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Developmental Psychology > Midterm 1 > Flashcards

Midterm 1 Flashcards

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1
Q
  • Nativists
A

innate (evolutionists)

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2
Q

Empiricists

A

experience

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3
Q

Human development is

A

multidirectional, multicontextual (setting of events matter), multicultural (culture shapes how behaviour is viewed, intersectionality influences development), multidisciplinary (Biopsychosocial perspective), and plastic (capable of change/ can be altered. People can change over time but also be stable over time).

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4
Q

Age-related changes are…

A
  • Universal- common to everyone
  • Group Specific- shared by certain cohort or culture.
  • Individual differences- resulting from unique events.
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5
Q

Interactionist model

A

encompasses both respecting the complex reciprocal interactions of nature and nurture.

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6
Q

Physical domain of development

A

Includes changes in size, shape and characteristics of the body

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7
Q

Cognitive Domain of development

A

Includes changes in thinking, memory, problem-solving and other intellectual skills

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8
Q

Social Domain of development

A

Includes changes in variables associated with the relationship of an individual to others. Your social expectations and roles change.

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9
Q

Scientific method

A

Curiosity, hypothesis, test, analyze data and report the results.

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10
Q

Cross-section study

A

observational studies that analyze data from a population at a single point in time.

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11
Q

Longitudinal Study

A

employ continuous or repeated measures to follow particular individuals over prolonged periods of time—often years or decades

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12
Q

Cross-sequential

A

a study in which two or more groups of individuals of different ages are directly compared over a period of time. It is thus a combination of a cross-sectional design and a longitudinal design.

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13
Q

Four goals of developmental psychology:

A
  1. Describe 2. Explain 3. Predict 4. Influence
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14
Q

Descriptive Methods

A

Case studies, Naturalistic observations, and Surveys

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15
Q

Experimental Methods

A

– Causal hypothesis and Random group assignment
 Experimental group
 Control group
– Independent and dependent variables

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16
Q

Quasi-Experimental Method

A

When you cannot assign participants
– Groups are naturally occurring
* Cross-cultural research
* Ethnography
– Comparing cultures or contexts
– E.g. – Margaret Mead’s work in Samoa

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17
Q

Ethics

A

– Protection from harm
– Informed consent
– Confidentiality
– Knowledge of results
– Deception?

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18
Q

Theories

A
  • Bringing findings together to identify patterns.
  • Produce hypotheses
  • Help generate discoveries
  • Guide research and practice
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19
Q

Developmental Theory

A

Framework for explaining the patterns and problems of development

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20
Q

Human DNA consists of units of heredity called

A

Genes

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21
Q

DNA is coiled and packaged into chromosomes; How many?

A

23 pairs

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22
Q

The genotype

A

specific genetic material and includes genes that are and are not expressed in the individual.

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23
Q

phenotype

A

the observed characteristic * It represents what you see in the individual.

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24
Q

Dominant-recessive pattern of inheritance:

A

a single dominant gene influences a person’s phenotype, but two recessive genes can produce an associated trait

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25
Q

Polygenic inheritance:

A

a pattern of inheritance in which many genes influence a trait

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26
Q

Multi-factorial inheritance:

A

affected by both genes and the environment

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27
Q

Mitochondrial inheritance:

A

children inherit genes from the egg, but not sperm

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28
Q

Epigenetics

A

how behaviours and the environment influence whether genes are turned on or off.

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29
Q

Some experiences can result in alterations in which…

A

genes are expressed

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30
Q

Some of these changes can even be…

A

passed onto the next generation

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31
Q

Parents create the child’s environment:

A

Genes and home environment

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32
Q

Children influence environment:

A

Temperament & heritable behaviours

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33
Q

Inherited traits influence interpretation

A

Temperament & pathologies

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34
Q

Evolutionary Developmental Psychology

A
  • – Genetically inherited cognitive and social characteristics that promote survival and adaptation appear at different times across the lifespan
  • – Newborns are genetically programmed with a predisposition to learn and develop in certain ways
  • – Over our lifespan, we need to display different intellectual, personality and social behaviours to help us adapt and survive
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35
Q

Psychoanalytic Theories

A

Irrational, unconscious drives and motives, often originating in childhood, underlie human behavior.

