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CPCE kara > Human growth and development > Flashcards

Human growth and development Flashcards

1
Q

Anabolism

A

the building-up aspect of metabolism or building to peak

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2
Q

catabolism

A

breaking-down aspect of metabolism or decline

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3
Q

Epigenetics

A

Nature vs nurture

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4
Q

Brain regions

A

Brain stem/hindbrain limbic region/midbrain cortex/forebrain

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5
Q

Brain stem/hindbrain

A

sleep, respiration, motor coordination and organization, and reflexes.

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6
Q

limbic region/midbrain

A

limbic system assists in various processes relating to cognition; including spatial memory, learning, motivation, emotional processing, and social processing

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7
Q

cortex/forebrain

A

controls body temperature, reproductive functions, eating, sleeping, and the display of emotions

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8
Q

Corpus callosum

A

connects the left and right hemispheres, cranial nerves start here

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9
Q

Limbic

A

amygdala, hypothalamus, hippocampus, thalamus

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10
Q

Cerebral cortex includes what parts of the brain :

A

occipital parietal temporal frontal

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11
Q

What does the occipital lobe do

A

vision and visual processing,

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12
Q

What does the parietal lobe do

A

Visuospatial Orientation, Somatosensation,

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13
Q

What does the temporal lobe do

A

Language Comprehension, Auditory Perception, auditory, permanent memory

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14
Q

What does the Frontal lobe do

A

Motivation, Planning, Inhibition, Motion, Language Expression

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15
Q

How is the nervous system divided

A

Central Nervous system > brain and spinal cord;
Peripheral nervous system>motor neurons and sensory neurons

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16
Q

What does the Cerebral Cortex do

A

Information Processing, Complex Cognition, Perception

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17
Q

What do the Subcortical Regions do

A

Basic Drives, Emotion, Memory, Fine Motor Skill

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18
Q

What does the Brainstem do

A

Alertness, Vital Functions

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19
Q

What does the Cerebellum do

A

controls Coordination

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20
Q

What lobe of the brain controls smell, movement, organization/planning/meta-cognition

A

Frontal lobe

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21
Q

What lobe of the brain controls auditory, permanent memory

A

Temporal lobe

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22
Q

What lobe of the brain controls spatial reasoning, touch

A

Parietal lobe

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23
Q

What lobe of the brain controls sensory through eyes

A

Occipital

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24
Q

Which division of the nervous system controls sympathetic and Parasympathetic

A

Peripheral nervous system (PNS)

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25
Q

Sympathetic nervous system does what process

A

ramps up - fight, flight, freeze

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26
Q

Parasympathetic nervous system does what process

A

calms - rest and digest

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27
Q

Basal Ganglia

A

Fine Motor Control

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28
Q

Limbic System

A

Emotional Valence and Reactions, Memory

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29
Q

Thalamus

A

Relay Station to Cortex

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30
Q

Hypothalamus

A

Hormonal, Vital Sign, and Sleep Regulation

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31
Q

Brainstem Divisions:

A

Midbrain, Pons, Medulla

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32
Q

Functions of the Brainstem:

A

Alertness, Facial Motor and Sensory Function, Cardiac and Breathing Regulation

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33
Q

Cerebellum Functions:

A

Motor Coordination, Primitive Learning and Emotional Networks

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34
Q

The Neuron parts

A

Cell Body (soma) Dendrites Axon

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35
Q

Cell Body (soma)

A

Cell nucleus,
organelles,
Production and storage of enzymes,
messenger molecules,
receptors

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36
Q

Dendrites

A

Short and branch-like, Receptive, at spine

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37
Q

Axon

A

Long fiber, Conductive, at terminal button

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38
Q

Electrical Conduction

A

Ligands bind receptors on the dendrite or soma,
Ligands: hormones, drugs, enzymes,
Activation of excitatory receptors results in action potential,
Electrical impulse movement along the axon: conduction

