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human development > Unit 2 Test > Flashcards

Unit 2 Test Flashcards

1
Q

What is Alzheimers

A

May inhibit an individual’s ability to carry out procedures such as dressing and eating

Begins with mild memory loss, slowly resulting in severe brain degeneration (largely in the hippocampus)

Generally short term memory is affected first, then long term memory

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2
Q

What causes alzheimers

A

Age family history and hereditary
Increase likelihood if family members have it
Risk genes, no guarantee, high risk
Deterministic genes, directly causes it

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3
Q

what is epilepsy

A

Sudden involuntary change in behaviour, muscle coto,, consciousness, often companies by an abnormal electrical discharge in the brain
Recurring seizures
Brain disorder where clusters of neuron in the brain signal abnormally
Impacts ability to perform some day to day tasks (like driving)

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4
Q

what causes epilepsy

A

Neurological: brain injury, tumours, strokes, and/or head trauma
Developmental: Autism prenatal defects, abnormality in neuron formation
Infectious Diseases: bacterial or viral infection (meningitis, HIV/AIDS and encephalitis)

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5
Q

what is Parkinson disease

A

A motor systems disorder resulting in trembling arms, legs, jaw, and face

Stiffness in posture and limbs wrestling in reduced movements

Difficulty walking, talking, and completing tasks

Usually develops in people over 50 - symptoms worsen over time

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6
Q

what causes parkinson disease

A

Hereditary and/or environmental factors

Dopamine producing neurons in the motor systems of the midbrain are dying causing an imbalanced level of acetylcholine (chemical released by motor neurons to activate muscles)

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7
Q

what causes Multiple Sclerosis

A

Age, family hereditary and environmental factors
Increase likelihood if family members have it
A disease that attacks the myelin of the brain and spinal cord causing inflammation. The flow of information along the axon is disorder resulting in miscommunication between the brain and body

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8
Q

what is Multiple Sclerosis

A

A chronic autoimmune disease that attacks the CNS

May impair control of bodily functions (bladder and bowel) memory and vision

Limb impairment and numbness are common symptoms of MS

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9
Q

what is bipolar disorder

A

Multiple episodes of mania and depression causing people’s mood to swing from excessive “highs” to extreme irritable sadness, and hopelessness “lows”

 An individual demonstrates high level of energy, unrealistically expansive thoughts and ideas and impulsive reckless behavior

also known as manic depressive disorder

Bipolar 1 Disorder

 Manic episodes lasting 7 days or longer followed by depressive episode lasting 2 weeks or more
 “Mania” and depression occurring simultaneously/consecutively are also possible

Bipolar 2 disorder

 A pattern of depressive episodes and “hypomanic” episodes
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10
Q

what causes bipolar disorder

A

Hereditary and/or environmental factors (ex TRAUMA)

The brain and body’s inability to regulate serotonin, dopamine, and nordalailene alters an individual’s mood to either extremes

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11
Q

what is dissociative identity disorder

A

Disruption in memory awareness, identity and perceptions
Symptoms may include changs in efficient physical pina, depression, amnesia and hallucinations
An individual MAY develop an alternate identities that are exrelet different from original
May be triggered by switches and may/may not be aware of other alternate identities
Often a coping mechanisms for stress of trauma in life

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12
Q

what causes dissociative identity disorder

A

Can occur at any stage in life resulting from repeated trauma that occurs
physical sexual, emotional abuse, war, death loss, natural disasters
No single cause of definite conclusion in the brain as why DID is caused

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13
Q

what is schizophrenia

A

Interferes with a person’s ability to think clearly and distinguish between reality and fantasy

might have delusions, hallucinations, become disorganised/confused in speech and thinking.
ex hearing voices and seeing things/figures that aren’t there

Apathy, lack of emotions (sorrow/joy), general indifference

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14
Q

what causes schizophrenia

A

Hereditary and/or environmental factors

During adolescence there is a slight thinning of the brain’s cortex to adjust for the ventricles that become slightly larger. This impacts the development of the prefrontal cortex and may account for thinking. reasoning, and emotional impairments (fig. 1)

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15
Q

prenatal brain development at 3 weeks

A

First create neural tube
Bottom: spinal cord
Top: Brain

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16
Q

prenatal brain development at 4 weeks

A

First neurons are forming, 500 000 a minute

Move out of the neural tube and create the brain (like an onion)

