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EPPP 2020 > Lifespan/Development > Flashcards

Lifespan/Development Flashcards

1
Q

Bronfenbrenner’s Ecological Model (2004)

A

Microsystem- relationships
Meso system- interactions between components of microsystem
Exostsystem-community, media, parent work
Macrosystem- politics, economics, culture
Chronosystem

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2
Q

Rutter (1985)

Risk & Resilience

A

4 or more risks—> 21% risk for negative outcomes

6 risk factors:
Marital discord
Low SES
Large family size
Parental incarceration
Maternal mental illness
Placement outside home
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3
Q

Canalization

A

Genotype restricts phenotype to a small number of possible outcomes

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4
Q

Genotype-environment correlation

A

Genes influence environment

Passive genotype-environment correlation -genes predict certain traits and parents reinforce them

Evocative genotype-environment correlation- child has traits that evoke certain responses

Active genotype-environment or niche picking - children seek out environments related to their traits

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5
Q

Stages of prenatal development

A

Germinal - first 2 weeks (zygote)

Embryonic- 3rd to 8th week

Fetal- 9th week to birth

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6
Q

PKU

A

Due to pair of recessive genes

Lack enzyme needed to metabolize phenylalanine

Took much P, amino acid found in dairy, eggs, bread

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7
Q

Chromosomal disorders

A

Down syndrome- autosomal (extra chromosome 21 or sometimes translocation)

Klinefelter - sex linked - in boys due to multiple X chromosomes and Y (sterile, small penis, learning disabilities)

Turner syndrome - in girls, one X chromosome, short, drooping eyelids, no secondary sex characteristics

Prader-Willi Syndrome - chromosome deletion - obese, ID, OCD traits

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8
Q

Teratogens

A

Usually occur in embryonic stage (3-8 weeks)

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9
Q

Fetal alcohol syndrome

A

Fetal alcohol spectrum disorder (FASD) - irreversible le physical, behavioral, and cognitive abnormalities

Alcohol-related neurodevelopment disorder (ARND) and alcohol related birth defects (ARBD) are less severe forms of FASD

Regions impacted: corpus callosum, cerebellum, basal ganglia, frontal lobes hypothalamus

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10
Q

Cocaine use during pregnancy

A

High pitched cry, low birth weight, still birth, SIDS, startle response, tremors, developmental delays

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11
Q

Nicotine during pregnancy

A

Can cause fetal death and still birth

Low birth weight, SIDS, respiratory diseases, social and emotional disturbances and cognitive deficits

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12
Q

Lead exposure during pregnancy

A

Low birth weight and intellectual disability

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13
Q

Rubella

Cytomegalovirus

HIV/AIDS

during pregnancy

A

Rubella - Heart defects, blindness, deafness and intellectual disability

CMV- herpes virus leads to death (20-30%), ID, hearing/vision impairments

HIV/AIDS- transmitted via pregnancy, childbirth or breast feeding but medication can drop risk to 1%

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14
Q

Malnutrition during pregnancy

A

Lack of protein can cause reduced number of neurons, reduced myelination, NT abnormalities

A lack of folic acids can cause spina bifida or another neural tube defect

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15
Q

Resilience factors in baby

A

Good temperament marked by high degree of social responsivity and good communication skills

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16
Q

Small gestational age consequences

A

Asphyxia during birth, respiratory disease, hypoglycemia, physical problems and learning disabilities

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17
Q

Major reflexes of newborns

A

Babinski - toes fan out when tickled

Rooting- turn head when pressure on cheek

Moro (startle) flings arms and legs our and then in in response to loud noise or loss of physical response

Stepping makes walking movement when held upright

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18
Q

Perceptions in newborns

A

Look at faces at 2-5 days

Prefer to look at mom by 2 months

1-4 months: suckling

12 weeks/3 mons plus - reaching

5.5 months-12 months -head turning

Heart rate and respiration for any age

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19
Q

Hearing and vision during infancy

A

Newborns see at 20 ft and increase to normal by 6 months

Vision: kinetic, binocular, pictorial

Auditory develops in last month of prenatal

Auditory localization shortly after birth

3 months prefer sound of moms voice
A few days after birth can distinguish a and i sounds, and consonants by 2/3 months

