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Human Development > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the three stages of pregnancy

A
  • Period of the Zygote
  • Period of the Embryo
  • Period of the Fetus
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2
Q

Period of the Zygote

A
  • Zygote travels down fallopian tube and is implanted in the uterine wall
  • Implantation triggers hormonal changes to prevent menstruation
  • Center of zygote contains germ disc
  • Cells that develop into a baby
  • Other cells form placenta, which supports baby’s development
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3
Q

Period of the Embryo

A
  • Body structures, internal organs, and three layers of embryo (ecto-, meso- and endoderm) develop
  • Amniotic sac fills w/ fluid and UC connects the embryo to placenta
  • UC blood vessels join placenta to embryo
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4
Q

Period of Fetus Week 4

A
  • Neural tube forms
  • Spinal cord grows
  • Brain grows
  • Cerebral cortex
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5
Q

Period of the Fetus Week 9

A

-Differentiation of the ovaries and testes

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6
Q

Period of the Fetus Week 12

A

-Circulatory system begins to function

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7
Q

Period of the Fetus Week 16

A

-Movements felt by mother

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8
Q

Period of the Fetus Week 20

A
  • Eyebrow, eyelashes and scalp hair grow

- Skin thickens and covered by protective greasy substance (Vernix)

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9
Q

Period of the Fetus Weeks 22-28

A

-Age of viability

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10
Q

Period of the Fetus Weeks 22 and beyond

A
  • Senses active

- Baby can remember voices, music and tastes

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11
Q

Genotype

A

-The actual combination of genes that a person has

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12
Q

Phenotype

A

-What is physically displayed

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13
Q

How many chromosomes are in a gamete?

A

46

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14
Q

Monozygotic Twin

A

-A single fertilized egg splitting to form two new individuals

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15
Q

Dizygotic Twin

A

-Two separate eggs fertilized by two sperms

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16
Q

5 parts of the APGAR test

A
  • Heart Rate
  • Respiration
  • Muscle tone
  • Reflexes
  • Skin tone
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17
Q

Co-sleeping

A

-The practice of sleep in the same room or bed with a child

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18
Q

Tempermant

A

-Consistent styles or patterns of infant behavior

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19
Q

Perception

A

-Brain processes receiving, selecting, modifying and organizing sensory inputs

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20
Q

When do children start to recognize their own name?

A

By 4 months old

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21
Q

Theory of Mind

A
  • Naive understanding of the relationship between mind and behavior
  • 3 phases
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22
Q

TOM phase 1

A

-By two years, aware of desires; speak of wants and likes

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23
Q

TOM phase 2

A

-By 3 years, distinguish the mental from physical world

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24
Q

TOM phase 3

A

-By 4 years, know that behavior can be based on beliefs about events, even if belief is false

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25
Q

Assimilation

A
  • Fitting new experiences into existing schemes

- Required to benefit from experience

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26
Q

Accommodation

A
  • Modifying schemes as a result of new experiences

- Allows for dealing with completely new data or experiences

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27
Q

Egocentrism

A

-Difficulty seeing the world from others’ perspectives

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28
Q

Animism

A

-Crediting inanimate objects with life and lifelike properties

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29
Q

Centration

A

-Concentrating on only one facet of a problem to the neglect of other facets

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30
Q

Conservation

A
  • Knowing that volume, mass, number, length, area or liquid quantity are the same despite superficial appearance changes
  • Centration interferes with conservation
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31
Q

Naive Physics

A
  • Infants rapidly create a reasonably accurate theory of objects basic properties
  • 4.5 months: Understand object permanence
  • 5 months: understand that liquids, but not solids, change shape when moved
  • 6 months: understand gravity and objects’ movements
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32
Q

Naive Biology

A
  • Infants: use motion to discriminate animate from inanimate objects
  • 12-15 months: know that animate objects are self-propelled, move in irregular paths; act to achieve goals
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33
Q

Phonemes

A

-Small, unique sounds

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34
Q

Scheme

A

-A mental structure that organizes info and regulates behavior

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35
Q

Internal Working Model

A

-Infants understanding of how responsive and dependable the mother is; thought to influence close relationships throughout the child’s life

