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AATBS EPPP 2017 !! > Lifespan > Flashcards

Lifespan Flashcards

1
Q

polygenic

A

influenced by multiple genes (height, weight, IQ, personality)

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2
Q

A dominant trait can be due to ____ or ____

A

HOMOzygous: both are the same (HH, hh)
—OR—
HETEROzygous: both different (Hh)

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3
Q

examples of homozygous traits due one single dominant gene (Hh)

A

brown eyes, dark hair, farsightedness

most common

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4
Q

examples of homozygous traits due to 2 recessive genes (hh)

A

green/hazel/blue eyes, blonde hair, nearsightedness

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5
Q

an alternative form of a gene is called ______

A

an allele

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6
Q

Rutter’s family risk factors for child psychopathology

A 
severe marital discord
low SES
overcrowding/large family size
parent criminality
MATERNAL psychopathology
child placed outside home
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7
Q

Kauai study (Werner) positive outcomes for high risk infants due to:

A
  • fewer stressors following birth
  • easy temperament = high social responsively, good communication skills, consistent eating/sleeping patterns
  • stable caregiver support
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8
Q

canalization

A

genotype restricts phenotype to small number of outcomes

think “canal”

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9
Q

reaction range

A

status within the range depends on environmental factors

width of the range depends on genetic factors

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10
Q

genotype-environment correlations

A
  • 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
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11
Q

critical periods vs sensitive periods

A 
critical = specific and predetermined (e.g., imprinting goslings)
sensitive = longer, more flexible; not closely tied to age or maturation stage
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12
Q

prenatal development

A

0-2 weeks: germinal stage (zygote)
3-8 weeks: embryonic stage (major structural damage if exposed to teratogens)
9 weeks-birth: fetal stage

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13
Q

Dominant gene disorders

A

single dominant gene from one parent

Huntington’s

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14
Q

Recessive gene disorders

A 
2 recessive genes
PKU
cystic fibrosis
Tay-Sachs
sickle-cell
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15
Q

chromosomal disorders

A

variation in number or structure of chromosomes

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16
Q

aneuploidy

A

not correct number of chromosomes
Down = extra 21st
Klinefelter = 2 or more X with single Y (XXY, XXXY, etc)
Turner = female with single X

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17
Q

chromosomal deletion

A

part of chromosome missing

Prader-Willi

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18
Q

translocation

A

segment of chromosome transfers to another chromosome

sometimes in Down extra 21 is elsewhere

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19
Q

inversion

A

segment of chromosome breaks in 2 places, inverts and reattaches

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20
Q

Fetal Alcohol Spectrum Disorder (FASD)

A

FAS: most severe form
less severe:
*ARND: neuro disorder (no physical signs)
*ARBD: physical signs only (birth defects)

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21
Q

maternal conditions affecting baby

A

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

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22
Q

age of prematurity

A

less than 37 weeks

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23
Q

birthweight survivability

A

3.3 lbs (1500g)

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24
Q

SGA (small for gestational age)

A

below 10 %ile
develops less than normal rate
increased risk for asphyxia at birth, respiratory disease, hypoglycemia, LD, ADHD

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25
Q

brain mass at birth

A

25% of adult weight
(80% by age 2)
full weight by age 16

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26
Q

development of cerebral cortex

A

almost completely undeveloped at birth
first few months: motor and sensory areas develop
prefrontal develops thru childhood, adolescence, into 20s

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27
Q

pattern of brain development

A

cephalocaudal: from head (cephalo) to tail (caudal)
proximodistal: from center (proximo) to extremities (distal)

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28
Q

brain starts to shrink after age ___

accelerated brain cell death after age ___

A

shrinks after age 30

cell death after age 60

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29
Q

order of brain cell atrophy

A 
frontal
parietal
temporal
occipital
NEW NEURONS in hippocampus!
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30
Q

development of vision in infants

A

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

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31
Q

auditory localization

A

some localization after birth
2-4 mos localization disappears, then reappears
3 mos - prefer mom’s voice

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32
Q

Motor milestones (1-3 mos)

A

raise chin, turn head
by 3 mos plays with hands/fingers
objects to mouth

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33
Q

Motor milestones (4-6 mos)

A

rolls over
5 mos sits on lap, reaches/grasps
6 mos sits alone, stands with help

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34
Q

First teeth

A

5-9 months

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35
Q

Motor milestones (7-9 mos)

A

increased coordination

8-9 mos sits alone, crawling/creeping

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36
Q

Motor milestones (9-10 mos)

A

pulls up to stand

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37
Q

Motor milestones (10-12 mos)

A

stands alone, walks with help

12 mos first steps alone

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38
Q

Motor milestones (13-15 mos)

A

wide-based gait, walks alone

15 mos creeps up stairs, uses cup, scribbles

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39
Q

Motor milestones (16-24 mos)

A

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

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40
Q

Motor milestones (25-48 mos)

A

30 mos jumps with both feet, good hand-finger coordination
36 mos rides trike, dresses/undresses, complete toiling
48 mos hand preference

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41
Q

Age of puberty

A

GROWTH SPURTS:
girls 11-12 y.o.
boys 13-14 y.o.

