Child:
- Distressed when caregiver leaves
- Happy when caregiver returns
- Seek comfort from caregiver when scared or sad

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27
Q

What are the caregiver and child behaviors for the insecure- avoidant attachment type?

A

Caregiver:
- Unresponsive, uncaring
- Dismissive
Child:
- No distress when caregiver leaves
- Does not acknowledge return of caregiver
- Does not seek or make contact with caregiver

28
Q

What are the caregiver and child behaviors for the insecure-ambivalent attachment type?

A

Caregiver:
- Responds to child inconsistently
Child:
- Distress when caregiver leaves
- Not comforted by return of caregiver

29
Q

What are the caregiver and child behaviors for the insecure- disorganized attachment type?

A

Caregiver:
- Abusive or neglectful
- Responds in frightening or frightened ways
Child:
- No attaching behaviors
- Often appear dazed, confused or apprehensive in presence of caregivers

30
Q

What are the characteristics of thought in the concrete-operational stage?

A
  • loose ego-centrism: recognize peers have other POV
  • changes idea of appearance as reality
  • recognize thinking can be reversed (mental operations)
  • Mental Operations: cognitive actions that can be performed on objects or ideas, but is limited to the tangible and real (7-11)
31
Q

What are the characteristic of thought in the formal-operational stages?

A

(11+)
- psychological operations to think hypothetically and abstractly
- structured reasoning (x haphazard experimentation)
- deductive reasoning: logical conclusions from facts (x experiences)

32
Q

What are the features of ADHD?

A

1) Hyperactivity: energetic, fidgety, and unable to keep still
2) Inattention: do not pay attention in class, unable to concentrate on school work so they skip from one task to another
3) Impulsivity: act before thinking (run into road without thinking/interrupt)
- Potentially linked to TV, food allergies, sugar, prenatal alcohol or drug exposure
- No cure: Ritalin treats symptoms but psychological treatments improve affects

33
Q

What is the systems approach to parenting?

A
  • Parents directly (commands/instruction) and indirectly (modeling) influence children
  • Children also influence parents by their behavior, attitude and in
  • individual interactions in the home (mother child, siblings) also influence the parents and the children
  • social systems influence this–neighbors (help/stress), religious institutions, grandparents (help/friction), works schedules (miss child’s events)
34
Q

What are the primary dimensions of parenting and how they affect children’s development?

A

1) Degree of warmth and responsiveness shown to children ranging from open warmth and affection, involvement, and response–which benefits children–to uninvolved and even hostile: more concerned about themselves and do not address child’s emotional needs
2) Control:
- psychological: efforts to manipulate or make children feel guilty (children benefit from minimal)
- behavioral: (rules/limits) ranging from micromanaging to little to no control - children benefit from intermediate level

35
Q

What are the parenting styles?

A
  • Authoritarian
  • Authoritative
  • Permissive
  • Uninvolved
36
Q

What is the authoritarian parenting style?

A
  • High control, little warmth,
  • Valuing hard work, respect, obedience. No discussion or consideration children’s needs or wishes.
  • Children are often unhappy, have low self-esteem, and often over aggressive
37
Q

What is the authoritative parenting style?

A
  • high control & warmth
  • explain rules, encourage discussion.
  • Children have higher grades, are responsible, self-reliant and friendly
38
Q

What is the permissible parenting style?

A
  • Low control and some warmth
  • Generally accepting of behavior and punish little.
  • Children are often impulsive and have little self-control
39
Q

What is the uninvolved parenting style?

A
  • Low control and low warmth
  • Basic physical and emotional needs only. Minimize time spent with them.
  • Children often do poorly in schools and are aggressive
40
Q

What physical changes occur in adolescence mark the transition to a mature young adult?

A

General growth, brain, primary/secondary sex characteristics

41
Q

What are the general physical changes in adolescence?