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20
Q

Pain in newborns

A

Early pain (circumcissum without anesthesia and procedures) lead to greater pain sensitivity

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21
Q

Developmental milestones

A

1-3 m: raise chin, turn head, put stuff in mouth

4-6m: tummy time, teeth, sits on lap, at 6 months sits and stands with help

7-9m: sits without help, crawling, pulls up on furniture

10-12 m: stands up alone and walks

13-15m: scribbles spontaneously and uses cup

16-24 months: runs, goes up stairs, kicks balls, toileting

25-48 m: jumps, hand finger coordination, dress and undress, starts showing hand preference

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22
Q

Puberty and outcomes

A

Girls start physical maturation at 11-12: Boys 13-14

Boys: Early puberty for boys- popular, athleticism BUT drugs, alcohol, delinquency, depression

Late puberty for boys- childish, attention seeking, less self confidence

Girls:
Early puberty - poor self concept, unpopular, low academic achievement, sex, drug use, depression, eating disorders

Late puberty- treated like little girls and dislike physical appearance but high academic performance

Effects disappear by adulthood

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23
Q

Adaptation via assimilation and accommodation

A

Piaget believed reality and schema differences —> disequilibrium

We adapt by
1. Assimilation - interpret new info into existing scheme

  1. Accommodate- change schema to fit in new info
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24
Q

Piaget’s 4 stages of development

High level

A
  1. Sensorimotor(birth to 2 yrs) - circular relations to reproduce events that happened by chance
  2. Pre-operational (2 to 7 years) - symbolic play, mental representations
  3. Concrete operational (7 to 11/12) - mental operations, logical rules, conservation, decalage
  4. Formal operational (11/12+) - hypothetical deductive reasoning and abstract thinking. Adolescent egocentrism
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25
Q

Sensorimotor (birth to 2)

A
  1. Reflexive- birth to 1m
  2. Primary circular -1-4m - repeat pleasurable events (thumb sucking)
  3. Secondary circular - 4-8m - events with others/objects (shake rattle)
  4. Coordinated circular - 8-12m - combines secondary reactions (uncover toy and grab it)
  5. Tertiary circular (12-18m)- varied actions to discover consequences (throw toy down stairs)
  6. Mental representation (18-24m)- symbolic thought and representations to allow them to think about past events and consequences of actions.
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26
Q

Sensorimotor- deep level

A

6 substages

Object permanence develops during stage 4 (coordinated circular)- uncover object and grab it

Other skills that develop:
Causality
Deferred imitation of other people behavior
Make believe/ symbolic play

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27
Q

Preoperational (2-7y) deeper level

A

Form mental representations and symbolic play but there are challenges:

Precausal (transductive) reasoning- incomplete understanding of cause and effect

Results in magical thinking- belief that thinking of something will make it occur

Animism- attribute human characteristics to inanimate objects

Egocentrism

Centration- focus on most notable feature of objects and as a result dont conserve (don’t realize that liquid stays the same in tall vs short glass)

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28
Q

Concrete operations (8-11/12) deeper level

A

Capable of mental operations, logical rules for transforming and manipulating information.

They can
Solve class inclusion problems
Seriate- order items by length/size
Understanding part/while in terms of bigger/smaller
Conservation- known liquid is the same in tall vs short glass

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29
Q

Conservation development

A

Horizontal decalage is how Piaget described the gradual development of conservation abilities

Conservation depends on reversibility and decentration

Numbers>liquid>length>weight>displacement volume

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30
Q

Formal operations (11/12+)

A

Able to think abstractly and use hypothetical and deductive reasoning, develop competing hypotheses about a problem and strategies for systematically testing them

Adolescent egocentrism traits:
Personal fable- one is unique and not the subject of natural laws that govern others
Imaginary audience

31
Q

Vygotsky sociocultural (Neo-Piagetian)

A

Sociocultural theory- all learning is socially mediated and cognitive development is first interpersonal and then intrapersonal (internalize what you learn)

32
Q

Vygotsky zone of proximal development

Scaffolding

A

Discrepancy between the current developmental level and the one just beyond it where the child can learn with help from others.

Scaffolding- Instructions, support and assistance. - most effective when it involved modeling, cues, and alternative plans of action.

Symbolic play helps child practice behaviors.

