EPPP Developmental 2
Terms
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- Question
- Answer
- Genotype
- Info coded in Genes
- Phenotype
- Observed and measured, eg height and eye color. Interaction between genetics and environment
- Critical Periods
- limited time in which a person is biologically prepared to acquire certain behaviors, eg hatched geese
- Sensitive Periods
- In humans, sensitive period is often used instead of critical period.
- Canalization:
- Characteristics resistant to environmental factors. narrow devlopment path, eg sensorimotor development
- Secular Trends
- Timing of physical changes, eg menarche
- Chromosomes: number/sex
- 23 pairs, 22 identical, 23rd for sex. xx=female, xy=male
- Autosomes
- 22 idenitcal pairs of chromosomes
- Dominant gene examples/blood
- hair, hearring type B blood
- Recessive Gene: Examples/blood
- red hair, susceptibility to poison ivy, Type O blood
- Sex Linked Genes: examples
- red green color blindness, mostly carried on x chromosome, making males much more likely to receive as they don't have another X which can cancel it out
- Recessive Gene Disorders
- caused by presence of 2 recessive genes, eg PKU, Tay-Sachs, sickle cell, cystic fibrosis
- PKU
- can't digest phenylalanine and must not eat milk, eggs, fish or bread during first 6=9 years of life.
- Dominant Gene Disorders
- Caused by one dominant gene. Eg, Huntington's Chorea.
- Chromosome Abnormality Disorders, example
- Down Syndrone, Klinefelter's Syndrone
- Down Syndrone: rate/why
- Extra number 21 chromosome, 1 in 800 but rises with age to 1 in 30 for mothers over 45
- Klinefelter's Syndrone
- in males, extra x chromosome, often sterile, incomplete seconday sex characteristics
- Bronfenbrenner: What model/systems
- Ecological Model: Four interacting systems including:Microsystem (immdeiate setting, family and school);Mesosystem (interactions of childs microsystem);EXOSYSTEM (aspects child is affected but not in direct contact with, eg parent's jobs and friends);MACROSYSTEM (Cultural context, eg racism, socio-economic)
- Rutter: Six factors affecting Psychopathology/risk %
- 1.Low Socioecon, 2.family size 3. severe marital discord 4. parental criminality 5. maternal psychopathology, 6. placement of child outside home. Risk is 2% with none or one factors and 21% for 4 or more
- Teratogens: Germinal period: When/what
- Conception to implantation. range from little affect to death.
- Embryonic Perion: when/risk
- end of second week after conception to end of 8th week. CNS and heart vulnerable 3rd-6th week.
- Fetal period: when/risk
- 9th week till birth/less risk to organs but external genitalia and the brain
- Teratogens: Alcohol:Impact
- FAS, largely irreversible. leading cause of MR in kids. IQ averages 2 SD below mean
- Teratogens: Drugs:Impact
- Heroin/methodone increases prematurity, low bw, mortality at birth
- Teratogens: Smoking:Impact
- prematurity, low bw, death. Kids are less responsive, more irritable,
- Piaget: Congitive development basis
- adaption, cognitive schemas modified thru interaction with environment
- Piaget: Cogn dev two processes
- Assimilation: new info into existing schemas. Accomodation: Modify schemas to account for new info
- Piaget: Cogn Dev 4 stages
- SENSORIMOTOR:up to 2 years, includes object permanence, deferred initiation. PRE-OPERATIONAL: age 2-7, egocentric, inability to conserve. CONCRETE OPERATIONAL: 7-12, Conserves. FORMAL OPERATIONAL: 12 & up. Process info in abstract & hypothetical ways
- Piaget: Equilabration
- The process of assimilation and accommodation as complimentary processes.