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39
Q

Chemical transmission

A

the primary way that nerves communicate with each other in the nervous system

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40
Q

Chemical transmission requires the following steps

A
  1. Synthesis of the neurotransmitter in the presynaptic nerve terminal.
  2. Storage of the neurotransmitter in secretory vesicles.
  3. Regulated release of neurotransmitter in the synaptic space between the pre- and post-synaptic neurons.
  4. The presence of specific receptors for the neurotransmitter on the postsynaptic membrane, such that application of the neurotransmitter to the synapse mimics the effects of nerve stimulation.
  5. A means for termination of the action of the released neurotransmitter.
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41
Q

Genetic disorders

A

Phenylketonuria Sickle cell anemia Tay-Sachs Turner syndrome Klinefelter’s syndrome

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42
Q

Phenylketonuria (PKU):

A

Inability to neutralize amino acid, phenylalanine

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43
Q

Sickle cell anemia:

A

abnormal red blood cells. In 1:500 African-American births

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44
Q

Tay-sachs:

A

CNS degeneration because of inability to metabolize fats in

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45
Q

Kleinfelter?s syndrome:

A

Extra X chromosome (XXY).

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46
Q

Behavioral learning theories of stimulus-response:

A

Classical conditioning Operant conditioning Social learning

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47
Q

Classical conditioning theorists:

A

Pavlov, Watson, Wolpe

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48
Q

Operant conditioning theorists:

A

Skinner, Thorndike

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49
Q

Social learning theorists

A

Bandura, Rotter

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50
Q

Classical Conditioning :

A

Pairing unconditioned stimulus (meat powder) with unconditioned response (salivation) through conditioned stimulus (tone, buzzer, bell).

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51
Q

Famous Classical Conditioning experiments :

A

Pavlov’s dogs,
Watson’s Little Albert and white mice,
Wolpe’s systematic desensitization

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52
Q

Operant conditioning:

A

a method of learning that employs rewards and punishments for behavior

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53
Q

Thorndike’s Law of Effect:

A

Reward = reinforcement

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54
Q

Positive Reinforcement Reward

A

increases desired behavior

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55
Q

Negative reinforcement

A

Removes aversive - increases desired behavior

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56
Q

Positive Punishment Aversive

A

Reduces undesired behavior

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57
Q

Negative Punishment Removes reward

A

reduces undesired behavior

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58
Q

Why use positive reinforcement?

A

Highly effective in teaching new behavior Highly effective in reducing problem behavior Pairing the counselor with reinforcers enhances the therapeutic relationship Effects are long-lasting

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59
Q

Premack principle (grandma?s law):

A

Only reward behavior after task completion,
Eat your vegetables before you get dessert

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60
Q

Differential Reinforcement

A

selectively reinforcing desired behaviors while withholding reinforcement for undesired behaviors.

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61
Q

One of the most effective ways to treat problem behavior

A

Provide reinforcement for behavior we want to increase
Withhold reinforcement for behavior we want to decrease (extinction)
Select an alternative to the problem behavior that serves the same function.
Be clear about what you want the client to do.

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62
Q

Examples of Differential Reinforcement:

A

Hitting for attention instead saying, “Look at me!”
Crying to escape task instead asking for a break,
Screaming to get iPad instead teaching “Can I have iPad?”

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63
Q

Primary reinforcer

A

things that motivate behavior because they satiate an individual’s basic survival needs (escape, attention, tangibles)

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64
Q

secondary reinforcers

A

conditioned reinforcers (money, tokens)

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65
Q

Extinction

A

the behavior ceases when the conditioned stimulus is presented, or the behavior becomes sporadic when the stimulus is present

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66
Q

spontaneous recovery

A

can only happen after extinction and usually follows a rest period where no stimuli are presented

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67
Q

Stimulus discrimination

A

the ability to distinguish between one stimulus and similar stimuli

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68
Q

eventual generalization

A

occurs when a stimulus that is similar to an already-conditioned stimulus begins to produce the same response as the original stimulus does

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69
Q

Token economy

A

a system in which the learner earns tokens by engaging in a targeted behavior

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70
Q

Intermittent reinforcement (slot machine effect)