Self-talk is self-directed speech that helps children regulate and organize their behaviors. And it becomes internal as child grows older.

33
Q

Theory of mind

A

2-3 yrs- become aware of others mental states and that they impact people’s actions

4-5 others may have false beliefs and act on them
6- people’s actions don’t always match their thoughts, different people interpret things differently.

Teen- have mixed thoughts about people and events.

34
Q

Memory in childhood

A

3 mons-Recognition memory for up to 24 hrs after seeing stimulus (habituation studies)

6-12 mons: recall past events (using imitation studies)

Preschool/elementary children can use memory strategies in the moment but not apply them well. They use them better by 9/10.

High school students use them well.

35
Q

Cognitive changes in adulthood

A

Synchrony effect- Peak memory and arousal in am for older adults and in evening for young adults

Episodic memories before age 3/4 in retrievable.

Infantile amnesia- due to underdeveloped prefrontal cortex and language abilities abilities.

Older adults show greatest decline in recent long term memory than younger adults

Age related working memory declines from reduced processing speed and ability to ignore irrelevant info.

Declines in long term memory due to older adults not using effective encoding strategies.

36
Q

Chomsky - language development

A

Innate Language acquisition device (LAD) makes it possible to acquire la gauge just by being exposed to it

Nativist approach

(There is also a behaviorist and interactionist approach)

Speaking involves transforming deep structure into surface structure and hearing is the reverse.

37
Q

Phonemes vs morpheme

A

Phoneme- smallest working unit of language (English has 45, including th)

Morpheme smallest unit that conveys meaning ie “ing”op

38
Q

Language development (up to 15 months)

A

Babies have hunger, pain and anger cries

Moms respond quickest to pain cries

Faster responses in first few months—> baby relies on expressions, gestures and vocalizations to communicate

Cooing at 6-8wks
Babbling at 4 months
Native language babbling 9-14 months

Echolalia and expressive jargon at 9 mons

At 13 months 50 receptive language words

By 18 months 50 expressive language words

10-15 months first words are nouns or objects child uses

Holophrasic - single word that expresses whole phrase

39
Q

Language development (18m - 7 years)

A

18-34 months - telegraphic speech- string two words together to make a sentence (300-400 words)

30-36 m- fastest rate of word growth (3,000 words)

2.5-5 yrs- grammar complexity, some problems with grammar overgeneralization

6-7 years- meta linguistic skills, can use metaphors.

40
Q

Overextension versus overregularlization

A

Overextension is calling all 4-legged animals “doggie”

Over-regularization is using “tooths” instead of teeth.

41
Q

Thomas and Chess - Goodness-of-fit model

A

Predicts that the degree of match between a child’s temperament and their parents that contributes to their child’s outcomes.

42
Q

Behavioral inhibition

A

Children identified as inhibited or uninhibited by 21 months and this predicts 5.5 and 7.5 year follow-ups

Behaviorally inhibited kids more at risk for social phobia in adolescence.

43
Q

Freud’s theory of psychosocial development

A

Personality determined by how conflicts at each stage are resolved.

Oral (birth-1 year) - weaning is the conflict
Anal (1-3 yrs)- control of body waste/toileting.
Phallic (3-6 years)- Oedipal conflict (desire for opposite sec parent and same sex parent is rival). Superego develops here.
Latency (6-12 years)- libidinal energy is diffuse rather than on one body part. focus on social skills rather sexual gratification
Genital (12+)- successful outcome is when desire blended with affection

44
Q

Erikson’s theory of psychosocial development

Focus on ego development not id

A
  1. Trust v Mistrust (infancy)- HOPE(0-1.5)
  2. Autonomy v Shame/Doubt- (toddler) -WILL (1.5-3)
  3. Initiative v Guilt (preschool) - PURPOSE(3-5)
  4. Industry v inferiority(school age; 5-12) COMPETENCY
  5. Identity vs role confusion (adolescence) - FIDELITY (12-18)
  6. Intimacy vs isolation (young adult) - LOVE (18-40)
  7. Generatvity v Stagnation (middle adulthood) - CARE (40-65)
  8. Ego integrity v Despair (old age)- WISDOM (65+)
45
Q

