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C. PsS MCAT > Human Development > Flashcards

Human Development Flashcards

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MCAT flashcards
1
Q

Evaluates the psychological progress of individuals based on their level of commitment and degree of exploration

Mnemonic for order of the levels: Don’t Finish My Alcohol

A

Identity development theory (Marcia)

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2
Q

Identity development theory

People at this level lack direction, have not explored options, and have not committed to any specific career path or future

A

Identity diffusion

Low commitment, low exploration

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3
Q

Identity development theory

People at this level have accepted an identity that was assigned to them (usually from an authority figure) without contemplation or exploration

A

Identity foreclosure

High commitment, low exploration

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4
Q

Identity development theory

People at this level are trying new activities and thinking about a career, but have yet to decide

A

Identity moratorium

Low commitment, high exploration

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5
Q

Identity development theory

People at this level have explored their options and feel confident about what they want to do in the future

A

Identity achievement

High commitment, high exploration

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6
Q

Gross movement of arms and legs. Occurs first in motor development
Example: running, climbing

A

Gross motor skills

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7
Q

Relies on more nuanced movements of extremities, including fingers. Develops after gross motor skills in motor development
Example: writing, using tools

A

Fine motor skills

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8
Q

Infant can lift head before they can crawl
Development progresses through milestones of motor skill development, for example rolling over at 2-5 months

A

Head to toe development

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9
Q

Reflexes that are present throughout life starting in newborns

Including:

A

Breathing reflex
Inhalation and exhalation

Eyeblink reflex
Involuntary blinking of eye when something comes near the head, or eyes are exposed to bright light

Pupillary reflex
Pupillary constriction in response to bright light

Swallowing reflex
Swallowing of food happens automatically

Mnemonic: “Look, blink, blow, swallow”

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10
Q

Reflexes present in neonates that disappear with age.

A

Neonatal reflexes

Also known as newborn reflexes.
Mnemonic: GRASP MEN = grasp reflex, rooting reflex, automatic stepping reflex, sucking reflex, plantar reflex (Babinski), Moro’s reflex, extrusion reflex, neck reflex (tonic reflex)

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11
Q

Infant closes hands on anything that comes into their palm

A

Palmar grasp reflex

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12
Q

Stroking the cheek → neonate turns ipsilateral
Assists with orienting baby’s mouth to mother’s nipple

A

Rooting reflex

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13
Q

When touching a flat surface, infant will exhibit a stepping motion as if they were attempting to walk

A

Stepping reflex

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14
Q

Infant will suck on any object placed in its mouth

A

sucking reflex

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15
Q

Scraping of bottom of feet results in toe extension and abduction

A

Babinski reflex (plantar reflex)

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16
Q

Startle reaction whereby neonate fans out arms and then back

A

Moro reflex (plantar reflex)

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17
Q

Baby’s tongue will thrust forward when lips are touched

A

Extrusion reflex (tongue thrust reflex)

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18
Q

Also known as fencing posture

When a baby’s head is turned, ipsilateral arm straightens while opposite arm bends

A

Tonic neck reflex

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19
Q

Reproductive cells of males

A

Sperm

Comprised of head and tail
Head contains nucleus and acrosome, which contains enzymes for penetrating the female egg
Tail, also called the flagellum, propels the sperm for swimming

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20
Q

Reproductive cells of females

A

Egg

Contain the zona pellucida, thick outer layer of glycoproteins, deep to which is the plasma membrane
Upon penetrating these layers, the sperm cell fertilizes the egg with its genetic material

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21
Q

Steps of fertilization

A

Sperm binds to egg → acrosomal reaction → cortical reaction → genetic transfer

Occurs at approximately week 2, whereby the egg is fertilized by the sperm

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22
Q

Acrosomal reaction during fertilization

A

Enzymes from the acromosomal tip digest the zona pellucida of the egg

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23
Q

Cortical reaction during fertilization

A

Enzymes with cortical granules from the egg get ejected into the zona pellucida and prevent other sperm from binding

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24
Q

The process of carrying an embryo or fetus in the womb before giving birth

A

gestation

25
Q

Embryo formation by which early organ systems are formed
By week 10, we use the term fetal development

A

Embryogenesis

26
Q

Full term pregnancy

A

37-42 weeks is considered normal

Birth before 37 weeks is called preterm

Birth after 42 weeks is called postterm

Both preterm and postterm neonates have higher rates of complication

27
Q

Transitional stage between childhood and adulthood, beginning with puberty, a 2-year period of sexual maturation

A

Adolescence

28
Q

Age of puberty

A

13 y/o in M and 11 y/o in F

29
Q

Puberty characteristics

A

Development of primary sex characteristics (testes in males and ovaries in females) and secondary sex characteristics (deepening of voice, body hair in males, breast and hip development in females, pubic hair and underarm hair in both)

