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Human Development > Test 1 > Flashcards

Test 1 Flashcards

These are all of the quiz questions

1
Q

Describe the classic Freudian psychoanalytic perspective on human development:

A
  • Conflicts
  • integration of id, ego, and superego
  • social expectations- how parents manage their child’s sexual and aggressive drives in first few years
  • Emphasis on unique life history, early parent-child relationship
  • Over-emphasis on sexual feelings in development
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2
Q

List Erikson’s ages and corresponding stages:

A

Birth-1 yr - Basic Trust vs. Mistrust

1-3 yrs - Autonomy vs. Shame and Doubt

3-6 yrs - Initiative vs. Guilt

6-12 yrs - Industry vs. Inferiority

12-20 yrs - Identity vs. Role Confusion

20-40- yrs - Intimacy vs. Isolation

40-65 yrs - Generativity vs. Stagnation

Old age - Ego Integrity vs. Despair

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3
Q

List Piaget’s cognitive development stages and descriptions:

A
  • Sensorimotor stage- use of senses and movement to explore the world
  • Object permanence
  • Preoperational thought- preschooler’s symbolic but illogical thinking
  • Concrete operational thought- more organized logical reasoning
  • Equilibrium
  • Formal operational thought- abstract, systematic reasoning
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4
Q

Fill in the following chart based on Piaget’s theory (2 points):

A
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5
Q

Define Piaget’s equilibrium and disequilibrium:

A
  • Equilibrium
    • When children do not change very much
    • They assimilate more than they accommodate
  • Disequilibrium
    • During periods of rapid cognitive change
    • They accommodate more than they assimilate
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6
Q

Give a descriptor for each of the following Developmental Systems theories:

  • Lerner’s Developmental Contextualism
  • Balte’s Life-Span Developmental Theory
  • Brandstadter’s Action Theory
  • Elder’s Life-Course Theory
  • Thelen & Smith Dynamic Systems Theory
  • Magnusson’s Holistic Person-Context Interaction Theory
A

Lerner’s Developmental Contextualism-
•Stresses bidirectional relationships between multiple levels of human organization (biological, psychological, social, cultural, historical, etc.)
Balte’s Life-Span Developmental Theory-
•Development extends across the entire lifespan
(•Tripartite model of integrating development and historical change)
Brandstadter’s Action Theory-
•Focus on developmental regulation (person-context relations)
Elder’s Life-Course Theory-
•Interaction of development with social context and historical time and place
Thelen & Smith Dynamic Systems Theory-
•Defining feature of development- creation of new forms
•Self-organization- processes that by their own actions change themselves
Magnusson’s Holistic Person-Context Interaction Theory-
•Emphasis on synthesis/fusion of person-environment system

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7
Q

Describe Bronfenbrenner’s PPCT model and how it differs from his Ecological Systems Theory.

A
  • Bronfenbrenner self-criticism
  • discounting the role the individual plays (Bronfenbrenner, 1989)
  • Person
  • Process
  • Context
  • Time
  • Differed from Ecological Systems Theory in that it included more emphasis on the role of the person and the process
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8
Q

Describe prenatal and infant brain growth

A
  • At birth, most neurons the brain will have are present
  • approx. 100 billion neurons
  • By age 2 years, brain is 80% of adult size
  • What keeps growing?
    • Other brain cells (glia)
    • New neuron connections
    • approx. 1000 trillion connections by age 3 yrs.
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9
Q

Define epigenetics.

A

The study of the factors that determine how much or whether some genes are expressed in your body. Related to methyl groups (like a switch to influence activation) and histones (influences how much it is expressed)

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10
Q

Describe the prenatal periods of development, including the period, length, and key events.

A

Zygote: (2 weeks)

  • Fertilization
  • Implantation
  • Start of placenta

Embryo: (6 weeks)

  • Groundwork laid for all body structures and internal organs

Fetus: (30 weeks)

  • “Growth and finishing” phase
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11
Q

Describe an overview of fetal development with attention to the third month, second trimester, and third trimester.

A

Third month:

  • organs, muscles, and nervous system start to become organized and connected
  • lungs begin to expand and contract

Second trimester:

  • many organs are well-developed by 20 weeks most of the brain’s neurons are in place

Third trimester:

  • age of viability: 22–26 weeks
  • fetus takes on beginnings of personality
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12
Q

What are the stages of childbirth?

