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98 Cards in this Set
- Front
- Back
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What are the 3 recurring issues in development?
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1. Nature vs. Nurture
2. Continuity vs. Discontinuity 3. Universal vs. Context- Specific |
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1. Nature vs. Nurture
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- Heredity vs. Environment
- Interaction and diathesis stress-model * We now know that it is both - WHICH ONE MORE? - genes may be there but never turned on within the environment impact |
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2. Continuity vs. Discontinuity
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- Is the development continuous or discontinuous?
- Big shifts with each change. - a change in the way you think. Shy to out-going - is there smooth progression throughout life span, or a series of abrupt shifts? ex: child has good relation with rents, can have same with friends. vs. What you focus on in life, teenager= finding self, old= looking back |
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3. Universal vs. Context- Specific
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- are cross- cultural differences just variation on a universal process or....
- does development take different paths depending on environments? - - do brain structures change based on how we are in our einvironments |
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What are the four forces of development in the Biopsychosocial framework? Why four?
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- no one force alone can adequatly explain the
process of development 1. Biological 2. Psychological 3. Sociocultural 4. Life- cycle |
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Biological:
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- genetic and health related
- provides the raw material - boundary |
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Psychological:
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- perceptual, cognitive, emotional and personality factors
- things we notice most about what makes people the way they are |
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Sociocultural
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- interpersonal, societal, cultural and ethnic factors
- our developments are part of a much larger system |
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Life- Cycle:
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- same events affect different age- groups differently
- the other three forces meet this one and then effect a person. ex. being pregnant at 15 will be totally different than 35 |
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Pschodynamic theory:
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- Eriksons's psychosocial theory
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Learning theories:
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- Behaviorism (Watson, Skinner_
- Social Learning (Bandura) |
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Cognitive theories
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- Piaget
- Kohlberg |
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Ecological and Systems Theories:
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- Brofenbrenner
- Lawton Nahemow |
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Lifespan theories:
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Baltes
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Behaviorism, who? what?
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- how does environment influence behavior
- role of experience is emphasized - Stresses the influence of consequences on behavior - - manipulate varibles in the environments to make people do things |
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Operant Conditioning: who? what?
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- Skinner
- the consquences of behavior determine whether it will be repeated - pleasant= more likely - Pos and Neg, adding and taking away - Reinforcement vs. punishment |
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Bandura's Social Learning Theory:
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- Observational learning or imitation
- people dont just learn by reinforcement, but also by watching others - Imitation is more likely to occur if: - subject seen as: smart, popular, talented - other person is rewarded for their behavior |
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Bandura's Social Cognitive Theory:
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- emphasize on internal thinking
- more complex view of reward and punishment - HOW WE PERCIEVE - past experiences influence our sense of self- efficacy: : your belief in your skill*** low- will bomb high- think they can turn the bad situation around - *****: trying to set yourself up for failure aniticipate the bad, so the good is use |
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What are cognitive theories? the 2 approaches?
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- Emphasizes the development of various though processes as we mature
1. Thinkign develops in stages (piaget) 2. Information- processing theory |
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Cognitive "stage" theory: who? what?
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- Piaget
- children gradually learn about world through experiments - develop knowledge based on expectations and outcomes - stages of becoming more complex and accurate! - eg. dropping a plate, it smashes but a stuffed animal does not |
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What are the 4 stages of cognitive development? Based on Piaget.
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1. Sensorimoter Stage (birth - 2): - the child interacts with the world though sensation and
movement 2. Preoperation Stage (2-7): - develops the ability to use symbols to reprsent objects (words, number) Egocentric: understands the world only from 3. Concrete operational thought: (7- early adolescence): - can use logic/ reasoning based on the here an now - cannot accurately consider the hypothetical 4. Formal operational thought (adolescence and beyond): - Thinks abstractly: deals with the hypothetical and speculation |
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Describe Kohlberg's Stages of Moral development in comparison to Piaget:
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- based on piagets ideas of fixed, cognitive stages
but... - describes and expands into the development of moral thinking in stages of increasing maturity - what we think about moral dilemmas |
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Information- Processing theory: mental hardware vs. software
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- uses computer as a model of how thinking develops, not a sequence of stages
mental hardware: "psychological structures" like memory and attention capacity vs. software: - cognitive abilities that process information and help us interact with the worl - development of strategies - increased processing efficiency (automatic and controlled) |
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Ecological and Systems Approach:
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- looks at all domains in a persons environment as interconnected systems
- nothing can alone explain development -understanding requires considering the inter connection among various environmental domains: family, political, social,.... |
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Brofenbrenner's ecological Approach: ( 4 systems)
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MIcrosystem: - people and object in the immediate environment
Mesosystem:- influences of Microsystems on eachother - ex: one thing happens affects everything else Exosystem:- social, environmental and governmental forces that indirectly influence the individual ex: city or town Macrosystem: - subcultures and cultures in which the other three systems are embedded ex: canada, US |
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Lifespan perspective: who? what?
