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Lifespan Development > Test 2 > Flashcards

Test 2 Flashcards

(62 cards)

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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
Stages of cognitive development
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
Inability to conserve
 The understanding that a fundamental property of an object is the same even thought its appearance has changed
27
Core knowledge (neo-nativist) approach
- 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
Vygotsky: A sociocultural theory
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
Human Memory
an information processing perspective
30
Three basic processes of human memory
 Encoding- putting information into the system  Storage- information is held in long-term memory store  Retrieval- getting information out
31
Sensory memory
huge capacity, very brief duration
32
Short memory
limited capacity, brief duration (30 sec) - Adults = 7+- 2 “chucks” of information
33
Working memory
temporarily holds information and also “works” on it - The workbench of memory
34
Baddeley and Hitch Working Memory Model
- Visual spatial sketchpad (mental image) - Central executive guides and directs information in working memory - Phonological loop (encodes verbal information)
35
Long term memory
huge capacity, very durable
36
Declarative knowledge
memory for knowing that
37
Semantic memory
general knowledge (you know what a dog is)
38
Episodic memory
Personal episodes of life (you know what your dog looks like)
39
Storage as mental image
ex. think of the word "sunset" and picture a sunset in your head
40
Symbolic representation
usually language based knowledge
41
Procedural Knowledge
knowing how to do things
42
Explicit memory
 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
implicit memory
 Occurs unintentionally, automatically, without awareness  Once well learned, tend to be “automatic” – e.g., procedural memory ex. implicit bias
44
Infantile amnesia
Best evidence shows we cannot reliably recalled events before age 3
45
Freud repression hypothesis
Early memories are rife with sexual overtones toward our parents and thus are so traumatic we repress them
46
Sense of self hypothesis
Need a sense of self (develops in early years) in order to create and form memories
47
Elder years—what is normal memory loss?
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
what is the number one risk factor for alzheimer disease?
Age
49
What is learning?
Process through which experience causes “permanent” change in knowledge, behavior, or potential behavior
50
Behavioral theorists emphasize change in behavior (observable and external)
51
Operant conditioning
when voluntary behavior is strength or weakened by consequences
52
Classical conditioning
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
reinforcement
strengthens behavior it follows (can be positive or negative)
54
positive
something introduced to strengthen or weaken behavior
55
negative
something removed to strengthen or weaken behavior
56
Punishment
weakens behavior
57
Premack principle
making access to something desirable contingent on doing something less desirable (ex. you can go play after you eat your veggies
58
Social learning theory
learning through observation of others
59
enactive
learn by doing, experiencing consequences
60
observational
learn vicariously; observe and imitate others
60
observational
learn vicariously; observe and imitate others
61
modeling
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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