Lifespan Development Flashcards

1
Q

Define a Genotype vs. a Phenotype

A

Genotype: refers to a person’s genetic inheritance
Phenotype: refers to the person’s observed characteristics (combo of heredity and the environment)

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2
Q

Describe the 5 levels of Bronfenbrenner’s Ecological Model

A

Development involves interactions between the person and their environment.

  • Microsystem: Immediate environ + face-to-face contact
  • Mesosystem: Interactions between components of the microsystem (influence of fam on behaviour)
  • Exosystem: Broader environment that affect child’s immediate environment (parents work, agencies)
  • Macrosystem: Overarching influences (culture, politics)
  • Chronosystem: Environmental events that occur over lifespan (change in economic wealth)
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3
Q

Describe Rutter’s Indicators of Child Psychopathology

A

Severe marital discord, low socioeconomic status, overcrowding/large family size, parental criminality, maternal psychopathology, and placement of the child outside of the home.

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4
Q

Describe Niche-Picking

A

Also referred to as “active genotype-environment correlation”

When children actively seek out experiences that are consistent with their genetic predispositions.

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5
Q

Define Critical vs. Sensitive Periods of development

A

Critical Periods: Pre-defined time periods when the organism is particularly sensitive to a stimuli and it can have pos/neg experiences on development.

Sensitive Periods: more flexible, not tied to any chronological/maturational age (attachment, language)

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6
Q

What is Phenylketonuria (PKU)?

A

A Recessive Gene Disorder (inheritance of a pair of recessive genes - one from each parent).

Ppl with PKU lack an enzyme needed to metabolize phenylalanine (amino acid in milk, eggs, bread)

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7
Q

What is Down Syndrome?

A

An Autosomal Disorder due to an extra chromosome 21.

Down Syndrome: Intellectual disability, retarded physical growth and motor development, distinctive physical features and increased susceptibility to Alzheimer’s, Leukemia and Heart defects.

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8
Q

What is Klinefelter Syndrome?

A

Klinefelter Sx occurs in males and is a result of 2 or more X chromosomes along with a single Y chromosome.

Males have a small penis and testes and develop breasts during puberty, limited interest in sexual activity and is often sterile.

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9
Q

What is Turner Syndrome?

A

Turner Sx occurs in Females and is caused by the presence of only one X chromosome.

They have shorter stature, drooping eyelids, a webbed neck, absent or slow 2nd sex characteristic, and some cognitive deficits.

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10
Q

Describe Fetal Alcohol Spectrum Disorder (FASD) and it’s defining features

A

Largely irreversible physical, behavioural and/or cognitive deficits

  • Worst when the mom drinks nearly everyday or binge drinks within the 2nd half of the first trimester.
  • Characteristics: Face abnormalities, slowed physical growth, heart/kidney/liver defects, cognitive and behaviour problems.
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11
Q

Describe Maternal Malnutrition

A

During prenatal development is associated with: miscarriage, stillbirth, low birth weight, suppressed immune system.
- severe malnutrition in the 3rd trimester (esp. protein deficiency) detrimental for developing brain.

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12
Q

What are the Babinski and Morro reflexes?

A

Babinski: Toes fan out and upward when soles of the feet are tickled

Moro (Startle): Flings arms and legs outward and then toward the body in response to a loud noise or sudden loss of physical support.

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13
Q

Describe a Newborns vision ability

A
  • most well developed sense at birth
  • Newborn sees 20 feet (adult sees 200-400 ft) and by 6 months their sight is close to an adults’
  • Evidence of colour by 2 months
  • Prefer to look at faces by 2-5 days old and by 2 months prefers to look at mum vs. a stranger.
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14
Q

Describe a Newborns Auditory Localization

A
  • The ability to orient towards the direction of a sound.
  • Evident shortly after birth
  • Disappears between 2-4 months
  • Reappears and improves during the rest of the 1st year
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15
Q
Describe the developmental milestones of a child at: 
1-3 months
4-6 months
7-9 months
10-12 months
A