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17
Q

prenatal brain development in fetus

A

Neurons follow along neuronal pathways
Grab supporting glia to move along - no other cells do this
Neurons travel in waves - migration
Question of social scientists: How do they find their place (in herds, independently)
Answer: independent genetic programming/genetic destiny is evident in young neurons
Born from stem cell division

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18
Q

keep going bestie u got this

A

peepee poopoo

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19
Q

Elizabeth Case Study

A

Study: Does premature birth shape the brain in ways that nature never intended?
The Case of Premature Elizabeth

Born 3 months early,, 28 weeks
3 pounds, 14 inches
premature yet healthy, good lungs and heart

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20
Q

What characteristics make premature infants like Elizabeth unique?

A

premature infants must be incubated to ensure that the 2nd phase is complete
Nearly half of premature infants have developmental difficulties with
Planning, imposing structure, prioritizing, hypersensitivity

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21
Q

use it or lose it phenomena

A

neuronal networks are constantly pruning unused connections, especially when younger.

ex playing guitar when younger then forgetting it when your older due to not keeping it up

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22
Q

Describe the study that Elizabeth was a part of.

A

Does premature birth effect the brain in ways nature never intended
Two groups
Intensive care unit is set up to mimic the womb
Regular premature care facilities/taken home “on time”
Will Elizabeth’s special care improve her brain development? Cause her develop to occur normally

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23
Q

How was the mother used to mimic the womb?

Elizabeth case study

A

Heart-beat to mother heard often
Skin-to-skin contact
Parents are key-social community is key

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24
Q

Results of elizabeth case study

A

After 3 months elizabeth’s mri illustrated that her brain and “caught up” in its development of a full term baby

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25
Q

The Ferret Experiment description (case study)

A

Is Nature or Nurture Responsible for Wiring the Brain’s Functions?

Brains of ferrets were restructured
Rewired auditory and visual cortex connection

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26
Q

Results/major findings in the ferret experiment (case study)

A

Vision and hearing decreased, but still intact; remarkable plasticity of the brain
Environment can help genetic potential

27
Q

The case of Holly description/describe holly

A

Can disadvantaged vision in a newborn impact brain development?

5 weeks, right eye cataract (clouded foggy lens) that must be removed immediately

28
Q

Explain how the “use it or lose it” phenomena applies to a child with diminished visual abilities.

A

Removal is critical for development. Neuronal network must be formed to stable
Use it or lose it will impact brain permanently
Messages from sight need o be transmitted for cognitive maturity - malformed sight will prevent this

29
Q

What happened in Holly’s case? - results

A

Post-op, healed one week later
Needs contacts for the rest of her life
Eye now open to the brain - needs opportunity to strengthen communication

30
Q

Part of the brain

hippocampus - function

A

Learning and memory

31
Q

Part of the brain

hippocampus - long term effects of binge drinking on the function

A

-More easily damaged hippocampus
-Blocks long term “potentiation” in adolescent brain tissue
- Memory formations relies on neurotransmitter “glutamate”
- Glutamate strengthens a cell’s electrical stimulation when it binds to a docking port called NMDA receptors
If the receptor is blocked, so it long term potentiation and thus memory formation

32
Q

Part of the brain

Hippocampus - Short-term effects of binge drinking
on brain function

A 
Jittery hands
Headaches
Intense anxiety
Perform more poorly on tests of cognition and learning 
Short-term memory loss
33
Q

prefrontal cortex - function

A

Brain’s chief decision maker and voice of reason

Executes thought processes, long-term planning, abstract thinking and integrating information

34
Q

prefrontal cortex - long term effects of binge drinking

A

Damages sense of smell
Damages back of the brain to frontal areas of the brain

Damages interconnected parts of the brain that process sensory information and memories

Binge drinking makes permanent long-term changes to the brain which in turn impacts the formation of an adult personality

35
Q

prefrontal cortex - short term effects of binge drinking

A

Attention deficits
Memory and problem solving deficits
Cell death

36
Q

When does the greatest brain damage from alcohol occur? Why?