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Riley:
- adult experiences are flavoured by thier past - understand people by looking at entire life - to understand what is, understand what was |
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Lifecourse perspective:
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- different generations experience and adjust to historical forces on their lives
- historical influences on family issues, early life events |
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Selective optimization with compensation (SOC):
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- describes choices that determine and regulate development and aging
-select different goals and optimize available function, compensate for loss of function |
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Developmental Research:
Main issues? |
1. The measurment: (operational definition)
- tests and intruments - how will you measure. - ex: reading ability is what hoe many words a minute, or how many words you get right in a passage 2. ethical procedures 3. Research methods and design: - systematic observation - self report ( questionnaire and interview) - correlation (no causation) - experiment |
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What are the systematic observations: describe:
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Naturalistic: "real-life"
Structured: researcher stages an otherwise unlikely situation, so they can examine - is this valid, will people act the same in these environments? - reliable? |
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Third variable problem:
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Ex: divorce and depression
you get divored and you become depressed but it could be the other way around |
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Describe the Experimental Method:
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- effect on one variable on another
- studies possible, cause and effect relations. - this can tell cause and effect - random assignment to control, or test group |
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INDEPENDENT VARIABLE
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- factor being manipulated
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DEPENDENT VARIABLE
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- behavior being studied for change, being measured
- (Dependent on the independent) |
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Longitudinal Studies:
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- observes or tests one group of individuals over a long period of time
- cost, time, attrition, practice problems: - people will become better at the same thing overtime - people die over time, move away, want out |
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Cross- sectional Studies:
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- observes/tests groups of different ages for difference
- more effecting, not as $$$$, but can not show the small changes in continuity of development - involves a cohort effect |
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Sequential Studies:
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combination of cross- sectional and longitudinal designs
- allows for flexibility to collect information in several ways - avoids cohort effect - takes a cross section of both kinds |
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Evaluating Research Measures: talk about 2 factors
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Reliability: - does this test instrument provide a consistent
measure over time Validity: - does the test intrument measure. What it is supossed to measure |
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Some factors in Research Ethics:
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- minimize and warn of any risks
- informed consent - avoid deceptions/ need a debriefing - anonymity and confidentiality |
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Correlational Studies:
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measures relations between variables as they happen naturally in the real world.
- measured according to "r" - 0 = unrelated greater then 0= related positively , less than 0 = related negatively |
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Lecture 2:
Chromosome consist of? |
- DNA
- order of nucleotide bases form chemical compounds - genes are the templete for symthesis of amino acids and peptides, and enzymes - provides the genetic code = genotype |
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Homozygous Alleles:
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BB, bb
- childs parents have contributed similar genes for a trait |
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Heterozygous Alleles:
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- phenotype determined by dominance
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Polygenic inheritance
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- more than one gene controls the trait
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Genotype:
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complete set of inherited traits
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Phenotype:
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- how traits are expressed and observed in the environment
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Reaction range:
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involves H x E
- the fact that the same genotype can produce a range of phenotypes, in reaction to the environment where development takes place |
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Two types of genetic disorders:
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1. Inherited:
- dominant vs. recessive alleles - usually the recessive allele (HD exception) 2. Chromosomal abnormalities: - extra, missing or damaged chromosomes |
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Recessive alleles: Sickle cell
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- thymine base replaces adenine base in the DNA encoding the B- globin gene
- - must get both recessive alleles from heterozygous parents - problems by ridgity P |
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Phenylketonuria: (PKU)
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- build up of phenylalanine
- inability to metabolize the aa phenylalanine due to the lack of liver enzyme (toxic in CNS) chromosome 12 |
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Tay- sachs:
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- absence of enzyme hexosominidase
- gangliosides build up - defect of lipid metabolism due to the absence of the enzyme - 4 yr survival hexosominidase |
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Behavior vs. environment:
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- twins studies,
identical and fraternal - concordance rates Adoption studies: -less of a variable. Mostly genetic, like birth parents - biological correlation minasota twin study (10000 sets of twins) - genetic testing |
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Twins:
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- monozygotic= single fertilized egg that spilts in 2
- dizygotic |
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Path from genes to behavior. 4 points
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1. the behavioral consequences of genetic instrucstions depends on environment in which those instructions are implemented
2. heredity and environment interact dynamically throughout development. 3. Genes can influence the kind of environment to which a person is exposed 4. Environmental influences typically make kids within a family different |
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Fragile X: what?
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- abnormal extension (CGG repeat)
- methylation - protein for dendrite connections, severe mental handicap |
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Down Syndrome:
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- trisomy 21
- extra chromosome in pair 21 - associated with Alzheimer's disease - may have normal development till a certain point in life - almond eyes, folds on eyelids - small head, neck and ears, large tongue |
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Turners Syndrome:
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Females, rare
- one X, abnormal X different levels of disease - lots of emotional problems: depression anxiety. Due to be cut out of social rings - some estrogen treating - high osteoporous risk - XO (mosaic types) - small, stubby finger, sterile - low spatial skills |
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Klinefelters Syndrome:
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- Males
XXY, tall, sterile, language/learning, feminine traits |
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Supermale:
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- taller (can be rounder), (big teeth, more aggressive??? this is false)
- called XYY syndrome - may not notice |
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Super female:
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- low IQ, slow development
XXX |
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Conception:
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- ova travels from ovary to fallopian tube
- penetration by 1 of 300-500 sperm - outcome: single celled zygote |
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What are the periods of prenatal development?