A

the delivery of a reward at irregular intervals, a method that has been determined to yield the greatest effort from the subject

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71
Q

Extinction process

A

Step 1: We stop reinforcing a behavior Step 2: Extinction burst (gets worse before it gets better) Step 3: Because reinforcement is no longer available, the behavior decreases

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72
Q

Examples of Extinction:

A

Ignoring attention-maintained behavior, No longer reinforcing tantrums by withholding tangibles

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73
Q

Ethical considerations of Extinction

A

Increase in problem behavior may not be safe or manageable, Inconsistent use will increase problem behavior Extinction alone doesn?t teach an effective replacement behavior ? use with differential reinforcement

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74
Q

Reinforcement schedules

A

Fixed ratio Variable ratio Fixed interval Variable interval

75
Q

Fixed ratio

A

(e.g., exactly every 5 tasks)

76
Q

Variable ratio

A

(e.g., an average of every 10 tasks)

77
Q

Fixed interval

A

(e.g., exactly every 60 mins)

78
Q

Variable interval

A

(e.g., between 30-90 mins, with an average of 60 mins)

79
Q

Variable ratio and interval equals what

A

intermittent reinforcement

80
Q

Intermittent reinforcement

A

Intermittent reinforcement is more motivating than providing the reinforcer every time

81
Q

Piaget?s Cognitive Development stages

A

Sensorimotor Preoperational Concrete operations Formal operations

82
Q

Sensorimotor

A

(0-2 yrs) Sensory/motor coordination. Learn cause-and-effect, object permanence

83
Q

Preoperational

A

(2-7 yrs) Imitative and imaginative play, figurative. Egocentric thinking

84
Q

Concrete operations

A

(7-11 yrs) Relational terms (bigger, yesterday, heavier); rule-bound & logical reasoning, not abstract

85
Q

Formal operations

A

(12+) Abstract thought, develop hypotheses, deductive reasoning. Not everyone reaches this level.

86
Q

Zygotsky’s zone of proximal development (ZPD) and

A

refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner

87
Q

scaffolding

A

activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development

88
Q

Cognitive dissonance (Festinger)

A

inconsistency among beliefs or behaviors causes an uncomfortable psychological tension

89
Q

Adolescent?s imaginary audience (Elkind)

A

feel that their behavior or actions are the main focus of other people’s attention

90
Q

Adolescent personal fable

A

that they are special and unique, so much so that, none of life’s difficulties or problems will affect them regardless of their behavior

91
Q

Crystallized intelligence (Cattell)

A

your stored knowledge, accumulated over the years

92
Q

fluid intelligence (Cattell)

A

your ability to process new information, learn, and solve problems

93
Q

Piaget’s core ideas

A

Schema, Disequilibrium (something happens) return to equilibrium through Assimilation (no change to schema) or Accommodation (change to schema)

94
Q

Freud: Psychosexual Development

A

Oral Anal Phallic Latency Genital

95
Q

Oral Stage

A

(0-1 yrs) Pleasure through the mouth (sucking, etc.).

96
Q

Oral Stage Fixation:

A

Dependency, naivete, smoking, overeating

97
Q

Anal Stage

A

(1-3 yrs) Pleasure through anus and buttocks

98
Q

Anal Stage Fixation:

A

Stinginess, obsessive cleanliness/messiness

99
Q

Phallic Stage

A

(3-5 yrs) Pleasure through genitals

100
Q

Phallic Stage Fixation:

A

Sexual exploitation, oedipal/electra complex

101
Q

Latency Stage

A

(6-11) Mastery of social skills, sexual interests become dormant

102
Q

Latency Stage Fixation:

A

Anxiety relief through defense mechanisms

103
Q

Genital Stage

A

(12 plus) Re-emergence of sexual impulses and capacity for desire/love

104
Q

Genital Stage Fixation:

A

Re-emergence of complexes, impulsivity

105
Q

Learning theory (e.g., Skinner)

A

a person is first exposed to a stimulus, which elicits a response, and the response is then reinforced (stimulus, response, reinforcement)

106
Q

nativist (Chomsky)

A

children’s brains contain a Language Acquisition Device which holds the grammatical universals.

