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HDFS 210 > HDFS Exam #1 > Flashcards

HDFS Exam #1 Flashcards

1
Q

What are the major development theories?

A
  • Psychodynamic
  • Behavioral
  • Cognitive
  • Humanistic
  • Contextual
  • Evolutionary
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2
Q

Heredity

A

the transmission of genetic characteristics from parent to child

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3
Q

What are the issues present in developmental study?

A
  • Nature vs Nurture
  • Continuity vs Discontinuity
  • Universal vs Context-specific
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4
Q

What is the Nature vs Nurture issue?

A

biological predisposition vs environment

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5
Q

What is the Continuity vs Discontinuity issue?

A

Is development gradual or abrupt?

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6
Q

What is the Universal vs Context-specific issue?

A

What is the same vs different?

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7
Q

Universal development

A

normative developments that all individuals display

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8
Q

Context-specific development

A

developmental outcomes that vary from person to person

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9
Q

Theory

A

broad, organized explanations and predictions concerning phenomena of interest
- ground and guide research

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10
Q

Behaviorism

A

Key people: Pavlov
Key Info: Classical Conditioning, Operant Conditioning, Consequences

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11
Q

Social-Learning

A

Key people: Bandura
Key Info: observation, active information processors, self-efficacy

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12
Q

Self-efficacy

A

One’s beliefs about one’s abilities and talents

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13
Q

Cognitive Development Theory

A

Key people: Piaget
Key Info: Sensorimotor, Preoperational thought, Concrete operational thought, Formal operational thought

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14
Q

Bioecological systems

A

Key people: Bronfenbrenner
Key Info: Microsystem, Mesosystem, Exosystem, Macrosystem, Environment

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15
Q

Environment (Bronfenbrenner definition)

A

a set of nested structures each inside the next
- starts with individual and expands to society

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16
Q

Sociocultural theory

A

Key people: Vygotsky
Key info:
- Culture must be taken into account for development
- Reciprocal transaction between the people in a child’s environment and the child

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17
Q

scientific method

A

process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation, collection of data

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18
Q

What is research used for?

A
  • knowledge
  • intervention
  • public policy
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19
Q

What are the four approaches to human development/behavior?

A
  • Systematic observation
  • Using structured tasks to elicit behaviors
  • Self-reports/surveys
  • Physiological measures
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20
Q

correlational studies

A

type of study which can only determine if a correlation is present
(correlation does NOT equal causation)

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21
Q

experiment studies

A
  • Controlled study of cause and effect
  • Participants are randomly assigned to
    - Experimental group
    - Control group
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22
Q

Cross-sectional studies

A

Look at children of different ages at the same point in time

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23
Q

Longitudinal studies

A

Observations of participants in one cohort over time

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24
Q

What are the building blocks of the brain?

A
  • glial cells
  • nerve cells
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25
Q

Pruning

A

selective reduction of neurons and connections among neurons

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26
Q

When do the periods of intense branching, then pruning occur?

A
  • Before birth to 3 years
  • 11-12 years
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27
Q

When does synapse formation occur?

A

36 weeks-2 years

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28
Q

When does synapse pruning occur?

A

4-6 years

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29
Q

“Use it or lose it” factor

A

unused nerve circuits are pruned away
- “If you don’t use it, you lose it”

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30
Q

The neuron doctrine

A

“cells that fire together, wire together”

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31
Q

What are the longest periods of Growth/Pruning

A
  • Self-regulation
  • Problem-solving
  • Social bonding
  • Judgment/decision making
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32
Q

Brain plasticity

A

the brain’s ability to change in response to experience

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33
Q

Central Nervous System (CNS)

A

network of nerves contained within the brain and spinal cord

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34
Q

Peripheral nervous system (PNS)

A

the network of nerves that radiate from the central nervous system to the rest of the body. The PNS comprises the somatic and autonomic nervous system; comprised of somatic and autonomic nervous systems

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35
Q

Spinal cord

A

neural tissue; information superhighway

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36
Q

Genes

A

basic units of genetic information; the software that programs the future development of the body’s hardware

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37
Q

Genotype

A

an organism’s genetic inheritance; genetic potential

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38
Q

Phenotype

A

observable characteristics of a person

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39
Q

Dominant trait

A

trait present when two competing traits are present

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40
Q

Recessive trait

A

present but not expressed

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41
Q

Homozygous

A

both dominant or recessive
(BB, bb)

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42
Q

Heterozygous

A

one dominant and one recessive but dominant is expressed
(Bb)

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43
Q

Which of the big five personality traits are linked to genetic factors?