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36
Q

Psychoanalytic theorists believe that:

A

developmental change happens due to internal, often unconscious drives

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37
Q

3 personality structures that develop over time:

A
  • Id
  • Ego
  • Superego
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38
Q

Five Psychosexual Stages:

A
  • – Oral (mouth) – 0 to 2 years
  • – Anal (anus) – 15mths to 3 years
  • – Phallic (genitals)- 3 to 6 years
  • – Latency (period of dormancy)- 6 to puberty
  • – Genital (genitals) – puberty to adulthood
  • Fixed sequence
  • Optimum development requires satisfaction of needs at each stage.
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39
Q

Psychoanalytic Theories – Erikson

A
  • Development results from the interaction between inner and outer forces
  • instincts and cultural demands
  • Psychosocial stages focus on family and culture, not pleasure and sex.
  • Development occurs across the entire lifespan, not just childhood.
  • 8 “crises” or “dilemmas”
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40
Q

The Humanistic Alternative

A
  • Deficiency motives - maintain inner balance
  • Being motives – desire to understand and give to others
  • The most important internal drive is wanting to grow and achieve their full potential (self-actualization)
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41
Q

Positive reinforcement

A

involves adding a “pleasant” consequence: Treats, attention/praise

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42
Q

Negative reinforcement

A

involves the removal of something “unpleasant”: Taking cough medicine removes your cough.

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43
Q

Positive punishment

A

involves adding something “unpleasant”, such as scolding

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44
Q

Negative punishment

A

involves the removal of something “pleasant”, such as taking away TV privileges.

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45
Q

Partial reinforcement

A

behaviour is reinforced sometimes (common in the real world)
– E.g. kids wanting attention

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46
Q

Shaping

A

complex behaviours are reinforced at steps
– Each step includes reinforcement

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47
Q

Extinction

A

is a decrease in behaviour after repeated non- reinforcement (e.g. ignoring it)

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48
Q

Cognitive Theorists

A

Cognitive theories emphasize mental aspects of development, such as logic and memory

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49
Q

Cognitive Theorists – Piaget

A

Piaget focused on answering the central question “How does thinking develop?”

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50
Q

Scheme

A

children’s repetitive actions, such as containing or positioning resources

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51
Q

Schema

A

the thought-process behind the action, built-up over many exposures

52
Q

Cognitive equilibrium

A

state of mental balance obtained through pre-existing ideas

53
Q

Assimilation

A

applying schemes to experiences

54
Q

Accommodation

A

Updating schemes to include new information.

55
Q

Second trimester

A
  • 21 weeks for miscarriage
  • May need surgical interventions.
  • 32 weeks- most clinics want to see you weekly.
56
Q

Cephalocaudal

A

development that proceeds from the head downward.

57
Q

Proximodistal pattern

A

development that proceeds from middle of the body outward.

58
Q
  1. Mitosis
A

cell division resulting in two identical cells

59
Q
  1. Cell migration
A

newly formed cells move away from point of origin.

60
Q
  1. Cell differentiation
A

cells stat to specialize in structure and function.

61
Q
  1. Apoptosis
A

genetically programmed cell death. E.g. finger development

62
Q

First 2 weeks

A
  • Cells specialize and cell division happens rapidly.
  • Blastocyst= hollow, fluid-filled ball of cells
  • Blastocyst us implanted in uterine tissue by 12th day
63
Q

Embryonic Stage

A
  • Starts when implantation is complete- end of 8th week.
  • Neurons form the neural tube -3-4 weeks.
64
Q

Gonads- week 6

A
  • Androgens= testes
  • No androgens= ovaries
65
Q

Organogenesis

A

-formation of organs

66
Q

Fetal Stage

A
  • Begins at the end of week 8 – birth.
  • Organ systems are refined.
  • Especially the lungs and brain
67
Q

Viability

A

22 weeks for about 20-33%

68
Q

Neural proliferation

A

10th – 18th weeks

69
Q

Neurons migrate

A

13th – 21st weeks.
- Mostly somas
- Glial cells develop.

