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Lifespan Development > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Adolescence growth

A

i. General growth from birth to maturity to neither smooth nor continuous
ii. Occurs in 3 growth phases through adolescence

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2
Q

Do bones differentiate or fuse?

A

both

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3
Q

Process of bone hardening is called ossification and occurs in a cephalocaudal (head down) and proximodistal (middle line) pattern

A
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4
Q

Which sex shows a most dramatic difference in muscles

A

i. Both for boys and girls show growth spurt in muscle tissue and strength—more dramatic for boys
ii. Average adult men = 40% of total body mass Is muscle vs about 24% in adult women

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5
Q

Do girls or boys become more satisfied after puberty?

A

Boys; Girls satisfaction decreases since they are now bigger than the ideal thin body while boys are now larger which is closer to the ideal male body

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6
Q

Myelination

A

mostly occurs postnatally and is due to maturation.
o Myelin is destroyed in certain diseases

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7
Q

What are the three stages of neural development

A
  1. neurogenesis
  2. Migration
  3. Differentiation
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8
Q

Neural tube

A

forms brain and spine, Where neurons are formed

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9
Q

neural tube defect

A

a hole in the neural tube; most common is spina bifida

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10
Q

migration

A

a. Neurons migrate to different areas of brain where they collect with others neurons to form the parts of brain

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11
Q

Differentiation

A

neuron final destination; b. Synaptogenesis—“neurons that fire together wire together”

Process of synapse formation, very rapid, during early years when brain is first becoming organized.

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12
Q

Selective cell death occurs—neurons and circuits that are used remain, those not used are pruned—“use it or lose it”

A
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13
Q

Brain development is like creating a sculpture—experience is sculptor, genes are the substrate

A

no one is a blank slate

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14
Q

Four R’s of trauma informed care

A

o Realize
o Recognize
o Respond
o Resist Re-traumatization

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15
Q

What is a young child’s greatest fear?

A
  • Separation from parent
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16
Q

Sensorimotor stage

A

0-2 years old

a. Physical action schemes
i. Ex. banging, grasping, sucking, kicking
b. Construction of the scheme of the permanent object

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17
Q

Preoperational stage

A

2-7 years old
a. Can now mentally represent the world
b. Why re-operational
c. Not yet constructed the cognitive operation: sophisticated way of mentally manipulating objects in relation to each other

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18
Q

Concrete operational stage

A

7-11 years old
a. Using operational schemes
b. Classify, order, reverse things- understand that multiplication and division are just variants of addition/subtraction
c. But a “concrete” reality

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19
Q

Formal operational stage

A

11 years old to adulthood

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20
Q

Cognition

A

inner processes and products of the mind that lead to “knowing”

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21
Q

Piagetian Theory: A Developmental Constructivist Approach

A

humans create knowledge through the interaction between their experiences and ideas.

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22
Q

Mechanisms of development

A

i. Organization
1. Innate tendency for thought to have a structure or coherence
2. Schemes

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23
Q

Adaptation

A

i. Assimilation
1. Bending, distorting, filtering new information into already- existing schemes

ii. Accommodation
1. A current scheme is changed to incorporate new information

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24
Q

Equilibration (why do we develop at all)?

A

i. An internal self regulating mechanism that propels development forward
ii. The main thing that causes developmental change in thinking

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25
Q

Stages of cognitive development

A

Sensorimotor stage (0–2 years old)
Preoperational stage (2–7 years old)
Concrete operational stage (7–11 years old)
Formal operational stage (11 years old through adulthood)

26
Q

Inability to conserve

A

 The understanding that a fundamental property of an object is the same even thought its appearance has changed

27
Q

Core knowledge (neo-nativist) approach

A
  • Infant start life with innate, special-purpose basic knowledge systems
  • Core domains of thought- physical world, living world
  • Core domains prepare us to rapidly develop key aspects of cognition
  • Examples of domains of core knowledge
    A. Physical (babies as little naïve physicists)
     Impossible event/violation of expectation studies
    B. Numerosity (babies as little mathematicians)
    C. Biological (babies as little biologists)
     Living vs. nonliving things
28
Q

