Lifespan Flashcards
polygenic
influenced by multiple genes (height, weight, IQ, personality)
A dominant trait can be due to ____ or ____
HOMOzygous: both are the same (HH, hh)
—OR—
HETEROzygous: both different (Hh)
examples of homozygous traits due one single dominant gene (Hh)
brown eyes, dark hair, farsightedness
most common
examples of homozygous traits due to 2 recessive genes (hh)
green/hazel/blue eyes, blonde hair, nearsightedness
an alternative form of a gene is called ______
an allele
Rutter’s family risk factors for child psychopathology
severe marital discord low SES overcrowding/large family size parent criminality MATERNAL psychopathology child placed outside home
Kauai study (Werner) positive outcomes for high risk infants due to:
- fewer stressors following birth
- easy temperament = high social responsively, good communication skills, consistent eating/sleeping patterns
- stable caregiver support
canalization
genotype restricts phenotype to small number of outcomes
think “canal”
reaction range
status within the range depends on environmental factors
width of the range depends on genetic factors
genotype-environment correlations
- passive–> child inherits traits, parents provide environment to develop those traits
- evocative –> child’s genetic makeup “evokes” reactions from parents/others that reinforce it
- active –> “niche picking” == child actively seeks out experiences consistent with genetic predisposition
critical periods vs sensitive periods
critical = specific and predetermined (e.g., imprinting goslings) sensitive = longer, more flexible; not closely tied to age or maturation stage
prenatal development
0-2 weeks: germinal stage (zygote)
3-8 weeks: embryonic stage (major structural damage if exposed to teratogens)
9 weeks-birth: fetal stage
Dominant gene disorders
single dominant gene from one parent
Huntington’s
Recessive gene disorders
2 recessive genes PKU cystic fibrosis Tay-Sachs sickle-cell
chromosomal disorders
variation in number or structure of chromosomes
aneuploidy
not correct number of chromosomes
Down = extra 21st
Klinefelter = 2 or more X with single Y (XXY, XXXY, etc)
Turner = female with single X
chromosomal deletion
part of chromosome missing
Prader-Willi
translocation
segment of chromosome transfers to another chromosome
sometimes in Down extra 21 is elsewhere
inversion
segment of chromosome breaks in 2 places, inverts and reattaches
Fetal Alcohol Spectrum Disorder (FASD)
FAS: most severe form
less severe:
*ARND: neuro disorder (no physical signs)
*ARBD: physical signs only (birth defects)
maternal conditions affecting baby
Rubella: heart defects, blind, deaf, ID
CMV: ID, hearing/visual impairments
HIV/AIDS: 20-30% transmission at birth; >1% if antiretrovial Rx used (50% survive to age 10)
malnutrition: low folic acid = neural tube defects
age of prematurity
less than 37 weeks
birthweight survivability
3.3 lbs (1500g)
SGA (small for gestational age)
below 10 %ile
develops less than normal rate
increased risk for asphyxia at birth, respiratory disease, hypoglycemia, LD, ADHD
brain mass at birth
25% of adult weight
(80% by age 2)
full weight by age 16
development of cerebral cortex
almost completely undeveloped at birth
first few months: motor and sensory areas develop
prefrontal develops thru childhood, adolescence, into 20s
pattern of brain development
cephalocaudal: from head (cephalo) to tail (caudal)
proximodistal: from center (proximo) to extremities (distal)
brain starts to shrink after age ___
accelerated brain cell death after age ___
shrinks after age 30
cell death after age 60
order of brain cell atrophy
frontal parietal temporal occipital NEW NEURONS in hippocampus!
development of vision in infants
birth - soft focus
2-5 days after birth - faces
by 2 mos prefer mom’s face to other women
6 mos - acuity close to adult
depth perception - kinetic cues, then binocular cues, then pictorial cues
auditory localization
some localization after birth
2-4 mos localization disappears, then reappears
3 mos - prefer mom’s voice
Motor milestones (1-3 mos)
raise chin, turn head
by 3 mos plays with hands/fingers
objects to mouth
Motor milestones (4-6 mos)
rolls over
5 mos sits on lap, reaches/grasps
6 mos sits alone, stands with help
First teeth
5-9 months
Motor milestones (7-9 mos)
increased coordination
8-9 mos sits alone, crawling/creeping
Motor milestones (9-10 mos)
pulls up to stand
Motor milestones (10-12 mos)
stands alone, walks with help
12 mos first steps alone
Motor milestones (13-15 mos)
wide-based gait, walks alone
15 mos creeps up stairs, uses cup, scribbles
Motor milestones (16-24 mos)
18 mos runs clumsily, walks up stairs with hand held, uses spoon
24 mos up/down stairs alone, kicks ball, turns pages, 50% toilet during day
Motor milestones (25-48 mos)
30 mos jumps with both feet, good hand-finger coordination
36 mos rides trike, dresses/undresses, complete toiling
48 mos hand preference
Age of puberty
GROWTH SPURTS:
girls 11-12 y.o.
boys 13-14 y.o.
