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Midterm Flashcards

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1
Q

6 Types of Developmental Theory

A
  1. Psychoanalytic - early childhood experiences
  2. Learning - behavioral and social cognitive
  3. Cognitive - how thoughts impact our behavior
  4. Biological - physical/brain development
  5. Ecological - interactions between people and environments
  6. Sociocultural - impact of culture on development
    *Most professionals have a mixed perspective
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2
Q

A systematic statement of principles that explain behavior and development

A

Developmental Theory

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3
Q

Father of Psychology

A

Freud

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4
Q

Three parts of personality

A

Id - biological drive
Ego - Balance between the two
Superego - Follow the rules

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5
Q

Freud’s 5 Stages

A
  1. Oral (to 1 year) - pleasure from mouth
  2. Anal (1-3) - pleasure from pooping
  3. Phallic (3-6) - attached to opposite sex parent
  4. Latency (7-11) - Focus on school, friends
  5. Genital (Adolescence) - focus on genital
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6
Q

Freud’s Fixations

A
  1. early breastfeeding
  2. early/late potty training
  3. tension with same/sex parent
  4. none
  5. earlier fixations
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7
Q

Genetics

A

The Study of Heredity

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8
Q

things we inherit from parents. Impacts behavior, personality, and mental development

A

Heredity

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9
Q

Monozygotic/Dizygotic

A

100%/50% related twins

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10
Q

Gestational Stages

A
  1. Conception - sperm and egg unite
  2. Germination - wandering stage
  3. Implantation - zygote to uterine wall
  4. Embryo - 1st trimester (amniotic sac and placenta form to protect)
  5. Fetus - 2nd and 3rd trimesters
  6. Birth
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11
Q

1 in 6 or 7 Americans have?

A

Infertility problems

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12
Q

Infertility solutions

A

Artificial Insemination
In Vitro Fertilization
Surrogacy
Adoption

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13
Q

Environmental Factors of Fetal Development

A
  1. Nutrition
  2. Mother’s health
  3. Substance use/abuse
  4. Caffeine
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14
Q

Stages of Birthing

A

Stage 1 - Labor begins
Stage 2 - Baby crowns
Stage 3 - Afterbirth is provided

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15
Q

Methods of Childbirth

A
  1. Cesarean (C-Section)
  2. Natural (non-medicated)
  3. Anesthesia
  4. Water birth
  5. Home – midwife
  6. Birth center – more like home than hospital, uses midwife model
  7. Hospital
  8. Hypnosis
  9. Biofeedback – understanding, focusing, and distracting
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16
Q

Birth Problems

A
  1. Oxygen deprivation
  2. Breech - Booty first, higher risk of complication
  3. Preterm (under 37 weeks)
  4. Low Birth Weight (under 5.5 lbs)
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17
Q

Maternal Mental Health Issues

A

“Postpartum Stage”
1. 70% of mothers experience baby blues
2. Postpartum depression
3. Postpartum psychosis

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18
Q

Apgar Scoring System

A

7 or higher, healthy
Below 4, critical
1. Reflexes - reacting, turning, walking
2. Sensory - hearing, vision, taste
3. Sleep - 16 hours

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19
Q

Babies crying means

A

Hungry
Angry
Pain

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20
Q

SIDS (Sudden Infant Death Syndrome)

A
  1. Highest cause of death
  2. Uknown cause
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21
Q

Erik Erikson

A
  1. Worked under Freud
  2. Coined “identity crisis)
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22
Q

Erikson’s 8 Stages

A

Stage 1 - Trust vs. Mistrust – Birth to 2 years old
Stage 2 - Autonomy vs. Shame/Doubt – 2 to 4 years old
Stage 3 - Initiative vs guilt 4 to 5 years old
Stage 4 - Industry vs. Inferiority – age 6 to 11
Stage 5 - Identity vs. Role Confusion – 11 to 20 (adolescence)
Stage 6 - Intimacy vs. Isolation – 21 to 35
Stage 7 - Generativity vs. Stagnation – 36 to 60
Stage 8 - Ego Integrity vs. Despair – 61 to end of life

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23
Q

Three styles of development

A
  1. Cephalocaudal - top to bottom
  2. Proximodistal - inner to outer
    3.Differential - filter and refine movements/reactions based on situation and experience
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24
Q

Pros of Breastfeeding (4)