A
  • Neuroticism
  • Extroversion
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44
Q

What is the relationship between genetic link and IQ?

A

Closer genetic link=greater similarity of overall IQ scores

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45
Q

Which psychological disorders are related to genetic factors?

A

Schizophrenia

Depression

Alcoholism

Autism

ADHD

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46
Q

Dizygotic (fraternal) twins

A

Twins from different eggs fertilized by two different sperm

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47
Q

Monozygotic (identical) twins

A

Twins from one egg and one sperm that splits in two after conception

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48
Q

Epigenetics

A

How behavior and environment can cause changes to how genes work and operate
- Cells can become abnormal due to epigenetics

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49
Q

What are the two ways to modify histones?
(histones=basic proteins in chromatin)

A
  • Methylation
  • Acetylation
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50
Q

Methylation

A

Attachment of a methyl group

- Suppresses gene expression
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51
Q

Acetylation

A

Attachment of an acetyl group

  • Activates a gene
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52
Q

Hypoxia

A

Decreased oxygen to fetus

Change in heart rate shows fetus is distressed

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53
Q

Cesarean section (c-section)

A

Surgical removal of infant

Higher risk than natural birth

Rates of medically unnecessary c-sections are growing

Longer recovery

Risk of maternal infection

Rise in unnecessary c-sections

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54
Q

Premature

A

delivered at or before 37 weeks

Lags in development for 1st year

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55
Q

Small for Date

A

Born on time but physically small

Below 10th percentile in weight

  • typically from maternal risk factors; more likely to have long term consequences
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56
Q

Postpartum depression

A

Chronic for 10-15% of mothers

Affects parenting and bonding with infant

Breastfeeding moms are less likely to become depressed

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57
Q

Rhythms

A

Repetitive; cyclical patterns of behavior

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58
Q

State

A

One of major body rhythms

Degree of awareness infant displays to internal and external stimulation

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59
Q

States of Alertness

A
  • Alert inactivity (quiet awake)
  • Waking activity (active awake)
  • Crying
  • Sleeping
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60
Q

How often do babies sleep?

A

16-17 hours daily (naps every 3 hours)

  • 3-4 months: 5-6 hours a night
  • 6 months: 10-12 hours
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61
Q

What stimuli are babies most responsive to?

A

speech-like sounds
(mother’s voice, their name, native language, etc.)

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62
Q

How do babies learn?

A
  • classical conditioning
  • operant conditioning
  • habituation
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63
Q

Classical conditioning

A

Learn to respond in a particular way to neutral stimulus that does not bring about that response typically

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64
Q

Operant conditioning

A

Voluntary response is strengthened/weakened depending on environmental response

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65
Q

Habituation

A

Decrease in the response to a stimulus after repeated presentation

  • lower heart rate
  • no response over time
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66
Q

Decasper and Fifer (1980) study

A

Newborns suck more in response to their mother’s voice on recording

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67
Q

Decasper and Spence (1984) study

A

16 pregnant mothers read The Cat in the Hat

 - Twice a day for 6.5 weeks of pregnancy

Newborns sucked more when they heard The Cat in the Hat

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68
Q

Stages of Erikson’s Psychosocial Theory

A

Trust vs Mistrust
Autonomy vs Shame and Doubt
Initiative vs Guilt
Industry vs Inferiority
Identity vs Role Confusion
Intimacy vs Isolation
Generativity vs Stagnation
Ego-integrity vs Despair

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69
Q

Trust vs Mistrust

A

(Birth to 18 months)