- Infant Reflex: Tonic Neck
- infant extends his arm when someone turns his head side to side
- Infant Reflex: Palmar grasp reflex
- infant grasps finger pressed against surface of her palm
- Infant Reflex: Babinski reflex
- infant extends big toe and spreads small toe when sole of his foot is stroked
- Infant Reflex: Moro reflex
- when someone supporting infant body permits head to drop slightly, or suddden loud sounds, infant arches back, extends legs, throws arms upward
- Infant Reflex: stepping reflex
- infant help upright position and soles of feet touch groud, infant makes stepping motions
- Infant Vision: acuity/ability
- 20/600 birth, 20/100 at 6 mths. Within minutes of birth prefer facial images, 2-3 mths have full color, 6mths have depth perception
- Infant Hearing: timing/ability
- By 3 days recognize mothers voice. Sound localization starts and stops between 40-100 days. Fully developed by about 12 mths of age
- Infant Taste: which
- can distinguish between bitter, sweet, sour and salty. Prefer sweet
- Infant: Smell
- respond to unleasant odors right away and discriminate between odors by 2-7 days
- Infant Motor Skills:
- ealry training no impact on basic skills but may affect complext motor skills
- Vygotsky: Theory of Cogn Dev`
- based upon cultural, social and historical factors
- Vygotsky: Zone of Proximal Development
- gap between what child can do alone and with assistance
- Vygotsky: Scaffolding
- support provided to child by others
- Scaffolding: author
- Vygotsky
- Zone of Proximal Development
- Vygotsky
- Metamemory:Def
- knowledge about one's own memory
- Infant Crying: which three at birth, which follows later/when
- hunger, pain, anger followed three weeks later by cry for attention
- Code Switching:
- when bilingual and switches to another language
- Attachment Bowlby: Theory called/def
- Ethological: infants and mothers biologically programmed for attachment
- Ethological Attachment Theory:author/phases
- Bowlby/shows pref for mom by 4 mths, clear signs of attachment by 6=7 mths. SOCIAL REFERENCING: reads emotional reactions of others, SEPARATION ANXIETY: Starts a 6 mths and peaks at 14-18 months and then declines to little between 24-36mths. STRANGER ANXIETY: starts 8-10 months and peaks at 18 months, PROLONGED SEPARATION: 15-30 months is hardest, with protest and despair
- SOCIAL REFERENCING
- SOCIAL REFERENCING: reads emotional reactions of others
- SEPARATION ANXIETY
- SEPARATION ANXIETY: Starts a 6 mths and peaks at 14-18 months and then declines to little between 24-36mths
- STRANGER ANXIETY
- STRANGER ANXIETY: starts 8-10 months and peaks at 18 months
- PROLONGED SEPARATION
- PROLONGED SEPARATION: 15-30 months is hardest, with protest and despair
- memory: babies: by when
- 2-3 months can recall some info when provided with cues.
- Memory: children. Recall events of several months ago by age____?
- two
- Crying in general:physiological arousal
- heart rate, skin conductance
- Crying impact:
- Most to least: first time parents, parents,non-parents. Pain cry most unpleasant and most response
- Language Acquisition:Behavioral
- result fo classic and operant conditioning and imitation. includes motherese and recasting-rephrasing a child sentence
- Language Acquisition: Nativist: Who/what
- emphasize innate genetically-determined factors. Chomsky showed children apply complex grammer they could not have previouly learned. research agrees
- Language Acquisition: Cognitive
- language acquisition is motivated by childs desire to express meaning
- Language First words: when
- 10-16 months
- Attachment: Patterns:Who
- Ainsworth
- Attachment: Child: 4 types
- 1)secure,2)anxious/avoidant, 3)anxious/resistant, 4)Disorganized/Disoriented
- Attachment Child: Secure:
- distress when she leaves, seeks when she returns
- Attachment Child :Anxious/Avoidant
- no distress when mom leaves, avoids when returns. Uninterested in environment
- Attachment Child :Anxious resistant
- very distressed when leaves, ambivalent when returns
- Attachment Child : Disorganized/Disoriented
- alternate between avoid/resist and proximity seeking. Dazed, confused. maltreated
- Adult attachment: 4 types
- 1)secure-autonomous 2)Dismissing, 3)Preoccupied 4)Unresolved
- Attachment Adult: Secure-autonomous
- value attachment-secure base
- Attachment Adult: Dismissing
- devalue attachment, guarded and defensive. Idealize parents with no facts to support
- Attachment Adult: Preoccupied
- confused and incoherent, dissappointed and emeshed
- Attachment Adult:Unresolved
- severe trauma. Haven't dealth with. Children are often disorganized
- Peer Relations: Girls enabling style
- Agreement, suggestions, support. VALUE: intimate emotional aspects
- Peer Relations: Boys Restrictive Style
- Braggings, Contradicting, interrupting. VALUE sharing activities and interests
- Peer Rejection:
- rejected kids have more psychological problems than neglected. Less likely to help if moved
- Peer Neglect
- Mostly social isolation
- Piaget Moral Development: two stages
- HETERONOMOUS, AUTONOMOUS
- Piaget Morality: HETERONOMOUS Stage: Age/Def
- 4-7, rules absolute,unchangeable, consequences matter
- Piaget Morality: AUTONOMOUS Stage: Age/Def
- age 7-8, rules are alterable, intentions matter
- Kohlberg Moral Development: two stages each of three main areas named:
- Preconventional, Conventional, Post Conventional
- Preconventional def and two stages Defs
- Morality based upon consequences. Stage 1, avoid punishment and obedience orientation, Steg 2: hedonistic orientation. what satisfies their own needs is good.