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36
Q

Social Referencing

A
  • 12 month old-Infants use adults facial and vocal emotion displays to direct their own behavior
  • 14 month olds remember earlier observed emotional reactions of parents to particular objects
  • 18 month olds use the reactions of one adult to another adults behavior to guide their own behavior
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37
Q

Working Memory

A
  • The temporary storage and use of information that one needs to perform a task
  • Limited in capacity and how long it lasts
  • Most thought takes place in WM
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38
Q

Long Term Memory

A
  • The storehouse for memory that is permanent and of unlimited capacity
  • Info is transferred into LT, stored in it, and retrieved from it
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39
Q

Stereotype threat

A
  • Self-fulfilling prophecy

- Anxiety and reduced test performance may result from knowledge about stereotypes concerning one’s ability

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40
Q

Negative Reinforcement

A

Any consequence that ends up both

  • Being “subtracted from” the environment (the negative part) as a result of another behavior
  • Making that other behavior likely to occur again in the future (the reinforcement part)
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41
Q

Time-Out

A

Punishment that involves removing children who are misbehaving from a situation to a quiet, unstimulating environment

42
Q

Co-Rumination

A
  • Girls especially often discuss their personal problems
  • Can enhance friendships
  • Increases risk for depression and anxiety
43
Q

Parental Investment Theory

A
  • Experiences with quality of fathering determine puberty’s timing
  • Good fathers indicate males are invested in childcare, which delays puberty
  • Bad fathers indicate males are not invested, which speeds up puberty on the chance of a good mate coming along
44
Q

Anorexia

A
  • Eating disorder marked by an irrational fear of being overweight
  • Grossly distorted body image
  • About 15% of anorexic adolescents die
45
Q

Bulimia

A
  • Eating disorder marked by binge eating and purging by vomiting or using laxatives
  • Binging occurs only a few times to as many as 30 times per week
  • Feel they cannot stop eating
46
Q

Puberty

A
  • Early Maturer: 11 (boys); 9 (girls)

- Late Maturer: 15-16 (boys); 14-15 (girls)

47
Q

4 reasons why alcohol is so damaging to prenates

A
  • The placenta does not block many harmful compounds
  • The developing is susceptible to damage
  • Pre-nates do not have fully functioning livers and other organs to help w/ detox and management
  • Small amounts can have a large impact
48
Q

Breastfeeding

A
  • Allows for skin-to-skin contact thought to play an important role in social development and health
  • Allows for mother to share some immunity w/ child
49
Q

Formula feeding

A
  • Easier for more controlled feeding
  • Enables other family members to assist in feeding
  • Does not encourage skin-to-skin contact or immune transmission
50
Q

4 types of malnourishment

A
  • Normal
  • Wasted
  • Stunted
  • Wasted and stunted
51
Q

Normal Malnourishment

A
  • Normal weight

- Normal height

52
Q

Wasted malnourishment

A

-Thinner than normal

53
Q

Stunted malnourishment

A

-Shorter than normal

54
Q

Wasted and stunted

A

-Thinner and shorter than normal

55
Q

Experience-expectant growth

A

-All human brains require exposure to experiences common to all individuals to fine tune their circuits and to have different regions specialize (exposure to faces)

56
Q

Experience-Dependant growth

A

-Brain circuits and regions also are fine-tuned according to each person’s unique experiences (learning to play violin vs learning to play soccer)

57
Q

Two examples of how culture can impact motor development

A
  • Some cultural practices encourage certain skills early and others discourage them (In Africa kids are carried piggyback, walk earlier; in Paraguay, mothers carry children, delay motor skills)
  • Despite cultural differences in average age of skill development, children acquire skills within a normal range
58
Q

Operant Conditioning

A
  • View of learning that emphasizes reward and punishment

- Example: Pairing ringing bell while dogs would eat, ring bell and the dogs would salivate

59
Q

Classical Conditioning

A
  • A form of learning that involves pairing a neutral stimulus and a response originally produced by another stimulus
  • Example: When a baby smiles, mother hugs and enjoys the baby the baby is more likely to smile but when the baby grabs a knife the mother screams and shouts so the baby is less likely to do it again
60
Q

Expressive Style: Social Emphasis

A

-Vocabularies include social interaction and question words plus naming words

61
Q

Referential Style: Intellectual Emphasis

A
  • Vocabularies consist mainly of words naming objects, persons, or actions
  • Vocabularies consist of few social interaction words or question words
62
Q

