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PSY-PC 1250 > Q1 Notes > Flashcards

Q1 Notes Flashcards

1
Q

order of development

A

prenatal(conception to birth), infancy(birth to 12 months), toddlerhood(12-36 months), early childhood(3-6), middle childhood(6-10), adolescence(10-18)

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2
Q

nomothetic

A

general description of species
wide lens

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3
Q

ideographic

A

unique description of individuals

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4
Q

sampling error

A

weakness of the research study
often the research is not representative of the group that the results are meant for

often over-represent white, middle-class
(WEIRD - western, educated, industrialized, rich, democratic)

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5
Q

validity

A

actually measuring the construct you are trying to measure
are we really testing what we are trying to test?
may be invalid due to biases - how they grew up/information they already know

validity can lead to a measurement error within a research study

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6
Q

reliability

A

reliable - getting results that hover around the true value

unreliable - not getting the precise score each time - comes from an error in administration or scoring of the test
can also be unreliable also from the context of the test - when/where it is done, time of day

unreliability can lead to measurement error in a research study

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7
Q

bias

A

often experimenters have an idea of what they think will happen, so they begin to look for it to happen(confirmation bias)
- can affect acceptance into academic research article

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8
Q

misinterpretation of correlational data

A

correlation does not mean causation
correlation can range from 0-1(1 being perfect correlation)

problematic: the confounding variables that affect both of the variables we are looking at
ex. parents wanting smart babies may buy the baby einstein videos but will also put their kid in private schools

also can’t tell which way the relationship is going

to fix this problem: need to do an actual experiment - can do random assignment to a experimental group and control group(could do nothing or do something else similar)

this affects academic research articles and popular press reports

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9
Q

sensationalization

A

used to sell copies or to get clicks/likes
can often be misleading

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10
Q

nature vs. nurture

A

nature - Plato, the biology of a person
nurture - Aristotle, the env(physical and social) children are exposed to as they grow up

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11
Q

nativism

A

knowledge is innate and is all in you when you are born and unfolds as you mature
domain-specific modules within the brain
maturation is the sole developmental force

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12
Q

empiricism

A

following Aristotle, John Locke
mind is a blank slate
basic senses and domain-general learning
environmental experience is sole developmental force

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13
Q

domain general learning

A

comes from empiricism
fundamental framing seen in all types of learning
includes: associative learning, transition probabilities, operant conditioning

examples: accessing memories, keeping track of associations, and focusing attentions
(think about things that you would need to access in order to all of these 4 things: read, do math problems, play chess, and socialize with friends)

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14
Q

associative learning

A

keep track of regularities in the environment
experiences that regularly co-occur, we tend to associate them together and the more we see it, the stronger it becomes

infants use this very often for learning, trying to learn the order of speech stream - transitional probabilities

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15
Q

transitional probabilities

A

how likely you are going to here one sound after another

PRE 80% chanced followed by TTY 0.02% chance this is followed by BABY because a lot of things can go after T

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16
Q

operant conditioning

A

tend to repeat behavior with positive reward
tend to reduce behavior with negative punishment

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17
Q

limitations of empiricism

A

overabundance of information problem: if the infant is a blank slate, then how do they know how to link/organize all of the information in their brain

how do they figure out what to focus on/how to make sense of it

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18
Q

limitations of nativism

A

how do we know it’s innate
- are we born with it? (looking at how we have universality - all prefer mothers’ voice, and differentiation - all babies show dif emotion profiles)
these could all be because we have had similar/different other experiences either in our out of utero

  • skill emerges without relevant experience?
    or is it that other factors that we aren’t recognizing are leading to the skill that the child is experiencing
  • strongly linked to genetics
    looking at genetic disorders to see how some mutations may have a role in some developmental problems
    looking at identical twins - nature vs. nurture, hard to study because you would have to separate the twins which is unethical - does happen in some adoptive situations

*transactional interplay of nature and nurture
*genetics affects phenotype, phenotype affects interaction with the environment, the environment then affects the phenotype