A
  1. Good for baby’s stomach
  2. Protects from cancer
  3. Lessens SIDS
  4. Less likely to be obese
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25
Q

Cons of Breastfeeding (4)

A
  1. Transmission of Disease/Chemicals
  2. Mother has to eat what the baby needs
  3. Physical toll on mother
  4. Learning to grip/let go
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26
Q

Sensory Capacity of Babies

A

Vision - Nearsighted until 6 months, full vision at 5-6 years, no sense of depth

Hearing - Different voice for which face, use it or lose it for languages

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27
Q

Parts of the Brain

A
  1. Medulla
    Part of the brain stem
    Basic functions such as breathing & heartbeat
  2. Cerebellum
    Balance, motor skills, coordination
  3. Cerebrum
    Learning, thought, memory & language
    Develops wrinkles over time as learning occurs
    Two hemispheres
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28
Q

Neuron Structure

A

Cell Body (the whole)
Dendrites (branches, fingers)
Axons (trunk, tail)
Myelin Sheath (bubblewrap, guide)
Neurotransmitters (use it or lose it)

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29
Q

Brain Function of infants

A
  1. Memory
  2. Imitation
  3. Mirror Neurons - Triggered by imitation and memory
30
Q

Bayley Test (1933)

A

Mental scale items - Verbal communication
Perceptual skills
Learning and memory
Problem-solving

Motor-scale items - Standing
Walking
Climbing
Fine motors kill

Not linked to IQ

31
Q

Visual recognition memory test (Fantz, 1961)

A

Evaluates working memory by showing babies things they have seen before and things that are new - looking for reactions to new items
Connected with IQ scores in early elementary school
Stable results across time

32
Q

Language Development

A

Prelinguistic - cooing
Babbling
Intonation - melodic “speech”

33
Q

Progression of Language Development of Babies

A

ProgressionCries
Sounds
Repetitive sounds
Intonation
Meanings (holophrases - one word to indicate multi-word meanings)
Multi-world meanings (telegraphic speech)
Syntax (understanding structure)
Full conversation

34
Q

Motherese AKA Infant-Directed Speech

A
  1. Slow, high pitch, paus between ideas
  2. Shrot, grammatically correct sentences
  3. Focus on nouns and verbs
  4. Emphasis on keywords, often last in the sentence
  5. Lots of ys are added
  6. Repetition of idea with slight variations
  7. Duplication of words “yummy yummy in my tummy tummy
35
Q

2 Types of Attachment

A
  1. Secure
    Mild reaction to separation
    Responds to soothing techniques
  2. Insecure
    Avoidant - indifference to separation and return
    Ambivalent/Resistant - severe reaction to separation, hesitant to accept return
    Disorganized/Disoriented - dazed and inconsistent reactions to separation and return
36
Q

aversion to lack of contact exhibited by thrashing, crying, fussing

A

Separation Anxiety

37
Q

Three Stages of Attachment:

A
  1. Initial-preattachment: 0-3 months, no real rpeference for caregivers
  2. Attachment-in-the-making: 3-4 months, preference for familiar faces
  3. Clear-cut-attachment: 6-7 months, clear preference for caregiver
38
Q

3 Types of Abuse (Active harm)

A

Physical
Sexual
Emotional

39
Q

3 Types of Neglect (Passive harm)

A

Physical
Emotional
Educational

40
Q

Impact of Abuse/Neglect

A
  1. Insecure attachment
  2. Less intimate with peers
  3. Aggressive, angry, noncompliant
  4. Lower self-esteem
  5. Poor school performance
  6. Higher rate of delinquent behaviors
  7. Risky sexual behaviors
  8. Substance abuse
  9. Repeated cycle
  10. Relational abuse
41
Q

Causes of Abuse

A
  1. History of being victimized
  2. Stress
  3. Inadequate coping and child rearing skills
  4. Unrealistic expectations
  5. Substance use/abuse
  6. Mental illness
  7. Short tempers/lack of anger management skills
42
Q

Characteristics of Autism Spectrum Disorder

A
  1. Impaired social and communication skills
  2. Repetitive self-stimulating behavior (self-harming)
  3. Strong resistance to change
43
Q

3 Possible Conditions of Autism

A
  1. Asperger’s Syndrome - social deficits and ritualistic behaviors, intact cognition
  2. Rett’s Disorder - manifestation of physical, behavioral, motor and cognitive abnormalities after a few months of development
  3. Childhood Disintegrative Disorder - manifestation of symptoms after 2 years of development
44
Q