Levinson’s Seasons of a Man’s Life

A

Stressful transitions

  1. Early adult (17-22): formation of “The Dream”
  2. Age “30” (28-33): perceived pressure to fully enter adult world. Followed by period of settling down
  3. Mid-life transition: realizes “The Dream” is a joke. Shift to time-since-death”
46
Q

Baumrind’s Parenting styles

A

Based on responsivity (acceptance and warmth) and demandingness (control)

Authoritarian - lo responsivity, hi demanding —> kids irritable, aggressive, mistrusting, low responsibility, low self-esteem, poor academics

Authoritative - rational control, hi responsivity. Rely on inductive discipline (kid think about others feelings). —> assertive, socially responsible, achievement oriented, self esteem, self confident high grades

Permissive - hi responsivity but low demanding. —> immature, impulsive, self-centered, easily frustrated, low achievement and independence

Rejecting-neglecting: low on responsivity and demandingness and hostile. —> low self esteem, impulsive, moody, aggressive. Juvenile delinquents (low warmth, supervision, inconsistent or harsh punishment)

47
Q

Self-awareness

A

Understanding that one is separate from others. Develops during age 2.

Physical self-recognition - 18 months in mirror/ pictures

Self-description - 19-30 months- neutral and evaluative terms to describe self

Emotional responses to wrongdoing- sense of conscienceness or adverse reaction to caregivers disapproval

2-6: concrete physical traits
6-10: comperencies (I’m good at…)
10-12: personality traits and emotions directed at selves
Adolescence: abstract, referring to inner thoughts feelings, sometimes inconsistencies

48
Q

Gender identity development

A

3 yrs: label selves and others as boy or girl and understand gene roles

Psychodynamic: gender identity happens when phallic stage crisis is resolved and child identifies with same sex parent

Social learning theory: results from reinforcement and observational learning

multidimensional model: 5 components- membership knowledge, gender typicality, gender contentedness, gender conformity, intergroup bias (girls rule boys drool)

49
Q

Kohlberg’s stages of gender development.

A

Cognitive development theory of gender identity

2/3 years: gender identity (male or female)
3/4 years: gender stability gender stable over time- boys to men; girls to women
6/7 years: gender constancy- people can’t change genders by altering external appearance

50
Q

Bem’s gender schema theory

A

Acquisition of gender identity to cognitive and social learning

Children develop conceptual frameworks (schemas) of masculinity and femininity

51
Q

Androgyny

A

Gender identity has greater impact than sex on self-esteem

Androgyny and to a lesser extent masculinity associated with higher self esteem

Androgyny —> greater flexibility in difficult situations, higher life satisfaction, greater comfort with sexuality

52
Q

Race and race preference

A

6 months: aware of race differences
3/4 years: label racial groups
10 years: understand social connotations of race differences

Same race preference decreases for Black children from age 3 to 6.

53
Q

Adolescent Identity statuses

A

Crisis and commitment

Identity diffusion: no to both

Identity foreclosure: no cross but commitment (imposed by same sex parent or other)

Identity moratorium: crisis but no commitment (experiences confusion, discontent,rebelliousness)

Identity achievement: crisis resolved and commitment

54
Q

Gilligan’s Relational crisis

A

At 11 or 12 girls experience a relational crisis where they want to be the perfect good woman and disconnect from themselves in order to maintain relationships with others

Loss of voice—> drop in grades, lower self esteem, risk for psychological problems

Boys experience a similar relational crisis in early childhood

55
Q

Children’s understanding of death

A

No functionality, irreversibility, and universality

2-5: view death as temporary and reversible (experience it as abandonment)

5-9: develop understanding of irreversibility

10+: no functionality, irreversible, universality

Fear about death greatest among middle-aged folk

Anxiety about death lower among people with high self-esteem, sense of mastery, sense of purpose.