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19
Q

teratogen

A

environmental factors that can cause harm during prenatal development
- thalidomide: med for morning sickness, led to underdeveloped limbs

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20
Q

neonatal abstinence syndrome

A

teratogen = opioids
newborns are opioid addicted - born in withdrawal
begin their life going cold turkey

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21
Q

fetal assault laws

A

mothers charged with crime if babies born with drugs found in their system
could either go to jail or rehab - most chose rehab(problem - lack of center, insurance, going cold turkey during pregnancy is dangerous for mom and baby)
lack of research of long-term effects of drugs on babies later in life(lots of confounding factors)

22
Q

nicotine

A

teratogen
low birth-weight, cognitive deficits(attention/learning), mood disorders(depression/anxiety)

23
Q

alcohol

A

teratogen
Fetal Alcohol Syndrome spectrum
- growth decrease, facial anamolies, CNS dysfunction(microcephaly, thin corpus callosum, malformed dendritic spines), trouble with intellectual development(memory, attention, self-regulation), academic success, social relationships, job success, + delinquency

amount of alcohol matters - dose-response relationship
- FAS is a spectrum

timing matters
- whatever is developing at that time is what’s affected
- CNS is developed throughout the entire pregnancy

24
Q

why do 10% of women still drink during pregnancy

A
  • triggers/addiction
  • not knowing they’re pregnant
  • lack of information(alcohol so imbedded in our culture)
  • disbelief of information
  • adversity and addiction
25
Q

chemicals and pollutants

A

teratogen
ex. - lead
leads to IQ decrease
greatest exposure is lead-based paint which is mainly gone except in low-income communities

26
Q

taxoplasmosis

A

teratogen(maternal health: disease)
mothers get if from cat litter
causes malformation of eyes, premature births

27
Q

zika

A

teratogen(maternal health: disease)
causes microcephaly

28
Q

malnourishment

A

teratogen(maternal health: disease)
causes low birth weight

lack of folic acid - spina bifida
lack of iodine - goiter

29
Q

fetal learning(what begins when)

A

habituate to light and sound by the fourth month
- can tell bc the first time they experience it the HR will go up, but the second time it won’t go up as much –> remember it

remember stories read to them in last trimester
- mothers read cat in the hat for 6 months, tested when babes are born by testing their sucking pattern - adjusted it to hear their mother speaking more

taste shaped in utero by what the mother eats
- seen with carrots

30
Q

epigenetics

A

experience can change how DNA is expressed - doesn’t actually change the DNA, just what is strongly expressed in the phenotype
(acetylation vs. methylation)

environmental factors surrounding parents(stress/diet) affect what parts of the genome are expressed

ex. fathers who drank before conceiving a child were more likely to have children with FAS-like effects, even when the mother didn’t drink at all
- could be caused by an epigentic effect from the alcohol in the sperm

31
Q

premature birth

A

born 3 or more weeks early
occurs in around 12% of births worldwide(depends on area)

32
Q

causes of premature birth

A

teratogens: nicotine, alcohol, opioids
health of the mother: young, diabetes, stress, overweight, malnourished
multiple births: many babies in the womb at the same time
race: 50% more likely among black women compared to white woman

33
Q

gestational age

A

start date of last period to birth
survival rate depends on the gestational age

34
Q

premature survival rates

A

born within 4 weeks of normal term(40 weeks) - very little chance of dying
28 weeks - 6% mortality rate
24 weeks - 40% mortality rate
- US age of viability
steep increase of mortality rate after 24 weeks

depends on gestational age, weight(smaller babies have a higher mortality rate), and gender+race(black girls have highest survival rate, white boys have lowest survival rate)

35
Q

U.S. age of viability

A

24 weeks

36
Q

premature baby areas of concern

A

underdeveloped digestive system

lack of fat - hard to control body temperature

weak immune system

underdeveloped lungs
-before 28 weeks: alveoli don’t have elasticity - can’t take in O2 well - possibility of hypoxia(lack of O2 in the brain), harms brain development

