Intro - Ch. 1-2 Flashcards
is development ____________ or _____________? (3)
quantitative or qualitative
continuous or discontinuous
genetics or environment
world view
the way view are framed/how psychological theories think about the world
theories are…
s/ra/sr/eo
1) a set of ideals or organizing principles
2) relevant assumptions based on beliefs about a phenomenon
3) systematically related to each other
4) empirical/operational definitions
developmental theories allow us to…
d/e/p
describe
explain
predict
development takes place in three domains…
c/s/p
cognitive
social
physical
they all interact!
feagans, kipp, and blood (OM moms rated)
looked at OM in good/medium/poor quality daycares. 1-1.5 year olds
divided them into chronic OM groups and those unaffected
observed them with picture book readings, watched how often they went off task and gave mothers a questionnaire to rate their children’s ability to pay attention
mothers of chromic OM rated them as less attentive, when in reality kids in poorest daycare were.
age-graded
changes that happen at a typical age
history-graded/cohort effects
changes that happen at a particular time
cohort
people born at the same time (ex; millennials)
non-normative influence
changes that don’t happen to a majority of people (ex; my gymnastics career)
multidimensional/multidirectional
while advancing in development, you can also regress in cognitive, physical, and social ways (ex; teen buzz)
organismic theories (butterfly)
STAGES, there is qualitative change, and everybody is heading toward a defined goal. big on active development (ex; montessori schools)
mechanistic theories (clock)
no qualitative change, only quantitative. you are passing and react to what happens, never stop developing, and there is no movement to a goal (ex; classical conditioning)
contextual worldview theories
where you are shapes how you develop (ex; dynamic systems theory)
ethology
emphasis on context of the environment, understand the ADAPTIVE qualities of a behavior (ex; babies have a clingy stage… how is this adaptive)
ethology’s big three…
i/s/b
imprinting
sensitive/critical periods
bonding
klaus and kennel (bonding at birth)
bonding happens right after birth. preemie babies hit milestones faster when allowed to bond with parents. lead to babies staying in the room, and family members being in the room. later found that bonding doesn’t matter.
bowlby said… (trust)
it’s important for parents to be present to create trust between them and their child
attachment parenting
the way things happen naturally are the best ways (ex; breastfeeding, no painkillers during birth)
species-specific response
exactly what it sounds like (ex; laughing when tickled)
‘babyness’ by Conrad Lawrence
babies have big, bulbous heads, large eyes below the middle of their head, and a protruding forehead. triggers our ‘aww, cute!’ reflex which helped babies be taken care of
supernormal stimulus and ‘babyness’
exaggerate ‘babyness’ cues to overload the ‘aww’ factor. also found in sexual behaviors.
ecological approach (bronfenbrenner)
m/m/e/m/c
microsystem: you and your immediate surroundings (ex; your roommates)
mesosystem: when your microsys interact with each other (ex; your roomie picks up your hw from your study buddy)
exosystem: doesn’t directly contain you, but influences you (ex; parents’ workplace)
macrosystem: the values, ideals, and customs favored in a culture (ex; breastfeedings happens less in countries that sexualize breasts)
chronosystem: how your cohort impacts you (ex; millennials are dirt poor)
three developmental study methods…
cross-sectional
longitudinal
sequential
cross-sectional design
look at subjects at different ages at the same time
pros: quick, cheap, can see diff. behavior at diff. points of development
cons: no info about past, no info about individual development, no info about dev. process
longitudinal design
same subjects assessed repeatedly
pros: can determine behavior stability, diff. in behavior at diff. points of development, impact of early events are obvious
cons: costly, subject loss, changes in people, inflexibility, test-retest effects
sequential design
cross-sectional and longitudinal together
pros: flexible, can determine behavior’s stability, impact of early events is investigated, diff. in behav. seen at diff. points
cons: most costly, subject loss, rest/retest effect
structured observation
structuring an environment so that a behavior you want to observe happens
hamster toy study
kid put in room with awesome toys but told to watch a hamster while the researcher steps out. when the kid looks away the hamster goes down a chute, the researcher comes back and asks if the kid watched the hamster.
we see if kids lie or not!