A

Growth spurt
- Girls: start at 11, peak at 12, and finish at 15, gaining 14-15lb
- Boys: start at 13, peak at 14, and finish around 17
Regions:
- First: head, hands, feet
- Second; Arms and legs
- Finally: trunk and shoulder
Process:
- Bones: longer & denser
- Muscle fibers: thicker and denser
Sex differences:
- Boys: muscle growth, heart & lung capacity
- Girls: fat

42
Q

What are the physical changes of the brain in adolescents?

A

Already 95% of size
- myelination & synapse pruning occurs
- regions: some near maturity (reward) some yet to mature (self-control)

43
Q

Primary sex characteristics:

A

Organs directly involved in reproduction

44
Q

Secondary sex characteristics:

A

Physical signs of maturity not directly linked to reproductive organs

45
Q

How do adolescents achieve an identity?

A
  • Diffusion
  • Foreclosure
  • Moratorium
  • Achievement
46
Q

What is the definition and example of diffusion?

A
  • Definition: The individual is overwhelmed by the task of achieving an identity and does little to accomplish the task
  • Example: Larry hates the idea of deciding what to do with his future, so he spends most of his free time playing video games
47
Q

What is the definition and example of foreclosure?

A
  • Definition: The individual has a status determined by adults rather than by personal exploration
  • Example: For as long as she can remember, Sakura’s parents have told her that she should be an attorney and join the family law firm. She plans to study prelaw in college, although she’s never given the matter much thought
48
Q

What is the definition and example of moratorium?

A
  • Definition: The individual is examining different alternatives but has yet to find one that’s satisfactory
  • Example: Brad enjoys most of his high school classes. Some days he thinks it would be fun to be a chemist, some days he wants to be a novelist, and some days he’d like to be an elementary school teacher. He thinks it’s a little weird to change his mind so often, but he also enjoys thinking about different jobs
49
Q

What is the definition and example of achievement?

A
  • Definition: The individual has explored alternatives and has deliberately chosen a specific identity
  • Example: Throughout middle school, Efrat wanted to play in the WNBA. During 9th and 10th grades, she thought it would be cool to be a physician. In 11th grade, she took a computing course and everything finally “clicked”–she’d found her niche. She knew that she wanted to study computer science in college.
50
Q

What role transitions mark entry into adulthood?

A
  • Developing world cultures: rites of passage with steps, attire, religious rituals, marriages, pain, and/or mutilations by older members at certain ages
  • Western culture: adulthood is marked by role transitions such as voting, completing education, full-time employment, leaving home and establishing financial independence, marriage, and parenthood
51
Q

What types of friendships do adults have?

A

Basis of friendship: are affective (emotional - self disclosure & expressions from trust, loyalty, commitment) shared/communal (mutually interested activities), sociability & compatibility (sources amusement, fun, recreation).

52
Q

How do adult friendships develop?

A
  • Stages: acquaintanceship, buildup, continuation, deterioration, and ending
    – progression depends on basis of attraction, knowledge, communication, importance, new potential friends.
  • Life transitions: often results in fewer friends
  • Life satisfaction: effected by quantity and qualitu of friends
  • Diverse friendships led to positive attitude towards like people
  • Basis of friendship: are affective (emotional - self disclosure & expressions from trust, loyalty, commitment) shared/communal (mutually interested activities), sociability & compatibility (sources amusement, fun, recreation).
  • Both in person & online (not shown to harm friendships).
  • Women: shared confidences,
  • Men: shared activates (share confidences to less people)
  • Cross-sex friendships seem to help men with love relationships but not women.
53
Q

What is love?

A

Love has three basic components
1) passion: intense physiological desire for someone
2) intimacy: the feeling that one can share all one’s thoughts and actions with another
3) commitment, willingness to stay with a person through good and bad times. Equivalency between the three tends toward more happiness. Balance shifts with time
(Sternberg)

54
Q

How does love begin and how is it developed through adulthood?