A
  • Dilation and effacement of the cervix
  • Delivery of the baby
  • Delivery of the placenta
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13
Q

What is the role of high levels of stress hormones in the labor and delivery process?

A
  • help baby withstand oxygen deprivation
  • prepare baby to breathe
  • arouse infant into alertness
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14
Q

List the newborn reflexes and describe when applicable.

A
  • Palmar grasp- grasping
  • Babinski- toes curl when bottom of foot is stroked
  • Rooting- turning head toward something touching the cheek (in preparation for nursing)
  • Moro- arms out when startled
  • Eye blink- n/a
  • Sucking- related to nursing
  • Stepping- in preparation for walking
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15
Q

Describe the impact of a newborn’s sense of severe pain, and interventions.

A
  • overwhelms nervous system with stress hormones
  • can be relieved with local anesthesia, sugar solution, or physical touch
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16
Q

Describe newborn abilities with regard to the sense of taste and smell.

A
  • have a preference for sweet tastes at birth
  • can readily learn to like new tastes
  • have odor preferences at birth
  • can locate odors and identify mother by smell from birth
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17
Q

Describe newborn abilities with regard to the sense of hearing.

A
  • can hear a wide variety of sounds
  • prefer complex sounds to pure tones
  • can distinguish between a variety of sound patterns when only a few days old
  • listen longer to human speech than to nonspeech sounds
  • can detect the sounds of any human language
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18
Q

Describe the impact of a newborn on new family adjustment.

A

Hormones that facilitate caregiving:

  • oxytocin
  • prolactin
  • estrogens

Hormonal effects may depend on experience
Challenges of early weeks:

  • new roles
  • changed schedule
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19
Q

At what age/weight is it safely possible for infants to sleep through the night, providing a window for sleep training?

A

4-6 months or 12-13 pounds

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20
Q

What social development generally occurs at 2 months of age?

A
  • Arousal at sight of peers and mutual gaze
  • Social smiling
  • Vocalizations (cooing)
  • Reaching toward peers
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21
Q

At what age are babies generally able to reciprocate gestures?

A

6-9 months

22
Q

At age 4 months, what emotions can infants generally express through facial expressions?

A

By 4 months- mostly joy and interest

23
Q

By age 12 months, what additional emotions can infants generally express through facial expressions?

A

By 12 months- Anger and disgust

24
Q

Regarding early attachment theory, describe a main point of Bowlby’s theoretical viewpoint:

A

Children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive

25
Q

Regarding early attachment theory, describe three main points of Harlow’s theoretical viewpoint:

A
  • Mother love as emotional rather than purely physiological for healthy psychological development
  • capacity for attachment associated with critical periods in early life
  • impact of early maternal deprivation could be reversed in monkeys only if <90 days, human equivalent estimate <6 months
26
Q

Regarding Ainsworth’s strange situation, fill in the following chart:

Attachment Type

  • Secure
    • Caregiver Behaviors
    • Child Behaviors
  • Insecure-avoidant
    • Caregiver Behaviors
    • Child Behaviors
  • Insecure-ambivalent
    • Caregiver Behaviors
    • Child Behaviors
  • Insecure-disorganized
    • Caregiver Behaviors
    • Child Behaviors
A
27
Q

Define temperament:

A

biological basis of the affective arousal, expression, and regulatory components of personality that contribute to a wide range of developmental outcomes, including individual personality traits

28
Q

Regarding articulatory development, how many distinct cries are there at birth, and what are they?

A

4 distinct cries at birth

  • Birth cry
  • Pain cry
  • Hunger cry
  • Pleasure cries
29
Q

Generally, at what age does cooing begin?

A

3 months

30
Q

Generally, at what age does babbling begin?

A

6-10 months

31
Q

Generally, at what age do first words occur?

A

12 months

32
Q

Describe what the term “Goodness-of-fit” in child development refers to:

A
  • When children are in environments that are good matches for their temperament, they are better adjusted
  • E.g.:
    • Parent temperament-child temperament match
    • Level of family structure
    • Parenting approach
33
Q

At what age does emotional perception emerge?

A

5 months

34
Q

What emotion perception milestone occurs between 1-2 years of age? Describe.

