Lifespan Development Flashcards
Bronfenbrenner’s Ecological Model: levels
Microsystem
Mesosystem
Ecosystem
Macrosystem
Chronosystem
Microsystem
Immediate environment, direct contact with child (e.g., school, parents, siblings, teachers, etc.)
Mesosystem
Interactions between systems in child’s immediate environment (e.g., parents being actively involved in school life)
Exosystem
External systems that affect a child’s immediate environment (e.g., parent’s workplace, government, friends of family, etc.)
Macrosystem
Social and cultural environment (e.g., sociocultural ideologies about gender roles, family structure; individualistic vs collectivistic cultural ideals, etc.)
Chronosystem
Life milestones or transitions, or events that occur over time and result in change (e.g., parental divorce, birth of a sibling, the introduction of Internet and social media, etc.)
Rutter’s Indicators
Psychiatric risk for children increased from 2% with one risk factor to 21% with 4+. Family risk factors include:
1) severe marital discord
2) low SES
3) Overcrowding or large family
4) parental criminality
5) maternal psychopathology
6) placement of child outside the home
High-risk infants: factors that influence positive outcomes
Infants that experienced prenatal or perinatal stress were more likely to have positive outcomes when
1) they experienced fewer stressors following birth
2) had an easy temperament (high social responsitivity, good communication skills, consistent eating and sleeping)
3) provided stable support from parents/caregivers
Canalization
Genotype restricts phenotype to a smaller number of possible outcomes.
Genotype-Environment Correlation: definition
Genetic makeup influenced the environments a person is exposed to and environment reinforced genetic makeup
Genotype-Environment Correlation: 3 types
1) Passive: inherit genes from parents that lend to particular traits. Parents provide environment that develops those traits (e.g., athletic genes)
2) Evocative: genes evoke reactions from others that reinforce genes (e.g., cooperative and attentive students have more positive interactions)
3) Active/niche-picking: children actively seek out experience consistent with genes.
When are each Genotype-Environment type most important throughout the lifespan?
Passive and evocative are most important during infancy and early childhood when little control over environment; active increasingly important with more independence
Epigenetics
Relationship between genetic and environment is bidirectional and ongoing. Each developmental stage is affected by previous genetic, neural, behavioral, and environmental interactions.
Critical period
Specific, predetermined period of time during development when an organism of particularly sensitive to certain stimuli that has a positive or negative impact on development (e.g., light exposure is critical for development of the visual system within the first 6 months of life)
Huntington’s Disease
Autosomal dominant genetic disorder inherited via a single dominant gene from one parent. Characterized by psychiatric, motor, and cognitive symptoms.
One parent with HD: 50% chance child will; both parents, 75% chance for children
Phenylketonuria (PKU)
Inherited via two autosomal recessive genes (one from each parent). Cannot metabolize phenylalanine. Characterized by disabled IQ, hyperactivity, seizures, eczema, musty body odor, hypopigmentation, stunted growth. Dietary treatment.
Prader-Willi Syndrome
Chromosomal deletion on paternal chromosome 15. Those with Prader-Willi “eat to fill the gap” (due to deletion). Affects males & females.
Characterized by: hyperphagia, obesity, hypogonadism, narrow forehead, short stature, small hands/feet, hypotonia, global developmental delays, intellectual disabilities, skin picking
Angelman Syndrome
Chromosomal deletion on maternal chromosome 15 (angels < is a triangle with one side deleted).
Characterized by: microcephaly, being unnaturally happy, ataxia, seizures, hand flapping, several developmental delays, communication and intellectual disabilities
