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PSYC 111 > Module 4 - Development Psychology > Flashcards

Module 4 - Development Psychology Flashcards

1
Q

Gene

A

the molecule on the chromosome that transmit the hereditary blueprint

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2
Q

Genotype

A

the total complement of genes that an individual inherits

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3
Q

Phenotype

A

the organisms observable characteristic (behaviour)

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4
Q

What part of the brain are language associated to?

A

the broca’s area (frontal lobe) and wernicke’s area (temporal lobe)

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5
Q

Area of the brain that is associated with vision?

A

occipital lobe (back of the brain)

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6
Q

Consequences if a particular are of the brain does not develop?

A

a brain that doesn’t develop properly in one area will cause deficits in some abilities but not others.

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7
Q

Percentage of dizygotic twins (fraternal) shared genes?

A

share 50% of their genes in common

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8
Q

Percentage of monozygetic twins (identical) shared genes?

A

share 100% of their genes in common

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9
Q

Concordance rate (correlation)

A

the proportion of pairs of individuals that share a particular attribute, given that one of the individuals has that characteristics

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10
Q

Direct (positive correlation)

A

as 1 variable increases the other variable also increases

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11
Q

Indirect (negative correlation)

A

as 1 variable increases the other variable decreases

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12
Q

No correlation

A

there is no relationship between the 2 variables compared

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13
Q

Does gene or environment take over time when individuals grow older?

A

as people get older, genes seem to have more effect while the effect of the environment seems to fade over time

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14
Q

How can an offspring inherit a gene when both parents does not posses visible trace of the inherited gene

(e.g. cystic fibrosis)

A

In order for the offspring to inherit the genes, both parents should have the recessive genes that code for the cystic fibrosis (1out of 4 offspring will be affected by cystic fibrosis)

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15
Q

selective breeding

A

used with animals to study genetic transmission of a particular behaviour

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16
Q

Hypothesis: If genes are the selective factor over environment (e.g. activity level)

A

If activity level is due to genes, then: (a) breeding active animals together should produce very active offspring, and (b) breeding inactive animals together should produce inactive offspring

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17
Q

polygenetic

A

a characteristic trait (e.g. eye colou, height, etc) which is influence by two or more genes

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18
Q

Maze learning rats experiment results:

A

Both maze dull rats and maze bright rats started at the same point, but very quickly diverged

  • when dull ones were breed they tend to make errors
  • whereas the bright ones tends to make less error and perform so much better
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19
Q

Results of Cooper and Zubek experiment

A

Standard conditions:
- get many more errors in the maze if the parent made more errors in the maze, whereas if parents did not make many errors it will be the same for the offspring

Improverished environment:
- If both rats are raised in this environment there is no difference between them
- which means that the maze bright rats may not have been allowed to reach their genetic potential due to it’s environment

Enriched environment:
- the rats were raised in the enriched environemnt also had no difference between their errors

  • the results then clearly shows that there is a contribution between genes and environemnt to the measure of intelligence in this rats
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20
Q

Teratogen

A

an agent that causes deviations in normal development that lead to serious abnormalities or death

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21
Q

Critical period

A

a time in development when specific biological or environmental events have dramatic and irreversible effects on development

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22
Q

Determinants of Teratogens

A

1) timing
2) Effects are specific
3) Individual Differences
4) Dose-Dependent Relationship

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23
Q

Imprinting

A

precocial (mobile) birds follow the 1st moving object they encounter after hatching

24
Q

Konrad Lorenz

A

he showed that geese would imprint on the first moving object they encountered during the critical period of 13 to 16 hours after hatching

25
Q

Henry Harlow (1957-1963)

A

He raised monkeys in bare cages where they were partially isolated from other monkeys (could see or smell other monkeys but can not touch them)

  • this resulted into blank staring of Mokeys, repetitive circling and self mutilation (increase in worringness)
26
Q

Can an isolate be rehabilitated?

A

Yes, an isolate can be rehabilitated but it takes time

27
Q

What effect does social isolation do?