Piaget’s Theory

A
  1. Wondered if children answered questions incorrectly because they were not cognitively able to answer them correctly
  2. Focused on the ability to understand abstract, symbolic situations
  3. Goal was to understand the process of learning and reasoning development, not skills or knowledge acquired
45
Q

Cognitive Theory

A

mental development happens over time with maturation and interaction with the environment – intelligence is not fixed

46
Q

Piaget’s Stages of Cognitive Development

A
  1. Sensorimotor Stage (0-2 years)
  2. Preoperational Stage (2-7 years)
  3. Concrete Operational Stage (7-12 years)
  4. Formal Operational Stage (12-18 years)
47
Q

Piaget’s Theory Components

A
  1. Schema - the building blocks of knowledge (system of organization)
  2. Adaptation - processing enabling transition between stages
  3. Equilibrium - balance and understanding
  4. Assimilation - incorporation of new details
  5. Accommodation - creating of a new schema when assimilation doesn’t work
48
Q

the idea that for children, learning happens through experience, not only instruction

A

Discovery

49
Q

cognitive development should drive educational goals and information

A

Readiness

50
Q

Methods for Teachers:

A
  1. Focus on the process, not the product
  2. Active learning that requires discovery and construction of truths
  3. Collaborative activities
  4. Problem based learning - create disequilibrium
  5. Evaluate cognitive ability and plan accordingly
51
Q

Characteristics of Early Childhood
(4)

A
  1. Ages 2 through 6
  2. Growth rate slows
  3. “Baby fat” disappears
  4. Boys tend to grow taller and heavier than girls
52
Q

the ability to stay focused on a single game or activity develops

A

Focus Play

53
Q

Early Childhood Physical Development

A

Gross Motor Skills

Rough-and-Tumble play

Fine Motor Skills

Artistic Process

54
Q

4 Components of Artistic Process

A
  1. Placement - understanding (or lack of understanding) of a page
  2. Shape - general shape without symbolism
  3. Design - general symbolism without specificity
  4. Pictorial - specific drawing
55
Q

When do infants show handedness

A

6 to 14 months

56
Q

nightmares that happen during deep sleep, can cause serious fear

A

Sleep Terrors

57
Q

Sleep-Walking

A

Somnambulism

58
Q

Bed-Wetting

A

Enuresis

59
Q

uncontrolled bowel movement

A

Encopresis

60
Q

Symbolic Thought

A

Thoughts are represented in picture form with a few scattered words

61
Q

Symbolic play:

A

self-focused, interactive with others; others-focused

62
Q

Violent play

A

lack of empathy, lack of helping others, antisocial behavior; Indicates potential unhealthy exposures

63
Q

Egocentrism

A

“All about me”

64
Q

Screen Time

A

Ages 3 - 2-3 hours/day

65
Q

Memory Development

A
  1. Impacted by desire
  2. Age 3, coherent memories can be communicated
  3. Scripts are general qualities applied to common events
  4. Memories may develop earlier but are rarely retained
  5. Autobiographical memories are specific, develop more fully when discussed or related
66
Q

Factors in Memory Development

A
  1. Expectations - when they are asked ahead of time to remember something
  2. Interest level they remember the things related to their interest
  3. Remidners and cues - younger children require more
  4. Logic and order - order creates cues
  5. Mode in which information is required - verbal report less extensive than play reporting
  6. Tools for remembering - rehearsal and organization
67
Q

Baumrind’s Patterns of Parenting (4)

A
  1. Authoritative: high restriction & high warmth (consistency is key)
  2. Authoritarian: high restriction & low warmth (“because I said so”)
  3. Permissive-Indulgent: low restriction & high warmth
  4. Rejecting-Neglecting: low restriction & low warmth (high-risk behaviors)
68
Q

Reinforcement Types (2)

A
  1. Induction: Reasoning, teaching children how to make positive choices
  2. Power-Assertive: Punishment methods, withholding desired things, lower peer acceptance, lower grades, and antisocial behaviors
69
Q

Gender differences in play

A
  1. Boys: competitive, active, and vigorous
  2. Girls: organized, structured
    Girls are more likely than boys to cross gender related social norms in play
70
Q

behavior that benefits others (sharing, empathy) fostered

A

Prosocial Behavior

71
Q

intent to hurt or harm

A

Aggression

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