Unit 6: Development Flashcards
Marked by age-specific periods of time; staircase
Discontinuous Development
No distinct stages, can show multiple stages at once
Continuous Development
Fetal development period from the time of conception until birth, aka prenatal period. Rough 40 weeks
Gestation Period
The zygote implants itself tp the uterine wall; rapid growth through cell division; 2 weeks
Zygotic Period
Most vulnerable stage, organ devlopment begins, distinction of forebrain, midbrain, and hindbrain; blood vessels of the placenta feed the embryo nutrients; 2 months
Embryotic Stage
Arms, legs, central nervous system, eyes and external genitalia of fetus continue to develop; neural networks start to form, brain will be almost completely formed by 5 months, Viability takes place at 5 months; 2 months until birth
Fetal Stage
Anything that can be harmful to the baby and enters through the blood stream, i.e. alcohol, tobacco, drugs, and infections
Teratogens
Duration and dosage, time of pregnancy (1st 20 weeks most vulnerable), genetics, environmental factors for mother during pregnancy and nursing
Factors that impact the severity of defects
Low birth weight, facial deformities, limited intellectual ability, deformed fingers and toes, leading known cause of mental retardation in the U.S., 2 cases per 1,000
Fetal Alcohol Syndrome
Preferences for faces, language, and voice; grasping reflex
Physical Attachment
Children as young as 3 weeks have shown attachment bonds with caregiver
Emotional Attachment
John Bowly said attachment bond was innate; proposed that attachment aids in survival
Attachment Theory
Mary Ainsworth worked on patterns of attachment; studied young children reacting to strangers in the absence of caregiver
Strange Situation Behavior
Cry, discomfort when caregiver leaves, eventually calm knowing the caregiver is coming back, seeks physical touch upon return
Secure Attachment Bond
Distress when caregiver leaves, typically due to inconsistencies with caregiver; can be resentful or super clingy when caregiver returns
Insecure Attachment Bond (Anxious)
Indifferent to caregiver during departure and return; mothers vs. fathers
Insecure Attachment Bond (Avoidant)
Creating a bond with the first moving object seen; does not have to be biological
Imprinting
Studied attachment in other species, found that in many species there is a critical period for attachment to form; humans have a longer time span for attachment to form; does not have to be biological
Konrad Lorenz
Experimented with biological vs. environmental factors impacting attachment; Do children bond with a mother because she provides food?
Comfort contact more important than biological needs
Wire Monkey Mother with a bottle vs.Cloth wool cuddle monkey
Harry Harlow
Enforce rules without input from children; dictators to “protect” the children; parents are involved and supportive
Authoritarian
Have a hard time making decisions for themselves; low self-esteem;when given independence they make poor decisions, appear immature for their age group
Kids of Authoritarian Parents
Set rules and expectations with input; responsive to input and needs of children; supportive and involved
Authoritative
High self-esteem; decision-making abilities, generally trusting of others (naive)
Kids of Authoritative Parents
No boundaries or rules; rejecting or neglectful; “friends”
Permissive Present
can be unsupportive and uninvolved
Absent Permissive
Low self-esteem; act as adults early; can be impulsive and demanding
Kids of Permissive Parents
Palms touched, grasps tightly, disappears at 3-4 months, replaced with voluntary grasping
Grasping Reflex
cheek stroked or side of mouth touched, turns toward the source, opens mouth and sucks; disappears at 5-6 months
Rooting Reflex
Mouth touched by an object, sucks object; permanent but changes through learning experience
Sucking Reflex
Sudden move or loud noise; startles, thrust arms out, and then pulls them back in; disappears at 2-4 months
Moro Reflex
Infant held upright with feet touching the grounds; moves feet in walking motion; fades after about 2 months
Stepping Reflex
Sole or foot stroked; splays toes and twists foot in; disappears at 2 months
Babinski Reflex
Cry little, easy to calm; predictable sleep/wake cycle; generally happy; adapts to change; moderately active; (Follow the child’s lead, enjoy parenting)
Easy temperament
Less predictable; hard to calm; irritable; doesn’t adapt to change; very active; (Provide a consistent environment and make changes slowly, be patient, and remain objective)
Difficult Temperment
Hesitant to interact with new people or try new things; eventually warms up; (be patient; encourage child to try new things)
Slow to Warm Up Temperament
Hesitant to interact with new people or try new things; eventually warms up; (be patient; encourage child to try new things)
Slow to Warm Up Temperament
Birth to 1 year; Infant needs are met, sense of basic trust develops; if trust is not activated, child becomes fearful of others (Who do I trust?)
Trust vs. Mistrust
1 to 3 years; child develops sense of independence or self-doubt; potty training (Am I capable?)
Autonomy vs. Shame and Doubt
3 to 6 years; child begins to initiate tasks and plans in play, or initiative is healed back by guilt (Is it okay to do, move, or act?)