FULL STATURE:
girls 15 yo
boys 17 yo
assimilation vs accommodation
assimilation = incorporate a new schema into existing knowledge accommodation = modify existing schema to accommodate new knowledge (You accommodate a guest by modifying your home)
sensorimotor stage age?
0-2 yo
circular reactions
6 substages and ages
substage 1 (0-1 mo) Reflexive schemes substage 2 (1-4 mo) PRIMARY circular reactions --> repeat a pleasurable activity with BODY substage 3 (4-8 mo) SECONDARY circular reactions --> repeat pleasurable activity with OTHERS and OBJECTS substage 4 (8-12 mo) COORDINATED SECONDARY circular reactions --> combines secondary cr.'s into sequences substage 5 (12-18 mo) TERTIARY circular reactions --> deliberately varies action sequence to discover consequences substage 6 (18-24 mo) Mental Representation --> representational (symbolic) thought
When does object permanence start?
substage 4
Accomplishments of Sensorimotor stage
emergence of deferred imitation & make-believe play
beginning to understand causality
Preoperational stage age?
2-7
semiotic function
symbolic function
learns through symbol use
precausal (transductive) reasoning
incomplete understanding of cause/effect
ex: magical thinking, animism
egocentrism
cannot take another’s perspective
world centers on self
irreversibility
doesn’t know actions can be reversed
centration
focus on most noticeable features of objects
conservation
cannot conserve in pre operational stage
Hallmarks of pre operational stage
precausal (transductive) reasoning egocentrism irreversibility centration CANNOT conserve
Concrete Operational stage ages
7-11
Hallmarks of Concrete Operational stage
mental operations classification becomes more sophisticated seriation part-to-whole relationships conservation (happens gradually)
order of conservation
number liquid length weight volume
“horizontal decalage”
gradual acquisition of an ability (such as conservation)
Formal Operations ages
11 or 12+ and up
Hallmark of Formal Operations
abstract thinking
hypothetico-deductive reasoning
renewed egocentrism
("adolescent egocentrism" -- Elkind)
---> personal fable
---> imaginary audienceinformation processing theory
compares mind to computer
- focus on specific domains (not overall global principles)
- cognitive ability = task-specific
- unevenness across domains and contexts = normal development
Vygotsky’s sociocultural theory
all learning is socially mediated
cognitive development is first INTERpersonal, then INTRA personal
scaffolding is most effective
pretend play provides a ZPD to practice
reciprocal teaching method
teacher models instruction
students take over and teach each other
Theory of Mind (ToM) ages and stages
2-3 yo: becomes aware of others’ mental states
people have different emotions, perceptions
4-5 yo: understand others’ thoughts may be false and may act on their false beliefs
after age 5: BY AGE 6 - peoples actions are not always consistent with true thoughts and feelings; people interpret events (not just record); different people interpret events differently
Adolescence: people can have mixed feelings about events and others
Theory of mind is affected by:
degree of engagement in pretend play
level of school adjustment
mature of parent-child interactions
# of siblings
Ages and stages of memory
0-3 mo: recognition memory up to 24 hrs later
6-12 mo: can imitate series of actions after delay
by 9-10 years old: uses memory strategies:
—rehearsal
—organization
—elaboration
“synchrony effect”
older adults’ peak arousal and task performance - AM
younger adults peak arousal/task performance - PM
retention function (of memory)
adults remember more of recent events (past 20 years)
reminiscence bump
older adults real more events as 10-30 yo.
