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Developmental Psychology > Unit 2 > Flashcards

Unit 2 Flashcards

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1
Q

Fetal Period (definition and time period)

A

Weeks 9-40 when growth and development of the fetus continues until birth

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2
Q

Germinal Period (definition and time period)

A

2 weeks following conception when the zygote is created and attaches to the uterine wall

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3
Q

Embryonic Period (definition and time period)

A

Weeks 3-8 when rapid cell differentiation in the embryo occurs forming the foundation of our organs and nervous system

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4
Q

Conception (definition and time period)

A

fertilization occurs when a male sperm cell meets with a female ovum cell in the fallopian tube

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5
Q

Birth

A

process with 3 stages of coming into the world, around 38-40 weeks after conception

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6
Q

endoderm (layer and what it becomes)

A

inner layer, becomes digestive and respiratory system

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7
Q

mesoderm (layer and what it becomes)

A

middle layer, becomes circulatory system, bones, muscle, excretory system, and reproductive system

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8
Q

ectoderm (layer and what it becomes)

A

outer layer, nervous system and brain, sensory receptors, and epidermis

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9
Q

Teratogen

A

agents or substances that can cause birth defects or alter cognitive or behavioral outcomes

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10
Q

4 Types of Teratogen

A

physical (hot tub)
chemical (drugs)
infection (listeria, food poisoning)
metabolic (high blood pressure)

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11
Q

What does APGAR stand for?

A

Appearance, Pulse, Grimace, Activity, Respiration

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12
Q

Why is APGAR used?

A

taken within the first 5-10 minutes after birth to determine if additional medical attention is needed

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13
Q

What is a considered a normal APGAR score?

A

7-10

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14
Q

What is associated with below average APGAR score?

A

poor developmental outcomes

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15
Q

What age is a baby considered preterm?

A

born before 37 weeks (may be viable as soon as 22 weeks)

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16
Q

Complications with preterm babies

A

breathing problems, feeding difficulties, cerebral palsy, developmental delay, vision and hearing problems

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17
Q

What are the 2 patterns of infant growth?

A

Cephalocaudal - development occurs from the top down
Proximodistal - development moves from the core to the limbs to the digits

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18
Q

Amount of sleep recommended to each age of infant

A

0-3 months: 14-17 hrs/day
4-12 months: 12-16 hrs/day
12-24 months: 11-14 hrs/day

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19
Q

Impacts of infant malnutrition

A

poor attention, reduced memory capacity, slowed cognitive and brain development

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20
Q

Myelination

A

increase in fatty sheath covering axons of neurons, improves speed and efficiency of communication between neurons

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21
Q

What supports typical brain development?

A

Experiences, proper nutrition, sleep

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22
Q

Sensorimotor stage (Piaget)

A

0-2 years
Infants understanding is constructed through the development of 6 substages.

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23
Q

Simple reflexes substages

A

construct understanding through coordinating motor actions with sensory input

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24
Q

Habits and primary circular reactions substages

A

coordinating sensory info and habits and circular reactions to construct understanding

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25
Q

Secondary circular reactions substages

A

construct understanding by repeating actions that are pleasurable/interesting

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26
Q

Coordination of secondary circular reactions substages

A

intentional repetition of previously learned pleasurable experiences

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27
Q

Tertiary circular reactions substages

A

construct understanding by exploring new objects, trying new things, driven by curiosity

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28
Q

Internalization of schemes substage

A

develop primitive symbols for sensory images to repeat events or actions

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29
Q

Preoperational Stage (Piaget)

A

2-7 years
symbolic function substage - gain ability to mentally represent objects that are not present
intuitive thought substage - use primitive reasoning and become curious about the world, know things but don’t always understand

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30
Q

egocentrism

A

inability to take perspective of someone else

31
Q

animism

A

belief that inanimate objects have life-like qualities and take action

32
Q

centration

A

focusing attention on one characteristic and ignoring all others (lack conservation)

33
Q

3 ways infants learn language

A
34
Q

What is language?