107
Q

Chomsky’s language acquisition device

A

a hypothetical tool hardwired into the brain that helps children rapidly learn and understand language

108
Q

Semantics:

A

study of word meanings

109
Q

Syntax:

A

use of grammar

110
Q

Pragmatics:

A

use of language in social context (e.g., taking turns)

111
Q

Phonology:

A

What a language sounds like

112
Q

Morpheme:

A

language units; e.g., “girls” has two units, “girl” and “s”

113
Q

Broca?s area:

A

speech production (aphasia = lack of speech)

114
Q

Wernicke?s area:

A

receptive language (comprehension)

115
Q

Freud’s structure of personality

A

Id (pleasure principle) Ego (reality principle) Superego (internalized parent)

116
Q

Repression

A

Unconscious blocking of unacceptable thoughts, feelings and impulses

117
Q

Regression

A

Reversion to earlier stage of development, in face of unacceptable impulses

118
Q

Displacement

A

Redirecting thoughts/feelings from unsafe person to safe person

119
Q

Projection

A

Misattribution of own thoughts and feelings onto another person

120
Q

Rationalization

A

Convincing oneself or others that an action was reasonable in the circumstances

121
Q

Compensation/Sublimation

A

Channeling unacceptable impulses, thoughts, and emotions into more acceptable ones

122
Q

Denial

A

Rejection of thoughts, feelings, or ideas that feel threatening

123
Q

Intellectualization

A

Avoiding feeling emotions through overemphasis on rational thought

124
Q

Reaction Formation

A

Converting unwanted or dangerous thoughts or feelings into their opposites

125
Q

Erikson: Psychosocial Theory

A

Trust vs. Mistrust
Autonomy vs. Shame & Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair

126
Q

Trust vs. Mistrust

A

(0-1 yrs) Nurturance and trust in parent-child relationship

127
Q

Autonomy vs. Shame & Doubt

A

(1-3 yrs) Independence and self-initiative, and defiance

128
Q

Initiative vs. Guilt

A

(3-5 yrs) Ambition, responsibility, respect for others

129
Q

Industry vs. Inferiority

A

(6-11 yrs) Strive for competence; emphasis on community interaction

130
Q

Identity vs. Role Confusion

A

(12-25 yrs) Search for uniqueness, personal goals; peer relationships

131
Q

Intimacy vs. Isolation

A

(12-25 yrs) Love/friendship vs. independence and self-absorption

132
Q

Generativity vs. Stagnation

A

(25-65 yrs) Work productivity, enhance future generations

133
Q

Integrity vs. Despair

A

(65+ yrs) Pride & satisfaction vs. meaninglessness & regret

134
Q

Lorenz Attachment theory:

A

imprinting during critical/sensitive periods

135
Q

Bowlby and Ainsworth Attachment theory

A

(infant strange situation),
Securely attached (explore environment, protest separation)
Anxious-avoidant (withdrawal)
Anxious-ambivalent (clinging, refuses to explore, protest separation vehemently)
Disorganized (numb, confusion at reunion)

136
Q

Attachment theory Harry Harlow?s rhesus monkeys

A

Food bottle vs. warm terrycloth covering

137
Q

Mancia: Identity Status (Expansion of Erikson)

A

Identity achievement
Identity moratorium
Identity foreclosure
Identity diffusion

138
Q

Identity achievement

A

Committing to goals, and taking action to achieve them

139
Q

Identity moratorium

A

Protracted process of taking in information before deciding on course of action to achieve goals; leads to lack of progress

140
Q

Identity foreclosure

A

Adolescent goals are determined by others (parents, friends) without any questioning/pushback