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Period of Zygote (weeks 1-2_
Period of Embryo ( weeks 3-8_ Period of Fetus ( |
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Period of zygote:
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(weeks 1-2)
- after fertilization, the zygote travels down the fallopian tube and is implanted in the uterine wall |
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Germ disk:
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small cluster of cells near the center of zygote
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placenta:
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- layer of cells closet to uterus
- structure through which nutrients and wastes are exchanged between mother and the developing organism |
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Period of the embryo:
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weeks 3- 8
- body structures, internal organs, and three layers (ectoderm, mesoderm, endoderm) - amniotic sac fills with fluid and umbilical cord connects embryo to placenta |
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Embryo:
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- when zygote completely embedded in uterine wall
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Neural Tube:
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- approx 3 weeks
- if bottom fails to close- spinabifida (more folic acid) - anacephaly if top fails to close |
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How does the brain develop?
- what direction? |
- CNS unfolds from head to teal
- proximal to distal - inside out - sub cortical to cortical (inside to outer layer meninges |
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Neurogenesis: (what? how? when?)
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- precursor cells line the neural tube
- create neurons and glia - proliferation of neurons is timed - neurons migrate to determined sites - develop specific types related to region |
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Neurulation:
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formation and closure of tube
- approx 25th day of gestation |
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Migratory problems:
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Corpus callosum: : the tract of fibres that connent left and right hemishperes
- no communication between. Attentional problems Sub coritcal: problems with transmission |
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Week 4:
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- embryo curved that the two ends almost touch
- out layer folds into neural tube (ectoderm) - mesoderm- tiny heart and begins to beat - endoderm= gastrointestenal and lungs |
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Near end of embryonic period:
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- male embryos develop testes, female ovaries.
- week 8 or 9 |
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Period of the fetus
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week 9- birth
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Week 12
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- circulatory system begins to function
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Week 16
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- movement felt by mother
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Week 23- 25
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- age of viability
- chance of survival outside womb. - individual to every person |
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Blood flow in umbilical cord:
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- mom and fetus veins run close together, and exchange fluids by being close to eachother
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General Risk factors: 4
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- Nutrition
- Stress - Mothers age - Teratogens |
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Nutrition:
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- Pregnant mothers: need proper minerals,
- brain affected most by lack of nutrition, child will suffer mentally |
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Stress:
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- may need medication, or drinking, anything to reduce stress
- not good, intellectual development - weakens immune system, decreases fetal bloodflow, while increases heart rate |
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Mothers age:
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- a lot of females having their eggs frozen.
- young and old - teenage yrs not good, babies dont get prenatal care, or care when born - 35 and up risks increase significantly |
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Teratogens:
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- huge impact, sometimes you dont know,
ex: 1940s, morning sickness in women, formalyde, limbs brains, - most born mal formed, severe - acutane: mal formations - alchohol- FAS- affects CNS - alchohal, aspirin, caffeine, cocain, heroin, marijuana, nicotine |
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FAS:
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Fetal Alcohol syndrome:
- learning problems, hyperactivity, below average intelligence, small head, thin lips, short nose, widely spaced eyes. - no safe level of alcohol consumption |
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Prenatal environmental: congenital
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- cretinism: thyrozin deficiency
0 teratogens Malnutrition: severe lack of one or more biological builing blocks |
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Low birth weight:
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- <5.5 lbs
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Prenatal Assessment: ( 2 things)
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- genetic counseling
- prenatal diagnoses |
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Genetic Counselling:
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helps to asses the chances of inherited disorders
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Prenatal diagnosis: 3 ways
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- ultrasounds
- amniocentesis - chorionic villus sampling |
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Ultra sound:
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: is the use of soundwaves to produce a picture of the fetus
- four to 5 weeks after conception - grainy images |
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Amniocentesis:
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needle in abdomen to obtain sample of amniotic fluid
- slow drawn 16 weeks after conception , at leas t two weeks are needed to allow cells to grow for efficient testing - slightly higher chance of miscarriage |
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Chorionic villus sampling:
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: is taken from the placenta and can be done earlier than
amniocentesis - 8-9 weeks after - slightly higher chance of miscarriage |
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Stage 1 of labour:
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-1:
- contractions - enlargement of the cervix to 10 cm - 12-24 hrs. (1st birth) |
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Stage 2 of labour:
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- baby passes though the cervix and enters the vagina
- crowning, babies head appears |
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Stage 3 labour:
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3: involves expelling of placenta (mins)
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Hypoxia:
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- umbilical cord is blocking oxygen to baby
- may decide on c- section |
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Hydrocephalus:
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: problems in labour, can burst the ventricles
- can affect how CSF is aborsbed . - flexible childs head can expand - need to treat right away otherwise you can herniate or put pressure on important structures - they put in catherder, and shunt it |