Develop sense that the world is a good place

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70
Q

Autonomy vs Shame and Doubt

A

(12-18 months to 3 years)

Sense of independence

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71
Q

Initiative vs Guilt

A

(3 to 5-6 years)

Ability to try and master things

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72
Q

Industry vs Inferiority

A

(5-6 years to adolescence)

Learn basic skills and the ability to work with others

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73
Q

Identity vs Role Confusion

A

(Adolescence to adulthood)

Develop a sense of self

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74
Q

Intimacy vs Isolation

A

(Early adulthood)

Develop intimate relationships

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75
Q

Generativity vs Stagnation

A

(middle adulthood)

Contribute to society (having a family or working)

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76
Q

Ego-integrity vs Despair

A

(Late adulthood)

View life as meaningful

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77
Q

Attachment

A

an enduring socioemotional relationship

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78
Q

Stranger anxiety

A

Result of improved cognitive skills

Memory developed
- Appearance of unknown person causes fear
- can remember faces they’ve seen before

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79
Q

Separation anxiety

A
  • Universal across culture
  • Begins about 7-8 months; peaks at ~14 months
  • Similar causes as stranger anxiety
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80
Q

Ainsworth’s Strange Situation Experiment

A

used to test attachment styles

  • separation of mother from baby and reunion when mother comes back
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81
Q

What are the 4 attachment styles?

A

Secure

Avoidant

Resistant/Ambivalent

Disorganized-disoriented

82
Q

Secure attachment

A

upset when mom leaves/happy upon return of the mother

60-65%

83
Q

Avoidant attachment

A

not upset when mom leaves/ignores upon return

20%

84
Q

Resistant/Ambivalent attachment

A

upset when mom leaves/upset upon return of mother

10-15%

85
Q

Disorganized-disoriented attachment

A

confused/contradictory

5-10%

86
Q

What do emotions include?

A

Feelings

Physiological reactions

Cognition/thoughts

Goal

87
Q

Basic emotions

A

universal emotions such as joy, anger, fear, interest, disgust, distress, sadness and surprise

88
Q

Examples of basic emotions

A

Joy

Anger

Interest

Disgust

Surprise

Sadness

Fear

89
Q

Development of positive emotions

A

Birth

  • Reflects contentment

2 months

  • Social smiles

3-6 months

  • BIG social smiles

6-7 months

  • More selective with smiles
90
Q

What emotions increase by 6 months of age?

A

Anger

Sadness

  • due to growth in cognitive abilites
91
Q

Still Face Experiment

A

Mom interacts normally with baby, then makes a still face

The baby reacts with negative emotions and tries to regain the mother’s attention and responsiveness

92
Q

What is the last basic emotion to develop?

A

Fear

  • shown at 6-7 months of age
93
Q

Complex emotions

A

self-conscious emotions that emerge in the 2-3 years and depend in part on cognitive development

  • Rely on self-awareness
94
Q

Rouge Test Results

A

12 months- babies ouch the mark on the nose in the mirror

15 months- some babies touch their own noses/most by 24 months

-reactions reflect baby’s level of self-recognition

95
Q

When can toddlers experience embarrassment?

A

Toddlers can feel embarrassment when they become aware of themselves and have self-awareness

96
Q

Social referencing

A

the use of other’s emotional expressions to gain information about an ambiguous situation

(7-10 months)- look at parents’ emotions

(12 months)- reference strangers

97
Q

Example of desire language

A

“I know you want a cookie. I’m sorry you are sad that you can’t have that”

Children become better at recognizing emotions

98
Q

Example of Conversational Style

A

Elaborative storybook reading

Ask child open-ended questions

99
Q

Theory of Mind (TOM)

A

children’s understanding of others’ thoughts, beliefs, intentions, and behavior
- helps children understand intention and desire

100
Q

Cracker vs Broccoli Study Results

A

Older babies give the researcher the broccoli

  • Shows older babies have TOM

Younger babies give the researcher the crackers because that’s what they like

101
Q

Unwilling vs Unable study results

A

Differentiate intentional from accidental acts

At 9 months, babies know the difference between unwilling and unable

102
Q

Temperament

A

patterns of arousal and emotionality that are consistent and enduring characteristics of an individual

103
Q

What are the characteristics of temperament?