Piagets Stages of Development

A
  • Sensorimotor Period (0-2 years)
  • Preoperational Period (2-7 years)
  • Concrete Operational (7-11 years)
  • Formal operational period (11 years and older)
63
Q

Sensorimotor Period (0-2 years)

A

-Infancy

64
Q

Preoperational Period (2-7 years)

A

-Preschool and early elementary school

65
Q

Concrete operational period (7-11 years)

A

-Middle and late elementary school

66
Q

Formal operational period (11 years and older)

A

-Adolescence and adulthood

67
Q

Four Stages of Attachment

A
  • Secure Attachment
  • Avoidant Attachment
  • Resistant Attachment
  • Disorganized Attachment
68
Q

Secure Attachment

A
  • Baby may or may not cry upon separation

- Wants to be with mom upon her return and stops crying

69
Q

Avoidant attachment

A
  • Baby not upset by separation

- Ignores or looks away when mom returns

70
Q

Resistant attachment

A
  • Separation upsets baby

- Remains upset after mom’s return and is difficult to return

71
Q

Disorganized attachment

A
  • Separation and return confuse the baby

- Reacts in a contradictory way

72
Q

Types of playing

A
  • Parallel play
  • Simple social play
  • Cooperative play
73
Q

Parallel play

A

-Children play alone but are keenly interested in what others are doing

74
Q

Simple social play

A

-Children do similar activities and talk or smile at each other

75
Q

Cooperative play

A

-Theme based play where children take special roles (hide and seek)

76
Q

Convergent Thinking

A
  • Using available information to find a standard, correct answer
  • Intelligence is often associated with convergent thinking
77
Q

Divergent Thinking

A
  • Thinking in novel and unusual directions to find many answers instead of a standard or correct answer
  • List all the ways a paper plate and thumbtack can be used together
  • Creativity is often linked to divergent thinking
78
Q

Parenting Styles

A
  • Authoritarian parenting
  • Authoritative parenting
  • Permissive parenting
  • Uninvolved parenting
79
Q

Authoritarian parenting

A
  • High control but low warmth and responsiveness
  • Dictatorial parents, who expect hard work, respect, and obedience
  • Unhappy, overtly aggressive children with low self-esteem
80
Q

Authoritative parenting

A
  • Greater control plus warm and responsive
  • Parents explain rules and encourage discussion
  • Children earn better grades
  • Children are responsible, self-reliant, and friendly
81
Q

Permissive parenting

A
  • Low control but warm
  • Indulgent parents, who use little punishment and simply accept their children’s behavior
  • Impulsive children with little self-control
82
Q

Uninvolved parenting

A
  • Low control and warmth
  • Indifferent parents, who provide mainly for the child’s basic physical and emotional needs; spend minimal time with children
  • Children earn poor grades and are aggressive
83
Q

Instrumental Aggression

A
  • Aggression used to achieve an explicit goal

- Example: Using physical aggression to resolve conflicts

84
Q

Hostile Aggression

A
  • Unprovoked aggression that seems to have the sole goal of intimidating, harassing, or humiliating another child
  • Example: Saying “You’re stupid” then kicking a classmate
85
Q

Relational Aggression

A
  • Aggression used to hurt others by undermining their social relationships
  • Spreading gossip or telling friends to not associate with another classmate
86
Q

How do preschoolers choose friends?

A

-Choose based on common interests and getting along well

87
Q

How do kids aged 8-11 choose friends?

A
  • Choose based on common interests and getting along well

- Psychological characteristics (e.g., trust, keeping promises, being helpful and dependable)

88
Q

How do adolescents choose friends?