IVH: intra-ventricular hemorrhaging, bleed that leaks and fills the ventricles, causing pressure in surrounding tissue
- babies small for their gestational age impacted a lot by this
- when this happens matters - what in the brain is developing is what will be impacted

37
Q

short-term effects of premature birth

A

more time spent crying
disrupted sleep patterns(extreme)
weak muscles –> feeding problems
sensory deficits(especially vision since that develops very late)

38
Q

long-term effects of premature birth

A

high-prevalence/low severity cognitive outcomes

39
Q

micro-preemies

A

born on cusp of viability(right under 24 weeks in the US)
should doctors intervene?
no: high likelihood of death or serious long-term disability, extreme stain on infant and family, financial costs

yes: ambiguity of gestational age, possibility of outcomes, inability to judge impact of disability on quality of life

40
Q

kangaroo care

A

often used for micropreemies
skin-to-skin contact
can improve O2, feeding, development, and relationship with parents

41
Q

breastmilk

A

high in fat and protein
highly digestible
transfers antibodies to infant
supports cognitive development

most important for preemies, but they are the hardest to breastfeed –> trouble latching and underdeveloped digestive system

42
Q

biological constraints (motor development)

A

some sort of genetic programming to develop how we do
- we think this bc most children hit all of the same milestones
- there is normal variability from these milestones(some kids skip crawling all together)

43
Q

motor delays

A

first prediction to problems(cerebral palsy, autism, william’s syndrome)

ex. expected movements:
laying down - head in midline, antigravity of arms and legs, can lift pelvis, plays with toys in antigravity
sitting up - good back extension, head in midline, sitting up right
standing - bear weight on flat feet, stand straight, some leg movement

motor delays: lack of symmetry, overextension, can’t sit up straight, can’t be in antigravity conformation

motor delays can indicate problems, but they don’t always, some problems resolve themselves, and many really respond to early intervention

44
Q

environmental impact (motor development)

A

motor development is affected by parenting attitude, childbearing practices, sleeping position, + clothing

sleeping on back to prevent SIDS but delayed other milestones(decreases growth in neck strength)

tribes in Kenya - run babies through physical exercises, sit/stand 1-2 months earlier than other babies

clothing - bulky cloth diapers slow down walking about 2 months
disposable decreases this milestone by about 1 month

45
Q

dynamic challenges of action (motor development)

A

motor development relies heavily on cognitive development and function

specific environmental contexts change - child needs to be constantly adapting to thoughts and body

children’s bodies are constantly changing (ex. spacial reach of limbs)

need to adapt to new problems: new locations, textures, slopes - how do I move across this and stay stable?

46
Q

systematic modes of action

A

lying –> sitting
sitting –> crawling
crawling –> walking

when you change from one to the other, different muscles are recruited + a whole new environment is opened up

good transfer in motion abilities across contexts(surfaces) once a child learns how to adapt within a particular systematic mode of action

poor transfer across systematic modes of action even with the same context(don’t understand gaps when they switch from seated to crawling)

ex. children who understand their boundaries w/ sitting have to relearn for crawling

47
Q

crawling vs. walking

A

walking is better because allows for more interaction bc hands are free –> often leads to richer conversations with adults

walking expends less energy over longer distances

on average: 2.368 steps, 701 m, 17 falls/1 hr

48
Q

long-term importance of milestones

A

motor development milestones often correlate with cognitive skills

49
Q

fine motor skills

A

ability to manipulate objects
move arm in space and interact with object - grasp - manipulate - coordinate with other arm - bang objects together

video - babies given sticky mittens to see what it’s like to pick things us - brought it right up to their mouths - has broad implications to developmental psychology

50
Q

motor development (4 e’s)

A

embodied - constrained by child’s physical body

embedded - actions taking place in an environment/context

encultured - guided by attitude, expectations, and child care practices around you

enabling - motor development allows for other areas of development

PSY-PC 1250 (2 decks)

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