A

Activity level

Approach/ Withdrawal

Quality of mood

Distractibility

Adaptability

Rhythmicity

Responsiveness

104
Q

Thomas and Chess Categories of Temperament

A

Easy babies- 40%

Difficult babies- 10%

Slow-to-warm babies- 15%

Inconsistently categorized babies - 35%

105
Q

Emotional self-regulation

A

capacity to control emotions and to adjust emotional arousal to an appropriate level of intensity to achieve one’s aims

106
Q

What does emotional self-regulation manage?

A

Feelings

Physiological responses

Emotion-related cognitions

Emotion-related behavior

107
Q

How does early socialization develop?

A

6-12 months
- Start to initiate self-regulation

18-24 months
- Try to control the actions of people or objects
- Better at distracting themselves

24 months +
- Use cognitive strategies
- Talk about emotions
- can experience fear

108
Q

Emotional display rules

A

culturally defined rules specifying which emotions should or shouldn’t be expressed under which circumstances

  • act of hiding and faking feelings (starts at age 3)
109
Q

The Present Test results

A

Girls learn self-control earlier than boys

Children use strategies to not give in to temptation
- Close eyes
- Turn around

110
Q

What are the stages of prenatal development?

A

The Germinal stage (fertilization-2 weeks)

The Embryonic stage (2-8 weeks)

The Fetal Stage (8 weeks-birth)

111
Q

Germinal Stage

A

(fertilization to 2 weeks)

The egg is fertilized and is implanted on the wall of the uterus

Rapid cell division

Embryo is less than a millimeter

112
Q

Embryonic Stage

A

(2 to 8 weeks)

Development of
- Body structure
- Internal organs
- Brain
- Nervous system

Embryo rests in amniotic fluid; amnion

113
Q

Fetal Stage

A

(8 weeks to birth)

Major brain development

Neurons become coated with myelin

Respiratory and digestive systems develop

Age of viability (can survive)

114
Q

What 2 studies caused the ethical reevaluation of experiments?

A

Milgram Study

Stanford Prison Experiment

115
Q

The Milgram Study

A

How far would people go to follow orders?
- Experimenter told the participant to continue to give shocks
- Participants gave shocks to students when they answered wrong

65% gave the maximum shocks

Participants were distraught and angry after the experiment when they were debriefed

116
Q

The Stanford Prison Experiment (1971)

A

Random assignment of prisoners and guards

Guards started to abuse their power and prisoners were disturbed

Guards acted like how they thought actual guards acted

117
Q

Sequential studies

A

research in which researchers examine a number of different age groups over several points in time
- Combines longitudinal and cross-sectional research

118
Q

cohort effects

A

history graded influences

119
Q

naturalistic observation/research

A

A type of correlational study in which some naturally occurring behavior is observed without intervention in the situation

120
Q

cross-sectional research

A

research in which people of different ages are compared at the same point in time

121
Q

longitudinal research

A

research in which the behavior of one or more participants in a study is measured as they age

122
Q

sample

A

the group of participants chosen for the experiment

123
Q

maturation

A

the predetermined unfolding of genetic information
(Nature)

124
Q

soma

A

all the living matter of an animal or a plant except the reproductive, or germ, cells.

125
Q

sensory neglect

A

an inability to attend to sensory information, usually from the left side of the body, as a result of brain injury, most often to the right hemisphere

126
Q

blindsight

A

psychological defense mechanism, caused by a self-protective need to deny visual information that might cause fear, anxiety, or shame.