age-related memory decline
explicit memory
recent long-term memory
working memory aspect of short-term memory
episodic memory
aspects of memory unaffected by age
remote long-term memory span sensory memory semantic procedural
nativist theory of language development
biological mechanisms and universal patterns
innate LAD (lang acquisition device)
acquire language by exposure
by ages 4-6 master basics of language regardless of complexity
behaviorist theory of language development
language acquired like any other behavior
imitation and reinforcement
interactionist theory of language development
combo of biological + environment
social-communications=stresses social interactions
*parentese/motherese
*asking questions
*exaggerate/repeat important words
* respond to child with:
—extension –> adds info to child’s statement
—expansion –> adds to it, but retains child’s word order
extension vs expansion
extension= adds info to child’s statement (may change word order)
expansion=adds to child’s statement (retains word order)
types of bootstrapping
semantic: use of meaning to infer grammatical category
syntactic: use of syntax to infer meaning
prosodic: use of prosody to infer syntax
morphological: use of morphemes to infer syntax or meaning
language structure
surface – organization
deep structure – meaning
speaking= transforms deep meaning into surface
listening=transforms surface into deep meaning
stages of language acquisition
crying (0-4 mos)
cooing (6-8 wks) & babbling (4 mos)
echolalia and expressive jargon (9 mos)
first words/holophrastic speech (10-15 mos)
telegraphic speech (18-24 mos)
vocabulary growth (18-36 mos)
grammatically correct sentences (2.5 - 5 yrs)
metalinguistic awareness (early school years)
types of crying
hunger
anger
pain (gets strongest response from all adults)
add fussy cry at 1-2 mos
mother’s prompt and consistent response to crying in early months = decreased frequency and duration of crying later
holophrastic vs telegraphic speech
holo = "whole" = one word tele = "far off" = two words (think of telegraph)
rapid vocabulary growth?
age 18 mos starts
age 36 mos = fastest growth (1,000 words)
age 2.5 -5 = 50 words/month
at what age do children use humor and metaphor?
by age 6-7
under extension vs overextension
UNDERextension=applies word too narrowly
(e.g., “dish” only to his dish)
OVERextension=applies word too broadly
(e.g., all animals are “doggie”)
overregularization
applies usual grammar rule incorrectly
e.g., “tooths” or “holded”)
Thomas and Chess 3 types of temperament
Easy
Difficult
Slow-to-Warm up
Freud’s stages
oral (0-1 yo) – conflict: weaning
anal (1-3 yo) – conflict: toilet training
phallic (3-6 yo) – conflict: Oedipal
latency (6-12 yo) – conflict: diffuse libidinal energy
genital (12+ yo) – conflict: sex + affection
Erickson’s stages
basic trust vs mistrust (infancy) autonomy vs shame/doubt (toddlerhood) initiative vs guilt (early childhood) industry vs inferiority (school age) identity vs role confusion (adolescence) intimacy vs isolation (young adult) generatively vs stagnation (middle adult) ego integrity vs despair (mature/old age)
Levinson’s “seasons of a man’s life” (3 transitions)
early adult transition (17-22 yo): tasks are independence from parents; career choice (college, military, job)
“The Dream”: image of ideal life that guides decisions/choices
Age 30 transition (28-33): life structure of 20s is inadequate; pressure to fully enter adult world; revision of life structure; followed by “settling down”
mid-life transition (40-45): significant stress/reorganization; deflation of The Dream; goals are not really satisfying or not fully accomplished, increased awareness of mortality
SHIFT: “time since birth” to “time left to live”
Baumrind parenting styles based on ____ and ___
responsiveness + demandingness
Baumrind’s parenting styles (4)
Authoritative – high demand + high responsive
linked to conscience development
AuthoritarIAN – high demand + low responsive
(obedience, physical punishment, threats, power assertion) Child=irritable, aggressive, dependent, low self-esteem, low academics
Permissive (Indulgent) – low demand + high responsive
Rejecting/Neglecting – low demand + low responsive
Child=juvenile delinquency
Authoritative
high demand + high responsive
Authoritarian
high demand + low responsive
Permissive (Indulgent)
low demand + high responsive
Rejecting/Neglecting
low demand + low responsive
When does self-awareness begin?