70
Q

Fetal behaviour

A
  • Individual differences in fetal activity are also seen after the baby is born!
  • More active fetuses= active child
  • Less active fetuses= fearful, shy children
71
Q

Fetus shows preference for:

A
  • Mothers voice
  • Native Language
  • Melodies
72
Q

Habituation

A

A decrease in response to repeated or continued stimulation

73
Q

Dishabituation

A

New stimulus rekindles responses.

74
Q

Evidence of Prenatal Learning

A
  • Pregnant women drank carrot juice for 3 weeks near the end of their pregnancy /early lactation
  • At 5.5 months, tested infants’ reaction to carrot- flavoured vs. plain cereal
75
Q

Congenital anomaly:

A

abnormality present at birth
-Rare
- Sometimes preventable

76
Q

Autosomal disorders are caused by genes located on
chromosomes other than sex chromosomes

A
  • dominant - cardiovascular disorders like HBP, Huntington’s
  • recessive – phenylketonuria (PKU)
77
Q

Sex-linked disorders are found on the X-chromosome

A
  • more common in males
  • e.g. red–green colour blindness
78
Q

Issues in Prenatal Development

A
  • Chromosomal anomalies
  • Aneuploidy is the presence of an abnormal number of chromosomes in a cell
  • Trisomy’s
  • 21 – Down’s Syndrome
79
Q

Sex chromosomal anomalies

A

Klinefelter’s syndrome (XXY pattern) – Turner’s syndrome (XO pattern)
* Nondisjunction–failure of chromosomes to separate during meiosis

80
Q

Teratogens

A
  • Any external agent or substance that can cause harm to an organism during prenatal development

– Recreational Drugs
– Medications
– Environmental agents

81
Q

Effects on development are dependent on when and how much of the teratogen was encountered.

A
  • Sensitive period: time during which a developing organism is most sensitive to the effects of external factors.
    – Sensitive period different for different systems
  • Dose-response relationship
82
Q

Fetal alcohol syndrome (FAS)

A
  • a group of conditions caused by alcohol exposure before birth
  • Behavioural problems * Cognitive impairments
83
Q

Neonate

A

term for baby between birth and 1 month of age

84
Q

APGAR

A

appearance, pulse, grimace, activity, and respiration

85
Q

How does the newborn spend their day?

A
  • Healthy babies interact with their environment right away.
  • Exploration influenced by baby’s state of arousal.
  • Most time spent sleeping.
86
Q

Brain Development – Infant Period

A

Neurons generated during prenatal development forms complex connections

87
Q

Synaptogenesis

A

formation of synapses with other neurons, making trillions of connections
* – Begins prenatally, and continues after birth
* – electrochemical messages are cross these gaps (synapses)

88
Q

Synaptic pruning:

A

process by which synapses that are rarely activated are eliminated
* * Important pathways are preserved * Timeline of pruning varies by region

89
Q

Plasticity

A

capacity to be molded or changed by experience
– Children’s brain more plastic than adult’s
– Can allow for recovery from injury

90
Q

Myelinization

A

the development of a fatty, insulating tissues (myelin sheath) around a neuron
– Higher-order regions may not be finished until your mid 20s or 30s!
– Faster connections

91
Q

Adaptive reflexes

A

help newborns survive.
* may go away (rooting)
* may stay for life (withdrawal from pain) Primitive reflexes - disappear ~ 6 months of age.