127
Q

neurogenesis

A

the process by which new neurons are formed in the brain

128
Q

zygote

A

he new cell formed by the process of fertilization

129
Q

genes

A

he basic unit of genetic information

130
Q

DNA molecules

A

the substance that genes are composed of that determines the nature of every cell in the body and how it will function

131
Q

chromosomes

A

rod-shaped portions of DNA that are organized in 23 pairs
(46 in humans)

132
Q

monozygotic twins

A

twins who are genetically identical
- Cluster of cells splits from one original zygote

133
Q

dizygotic twins

A

twins who are produced when two separate ova are fertilized by two separate sperm at roughly the same time
- not more genetically similar than siblings

134
Q

dominant trait

A

the one trait that is expressed when two competing traits are present

135
Q

recessive trait

A

a trait within an organism that is present but is not expressed

136
Q

genotype

A

the underlying combination of genetic material present (but not outwardly visible) in an organism

137
Q

phenotype

A

an observable trait; trait that is seen

138
Q

behavioral genetics

A

the study of the effects of heredity on behavior

(How is our personality affected by genetics?)

139
Q

Amniocentesis

A

the process of identifying genetic defects by examining a small sample size of fetal cells drawn by a needle inserted into the amniotic fluid surrounding the unborn fetus
(15th-20th week of pregnancy)

140
Q

Temperament

A

patterns of arousal and emotionality that represent consistent and ensuring characteristics of an individual

141
Q

Neuroticism

A

the degree of emotional stability an individual characteristically displays

142
Q

Extroversion

A

the degree to which a person seeks to be with others and be sociable

143
Q

Germinal stage

A

the first and shortest stage of the prenatal period, which takes place during the first 2 weeks following conception

144
Q

placenta

A

a conduit between the mother and fetus, providing nourishment and oxygen via the umbilical cord

145
Q

Embryonic stage

A

the period from 2-8 weeks following fertilization during which significant growth occurs in the major organs and body systems

146
Q

Fetal stage

A

the stage that begins at about 8 weeks after conception and continues until birth

147
Q

fetus

A

a developing child, from 8 weeks after conception until birth

148
Q

infertility

A

the inability to conceive after 12-18 months of trying to become pregnant

149
Q

Teratogen

A

a factor that produces a birth defect
(drug, chemical, virus)

150
Q

Fetal alcohol spectrum disorder (FASD)

A

a disorder caused by the pregnant mother consuming substantial quantities of alcohol during pregnancy, potentially resulting in mental retardation and delayed growth

151
Q

Fetal alcohol effects (FAE)

A

a condition in which children display some problems of FASD from their mother’s consumption of alcohol during pregnancy

152
Q

neonates

A

term for newborns

153
Q

Apgar scale

A

a standard measurement systems that looks for a variety of indications of good health in newborns
(Appearance, Pulse, Grimace, Activity, Respiration)

154
Q

anoxia

A

a restriction of oxygen to the baby, lasting a few minutes during the birth process, which can produce cognitive defects

155
Q

Low-birth weight infants

A

infants who weigh less than 2,500 grams (around 5.5 pounds) after birth

156
Q

Small-for-gestational-age infants

A

nfants who have delayed fetal growth and weigh 90 percent or less of the average weight of infants of the same gestational age

157
Q

very low birthweight infants

A

infants who weigh less than 1,250 grams (2.25 pounds) or have been in the womb less than 30 weeks

158
Q

reflexes

A

unlearned, organized involuntary responses that occur automatically in the presence of certain stimuli

159
Q

Habituation

A

the decrease in the response to a stimulus that occurs after repeated presentations of the same stimulus

160
Q

States of arousal

A

different degrees of sleep and wakefulness through which newborns cycle, ranging from deep sleep to great agitation

161
Q

Cephalocaudal principle

A

the principle that growth follows a pattern that begins with the head and upper body parts and then proceeds down to the rest of the body
(Ex: Develop vision before learning to walk)

162
Q

Proximodistal principle

A

the principle that development proceeds from the center of the body outward
(Ex: Use of arms comes before use of hands )

163
Q

Principle of hierarchical integration

A

the principle that simple skills typically develop separately and independently but are later integrated into more complex skills
(child uses fingers first then they can grasp an object)

164
Q

Principle of the independent systems

A

the principle that different body systems grow at different rates
(Ex: Patterns of body size growth and the nervous system are different )

165
Q

state

A

the degree of awareness an infant displays to both internal and external stimulation