Initiative vs. Guilt
6 to 12 years; Child discovers their academic abilities and social relationships or develops feelings of inferiority
Industry vs. Inferiority
12 to 18 years; Teenagers develop a sense of identity, or confusion about self occurs
Identity vs. Role Confusion
18 to 35 years; young adults develop intimate relationships, or they experience isolation
Intimacy vs. Isolation
35 to 65 years; adults seek to generate a legacy that can be passed to future generations or they struggle with stagnation
Generativity vs. Stagnation
65 to death; Older adults contemplate their lives and either feel a sense of integrity and happiness or they feel despair and failure
Integrity vs. Despair
Birth to 2 years; Uses sense and motor skills, items known by use, object permanence and separation anxiety
Sensorimotor
2 to 6 or 7; Symbolic and egocentric thinking, ability to pretend; child does not think logically
Preoperational
7 to 11 or 12; Can think logically about concrete objects and do simple math; conservation develops
Concrete Operational
12 to adult; abstract and hypothetical thinking; strategy and planning become possible
Formal Operational
Used to make sense of new situations by relating them to prior experiences and their existing schemas
Assimilation
A way to modify schema to include new information
Accommodation
Seeing the world only through their own perspective
Egocentrism
The ability to understand the motives, feelings, and desires of oneself and others
Theory of Mind
Infancy to 5 years old; external forces dictate behavior
Preconventional
No difference between right and wrong; punishment dictates behavior
Punishment/ Obedience
Obtaining rewards dictates behavior
Satisfying needs
5 to 14 years old; external forces influence internalizatiob of social morl expectations
Conventional
Social consensus and approval determines behavior
Approval Seeking
Laws of society determine behavior
Law and Order
15 years to adulthood; individuals decide for themselves what is right or wrong
Postconventional
individual’s own moral code; mutual benefit or social contract determine behavior
Social Contract
Transcendence of moral code beyond mutual benefit; very few ever achieve this stage
Universal Ethics
Gross Motor: lifts head
Fine Motor: graps rattle briefly
4-8 weeks of age
Gross Motor: lift self by arms; falls from side to back
Fine Motor: glances from one object to another
8-10 weeks of age
Gross Motor: sits with support
Fine Motor: carries object to mouth; can hold 2 objects
16 - 18 weeks of age
Gross Motor: sits with support
Fine Motor: transfers object from hand to hand
5 - 7 months of age
Gross Motor: crawls
Fine Motor: pincer graps
7 - 9 months of age
Gross Motor: stands holding on; walks holding on
Fine Motor: push car along; hits cups with spoon; shows hand preference; scribbles with crayon
10 - 12 months of age
Gross Motor: stands alone; walks alone
Fine Motor: builds up to 3-cube towers; opens book; turns 2-3 pages at a time
12 - 18 months of age
Gross Motor: runs; jumps; climbs
Fine Motor: turns single pages in book; cuts with scissors; pours drink
2 - 3 years of age
Physical changes directly associated with reproduction (i.e. testes, ovaries, Menachem, spermarche)
Primary Sex Characteristics
Physical changes that occur during puberty but are not associated with reproduction (i.e. body hair, breasts, voice change)
Secondary Sex Characteristics
Feel that their experiences are unique and others can’t relate or understand
Adolescent Egocentrism
Stories of their lives that are idealized and special that make teens feel invincible
Personal Fables
Experience being the center of attention to an imaginary audience (put on face so people will love me)
Imaginary Audience
Cultural ceremonies that symbolize a new stage in life (i.e. Quinceanera, Sweet 16, Graduation, bar bitz•vah)
Rite of Passage
An internal belief about being male or female, may or not match biological sex exhibited at birth
Gender identity
Behaviors, traits, attitudes associated with being male or female. Influenced by society and culture
Gender roles
Process children go through to learn expected roles for males and females
Gender typing
Display both “male” and “female” characteristics
Androgynous Personality
Albert Bandura felt gender roles were learned mostly through observation of others
Social Learning Theory
Physical and biological differences between males and females
Sex
Social and cultural traits for males and females
Gender
One’s sexual attractio to male, female, both or neither
Sexual Orientation
Brain begins “removing” neurons that are no longer necessary (use it or lose it), active during mid to late adolescence
Neural Pruning
Thinking, memory, and behavior deteriorate, frontal lobe deteriorates overtime for everyone, but this is severe
Dementia
Degenerative disease with progressive memory loss and plaque in tissue of the nervous system, lack of acetylcholine
Alzheimer’s Disease
Not a specific diagnosis, time period months or weeks before death ehrn cognitive abilities decline rapidly
Terminal Drop
Gradual reduction in hormones that ends menstruation, menopause
Women in Midlife
Decline in hormone production, less sperm production. But reproduction is still possible
Men in Midlife
Elisabeth Kubler-Ross research with patients who were terminally I’ll and their families. Found that humans deal with death and dying in 5 stages:
Denial, Anger, Bargaining, Depression, Acceptance
Death and Dying
Stage 1: When adolescents have not yet undergone an identity crisis and have made no commitment about their own identity
Identity Diffusion
Stage 2: When adolescents have a sense of their core beliefs but rather than considering these beliefs seriously and allowing them to shape their lives, they often simply adopt the views of their parents or society
Identity Foreclosure
Stage 3: When adolescents are struggling by with their identity and experience the identity crisis without having made a commitment to jts resolutiob
Identity Moratorium
Stage 4: A postcrisis phase during which individuals have identified and acknowledged who they are or want to be
Identity achievement
Cultural timetables for when milestones events should occur
Social Clocks
An emotion or identity-questioning crisis occurring in early middle age
Midlife Crisis
The ability to solve problems, see relationships, and think abstractly; declines with age
Fluid Intelligence
The memory we use to take in information
Working memory
An individuals accumulated intelligence over time and the ability to use skills, knowledge, and experience; generally increases with age
Crystallized intelligence