1-3 months: Raise chin from ground, turn head side to side, brings objects in hand to mouth

4-6 months: Roll from belly to back (4 mo), Sits on lap/reaches/grasps (5mo), sits/stands with help (6mo), first teeth (5-9mo)

7-9 months: sits alone w/o help (8-9 mo), crawling/creeping (9 mo), pulls self to stand (10mo)

10-12 months: stands alone and walks with help (10-11 mo), takes first step alone (12 mo)

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16
Q

Describe the developmental milestones of a child at:

13-15 months
16-24 months
25-48 months

A

13-15 months: walks with wide gait (13-14mo), creeps up stairs, scribbles, uses cup (15 mo)

16-24 months: runs, walks up stairs, uses spoon (18 mo), kicks ball, turns page in book, 50% use the toilet during day (24 months)

25-48 months: Jumps, good hand-eye coordination (30 mo), rides tricycle, dresses/undresses, toilet trained (36 mo), stable preference for right or left hand (48 mo)

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17
Q

Describe how Vision Changes in Adulthood

A
  • Age 40: Presbyopia, inability to focus on close objects
  • Age 65: Loss of visual acuity, reduced perception of depth/colour, increased light sensitivity, deficits in visual search/dynamics/speed of processing.
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18
Q

Describe Piaget’s 4 Stages of Cognitive Development, their associated ages and their important concepts/abilities

A

Sensorimotor Stage
-Object Permanence

Preoperational Stage
- Precausal Reasoning

Concrete Operational Stage:

  • Conservation
  • Horizontal Decalage

Formal Operations:
-Adolescent Egocentrism

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19
Q

Define Piaget’s terms: Assimilation vs. Accommodation

A

2 Types of Adaptatons:
Assimilation is the incorporation of new knowledge into existing schemas

Accommodation is the modification of existing schemas to incorporate your new knowledge

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20
Q

Describe Piaget’s 4 Stages of Cognitive Development & their ages, accomplishments and limitations

A

Sensorimotor Stage (birth - 2yrs)

  • Learning based on circular reactions
  • Object Permanence: Allows the child to recognize that objects and people exist when they are out of sight.
  • Understanding causality
  • Deferred imitation
  • Make-believe play

Preoperational Stage (2-7yrs)
Children able to learn through language, images and symbols
- Limited by: Precausal/Transductive Reasoning (incomplete understanding of cause/effect, produces magical thinking and animism), Egocentrism, irreversibility and centration

Concrete Operational Stage (7-11 or 12yrs)

  • Conservation: Develops gradually, depends on the operations of reversibility/decentration.
  • Horizontal Decalage: Gradual acquisition of conservation abilities
Formal Operations (11 or 12 yrs +):
Able to think abstractly and use hypothetico-deductive reasoning (identify diff hypotheses and ways to test them out)
-Adolescent Egocentrism (personal fable/'unique', imaginary audience)
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21
Q

Describe Information Processing Theory (Cognitive Development)

A

Information processing theory focuses on development within specific cognitive domains and view cognitive ability as tasks specific.

Improvements = increased capacity in the domains

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22
Q

Describe Vygotsky’s Sociocultural Theory and main components

A

Places greater emphasis on social and cultural factors through interpersonal and intrapersonal.

Zone of Proximal Development: The discrepancy between a child’s current developmental level and the developmental level that is just behind them but can be reached with support/scaffolding.

Scaffolding: Instruction, assistance, support, modeling, providing cues, encouragement.