2nd year of life
physical: 18 mos
self-description: 19-30 mos
focus on concrete physical characteristics, behaviors and preferences: 2-6 yo
competencies: 6-10 yo (middle childhood)
personality traits/emotions toward self: 10-12 yo
inner thoughts/feelings: adolescence
gender identity is formed by age ___
3
psychodynamic theory of gender identity
depends on successful resolution of phallic stage
cognitive development theory of gender identity (Kohlberg)
(2-3 yo) Identity: recognition of gender
(4-5 yo) Stability: gender stays same over time
(6-7 yo) Constancy: gender is constant over situations (can’t be altered by situation or changing appearance)
Bem’s gender schema theory
social learning + cognitive development
“schemas” result of sociocultural experiences –> organizes perception of the world
multidimensional model of gender identity
membership knowledge gender typicality gender contentedness felt pressure for gender conformity intergroup bias
degrees of self-esteem based on gender
androgyny: greater flexibility/coping, higher life satisfaction, highest self-esteem
masculinity: lesser degree of self-esteem
femininity: least self-esteem
racial awareness in children
infants (6 mos) awareness of racial differences
3-4 yo label people by racial group
10 yo understand social connotation of racial differences
Marcia adolescent identity development model
DFMA
DIFFUSION: no crisis, no commitment to identity
FORECLOSURE: no crisis, adopted identity (from parent/ other adult)
MORATORIUM: identity crisis; explores alternatives
(put id ‘on hold’ to explore)
ACHIEVEMENT: resolved crises, committed to identity
Gilligan’s “relational crisis”
11-12 yo girls
high pressure to be “perfect good woman” – disconnect from self to connect with others
“loss of voice” – realize female not valued
low academics, loss of self-esteem, increased psych problems
Adults need to help girls maintain “healthy resistance to disconnection”
personality traits are relatively stable especially after age __
30
greatest trait changes happen in _____
young adulthood
these traits increase over the lifespan
agreeableness
social dominance
conscientiousness
emotional stability
these traits are stable in early-mid adulthood, decrease after age 55
social vitality
openness to experience
Kubler-Ross’ 5 stages of grief
DABDA denial & isolation anger bargaining depression acceptance
children - 3 stages of understanding death
non functionality
irreversibility
universality
child understanding of death
ages 2-5: death is reversible and temporary
(feelings of separation/abandonment)
ages 5-9: gradual awareness of irreversibility
(personify it e.g., “ghost” or “skeleton”)
by age 10: non functionality, irreversibility, universality
Bowlby “internal working model” of attachment
critical period - first year (0-2 yo)
- pre attachment
- attachment-in-the-making
- clearcut attachment
- reciprocal relationships
social referencing happens by age _____
6 mos
separation anxiety ages ____, peaks at ____
6-8 mos, peaks 14-18 mos
stranger anxiety
by 8-10 mos, up until age 2
anaclytic depression
response to institutionalization at 6-12 mos
term used in 1930s
could include physical retardation, disruption of visual-motor skills and language
Adult Attachment Interview
Autonomous: coherent description of childhood relationship to parents
have securely attached children
Dismissing: + description of childhood, but NOT supported by memories or contradicted by memories
have avoid ant children
Preoccupied: angry when describing childhood relationship with parents –OR– passively preoccupied with one parent
** have resistant/ambivalent children**
coercive family interaction model
(a) children learn aggressive behavior from parents who don’t reinforce prosocial behaviors, use harsh discipline, reward aggressiveness
(b) aggressive parent-child interactions escalate
Parent Management Training (PMT)
stops coercive family interaction cycle
factors contributing to aggression
- *self-efficacy beliefs
- *beliefs about outcomes of behavior
- *regret/remorse
“hostile attribution bias”
misinterprets acts of others as intentionally hostile
Piaget stages of MORAL development
PREMORAL (before age 6) – little concern for rules
HETERONOMOUS (7-10 yo) – rules set by authority; unalterable
AUTONOMOUS (11+ yo) – cooperation; rules are arbitrary and alterable
Kohlberg’s stages of moral development
preconventional
–punishment & obedience orientation
(rightness depends on punishment)
–instrumental hedonism
(judgement based on obtaining rewards)
conventional
–good by/good girl
(right action is one that is liked or approved by others)
–law and order
(based on rules/laws)
post-conventional
–morality of contract, indiv rights and demo accept laws
(based on demo determined laws)
–morality of independent principles of conscience
(broad, self-chosen universally applied ethics
Gilligan’s moral development model
anti-Kohlberg (only applies to males)
Level 1: orientation of individual survival
—-transition 1 —– from selfish to responsibility
Level 2: goodness as self-sacrifice
—–transition 2 —–from goodness to truth
Level 3: morality of nonviolence
Gottman - 2 interaction patterns predict divorce
early divorce –> emotionally volatile attack-defend pattern
later divorce –> emotionally inexpressive pattern
Gottman’s 4 horsemen of the apocalype
criticism
defensiveness
contempt
stonewalling
effects of divorce on children (age)
preschoolers: more initial problems
older children: more long-term consequences
effects of divorce on children (gender)
“sleeper effect”: girls in preschool/elementary don’t show negative consequences until adolescence (noncompliant, low self-esteem, sexual promiscuous)
then in adulthood: increased risk of depression, anxiety about betrayal/abandonment, choosing psych unstable spouse, divorce
Boys: grater distress initially
Girls with step-fathers = worse outcome
types of play
Non-Social
**unoccupied play: random, no goal
**onlooker play: watches but doesn’t participate, may comment
**solitary play
Social
**parallel play: alongside, shares toys, no interaction
**associative play: interaction but without organization or shared goals
**cooperative play: organized interactions to achieve common goal