30
Q

Brain changes in puberty

A

Prefrontal cortex, limbic system, and corpus callosum develop further
Increased myelination and increased brain volume

31
Q

Breakdown of connections between neurons to focus on the most used ones

A

Synaptic pruning

Synaptic elimination begins at puberty and continues until mid-20’s

32
Q

Proposed by Freud

Early childhood the most important for personality development
5 stages, if completed successfully, result in a healthy personality. If issues aren’t resolved at a certain age, then fixation occurs

A

Psychosexual theory of development

33
Q

Proposed by Erikson

Personality/identity development occurs through one’s entire lifespan
Each stage depends on overcoming a conflict, and success/failure at each stage affects overall functioning

A

Psychosocial development theory

34
Q

Proposed by Vygotsky

Children learn actively through hands-on processes
Child internalizes information from interacting with others

A

Sociocultural cognitive development theory

35
Q

Proposed by Kohlberg

Focuses on moral reasoning and the difference between right and wrong

A

Moral development theory

36
Q

5 psychosexual stages, focused on childhood. Unresolved childhood conflict impacts adult personality

A

Freud proposed that development of personality occurs through stages of psychosexual development

Mnemonic for the stages: Old Age Pensioners Love Genitals

37
Q

8 psychosocial stages in life. Unresolved crisis at any age impacts adult personality

A

Psychosocial
Personality
Erik Erikson
Key difference from Freud: growth continues throughout life

38
Q

Who’s theory describes the role of social interaction in the development of cognition?

A

Vygotsky’s theory of sociocultural development

39
Q

Vygotsky proposed that development of advanced cognition occurs through three main channels:

A

social interaction, the more knowledgable other (MKO), and the zone of proximal development

40
Q

According to Vygotsky’s theory of sociocultural development, the elementary functions are:

A

attention, memory, perception, sensation

Mnemonic: elementary babies have crAMPS

41
Q

The primary tool through which adults transmit information to children (Vygotsky)

A

Social interaction (language)

42
Q

A “skillful tutor” like an adult assists a learner in developing advanced cognition (Vygotsky)

A

More knowledgable other (MKO)

43
Q

Zone of proximal development (Vygotsky)

A

Something in the zone of proximal development can be done with assistance but cannot be done independently. This is the time when the learner requires the most help

44
Q

6 stages of lifespan moral development. Most individuals do not pass stage 3 or 4

A
45
Q

Kohlberg’s model of moral development

A
46
Q
A
47
Q

Unwritten rules of behavior that people in society are expected to follow

A

social norm

48
Q

Evidence supports the existence of mirror neurons, nerve cells that fire both when we perform an action and when we observe another person doing the same action

A

Imitation. Andrew Meltzoff proposed that babies have a built-in capacity for imitation

49
Q

A set of social norms and expectations that guides people’s behavior

A

roles

50
Q

Groups to which individuals compare themselves
The group that provides an individual with a model for their worldview, appropriate actions, and social norms

A

reference group

51
Q

The process by which people learn the customs and values of their culture

A

socialization

52
Q

The idea that development occurs through the process of communicating with others (also called interactionism)

A

Mead’s theory of social behavioralism

53
Q

Mead proposed 3 stages of how individuals believe they are perceived by others

A

Preparatory stage:
In the earliest stage, interactions are primarily based on imitation
Babies, toddlers

Play stage:
As individuals develop, they become more aware of social relationships, manifested in children’s interest in role play
Preschool-age children

Game stage:
People begin to understand the concept of the generalized other which represents society as a whole.
However they are primarily influenced only by significant figures in their lives
School-age children

54
Q

Cooley vs Mead in theories of social behavioralism

A

Charles Cooley proposed that identity was influenced by all people while George Herbert Mead proposed that it was influenced by certain people at specific stages of life

55
Q

Mead’s theory of identity

A

In the game stage, people develop the idea of “I and me”
“me” = identity formed by the general society’s view (the generalized other)
“I” = spontaneous and autonomous part of self, our personal response to the “me”

56
Q

This term refers to the idea that an individual’s sense of self develops through interactions with others and perceptions of others’ reactions, regardless of the accuracy of those interpretations

A

Charles Cooley’s looking glass self

57
Q

Three steps of Charles Cooley’s looking glass self

A

1) Imagine how we appear to others
2) Imagine how others react to our appearance
3) Evaluate ourselves according to what we imagine their reaction to be

58
Q

Critical aspect of Charles Cooley’s looking glass self

A

Cooley believed that self-image was determined NOT by the actual opinions of others, but by the individual’s perception of the opinions of others.
Example: A teacher grades a student harshly to push them to reach their potential. However, student comes to the conclusion that they’re not intelligent at this subject due to their poor grade

C. PsS MCAT (34 decks)

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