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23
Q

Describe the Theory of Mind

A

Ability to make inferences about other peoples states and predict their behaviour.
-Develops from 2-5+ yrs old

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24
Q

Describe main memory strategies in childhood

A
  • Preschoolers use incidental mnemonics (non-deliberate memory strategies)
  • By 9-10yrs child use memory strategies regularly (in order of - rehearsal, organization, elaboration)
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25
Q

Describe Childhood (Infantile) Amnesia

A
  • Inability to recall memories from prior to 3-4yrs old, as areas of the brain responsible for memory were not well developed at that age.
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26
Q

Describe the effects of Age on Memory

A
  • remember the most btw ages 10-30 (reminiscence bump)
  • Age has more effects on explicit memory, episodic memory, recent (secondary) long-term memory, working memory and some short-term memory
  • Declines in working memory due to reduced processing efficiency
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27
Q

Describe Chomsky’s Nativist Approach to Language Development

A

Attributes language acquisition to biological mechanisms and stresses universal patterns of language development.

-Chomsky believes you can acquire language by simply being exposed to it

28
Q

Define Semantic vs. Syntactic Bootstrapping

A

Semantic Bootstrapping: Child’s use of their knowledge of the meaning of words to infer their syntactical (grammatical) category (i.e., nouns, verbs)

Syntactic Bootstrapping: Child’s use of syntactical knowledge to learn the meaning of new words.

29
Q

Define Phonemes vs. Morphemes

A

Phonemes: smallest units of sound that are understood in a language (b, p, f, v, th)

Morphemes: smallest units of sound that convey meaning (do, go, un, ed, ing)

30
Q

Define the effects of Bilingualism and Bilingual Education

A

Initially thought that it lead to deficits

Better studies found that they do as well or better than monolingual children.

Bilingual Education = mixed results, but with high quality academics, they perform same or better than solely English program kids.

31
Q

Describe the 5 stages of language acquisition

A
  • Crying: Basic Hunger Cry, Anger Cry, Pain Cry, by 2 mo they also produce Fussy/Irregular Cry
  • Cooing (6-8 weeks old) and Babbling (4 months - includes all languages; around 9-14mo it includes native language only)

Echolalia (repeating without understanding meaning) and Expressive Jargon (9mo)

First Word (10-15mo): often nominals or labels for people, objects, events.

Telegraphic Speech (18-24 mo): string tow or more words together to make a sentence (“me go”)

32
Q

Define the 2 Language Errors, Under-extension vs. Overextension

A

Underextension: When a child applies a word too narrowly to objects or situations

Overextension: When a child applies a word to a wider collection of objects or events than is appropriate

33
Q

Define Behavioural Inhibition

A
  • Stable quality over time

- Level of inhibition is related to physiological reactivity

34
Q

Define Thomas & Chess’ Goodness-of-Fit Model

A

Model predicts that it is the degree of match between parents’ behaviours and their child’s temperament that contributes to the child’s outcome.

35
Q

Describe Freud’s 5 stages of Psychosexual Development

A

Oral Stage (birth - 1 yr): Focus on sensation and stimulation

Anal Stage (1-3 yrs): Focus on control of bodily wastes

Phallic Stage (3-6yrs): Focus on sexual energy/genitals

Latency Stage (6-12yrs): Focus on developing social skills

Genital Stage (12+ yrs): Focus on blending sexual desires with true affection

36
Q

Define Erikson’s 8 Stages of Psychosocial Development

A

Trust vs. Mistrust (infancy)

Autonomy vs. Shame/Doubt (Toddler)

Initiative vs. Guilt (Early Childhood)

Industry vs. Inferiority (School Age)

Identity vs. Role Confusion (Teens)

Intimacy vs. Isolation (Early Adulthood)

Generativity vs. Stagnation (Middle Adulthood)

Ego Integrity vs. Despair (Old Age)

37
Q

Define Baumrind’s 4 parenting styles and the effects of their children

A

Authoritarian (High demandingness, low warmth): Child is irritable, aggressive, mistrusting and dependent

Authoritative (High demandingness, high warmth): Child is assertive, socially responsible, achievement oriented

Permissive (Low Demandingness, High Warmth): Child is immature, impulsive, self-centered

Rejecting-Neglecting (Low Demandingness, Low Warmth): Child has low self-esteem, impulsive, moody, aggressive

38
Q

Define the Effects of Maternal Depression

A

Increases the child’s risk for emotional and behavioural problems.
Moms with chronic depression Sx tend to be less positive, sensitive and engaged with their children.