141
Q

Identity diffusion

A

Procrastination or confusion to the extent that goals are not formed

142
Q

Lovinger: Ego Development Theory

A

Pre-social Self-differentiation from world
Symbiotic Self-differentiation from other people
Self-protective Affirm separate identity, can be demanding
Conformist obey group rules, strive for family acceptance
Self-awareness, self-conscious Strive for stability and maturity
Conscientious Internalize rules and morality
Individualistic Strive for individuality, awareness of inner conflicts
Autonomous Strive for self-fulfillment, cope with inner conflicts
Integrated Consolidated identity; accept inner conflicts as part of self

143
Q

Maslow: Hierarchy of Needs

A

Self-Actualization
Esteem
Belonging
Safety
Physiological

144
Q

Kubler-Ross: Stages of Grief

A

Shock and Denial
Anger
Bargaining and guilt
Hopelessness and depression
Acceptance

145
Q

Costa & McRae’s OCEAN model: Five-Factor Model of Personality

A

Openness Conscientiousness Extraversion Agreeableness Neuroticism The NEO-PI and 16PF were based on this

146
Q

Openness

A

Curious and imaginative vs. closed and conventional

147
Q

Conscientiousness

A

Planful and responsible vs. spontaneous and risk-taking

148
Q

Extraversion

A

Outgoing and energetic vs. solitude and calmness

149
Q

Agreeableness

A

Trusting and compassionate vs. guarded and self-achievement focused

150
Q

Neuroticism

A

Highly affected by environmental stressors vs. high coping ability and less affected by environment

151
Q

Kohlberg: Moral Development

A

Level I: Preconventional
-Stage1: Obedience and
punishment (survival of fittest)
-Stage 2: Instrumental hedonism
(satisfying own needs)
Level II: Conventional
-Stage 3: “Good boy, good girl”
(seeking approval)
-Stage 4: Law and order (following
rules without question)
Level III: Postconventional
-Stage 5: Social/moral contract and
system of laws (democratic)
-Stage 6: Universal ethical principles
(respect = end, not means)

152
Q

Gilligan: Moral Development

A

Orientation to individual survival, Self-focused, goal is survival
Goodness as self-sacrifice Other-focused, altruism
Morality of nonviolence Equilibrium between individual needs and altruism Choices seek to avoid harm to self and others

153
Q

Piaget: Moral Development

A

Premoral Moral realism Moral relativism

154
Q

Piaget: Moral Development Premoral

A

(0-4 years) Limited awareness of rules

155
Q

Piaget: Moral Development Moral realism

A

(4-7 years) Rules are concrete and must be obeyed and enforced. Rules are accepted without question.

156
Q

Piaget: Moral Development Moral relativism

A

(7+ years) Understands reason behind rules, how to change rules cooperatively, be consensus, or unilaterally by authority There is no absolute right and wrong Actions are judged by intention, not just by consequences

157
Q

Myers and Sweeney: Indivisible Self/Wellness Model

A

Physical: Exercise, nutrition
Essential: Spirituality, gender identity, cultural identity, self-care
Social: Friendship, love
Coping: Leisure, stress management, self-worth, realistic beliefs
Creative: Thinking, emotions, control, work, humor

158
Q

Gesell scales for developmental milestones (physical/cognitive and language/personal-social)

A

Measures developmental status of infants and young children. Assesses gross motor, fine motor, language, personal-social, and adaptive development.

159
Q

According to Havighurst, an individual must successfully achieve the following eight developmental tasks during the adolescent period:

A

accept one’s body,
adopt a masculine or feminine social role,
achieve emotional independence from parents,
develop close relationships with peers of the same and opposite gender,
prepare for an occupation,
prepare for marriage and family life,
establish a personal value or ethical system
achieve socially responsible behaviour.

160
Q

Gould theory of adult development (correcting assumptions related to dependency on parents)

A

charts inner stages of consciousness in which the adult gives up various illusions and myths held over from childhood.