A

increases in self directed and stereotypic behaviours (such as rocking and biting)

  • effect are specific to social behaviour only and cognitive ability is unaffected
28
Q

Oxana Malaya

A

was brought up with dogs and behaviour resulted in mimicking actions and behaviour of a dog (e.g. barking)

29
Q

Critical period vs Sensitive period

A

Critical period
- effects are dramatic and irreversible
- sharp onset and offset points

Sensitive period
- harmful effects can be altered by later events
- effects are less dramatic
- begins and ends gradually

30
Q

Sexual abuse

A

cases involving some form of penetration or coerced/forced masturbation where the abuser was at least 5 years older

or

any events/interaction that the younger person reported as unwanted/abusive before they were 18

31
Q

Protection Notification

A

to protect a person under 18 yrs old from family violence

32
Q

Common age of sex perperators

A

the people who are penetrating abuse are parents that are in age range of 20-29 to 30 to 39 yrs old

33
Q

Correlation between social status and abuse

A

The bigger the income gap, the stronger the relation between poverty and abused (poor people tends to experience abuse more - possibly due to stress)

34
Q

Shaken Baby Syndrome

A

a brain injury when a baby is violently shaken

35
Q

Direct cost of child abuse

A
  • medical examinations
  • chronic health problems
  • mental health care
  • child protections
  • foster care / adoption
  • judical system
36
Q

Indirect cost of child abuse

A
  • special education
  • juvenile deliquency
  • adult criminality
  • alcohol and substance abuse
  • domestic violence
  • public assistance
37
Q

gateway drug

A

a drug, once tried, makes it more likely that a user will try other “harder” drugs

38
Q

3 interrelated propositions for the gateway hypothesis

A

1) sequencing
- one substance is regulary initiated before another
2) association
- one substance increases likelihood of second substance

there is correlation for both sequencing and assoication but it does not mean that there is a cause established

3) causation
- use of first substance actually causes use of second substance

39
Q

Are bonding stronger if the mother undergoes vaginal delivery or caesarian?

A

During normal delivery birth, the mother releases a love hormone called oxytocin which means it increases when you are in love

  • this release of this hormone stimulate maternal behavior hence creating more bond with the infant stronger
40
Q

Relation between oxytocin and empathy

A

Oxytocin is associated with things like emotion recognition and picking up feelings and mental state of other people

  • people can vary in terms the amount of oxytocin they have as well as receptors that are producing this hormones
41
Q

Relation between oxytocin and social competence

A

During an experiment:

Provided oxytocin to undergraduates: mean and women
- result showed that oxytocin did not improve their emotion (on avergae individual it will not work

But if oxytocin is provided to individuals who are depressed and self deprived
- results showed that it improve the person’s mood

42
Q

Swain et al. (2008)

A

Brain responses when a mother listens to their own infant cry vs another baby cry

Results:
- mother who listens to their own baby and who had normal vaginal delivery would experience more brain activation in these key areas of the brain associated with empathy

43
Q

Noam Chomsky

A

a nativist who believed that certain aspects of language were innate because of the poverty of the stimulus

44
Q

What was the learning theory?

A

language couldn’t be learned through reward (approval) and punishment (disapproval) so it must be innate

45
Q

What is innate?

A

our ability to learn about patterns in behaviours and language (word,grammar) etc.

46
Q

Specific language impairment

A

result in the use of short sentences, have small vocabularies, word-finding problems, difficulty learning new words

  • and about 50% go on to experience reading difficulties, develop dyslexia
47
Q

What is autism?

A

a neural disorder characterized by qualitative deficits in social interaction, communication and imaginative ability

48
Q

What effect does autism have to childrens?

A

language disabilities as well as trouble understanding people

49
Q

statistical learning in typically developing children

A

they found that in typically growing children has an increase in certain brain regions when they listened to non-random syllables compared to random syllables

50
Q

Statistical learning in childrens’ with autism

A

they found that children with autism had no increase when in any brain regions when they listened to randomly presented stimuli vs non random stimuli

51
Q

Brain activation between less severely autistic children and more severe autistic children

A

there is less differentiation with more sever e autistic children which means that they have less brain activation than the less severely autistic children

52
Q

Relation between brain activation and communication

A
  • more brain activation, the less their impairment of communication
  • more brain activation declines, the more impairment in communication
53
Q

Typically developing childrens’ brain

A
  • more activation when listening to non-random syllables
  • learn about patterns and brain responds
54
Q

Children with autism brain

A
  • do not show difference in brain activation in responds to either random syllable or non-random syllables

-do not learn about pattern

55
Q

Sexual Orientation

A

Females:
- MZ Fem = .47
- DZ Fem = .37

so maybe just a little bit of contribution for genes of sexual orientation goes in females

Males:
- MZ male = .57
- DZ male = .20

clear that there is a genetic contribution. About 3 times difference between MZ males and DZ males

56
Q

How does stress affects sexuality?

A

Ward (1972)

  • when a mother is stressed they released an adrenaline-related hormone (androstenedione) which is similar to testosterone and these hormones then bind to receptors in the brain that would be receiving testosterone including in the hypothalamus, this will then cause delay or blockage in the effect of testosterone on brain

PSYC 111 (5 decks)

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