39
Q

Describe Kohlberg’s Cognitive Development Theory

re: Gender Identity Development

A

Involves a sequence of stages that parallels cognitive development

  • By age 2-3, child recognizes they are male/female
  • Soon after they realize their gender identity is stable over time
  • Then they adopt gender constancy
40
Q

Describe Bem’s Gender Schema Theory

re: Gender Identity Development

A

Gender identity involving a combination of social learning and cognitive development.
- Kids develop ‘schemas’ of masculinity and femininity through their social experiences

41
Q

Describe Marcia’s Identity Statueses

A

These statuses reflect the degree to which the person has or is experiencing an identity crisis and is committed to an identity:

  • Identity Diffusion (no crisis/no exploring)
  • Identity Foreclosure (no crisis/adopted identity based on parents)
  • Identity Moratorium (YES crisis/actively exploring)
  • Identity Achievement (Resolved crisis/identity achieved)
42
Q

What is a Relational Crisis (as defined by Gilligan)

A

11-12 yr old girls experience a relational crisis in response to increasing pressures to fit into cultural stereotypes

43
Q

List Kubler-Ross’ Stages of Grief

A
Denial/Isolation
Anger
Bargaining 
Depression
Acceptance
44
Q

Define Harlow’s Contact Comfort (re: Attachment)

A

In the wire-monkey study, Harlow concluded that a baby’s attachment to their mother is partly due to contact comfort (the pleasant tactile sensation that is provided by a soft, cuddly parent)

45
Q

Define Bowlby’s Internal Working Model of Attachment

A

As a result of experiences through the attachment phases, a person develops this internal model (a mental representation of the self and others that influences a child’s future relationships)

46
Q

In terms of signs of attachment, define the following:

Social Referencing
Separation Anxiety
Stranger Anxiety

A

Social Referencing (~6mo): Looking to a caregiver to determine how to respond in new/ambiguous situations.

Separation Anxiety (Begins 6-8 mo and peaks at 14-18 mo)

Stranger Anxiety (8-10mo, declines by 2yrs)

47
Q

Define Ainsworth’s 4 Patterns of Attachment

A

Secure: Mildly upset when mom leaves and actively seeks mom for comfort when she returns.

Insecure/Ambivalent: Very disturbed when left, is ambivalent when mom returns (may be angry and resist her touch)

Insecure/Avoidant: Shows little distress when mom leaves, avoids/ignores when she returns.

Disorganized/Disoriented: Fear of caregivers, dazed/confused facial expressions.

48
Q

Describe the 3 presentations that may arise from the Adult Attachment Interview

A

Autonomous: When ppl are able to give coherent descriptions of childhood relationships with parents (their children have secure attachment)

Dismissing: Provide positive description of childhood, but their memories are either not supported or contradicted (their children have avoidant attachment)

Preoccupied: Become angry/confused when describing relationship as a child or seem passively preoccupied (their children have resistant/ambivalent)

49
Q

Define Patterson’s Coercive Family Interaction Model

A
  • Children learn aggressive behaviour from their parents who rarely reinforce prosocial behaviour, use harsh discipline, reward child’s aggressiveness
  • Over time, aggressive parent-child interactions escalate

likelihood for coercion increases with high stress, personality characteristics and difficult child temperament.

50
Q

What are the Social Cognitive Factors in Aggression

A

Self-efficacy beliefs to stop impulses
Beliefs about the outcomes of their behaviours will be positive
Little Regret/Remorse
Hostile Attribution Bias

51
Q

Define Piaget’s Stages of Moral Development

A

Heteronomous Morality (ages 7-10): Child believes that rules are set by authority figures and are unalterable (focus on rules)

Autonomous Morality (age 11+): Child views rules as arbitrary and as being alterable when the people who have the power to change them agree to (focus on intent)

52
Q

Define Kohlberg’s 3 Levels of Moral Development

A

Preconventional (Punishment/Obedience, Instrumental Hedonism - avoiding punishment)