56
Q

Stages of grief (DABDA)

A

Denial

Anger

Bargaining

Depression

Acceptance

57
Q

Bowlby - Theory of attachment

A

Influenced by ethology and evolutionary theory

Critical period exposure during the first year results in a bond that ensure the infant’s survival

Internal working model- a mental representation of of self and others that influence future relationships

58
Q

Signs of attachment

A

6 mons: Social referencing- looking to caregiver to know how to respond to situations (visual cliff studies)

Separation anxiety begins at 6-8 months to peak at 14-18 mons, then declines

8-10 mon peak to 24 mon: Stranger anxiety, when caregiver not around or doesn’t respond well to stranger

59
Q

Ainsworth - Strange situation

A

Patterns of attachment

Secure- baby explores, cries upon moms absence and seeks her comfort upon return (parent is emotionally sensitive and responsive to baby’s cues)

Insecure Ambivalent/Resistant - babies are ambivalent, distressed when mom absent, and ambivalent upon return (parent is moody and inconsistent)

Insecure Avoidant- no interaction with mother, no distress upon leaving and no contact upon return. (Parent either impatient and unresponsive or provides child with too much stimulation)

Disorganized/Disoriented - fear of caregivers, show dazed or confused facial expressions, greet mon upon return but then turn away.
80% of abused children fall here.

60
Q

Harlow - Rhesus monkey contact comfort

A

Babies like soft and warmth even moreso that food

61
Q

Prolonged separation

A

Before 3 months—> kid OK

9 mon+ —> moderate to severe reactions, feeding/sleep problems, social withdrawal, stranger anxiety, rejection or clinging to new mother

Institutionalization—> Anaclitic depression, developmental delays, unresponsiveness and withdrawal

Children who are adopted by 6 are able to develop close bonds with parents

62
Q

Adult attachment interview

A

Association between adult attachment style to their parents and their children’s attachment to them

Autonomous- coherent description of childhood—> kids secure attachment in strange situations

Dismissing - positive description of childhood memories that are contradicted —> kids avoidant

Preoccupied - angry or confused or passively preoccupied with parent —> kids resistant/ambivalent

63
Q

Divorce and age outcomes

Divorce and gender

Sleeper effect in girls

A

Preschool children impacted most immediately bc they blame themselves and fear being abandoned

Long term consequences worse for children 6-8 —> worry they will get divorced later on

In no distress findings on boys vs girls.

64
Q

Divorce and parenting

A

Mothers are usually socially isolated, lonely, experience decline income

Mothers uncommunicative, impatient, and less warm and loving and more authoritarian.

Noncustodial fathers are indulgent and permissive

65
Q

Remarriage and child age

A

Children around 9 respond worse to remarriage than older or younger kids bc of problems characteristic during this age, autonomy and sexuality

66
Q

Relationships with siblings

A

Young children: prosocial and play oriented

Middle childhood: closeness/conflict and cooperation/competition - rivalry worse for kids near the same age and who have inconsistent discipline

Adolescents: distant, less emotionally intense and friction declines as they see each other as equals

Poor relationship in childhood results in worse one in adulthood

67
Q

Stages of friendship

A

4-7 years: playmates

8-10 years: friends are a source of help, trust and support

11 years: intimacy and loyalty

68
Q

Socioemotional selectivity theory

A

Social motives related to perception of time as being limited or unlimited

Time unlimited—> future oriented, preference for new or novel social partners

Limited time —> present oriented, emotionally close, greater partner selectivity and fewer partners

69
Q

Peer pressure

A

Peer influence is greater for prosocial behavior than antisocial ones EXCEPT at age 14/15

Compliance to peer pressure declines over time except related to smoking, drinking and sex

Peers have more influence than parents EXCEPT on values, educational and career goals

70
Q

Mother working and child outcomes

A

Working mom —> more egalitarian gender role concepts

High SES families —> boys with lower achievement scores

Lower SES —> Boys with higher cognitive development

71
Q

Teacher expectations

A

Teachers respond more to boys in helpful and non helpful ways

Boys praised for intellectual accomplishments and task related behaviors

Girls praised for effort, cooperation and dependent behaviors, which may explain why girls feel their lack of achievement is due to lack of ability

72
Q

Compensatory preschool or head start

A

Gains in IQ do not persist

But there are long term gains in attitudes towards school, no failing a grade, graduating high school and going to college

73
Q

Montessori method

A

Learning comes from perception- hearing, seeing, touching, smelling, tasting

74
Q

Mahler - early child development

A

1st month- infantile autism
2-4m- symbiotic phase-
4-5m- separation- individuation

4 Subphases

  1. 5-10m - differentiation/ Stranger danger
  2. 10-16 months- practicing - separation anxiety
  3. 16-24 m: Rapproachment-
  4. 24-36m: Object constancy or permanence

EPPP 2020 (12 decks)

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