A
  • Choose based on common interests and getting along well
  • Psychological characteristics (e.g., trust, keeping promises, being helpful and dependable)
  • Intimacy especially crucial for girls
  • Girls tend to have an exclusive “best friend”; worry about faithfulness and being rejected
89
Q

Gender differences in group leadership

A

-Same-sexed and opposite-sexed peers befriend socially skilled children, who also tend to
Be more popular, well- adjusted, and academically successful
Have higher self-esteem
-Same-sex peers reject socially unskilled children, causing them to seek opposite-sexed friendships; they tend to
Be unpopular, less academically successful
Have lower self-esteem

90
Q

Positive popularity subtype

A

-friendly, cooperative, helpful, communicative child, who is skilled academically and socially

91
Q

Negative popularity subtype

A

-physical (boys) vs. relational (girls) aggression used as a means to another end

92
Q

Aggressive reject subtype

A

-hyperactive, socially unskilled, poor emotion regulation, and hostilely aggressive just for fun

93
Q

Withdrawn reject subtype

A

-shy, timid, withdrawn, and lonely

94
Q

5 leading causes of teenage death

A 
o	Car accidents
o	Disease
o	Homicide
o	Suicide
o	Other natural causes
95
Q

Primary Sex characteristics

A
  • Organs that are directly involved in reproduction

- Examples: Ovaries, uterus, vagina in girls and scrotum, testes and penis in boy

96
Q

Secondary sex characteristics

A
  • Physical signs of maturity not directly linked to the reproductive organs
  • Examples: Growth of breasts and widening of pelvis for girls. Facial hair and broadening of shoulders for boys. For both genders, body hair, changes in voice and skin
97
Q

Effects of early maturation in boys and girls

A
  • Early maturer: 11 (boys); 9 (girls)

- Late maturer: 15-16 (boys); 14-15 (girls)

98
Q

What is self-awareness and when do children develop this? Please describe a common experiment used to test the concept of self-awareness in children. What are the different results we find at different ages?

A
  • Children develop self-awareness between 18 and 24 months. A common experiment is the mirror test.
  • 9-month-old infants smile at the image in the mirror but do not seem to recognize it as themselves
  • By 15-24 months, infants see the image in the mirror and touch their own nose, suggesting they know the image is theirs
99
Q

Name and describe the four attachment styles. What is the experiment commonly used to test attachment type? Please describe the general procedures. Additionally, please describe how infants with each of the attachment styles behave in the experiment

A

-Secure attachment (60-65%): baby may or may not cry upon separation; wants to be with mom upon her return and stops crying
-Avoidant attachment (20%): baby not upset by separation; ignores or looks away when mom returns
-Resistant attachment (10-15%): separation upsets baby; remains upset after mom’s return and is difficult to console
-Disorganized attachment (5-10%): separation and return confuse the baby; reacts in contradictory ways (e.g., seeking proximity to the returned mom, but not looking at her)
-Ainsworth’s Strange Situation paradigm
Three phases (~3 minutes each)
1. Child and mother first occupy an unfamiliar room filled with toys
2. Mother leaves room momentarily
3. Mother then returns to room
ii. Observe child’s reactions during each
iii. Classified four types of attachment
1. Three were insecure types (least frequent)
2. One is secure (frequent)

100
Q

I may provide you with a Heinz dilemma and ask you to describe how an individual at different stages of Kohlberg’s moral development would answer the question (as well as define and describe the stage).

A

Stage 1: Punishment-avoidance and obedience
Makes moral decisions strictly on the basis of self-interests. Disobey rules if can do so without getting caught
Stage 2: Exchange of favors
Recognize that others have needs, but make satisfaction of own needs a higher priority
Stage 3: Good boy/good girl
Make decisions on the basis of what will please others. Concerned about maintaining interpersonal relations
Stage 4: Law and order
Look to society as a whole for guidelines about behavior. Think of rules as inflexible and unchangeable
Stage 5: Social contract
Recognize that rules are social agreements that can be changed when necessary
Stage 6: Universal ethical principle
Adhere to a small number of abstract principles that transcend specific, concrete rules. Answer to an inner conscience.

101
Q

Your friend Tina is becoming a new parent and she is looking for advice. Please provide three pieces of specific parenting advice derived from the material we have discussed in class.

A

Breastfeed because:
-Allows for skin-to-skin contact thought to play an important role in social development and health
-Allows for mother to share some immunity w/ child
Dont drink because:
-The placenta does not block many harmful compounds
-The developing is susceptible to damage
-Pre-nates do not have fully functioning livers and other organs to help w/ detox and management
-Small amounts can have a large impact
Be a Authoritative parent because:
Greater control plus warm and responsive
-Parents explain rules and encourage discussion
-Children earn better grades
-Children are responsible, self-reliant, and friendly

Human Development (5 decks)

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