A

spoken, written, or signed communication that is based on a system of symbols

35
Q

Reflexes

A

built in reactions to stimuli that serve a survival mechanism

36
Q

Sensations

A

incoming info to our sensory receptors

37
Q

Schemes

A

actions or mental representation that organize knowledge

38
Q

Gross Motor Skills

A

large muscle activities like moving arms and walking

39
Q

Perception

A

interpretation of the information that is sensed

40
Q

Phonology

A

sound system of language

41
Q

Semantics

A

meaning of words and sentences

42
Q

Assimilation

A

using an existing scheme to learn new information

43
Q

Object permanence

A

understanding that objects and events occur even if they are not seen, heard, or touched
emerges at 8 months and solidified by 12-24 months

44
Q

Accommodation

A

adjusting an existing scheme to fit new information

45
Q

Pragmatics

A

acceptable use of language in varying contexts

46
Q

Syntax

A

how words are combined to create meaningful phrases or sentences

47
Q

Primitive Symbols

A

serve as sensory images or words to represent events or actions

48
Q

Morphology

A

unit of meaning used to form words

49
Q

Intentional Repetition

A

used by infants to construct an understanding of the world

50
Q

Emotion

A

a feeling or affect that occurs when a person is in a state or interaction that is important and expressed via behavior that reflects experience

51
Q

Difference between basic and self-conscious emotion

A

basic - emotions shared between all cultures (surprise, interest, joy, anger, fear, sadness, disgust) first 6 months
self conscious emotions - require self-awareness (guilt, pride) 6-24 months

52
Q

How do infants regulate their emotions?

A

rely on caregiver help, minimize intensity/duration through thumb sucking or ask for help

53
Q

How do adults serve as co-regulators of emotion?

A

monitor emotional responses, validate negative emotions and teach coping strategies, help label emotions,

54
Q

What is temperament?

A

individual differences in behavioral styles, emotions, and characteristic ways of responding

55
Q

Define the 3 temperamental styles?

A

easy - positive, quickly establish routine, adapt easily
difficult - reacts negatively, cry frequently, irregular daily routine and slow to accept change
slow to warm up - low activity level, low intensity of mood, somewhat negative

56
Q

What is personality?

A

enduring personal characteristics of an individual

57
Q

How does personality develop during infancy and early childhood?

A

through trust and sense of self, facilitated by caregiver

58
Q

What is attachment and what are the 4 types?

A

secure - babies use caregiver to explore the environment
ambivalent - slow to warm back up to caregiver
avoidant - little emotional connection to caregiver, reject affection
disorganized - unpredictable reaction that is not secure

59
Q

What is secure attachment correlated with?

A

better social and cognitive development

60
Q

What are the milestones in gross and fine motor development across early childhood?

A

sit without help, 4-9 months
stand with help, 5-11 months
crawl, 5-13 months
walk with help, 6-14 months
stand alone, 7-14 months
walk alone, 8-18 months
palmer grasp, 7 months
pincer grasp, 12 months

61
Q

Describe Zone of Proximal Development

A

tasks that are too difficult to be completed alone but can be learned through the help of a more skilled other

62
Q

What executive functioning improvements do preschoolers make and explain them

A

cognitive inhibition (tune out stimuli), cognitive flexibility (switch tasks), goal setting, delay of gratification

63
Q

What is theory of mind?

A

having an awareness of your own as well as others mental processes and understanding that other people may have difference experiences

64
Q

When does theory of mind emerge?

A

2 years old know that other people see what is in front of them, preschoolers understand positive and negative emotions and can identify when others are feeling those

65
Q

Phonology (define and example)

A

preschoolers can make most vowel and consonant sounds

66
Q

Morphology (define and example)

A

begin to use plural and possessive nouns and add endings to verbs (often overgeneralize rules like using goed instead of went)

67
Q

Syntax (define and example)

A

understand how words should be ordered (questions v. statement)

68
Q

Semantics (define and example)

A

develop vocabulary rapidly via fat mapping (~1 word/hour)

69
Q

Pragmatics (define and example)

A

learn norms of conversation in different settings, begin to develop politeness and sensitivity, norms for different stages

70
Q

What 4 social emotional developmental areas develop in early childhood?

A
71
Q

What is emotional regulation and why do children need it?

A

facilitates engagement and development of positive social relationships, reduces risk of social rejection and communicate functionally

72
Q

What are the 4 parenting styles?

A

authoritarian, authoritative*, neglectful, permissive

73
Q

What happens if a preschooler is more withdrawn from peers or is more aggressive towards peers?

A

more likely to experience poor social outcomes, like rejection/isolation, and negative long term outcomes

74
Q

What is the importance of play in early childhood

A

supports interaction between parent and child (need for engagement), strengthen core life skills (planning, problem solving, flexibility), reduce sources of stress (used for coping)

Developmental Psychology (4 decks)

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