161
Q

Peck’s expansion on final two Erikson stages

A

valuing wisdom vs. valuing physical power
mental flexibility vs. mental rigidity
ego differentiation vs. work role preoccupation
body transcendence vs. body preoccupation
ego transcendence vs. ego preoccupation

162
Q

Levinson?s theory of adult male development (Seasons of a Man?s Life)

A

adulthood is made up of alternating periods of stability and transition

163
Q

Gilligan?s observations of differences in male-female communication

A

Women change the rules in order to preserve relationships;
men abide by the rules and see relationships as replaceable

164
Q

Generations

A

General issue (1891-1924)
Silent generation (1925-1942)
Baby boomers (1943-1960)
Generation X (1961-1981)
Generation Y/Millennials (1982-2000)

165
Q

Parenting styles

A

Authoritarian authoritative permissive uninvolved

166
Q

authoritarian/autocratic

A

submissiveness, rebellion, lower achievement

167
Q

authoritative/democratic/egalitarian

A

independence, assertiveness, responsible

168
Q

permissive/laissez-faire

A

self-centered, aggressive, lower achievement

169
Q

uninvolved/unengaged

A

neglect causes attachment issues or parentified child

170
Q

Dreikurs Parent Education?

A

Influenced by Adler and he Developed Systematic Training for Effective Parenting (STEP)

171
Q

Dreikurs Parent Education main points

A

Encouragement vs. praise vs. bribery
Logical and natural consequences vs. punishment
Four goals of misbehavior

172
Q

Encouragement

A

Occurs after the child performs behavior or completes task
Focus is on encouragement, intrinsic reinforcement, and logical consequences
“I have faith in you.” “I’m proud of you.” “I know you can do it: let me help you get started.”

173
Q

Praise (reinforcement)

A

Focus is on extrinsic reinforcement,
Occurs before child completes or starts task,
“Good job.” “I liked the way you handled that.” “You played a good game.”

174
Q

Bribery

A

Focus on extrinsic manipulation of child’s behavior,
Occurs during child’s misbehavior
“If you quiet down, I’ll give you a candy bar.” “I’ll buy you a surprise if you stop fighting.” “Stop bothering me, and you won’t have to help with the dishes.”

175
Q

Logical Consequences

A

express the reality of the rules established by social order,
related directly to the misbehavior.
cancel out the practice of adults making moral judgments
have a here and now effect deals with the past.
are such that the adult can maintain the pleasant voice of a friendly bystander.

176
Q

Punishment

A

express the power of personal authority rather than social reality.
rarely related to the misbehavior.
Punishment, replete with all the accompanying lecturing, nagging, and insulting, inevitably involves moral judgment.
Punishment has a tendency to disturb the relationship of the person to the situation and to the person in authority.

177
Q

Dreikurs Four goals of misbehavior

A

Attention
Power
Revenge
Display of inadequacy

178
Q

Goal of misbehavior: Attention

A

ADULT’S REACTION: Feels annoyed,
THE PROBLEM GOAL AND FAULTY LOGIC: Wants to be noticed
ADULT’S CORRECTIVE PROCEDURES: Gives attention when the child is not making a bid for it & ignores misbehaving child

179
Q

Goal of misbehavior: Power struggles

A

ADULT’S REACTION: Feels threatened
THE PROBLEM GOAL AND FAULTY LOGIC: Wants to be in charge
ADULT’S CORRECTIVE PROCEDURES: Withdraw from the conflict, Take your sail out of their wind?

180
Q

Goal of misbehavior: Revenge

A

ADULT’S REACTION: Feels deeply hurt
THE PROBLEM GOAL AND FAULTY LOGIC: Wants to get even
ADULT’S CORRECTIVE PROCEDURES: Avoid punishment, Enlist a “buddy” for them

181
Q

Goal of misbehavior: Inadequacy

A

ADULT’S REACTION: Feels helpless and hopeless
THE PROBLEM GOAL AND FAULTY LOGIC: Wants to be left alone
ADULT’S CORRECTIVE PROCEDURES: Lots of encouragement

182
Q

Punishment

A
183
Q

Logical Consequences

A

CPCE kara (9 decks)

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