Vygotsky: A sociocultural theory

A
  1. We develop through our social interactions within a particular culture
    a. Zone of proximal development
    b. Emphasized guided participation with more mature others within a particular culture
    c. Stressed the importance of make-believe play
    i. Play is children’s work
  2. Emphasized importance of language (speech)
    a. Language is the most important mental tool
    b. Children’s thoughts/speech starts off as private external speech
    c. Eventually becomes internalized as silent inner speech (e.i., verbal thought)
29
Q

Human Memory

A

an information processing perspective

30
Q

Three basic processes of human memory

A

 Encoding- putting information into the system
 Storage- information is held in long-term memory store
 Retrieval- getting information out

31
Q

Sensory memory

A

huge capacity, very brief duration

32
Q

Short memory

A

limited capacity, brief duration (30 sec)
- Adults = 7+- 2 “chucks” of information

33
Q

Working memory

A

temporarily holds information and also “works” on it
- The workbench of memory

34
Q

Baddeley and Hitch Working Memory Model

A
  • Visual spatial sketchpad (mental image)
  • Central executive guides and directs information in working memory
  • Phonological loop (encodes verbal information)
35
Q

Long term memory

A

huge capacity, very durable

36
Q

Declarative knowledge

A

memory for knowing that

37
Q

Semantic memory

A

general knowledge (you know what a dog is)

38
Q

Episodic memory

A

Personal episodes of life (you know what your dog looks like)

39
Q

Storage as mental image

A

ex. think of the word “sunset” and picture a sunset in your head

40
Q

Symbolic representation

A

usually language based knowledge

41
Q

Procedural Knowledge

A

knowing how to do things

42
Q

Explicit memory

A

 Declarative memory
 Involves deliberate, effortful recollection of information – if you can verbally recall it then it’s explicit
ex. what you ate for dinner

43
Q

implicit memory

A

 Occurs unintentionally, automatically, without awareness
 Once well learned, tend to be “automatic” – e.g., procedural memory
ex. implicit bias

44
Q

Infantile amnesia

A

Best evidence shows we cannot reliably recalled events before age 3

45
Q

Freud repression hypothesis

A

Early memories are rife with sexual overtones toward our parents and thus are so traumatic we repress them

46
Q

Sense of self hypothesis

A

Need a sense of self (develops in early years) in order to create and form memories

47
Q

Elder years—what is normal memory loss?

A

For most people, occasional lapses in short-term memory are a normal part of the aging process (lapses have no impact on daily life)

48
Q

what is the number one risk factor for alzheimer disease?

A

Age

49
Q

What is learning?

A

Process through which experience causes “permanent” change in knowledge, behavior, or potential behavior

50
Q

Behavioral theorists emphasize change in behavior (observable and external)

A
51
Q

Operant conditioning

A

when voluntary behavior is strength or weakened by consequences

52
Q

Classical conditioning

A

occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone

53
Q

reinforcement

A

strengthens behavior it follows (can be positive or negative)

54
Q

positive

A

something introduced to strengthen or weaken behavior

55
Q

negative

A

something removed to strengthen or weaken behavior

56
Q

Punishment

A

weakens behavior

57
Q

Premack principle

A

making access to something desirable contingent on doing something less desirable (ex. you can go play after you eat your veggies

58
Q

Social learning theory

A

learning through observation of others

59
Q

enactive

A

learn by doing, experiencing consequences

60
Q

observational

A

learn vicariously; observe and imitate others

60
Q

observational

A

learn vicariously; observe and imitate others

61
Q

modeling

A

purposely changing a behavior (copying someone you look up to) in order to improve your mindset and achieve your goals

Lifespan Development (2 decks)

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