92
Q

Physical change in infant period: BONE

A

– Bigger – long bones grow
– Stronger – composition changes from cartilage to bone
– More – masses of cartilage separate and turn to bone
* Ossification & osteogenesis – bone formation

93
Q

MUSCLES

A

Muscles:
* – All present at birth
 small & fatty
* – Similar water content to adult
by 1y/o
* – These changes enable more mobility in the 1y/o

94
Q

LUNGS AND HEART

A
  • – Increased efficiency
  • – Hearth muscle changes result in greater stamina
  • – Huge changes in energy capabilities by 2y/o
95
Q

Locomotor (gross motor)

A
  •  body movement – Non-locomotor
  •  stability
96
Q

Manipulative (fine motor)

A
  •  hand movement
97
Q

Sex differences

A
  •  Female wrist bones
  •  Rough play
  • – socialization?
98
Q

Vision

A

– visual acuity of a newborn is about 40 times worse than normal sighted adult
 they can see things ‘in their world.’
– 8 times worse at 6 months old

99
Q

Tracking

A

The process of following a moving object
– Initially inefficient but improves rapidly

100
Q

Rods

A

cells responsible for vision in low light – Present at birth (11w gestation)

101
Q

Cones

A

cells responsible for vision in bright light, including color vision
Present, but sparse

102
Q

Colour vision

A

– Red, green, and blue present by 1 month old
– Infant’s ability to sense colour is almost identical to an adult’s

103
Q

Auditory Acuity

A

– Newborns have great hearing.
-Develops in the last trimester of pregnancy.
– Pitches must be high
– Some sound localization at birth
– Single syllables at 1 month
– Doubles at 6 months

104
Q

Smelling and Tasting

A

– Function at birth
– Smell has nearly unlimited variations – Rapidly adapt to the social world
 Related to familial and cultural preferences.

105
Q

Touch and Motion

A

– Best developed of all senses
– Responsive to gentle social touching

106
Q

Pain

A
  • – Pain & temperature are connected to touch
  • – Arguments in the research
  • – Some suggest that pain can be sensed in the fetus, others say this sensation must mature
     Spinal differences
107
Q

Habituation & Dishabituation

A

– Response changes according
to whether the stim is new
E.g., Sucking patterns.
* Preference technique – looking behaviours
* Operant Conditioning
– learned response is tested by varying the stimulus

108
Q

Intermodal Perception

A

– Formation of a single perception of a stimulus that is based on information from two or more senses
– Possible as early as 1 month and common by 6 months

109
Q

Cross-Modal Transfer

A

The transfer of information from one sense to another

110
Q

Innate (nativist) aspects

A

Newborns have very impressive sensory capabilities

111
Q

Experiential (empiricist) aspects

A

Some minimum exposure to sensory stimuli is required for normal development

112
Q

Integrating Nativism and Empiricism

A

Both nature and nurture are involved

113
Q

Object Permanence

A

Babies as young as 4 months show clear signs of
object permanence

*knowing object is there even when not in field of vision

114
Q

Object Concept

A

an infant’s understanding of the nature of objects and how they behave

115
Q

Via classical conditioning

A

Breast preference

116
Q

Via operant conditioning

A

Rewards such as taste and mother’s voice

117
Q

Observational Learning

A

10 and 12 month olds

118
Q

Schematic Learning

A

repeated patterns that build into ‘known’ combinations
* Repetition of schemes build up into schemas

119
Q

when do infants begin to categorize information

A

7 months

120
Q

Infant memory

A

Remember some auditory stimuli they hear while asleep.
* Early infant memory is strongly tied to context
* Mobile & kick counts
*Memory even up to 1 week

121
Q

Infant language development

A

Exposure, exposure, exposure
* Talking, reading, etc. is critical for language development
* Richer vocabularies

122
Q

Infant-directed speech (motherese)

A

a simplified, repetitive, high-pitched speech

123
Q

Bilingual pros:

A

better working memory, greater focus on language tasks, fluent children do not have schooling issues in either language

124
Q

Bilingual cons:

A

sometimes in consistent exposure, may think slower in their non-native language, educational disadvantages if schooled in less fluent language

125
Q

Individual differences in infant language develop

A
  • Language delays may run in families
  • Suggests biological component
  • Socialization also a consideration
  • Culture dictates aspects of language development
  • E.g.,Pragmatic markers in Japanese children seen before inflections in other languages
126
Q
A

Developmental Psychology (1 decks)

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