- Conventional def and two stages def, age of transition
- desires to maintain existing social laws. Stage 3; goal approval of friends and relatives, stage 4 obey society. transition to conventional ages 10-13
- Post Conventional: Def, two stages def
- morality based upon self-chosen principals. Stage 5 uphold democracy but laws can be broken for valid reason. Stage 6: morality represents universal ethical principals. Not everyone reaches this stage
- Freud six stages/Ages
- Oral(1 year), ANAL(1-3),PHALLIC(3-6), LATENCY(6-Puberty), GENITAL (post Puberty
- Freud: Oral:Relates to Erickson's stage____
- Trust versus Mistrust
- Freud Anal: Relates to Erickson's Stage____
- Autonomy versus Shame
- Freud Phallic: Relates to Erickson's Stage____
- Initiative versus guilt
- Freud latency: Relates to Erickson's Stage____
- Industry v. inferiority
- Freud genital: Relates to Erickson's Stage____
- identity v. role confusion
- Erickson Six Stages: ages
- Trust v. mistrust(1), Autonomy v. Shame(1-3), initiative v. guilt(3-6), industry v. inferiority(6-puberty), identity v. role confusion(adolescence), intimacy v. isolation(young adult), generativity v. stagnation(midddle adult), integrity v. dispair(old age).
- Parenting: List 4 types
- authoritative, authoritarian, permissive, uninvolved
- Parenting: Authoritative def
- high standards but explains, warm and nurturant. best results
- Parenting: authoritarian
- controlling, demanding, expect children to accept commands in unquestioning manner. Results: timid and unhappy
- Parenting: Permissive
- nurturant but fail to assert authority
- Parenting:Uninvolved
- children and non-compliant and demanding, lack self-control and are anti-social. Most predict delinquency
- Identity: Marcia 4 types
- diffusion, foreclosure, moratorium, achievement
- Identity: Marcia diffusion
- I don't know
- Identity: Marcia: Foreclosure
- I'll be fireman like my dad
- Identity: Marcia: Moratorium
- indecicion during crisis
- Identity: Marcia: Achievement
- resolved crisis and knows
- Gilligan, Carol: Girls and identity. What?
- "loss of voice" Girls may abandon themselves to fit cultural expectations
- Agresssion: Boys v girls
- same during year one, more for boys after. Social and biological.
- Agressions and parenting: link
- agressive kids come from homes which lack warmth and are rejecting. Either permissive or indifferent. Also insercure/resistant attachment pattern
- Agressive children cognitive
- more likely to interpret acts of others as hostile
- TV viewing of agression
- increases agression
- Agression Child intervention:
- social skills training, cathartic not affective
- Children Chromic illness: highest risk of not complying
- adolescents
- Divorce Impact: most short-term impact
- preschool
- Divorce Impact: Most Long term
- Teens
- Divorce Impact: Most negative School performance
- older and boys
- Levinson: Adult development stages: % midlife crisis
- 80%
- Neugarten Kansas City Study
- Adult life stages, shift from time since birth to time until death
- Aging and intelligence: verbal versus processing
- little verbal decline, but decline in tasks requiring rapid processing.
- Aging and intelligence: WAIS
- Little decline in stored knowledge/verbal subtests (info, vocab, arithmetic, comp, similarities, digit span), sharper decline in all five performance subtests
- Aging and intelligence: which declines, crystallized v fluid, def of each
- crystallized (knowledge acquired via ed and experievces) declines little and Fluid(active processing of info and affected by neuron loss) most affected
- Aging and Memory: brain shrink
- starts at 30 and reduces 20% by age 80
- Aging and Memory: Impact: most/leaste
- most=recent long term, followed by working, leaste=remote long-term
- Short-term memory: Two types and def, impact with age
- PRIMARY(retain an small amount for short time), WORKING (ability to manipulate and transform info in primary memory. Working declines with age
- Long-Term memory: Two types and def, impact with age
- RECENT and REMOTE. Most impact on recent
- Episodic v Semantic v Procedural; most decline?
- Episodic (ability to recall personal experiences)
- Semantic memory Def
- common knowledge of such things as historical figures, public events, and frequently used words
- Episodic memory Def
- personal experiences
- Procedural Memory Def
- long-term memory of skills and procedures, or "how to" knowledge
- Adult Memory: Explicit V Implicit. Most decline
- Explicit
- Metamemory: Def
- knowledge of one's memory capacity
- Kubler-Ross Facing death stages
- denial, anger, bargaining, depression and acceptance