A

Social referencing
Infants will look to adults to gauge how they should react in unfamiliar situations

35
Q

What emotion perception milestone occurs between 2-3 years of age?

A

Emotion is associated with fulfillment of desires

36
Q

What emotion perception milestone occurs around 3 years of age?

A

Understanding that other’s emotions can be different from one’s own (around 3 years)

37
Q

Describe features of “Emotion and Self-Understanding” that develop between 2-3 years of age (five bullet points):

A

Increase in self awareness
Children become aware of self as separate and unique
Require adult instruction about when to feel emotions
Development of self-conscious emotions
Pride, shame, guilt, envy, and embarrassment

38
Q

What are display rules?

A

Ability to manage emotions for the benefit of others

Appears around 4 years
Not conceptualized until middle childhood

39
Q

Describe emotion regulation

A
  • Adjusting own state of emotional intensity
  • Emotions becoming internally managed instead of externally
  • Social in nature but also intrapersonal (coping)
  • Skills increase with maturation
  • Requires effortful control
  • Grows over first year, with brain development
  • Caregivers contribute to child’s ability
40
Q

At what ages do the following coordination milestones generally occur?

A

a. lifting head: 1 month
b. sitting: 4-7 months
c. reaching: 4-6 months
d. rolling: 4-6 months
e. pivoting: 4 months
f. rocking: 2 week period just before crawling
g. crawling: 6-9 months, sometimes never
h. standing with hands on furniture: 9 months
i. walking: around 12 months

41
Q

What is object permanence and when does it develop?

A

Prior to 9 months infants do not have object permanence

  • Infants will not look for objects that are hidden from their view
42
Q

What is myelinization? When does it develop? What is the developmental progression of myelinization?

A
  • Neural insulation that speeds neural connection
  • Begins at birth, rapidly increases to 2-years old
  • Continues to increase more slowly through 30-years-old
43
Q

Describe anatomical brain development:

A
  • Overproduction of neurons and connections among neurons
  • Selective reduction of neurons and connections among neurons (pruning)
  • Waves of intense branching and connecting followed by reduction in neuron
  • Before birth through 3-years-old
  • Again at 11- or 12-years-old
44
Q

Describe the interactions between nature and nurture in brain development:

A

Genes and environment interact throughout brain development

  • Genes form neurons, connections among major brain regions
  • Environment and experience refines the connections; enhancing some connections while eliminating others
45
Q

Regarding Language Development:

Watch the Vygotsky clip on slide 45 (hyperlinked to the image if you are in slideshow mode)

Describe Vygotsky’s Sociocultural Theory

A

Social contexts

  • other people contribute to cognitive development

Private speech

  • Scaffolding
  • Zone of proximal development
    • tasks child cannot do alone but can learn with help of more skilled partners
46
Q

Regarding Language Development:

Watch the Vygotsky clip on slide 45 (hyperlinked to the image if you are in slideshow mode)

List two helpful contributions and three criticisms of Vygotsky’s theory:

A
  • Helps explain cultural diversity in cognition
  • Emphasizes importance of teaching
  • Focus on language deemphasizes observation, other learning methods
  • Says little about biological contributions to cognition
  • Vague in explanation of change
47
Q

Telegraphic speech

A
  • Toddlers’ two-word utterances that, like a telegram, focus on high-content words while omitting smaller, less important words
  • Ex. “Go car,” for “I want to go in the car.”
48
Q

Undergeneralization

A
  • The failure to use a new word in a fully general fashion. These errors arise because children first acquire words in limited concrete contexts and do not yet know how widely they can be extended.
  • Ex. Thinking the word “dog” is the name of the family pet only.
49
Q

Overgeneralization

A
  • The extension of word meanings beyond their conventional boundaries. These errors often arise because children have not yet learned the name for something and therefore use some near match.
  • Ex. Using “kitties” to describe all cats, wild and domesticated (e.g. tigers)
50
Q

Overregularization

A
  • Extension of regular grammatical rules to words that are exceptions
  • Ex. “My toy car breaked.”
51
Q

What is the two-step process of grammatical development?

A
  • Motor: single breath group for words
  • Cognitive: understanding of meaningful word combinations
52
Q

At what age are individuals generally able to have effective conversations?

A

2 years

Human Development (9 decks)

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