Conventional (Good Boy/Girl, Law and Order - focused on rules and being liked)

Postconventional (Morality Contract of Individual Rights and the Law, Morality of the Conscience - focus on ethics)

53
Q

Define the Diminished Capacity Parent as a result of divorce

A

Mothers:

  • Frequently socially isolated and lonely
  • Experience Decline in income
  • Uncommunicative, impatient and less warm/loving towards children (esp. sons)
  • Monitor their children less closely
  • Less consistent and more authoritarian in punishment

Custodial fathers have similar experience - but adjust sooner than mothers

Noncustodial Fathers = overly permissive and indulgent, and then visits decline in number

54
Q

Describe how divorce effects children in terms of their: Age

A

Preschoolers - initially have more problems than older children

Long-term consequences worse for older children (6-8yrs)

55
Q

Describe how divorce effects children in terms of the: Sleeper Effect

A

Girls who were in preschool/elementary school at the time of divorce do not show negative consequences until teens when they develop a number of problems:

  • noncompliant behaviour
  • decreased self-esteem
  • sexual promiscuity
56
Q

Describe how divorce effects children in terms of: Parental Conflict

A

Parental conflict, rather than divorce, increase the risk for adverse outcomes for children

57
Q

Describe the impacts of Remarriage depending on the child’s age

A

9yrs+ at the time of the remarriage (early adolescence) the most difficult time for remarriage to occur

58
Q

Describe the effects of Maternal Employment

A

Inconsistent results, but benefits outweigh the costs, especially for older children.

Children of working women have a more egalitarian gender-role concept, positive views of femininity and daughters have higher self-esteem, independence, academic achievement/motivation, and higher career goals.

59
Q

What do we know about Gay and Lesbian parents?

A

Nature of the parent-child relationship is much more important than a parent’s sexual orientation.

-Parenting awareness skills of lesbian couples, stronger than those of heterosexual couples.

60
Q

Describe the effects of Child Sexual Abuse

A
  • no consistent gender differences
  • Effects of sexual abuse less severe when abuse was committed by a stranger, rather than a family member/familiar person
61
Q

Define Rejected (2) vs. Neglected Children in the context of Peer Relationships

A

Rejected-Aggressive Children: Hostile, Hyperactive, Impulsive, Difficulty Regulating Negative Emotions and Taking the Perspective of Others

Rejected-Withdrawn Children: High degree of social anxiety, submissive, negative expectations of how others will treat them, victim of bullying

Neglected Children: few interactions with peers, rarely engage in disruptive behaviours (being alone is desirable, they’re content that way)

62
Q

Define Carstensen’s Socioemotional Selectivity Theory

A

Motivational processes that underlie changes in the quality and quantity of social relationships over the lifespan and predicts that social motives correspond to the perceptions of time left in life as being limited or unlimited.

63
Q

Describe the Empty Nest Syndrome

A

Marital satisfaction increases when children leave the home.

64
Q

Describe Rosenthal’s Self-Fulfilling Prophecy Effect for School-aged Children

A

First grade teachers told about academic ‘bloomers’ in their class at the beginning of the year

At the end of the year, these students had unusual gains in their IQ scores because of how the teachers treated them.

65
Q

Describe the interaction of Gender and Teacher Feedback

A
  • Boys critiqued on their lack of decorum, failure to be neat and their inattention (praised for academic accomplishments)
  • Girls critiqued on their lack of ability or academic performance (praised for effort, cooperation, dependent behaviours)
66
Q

Define a Compensatory Preschool Program

A

“Head Start Programs”

  • the small IQ benefits compared to other students, is evened out in the long-term
  • Benefits are: Better attitudes towards school, lower drop out, more likely to attend college
67
Q

What is the Montessori Method?

A

Originally developed for children with intellectual disabilities

Client-centered, materials/teaching designed to fit the student and work at their own pace

-Believe that learning stems from sense perception (instructional methods are designed to enhance sense discrimination)