A

Begin: people find partners based on similarity to each other
- timing, meeting the right person, luck, effort

Development:
- early stages: dopamine (involved in basic biological drives)
- later: long-term commitment & tranquility: morphine neurochemicals & oxytocin, women - serotonin,
- sociocultural forces and life-cycle forces play a role.

55
Q

What factors influence occupational expectations?

A
  • first: school, parents, adults, peers, media
  • later: own experiences:
  • modify expectations by interests, education, goals, and discrimination
  • vary based on generation (staying with same job/changing jobs)
  • internships prevent reality shock when transferring from school to work
56
Q

What physical and health changes occur in middle adults?

A
  • Wrinkles: changes in skin structure its connective and supporting tissues as well as sunlight and smoke damage
  • Hair: gray from decreased follicle pigment production and baldness from a genetic trait
  • Weight: from slowed metabolism
57
Q

What changes occur in bones and joints in middle adults?

A
  • Loss of bone mass: from point of skeletal maturity (18 F, 20 M) increasing change of breakage and slowing healing can affect height and posture (spine). Osteoporosis may be influenced by nutrient or exercise deficiencies can be detected with DXA and research is being done on medication treatments
  • Arthritis: osteoarthritis (wear and tear)and rheumatoid (stiffness, aching, pain, swelling) which can be from an inherited predisposition
58
Q

What are characteristics of older adults in the population?

A
  • Major marketing target,
  • wield economic & political power
  • Pressure pension systems, healthcare, human services
  • Tend more old women
  • Proportion of older individuals in minority groups is growing
59
Q

How long do most people live and what factors influence this?

A

The number of years someone can expect to live
- Average life expectancy: age at which half the people of a particular year have died
- Useful life expectancy: free from chronic disease and impairment
- Maximum life expectancy: oldest age to which any person lives

Factors: Good genes, disease, toxins, lifestyle (nutrition), and social class (nutrition/healthcare), ethnicity, gender

60
Q

What is social involvement and successful aging?

A

Successful aging: pathway through late life that focuses on positive outcomes through health and social engagement to achieve well-being
- The competence-environmental press model
- Retirement
- Social involvement to combat depression
- Religion

61
Q

What is the competence-environmental press model?

A

The upper limit of ones ability to function—physical health, sensory-perceptual, motor, cognitive skills, and ego strength (integrity)—verses the physical, interpersonal, or social demands of the environment.
- Adaption level is average press for a level of competence resulting in normal behavior and affect
- A little more press produces the zone of maximum performance potential
- A little less produced the zone of maximum comfort
- Outside of these is maladaptive behavior and negative effect
- Each person has the potential for being well adapted to some but not all living situation

62
Q

What is the role of spirituality in late life?

A

Older adults deal better with physical and social stressors when they have spirituality. This is because of coping strategies that allow them to focus on the aspects of problems they can influence. Meditation may improve cognitive processes.

63
Q

What does retirement mean in late adulthood?

A

It can mean a loss of occupational identity. It is the withdrawal from full time occupational participation. Different for women who may not have a full time job.

64
Q

How do people experience the grief process?

A
  • Sadness, denial, anger, loneliness, guilt
  • psychological side: coping, affect (emotions), change (how life changes), narrative (stories about deceased), relationship (depends on ties to deceased)
  • Expression of grief varied across ethnic groups
  • Also physiological side: health may declines
  • Reaction may last a long time
65
Q

What are the ages and crises of Erikson’s Psychosocial Development?

A
  • Birth-1: basic trust vs. mistrust
  • 1-3: autonomy vs. shame
  • 3-6: initiative vs. guilt
  • 6-adolescents: industry vs. inferiority
  • adolescents: identity vs. identity confusion
  • young adulthood: intimacy vs. isolation
  • middle adulthood: generativity vs. stagnation
  • late life: integrity vs. despair

CU: Human Development - Lifespan (17 decks)

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