A

From childhood to adolescence because the brain is still developing (PFC for adolescents) and neurons are in the process of solidifying and/or being pruned back

37
Q

Summarize the overall findings of this study - brain damage on binge drinking

A

The younger the brain is, the more at risk someone is
Youth may be losing 7 to 10 percent of their brain function without realizing
Alcohol consumption is much more detrimental to brain development that previously thought
The younger someone is when they begin to regularly drink alcohol, the more likely that individual will eventually become an alcohol

38
Q

windows of opportunity - what is it

A

Raising a Healthy Child Depends on Time - and Timing

how a child turns out relies mainly on how they were brought up, what situations they were in, how much enrichment they recieved, and how their parents were towards them. (birth to age 3)

39
Q

windows of opportunity - impacts

A

children in poor families have twice as many negative
outcomes (chronic health problems, hyperactivity, school problems and emotional
disorders) and triple the rate of conduct disorders (aggressive and antisocial behaviour)
compared to children in families that are not poor. However, the survey also showed that
poor children who receive good parenting do adjust as well as - an sometimes better than
- badly parented children of middle-class or wealthy families.

40
Q

what is Child Maltreatment

A 
Physical abuse
Sexual abuse
Physical neglect
Emotional neglect
Psychological abuse
etc
41
Q

what are the Origins of Child Maltreatment - family

A
  • children with more challanges to raise are more likley to be mistreated (ex overreactive)
  • parents who believe they cant do anything to fix their childs behaviour
  • Once maltreatment begins, it becomes part of family relationship and harshness increases
  • Parents rarely express pleasure or affection, rarely interact with their children
  • Unmanageable parental stress prompts extreme responses – stressors include: low income, unemployment, marital conflict, overcrowded living conditions, frequent moves, substance abuse, extreme household disorganization
42
Q

what are the Origins of Child Maltreatment - community

A
  • Most abusive and neglectful parents are isolated from social supports in their communities
  • Many parents have learned to mistrust and avoid others; they do not have the skills to maintain positive relationships with relatives or friends
  • These parents often live in poverty stricken neighbourhoods with few links between family and community; the communities lack resources: parks, child-care centres, preschool programs, churches, etc.
43
Q

what are the Origins of Child Maltreatment - culture

A

-Refers to the cultural values, laws, and customs of the society that the family resides
Societies that view violence as an acceptable way to solve problems set the stage for child abuse
-Example1: Conditions exist in U.S.A.
-Strong support for use of physical force with children,
even though laws against maltreatment)
Television, crime rates, courts upheld rights for schools
to use corporal punishment
90% of American parents report using slaps and
spankings to discipline
-Example 2: China, Japan, Luxemburg, Sweden
-Physical punishment is not accepted and child abuse
is rare

44
Q

child maltreatment - Studies on Development

Is Infancy a Sensitive Period of Development?

A

yes
Babies reared in severely deprived family situations or institutions show delays in early motor milestones, demonstrate immature play and are overly fearful of new situations for exploration

Mental development generally remains substantially behind during childhood and adolescence

45
Q

child maltreatment - Studies on Development

Wayne Dennis - Lebanese orphanage

A

Through most of the first year, they laid in their cribs and received practically no individual attention from caregivers
Extreme delay in motor and language development resulted
Many did not sit up until the age of 1 or walk until well into preschool years
Their IQs between 1 and 6 years were severely depressed, averaging only 53 (IQ 70 or less = developmentally delayed)
Later studies support this finding, in 1998 Rutter found that the earlier infants are removed from deprived conditions, the greater their catch up of development

46
Q

child maltreatment - Studies on Development

Emotional Stress and Lack of Affection

A

Healthy children who receive too much stress and too little affection are likely to lag far behind their age-mates in physical growth and motor development

Failure-to-thrive syndrome (failure to grow normally) characterize as many as 6% of preschool children in the U.S.A.

47
Q

child maltreatment - Studies on Development

Gardner (1972) Studied non-abused children who received adequate physical care but little affection

A

Brother and sister who grew normally for first 4 months
At 4 months, shit happened in family mom was like fuck u guys
Sister continued to grow normally, twin brother at 13 months was about the size of an average 7 month old infant
Growth was severely hindered - called deprivation dwarfism