FULL STATURE:
girls 15 yo
boys 17 yo

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42
Q

assimilation vs accommodation

A 
assimilation = incorporate a new schema into existing knowledge 
accommodation = modify existing schema to accommodate new knowledge (You accommodate a guest by modifying your home)
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43
Q

sensorimotor stage age?

A

0-2 yo

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44
Q

circular reactions

6 substages and ages

A 
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
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45
Q

When does object permanence start?

A

substage 4

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46
Q

Accomplishments of Sensorimotor stage

A

emergence of deferred imitation & make-believe play

beginning to understand causality

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47
Q

Preoperational stage age?

A

2-7

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48
Q

semiotic function

A

symbolic function

learns through symbol use

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49
Q

precausal (transductive) reasoning

A

incomplete understanding of cause/effect

ex: magical thinking, animism

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50
Q

egocentrism

A

cannot take another’s perspective

world centers on self

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51
Q

irreversibility

A

doesn’t know actions can be reversed

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52
Q

centration

A

focus on most noticeable features of objects

53
Q

conservation

A

cannot conserve in pre operational stage

54
Q

Hallmarks of pre operational stage

A 
precausal (transductive) reasoning
egocentrism
irreversibility
centration
CANNOT conserve
55
Q

Concrete Operational stage ages

A

7-11

56
Q

Hallmarks of Concrete Operational stage

A 
mental operations
classification becomes more sophisticated
seriation
part-to-whole relationships
conservation (happens gradually)
57
Q

order of conservation

A 
number
liquid
length
weight
volume
58
Q

“horizontal decalage”

A

gradual acquisition of an ability (such as conservation)

59
Q

Formal Operations ages

A

11 or 12+ and up

60
Q

Hallmark of Formal Operations

A 
abstract thinking
hypothetico-deductive reasoning
renewed egocentrism
("adolescent egocentrism" -- Elkind) 
---> personal fable
---> imaginary audience
61
Q

information processing theory

A

compares mind to computer

  • focus on specific domains (not overall global principles)
  • cognitive ability = task-specific
  • unevenness across domains and contexts = normal development
62
Q

Vygotsky’s sociocultural theory

A

all learning is socially mediated
cognitive development is first INTERpersonal, then INTRA personal
scaffolding is most effective
pretend play provides a ZPD to practice

63
Q

reciprocal teaching method

A

teacher models instruction

students take over and teach each other

64
Q

Theory of Mind (ToM) ages and stages

A

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

65
Q

Theory of mind is affected by:

A

degree of engagement in pretend play
level of school adjustment
mature of parent-child interactions
# of siblings

66
Q

Ages and stages of memory

A

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

67
Q

“synchrony effect”

A

older adults’ peak arousal and task performance - AM

younger adults peak arousal/task performance - PM

68
Q

retention function (of memory)

A

adults remember more of recent events (past 20 years)

69
Q

reminiscence bump

A

older adults real more events as 10-30 yo.

70
Q

age-related memory decline

A

explicit memory
recent long-term memory
working memory aspect of short-term memory
episodic memory

71
Q

aspects of memory unaffected by age

A 
remote long-term
memory span
sensory memory
semantic
procedural
72
Q

nativist theory of language development

A

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

73
Q

behaviorist theory of language development

A

language acquired like any other behavior

imitation and reinforcement

74
Q

interactionist theory of language development

A

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

75
Q

extension vs expansion

A

extension= adds info to child’s statement (may change word order)
expansion=adds to child’s statement (retains word order)

76
Q

types of bootstrapping

A

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

77
Q

language structure

A

surface – organization
deep structure – meaning
speaking= transforms deep meaning into surface
listening=transforms surface into deep meaning

78
Q

stages of language acquisition

A

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)

79
Q

types of crying

A

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

80
Q

holophrastic vs telegraphic speech

A 
holo = "whole" = one word
tele = "far off" = two words (think of telegraph)
81
Q

rapid vocabulary growth?

A

age 18 mos starts
age 36 mos = fastest growth (1,000 words)
age 2.5 -5 = 50 words/month

82
Q

at what age do children use humor and metaphor?