clinical vs. structured interviews
clinical: ask them questions, their responses guide your next questions. DIFFERENT
structured: everyone gets the same question regardless of answer
case studies
observe a unique person with great detail to try and learn something
genie’s case study
tied to bed until she died, but she didn’t so the mom took her to CPS but it was clear something was wrong, she was raised without socialization. learned a lot of words but lost them, inability to communicate
david reimer
dick was accidentally chopped off as a baby so he got surgery and was raised as a girl. but he figured out that he wasn’t a girl, rejected ‘brenda’ and ultimately killed himself… he had a twin and they’d be studied on and off.
ethical issues with developmental psych include…
d/c/ci/a
deception, children, cognitively impaired people, animals
can they consent?
rights of research participants include…
pfh/ic/p/k/bt
protection from harm, informed consent, privacy, knowledge of results, beneficial treatments
DNA, genes, and chromosomes
DNA is the essence of us
Genes are the bits of DNA found in a chromosome
Chromosomes store and transmit genetic information
mitosis vs. meiosis
mitosis: 46 –> 46 and 46
meiosis: 46 –> 46 and 46 –> 23 and 23
genotypes vs. phenotypes
g: the genes you have
p: the traits you display
ex; curly hair
range of reaction
our genetics set the limits, and our environment determines where we fall along a spectrum
canalized
environment is a canal, our genes are a ball that rolls through it. sometimes it’s a gutter and sometimes it’s messy
strongly vs. weakly canalized traits
strong: the environment can’t push them around (ex; eye color)
weak: the environment can push them around a lot (ex; intelligence)
human inherited conditions only require __ gene
one! kid has a 50% chance of getting it
ex; huntington’s and neurofibromatosis
huntington’s disease:
degenerative brain disorder that presents in middle adulthood
neurofibromatosis
benign tumors on the skin, like, A LOT of them
homo vs. heterozygous
dominant vs. recessive
homo: genes received are identical
het: genes received are different
dom: genes that are expressed
rec: genes expressed if no doms are there
recessive inherited conditions (4)
c/sc/pku/ts
require two lowercase to show! ex; cc
ex; cystic fibrosis (lungs fill with mucus), sickle cell anemia (resistant to malaria), PKU (is diet restricts phenylalanine, their brain won’t degenerate), tay-sachs (brain deterioration, dead by 3)
human x-linked inherited conditions
conditions found specifically on the x-chromosome. can be silent in girls but will always show in boys.
ex; color blindness (most common is red/green), hemophilia (blood won’t clot), severe combined immune deficiency (no immune system)
david and severe combined immune deficiency
put in a sterile room until he sadly died at 13
imprinting
process by which genes are ‘branded’ by one parent or the other. essential for normal development and turn on and off during different times of life
ex; ligers that just keep growing since the fem lion gene doesn’t silence it via imprinting
polygenic inheritance
multiple genes that work together and influence each other
ex; height
chromosome conditions (4)
involve chromosomes and genes
ex; turner’s (missing a sex chromosome), klinefelter’s (get an extra sex chromosome), down syndrome, fragile x (genetic, x-chrom looks broken, 1/4000 guys and 1/8000 girls)
fragile x
dominantly inherited ‘broken’ x-chromosome. bigger problem with guys. causes cognitive deficit and learning disability, as well as delayed speech development, and long faces. 15% also have autism
down syndrome
extra chromosome (21), generally short and stocky build, flat faces, heart abnormalities, higher hernia risk, compromised immune system/susceptible to infection, IQ 35-70 but variable, 1/700
the risk of all chromosomal conditions _____________ with age
increases
when prenatally detective down syndrome, __% in US will terminate, but ___% in Iceland will
67, 100
skotko (down syndrome happiness)
those with DS are positive about life and themselves. they love their families and their families love them, generally indicating a good quality of life, though family members between ages 9-11 feel embarrassed by their relations
noninvasive genetic testing (3)
tq/f/u/c
triple/quad screen: bloodwork, 15-22 weeks, 1/x results
first trimester screen: ultrasound, bloodwork, increased neck thickness:down syndrome, 11-14 weeks
ultrasound: don’t overdo!
cell-free fetal DNA: blood sample after 10 weeks, can look for fetal cells in blood and diagnose down syndrome and other chromosomal defects
invasive genetic testing
C/a/P/P
CVS: needle goes in, sucks up villae, analyzes chromosomes, early as 9 weeks, associated with higher termination but those who take it are at higher risk anyways
amniocentesis: same thing, but amniotic fluid, 11-12 weeks
PUBS: blood sample from fetus via umbilical cord, can administer Rx that way
PGD: harvest egg and sperm, incubate embryos outside of the body and they pick the one that isn’t infected