166
Q

Rhythms

A

repetitive, cyclical patterns of behavior

167
Q

Sudden Infant Death Syndrome (SIDS)

A

the unexplained death of a seemingly healthy baby

168
Q

schemes

A

an organized pattern of functioning that adapts and changes with mental functioning

169
Q

Assimilation

A

The process by which people understand an experience in terms of their current stage of cognitive development and way of thinking stimulus is acted upon, perceived, and understood in accordance with existing patterns of thought

170
Q

Accomodation

A

Changes in existing ways of thinking that occur in response to encounters with new stimuli or events

  • Modifies existing schema when new information is presented
171
Q

Object permeance

A

the realization that people and objects exist even when they can’t be seen

172
Q

What are the 3 aspects of Information Processing?

A

Encoding
Storage
Retrieval

173
Q

Encoding

A

The process by which information is initially recorded in a form useable to memory

174
Q

Storage

A

The placement of material into memory

175
Q

Retrieval

A

The process by which material in memory storage is located, brought into awareness, and used

176
Q

Automatization

A

the degree to which an activity requires attention
- Little attention- automatic
- Large amounts of attention- controlled

177
Q

memory

A

the process by which information is initially recorded, stored, and retrieved

178
Q

Infantile amnesia

A

the lack of memory for experiences that occurred before age 3

179
Q

Development quotient (Arnold Gesell)

A

An overall development score that relates to performance in four domains
- motor skills
- language use
- adaptive behavior
- personal-social behavior

180
Q

Babbling

A

making speechlike but meaningless sounds
- universal

181
Q

Holophrases

A

one-word utterances that stand for a whole phrase, the meaning of which depends on the particular context in which they are used

182
Q

Telegraphic speech

A

speech in which words not critical to the message are omitted
(Ex: “I show book”)

183
Q

Under extension

A

the overly restrictive use of words, common among children just mastering a spoken language
(Ex: “blankie” instead of “blanket”)

184
Q

Overextension

A

the overly broad use of words, overgeneralizing their meaning
(Ex: trucks, buses and tractors are referred to as “cars”)

185
Q

motherese/Infant-directed speech

A

a type of speech directed toward infants, characterized by short, simple sentences

-Higher pitch
- Increased range of frequency
- Intonation is varied

186
Q

Basic emotions

A

universal emotions such as joy, anger, fear, interest, disgust, distress, sadness and surprise

187
Q

Complex emotions

A

self-conscious emotions that emerge in the 2-3 years and depends in part on cognitive development
- Rely on self-awareness

188
Q

Multimodel perception

A

The effects that concurrent stimulation in more than one sensory modality has on the perception of events and objects in the world
- concern the binding of inputs from multiple sensory modalities

189
Q

Social referencing

A

the use of other’s emotional expressions to gain information about an ambiguous situation

190
Q

Emotional display rules

A

culturally defined rules specifying which emotions should or shouldn’t be expressed under which circumstances
- starts at age 3
-Hiding true feeling and faking feelings

191
Q

Attachment

A

an enduring socioemotional relationship

192
Q

Still Face Experiment

A

Mom interacts normally with baby, then makes a still face

The baby reacts with negative emotions and tries to regain the mother’s attention and responsiveness

193
Q

Self-awareness

A

the ability to focus on yourself and how your actions, thoughts, or emotions do or don’t align with your internal standards

194
Q

A-Not-B Error

A

Error in the mental perception of objects seen in infants before the age of one year

  • Babies still look under cup A for the toy when they saw the researcher move it to cup B
195
Q

Possible vs Impossible tasks (Unwilling vs Unable study)

A

Differentiate intentional from accidental acts; occurs at about 9 months

196
Q

Goodness of fit

A

a statistical test that determines how well sample data fits a distribution from a population with a normal distribution

197
Q

Perception

A

the state of being or process of becoming aware of something through the senses

198
Q

Personality

A

the combination of characteristics or qualities that form an individual’s distinctive character

199
Q

Universal listener

A

born able to distinguish between world’s languages

200
Q

Specialized listener

A

by 10-12 months focus on what they hear in their environment

HDFS 210 (1 decks)

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