A

by age 6-7

83
Q

under extension vs overextension

A

UNDERextension=applies word too narrowly
(e.g., “dish” only to his dish)
OVERextension=applies word too broadly
(e.g., all animals are “doggie”)

84
Q

overregularization

A

applies usual grammar rule incorrectly

e.g., “tooths” or “holded”)

85
Q

Thomas and Chess 3 types of temperament

A

Easy
Difficult
Slow-to-Warm up

86
Q

Freud’s stages

A

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

87
Q

Erickson’s stages

A 
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)
88
Q

Levinson’s “seasons of a man’s life” (3 transitions)

A

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”

89
Q

Baumrind parenting styles based on ____ and ___

A

responsiveness + demandingness

90
Q

Baumrind’s parenting styles (4)

A

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

91
Q

Authoritative

A

high demand + high responsive

92
Q

Authoritarian

A

high demand + low responsive

93
Q

Permissive (Indulgent)

A

low demand + high responsive

94
Q

Rejecting/Neglecting

A

low demand + low responsive

95
Q

When does self-awareness begin?

A

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

96
Q

gender identity is formed by age ___

A

3

97
Q

psychodynamic theory of gender identity

A

depends on successful resolution of phallic stage

98
Q

cognitive development theory of gender identity (Kohlberg)

A

(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)

99
Q

Bem’s gender schema theory

A

social learning + cognitive development

“schemas” result of sociocultural experiences –> organizes perception of the world

100
Q

multidimensional model of gender identity

A 
membership knowledge
gender typicality
gender contentedness
felt pressure for gender conformity
intergroup bias
101
Q

degrees of self-esteem based on gender

A

androgyny: greater flexibility/coping, higher life satisfaction, highest self-esteem
masculinity: lesser degree of self-esteem
femininity: least self-esteem

102
Q

racial awareness in children

A

infants (6 mos) awareness of racial differences
3-4 yo label people by racial group
10 yo understand social connotation of racial differences

103
Q

Marcia adolescent identity development model

A

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

104
Q

Gilligan’s “relational crisis”

A

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”

105
Q

personality traits are relatively stable especially after age __

A

30

106
Q

greatest trait changes happen in _____

A

young adulthood

107
Q

these traits increase over the lifespan

A

agreeableness
social dominance
conscientiousness
emotional stability

108
Q

these traits are stable in early-mid adulthood, decrease after age 55

A

social vitality

openness to experience

109
Q

Kubler-Ross’ 5 stages of grief

A 
DABDA
denial & isolation
anger
bargaining
depression
acceptance
110
Q

children - 3 stages of understanding death

A

non functionality
irreversibility
universality

111
Q

child understanding of death

A

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

112
Q

Bowlby “internal working model” of attachment

A

critical period - first year (0-2 yo)

  1. pre attachment
  2. attachment-in-the-making
  3. clearcut attachment
  4. reciprocal relationships
113
Q

social referencing happens by age _____

A

6 mos

114
Q

separation anxiety ages ____, peaks at ____

A

6-8 mos, peaks 14-18 mos

115
Q

stranger anxiety

A

by 8-10 mos, up until age 2

116
Q

anaclytic depression

A

response to institutionalization at 6-12 mos
term used in 1930s
could include physical retardation, disruption of visual-motor skills and language

117
Q

Adult Attachment Interview

A

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**

118
Q

coercive family interaction model

A

(a) children learn aggressive behavior from parents who don’t reinforce prosocial behaviors, use harsh discipline, reward aggressiveness
(b) aggressive parent-child interactions escalate

119
Q

Parent Management Training (PMT)

A

stops coercive family interaction cycle

120
Q

factors contributing to aggression

A
  • *self-efficacy beliefs
  • *beliefs about outcomes of behavior
  • *regret/remorse
121
Q

“hostile attribution bias”

A

misinterprets acts of others as intentionally hostile

122
Q

Piaget stages of MORAL development

A

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

123
Q

Kohlberg’s stages of moral development

A

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

124
Q

Gilligan’s moral development model

A

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

125
Q

Gottman - 2 interaction patterns predict divorce

A

early divorce –> emotionally volatile attack-defend pattern

later divorce –> emotionally inexpressive pattern

126
Q

Gottman’s 4 horsemen of the apocalype

A

criticism
defensiveness
contempt
stonewalling

127
Q

effects of divorce on children (age)

A

preschoolers: more initial problems

older children: more long-term consequences

128
Q

effects of divorce on children (gender)

A

“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

129
Q

types of play

A

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

AATBS EPPP 2017 !! (10 decks)

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