48
Q

child maltreatment - Studies on Development

Deprivation Dwarfism

A
  • Deprivation dwarfism is believed to be directly related to emotional deprivation. At home studies of school-age children who had an emotionally unresponsive teacher also grew at a slower rate than their peer
  • How does a lack of affection cause dwarfism?
  • Theory is that emotional traumas cause a growth slowdown by inhibiting the production of pituitary growth hormones
  • Long term emotional deprivation may result in child being physically smaller than normal as well as having long-term social and intellectual deficits
49
Q

child maltreatment - Long Term Consequences of Abuse and Neglect

A
  • Respond inappropriately and aggressively to distressed peers
  • Instead of showing sympathy and compassion is more likely to have angry responses
  • More likely to be abusive (but not to their own children)
  • Learn aggression as a way of solving problems
  • More likely to attempt suicide during adolescence
  • At school there are more serious discipline problems
  • Noncompliance, low motivation, and cognitive immaturity interfere with academic achievement
  • Majority do not abuse their own children
  • Can lead to abnormal EEG activity and altered production of stress hormones
  • Fearful, anxious, depressed and low in self esteem
  • More prone to antisocial or self destructive acts (i.e. sexual promiscuity and drug abuse)
50
Q

child maltreatment - prevention

A
  • Provide social supports to families (Parents Anonymous, family therapy)
  • Crisis intervention services, hotlines, nurseries that provide temporary care
  • Announcements in social media, newspapers, magazines, television, and radio designed to educate new parents
  • Identify high risk families and provide them with assistance
  • Provide stress management, communication skills, relaxation techniques, problem solving strategies
51
Q

Howard Gardner - what did he do/his theory

A

Theory of Multiple Intelligences

  • Refers to several separate “primary mental abilities”
  • There are at least 7 different types of intelligences
  • Intelligences do not work in isolation; individuals passes each of the intelligences, but some intelligences are stronger than others
  • Individuals often excel in one of these areas but have no remarkable abilities in the other six
52
Q

Howard Gardner - 7 intellengences

A
  • logical
  • linguistic
  • musical
  • Visual-Spatial
  • Bodily-Kinesthetic
  • Interpersonal
  • Intrapersonal
53
Q

Howard Gardner - 7 intellengences

logical

A

will excel at mathematics and is a good problem solve

54
Q

Howard Gardner - 7 intellengences

linguistic

A

Sensitive to sounds, rhythms and meanings of words

55
Q

Howard Gardner - 7 intellengences

musical

A

Ability to produce and appreciate rhythm, pitch and timbre

56
Q

Howard Gardner - 7 intellengences

visual - spacial

A

Capacity to perceive visual-spatial world accurately

57
Q

Howard Gardner - 7 intellengences

bodily - kinsinetic

A

Ability to control one’s body movements, Handles objects with skill

58
Q

Howard Gardner - 7 intellengences

interpersonal

A

Understands and respond appropriately to the moods, feelings, motivations and desires of other people

59
Q

Howard Gardner - 7 intellengences

intrapersonal

A

Understands own feelings and to draw on them to guide behaviour, Knowledge of own strengths, weaknesses, desires, and intelligences

AKA yassification

60
Q

Introduction to Language Acquisition -Components of Language

A

Pronology - structure
semantics - meaning
grammar - indication
pragmatics - engagement

Phonology: Component of language concerned with the rules governing the structure of sequencing speech sounds

Semantics: Component of language concerned with understanding the meaning of words and word combination

Grammar: Component of language concerned with syntax, the rules by which words are arranged into sentences, and morphology, the use of grammatical markers that indicate number, tense, case, person, gender, active or passive voice, and other meanings (prefixes/suffixes)

Pragmatics: Component of language concerned with how to engage in effective and appropriate communication with others. This area involves sociolinguistic knowledge, where the society dictates how language should be spoken

61
Q

Introduction to Language Acquisition

The Behaviourist - B.F. Skinner

A

Operant Conditioning

Some behaviourists believe it is through imitation that children acquire complex utterances. Utterances are combined with reinforcement to promote language

This means parents are participating in continuous language tutor modelling for their children

62
Q

Introduction to Language Acquisition

The Nativist - Noam Chomsky

A

Mental structures are the heart of our capacity to interpret and generate language. His theory regards language as a biologically based, uniquely human accomplishment

He believed rules of sentence organization are too complex to be directly taught to or discovered by cognitively immature young children

63
Q

Introduction to Language Acquisition

Symbolic Interactionism - Charles Horton Cooley and George Herbert Mead

A

Symbolic interactionism - people evaluate their own conduct by comparing themselves with others

Active children observe and engage in social exchanges with others. From these experiences, children build a communication system that relates the form and content of language to its social meaning

human development (4 decks)

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