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179 Cards in this Set
- Front
- Back
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Babies start to learn in womb t/f |
True |
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Children cant experience jealousy at ___ years old, not until ___ |
1 years old, until 2 |
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During Childhood, the scientific study of changes in the following areas: |
- Biological - social - cognitive - emotions |
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Major Questions Psychologists try to answer |
-How do children change as they develop? - Focus is on description What are the determinants of these developmental changes? - Focus is on the process and influences that cause change |
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The contextual perspective |
Urie Bronfen Brenner - ecological environment - developing child is embedded in a series of complex and interactive systems |
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Ecological environment consists of |
- microsystem - mesosystem - exosystem - macrosystem |
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Microsystem |
setting lives and interactions with others (eg. school, playground, home) |
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Mesosystem |
inter-relations among the different microsystems (e.g. school and family) mesosystem always takes place over time. Child is in both settings. And what Happens in one setting influences the child in a different setting |
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Exosystem |
setting that influence childs development that the child does not play a direct - eg. parents workplace, school board |
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Macrosystem |
ideological and institutional patterns of the culture eg. attitudes beliefs about a culture |
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The continuous view |
change occurs gradually and continuously Quantitative changes: change in degree or amount |
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The discontinuous view |
change occurs with abrupt changes or stages - qualitative changes - changes in form or kind |
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Is development gradual or stage like? |
known as the continuity - discontinuity issue |
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Is development influenced by environment or biology |
known as the nature-nurture issue |
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Nature |
biology |
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Nurture |
Environment |
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Current view on nature v.s. nurture |
- Nature and nurture interact with each other to influence development - Biology predisposes us to potential range and environment tells us where that will be in the range |
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Active- passive child issue |
children help determine their own environment |
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Active (in active-passive child issue) |
child shapes own development -eg. influences self |
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Passive (in active passive child issue) |
child passive recipient of environmental influence - eg. like clay being molded |
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Transactional development |
todays view- reciprocating influences of the environment and the child on each other. - e.g. like clay being molded |
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The holistic nature of development |
are different aspects of development separate or they interrelated and influence each other? - e.g. cognitive development affects social development and vice versa (learn fear when your in control) |
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Methods of gathering data about children |
Interviews (eg. tell me what you do when your angry) - Questionnaires (written) eg. check off all of the following that apply to you "when I get angry I" - rating scales e.g. rate how often your child does the following behavior, always, sometimes, never - for younger kids need pictures |
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Parental reportersL Problems |
often inaccurate - dont remember information correctly Often unreliable - responses on 2 separate occasions do not match - easily distorted e.g. remember your child's develop as following the course of development as described in a book. - parental self reports of childrens behavior do not predict their child's behavior very well - low to moderate correlations |
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Problems with parental reports occur bc: |
Parents are often asked to report behavior that occurs in the past - parents are asked to describe behavior that is broadly defined - parents aren't trained observers |
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Problems with parental reports partially solved by : |
reporting immediate events (e.g. beep parents) - training parents as observers - training parents in recording events - asking specific questions |
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Problems with Child reports |
children are more difficult to interview than parents: easily influenced by questions - less attentive (get distracted more easily) than adults - slower to respond than adults - have more difficulty understanding questions than adults - children are less truthful than adults, if the parent is around the children will lie more - tend to give single word answers to close ended questions - open ended questions better |
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Peers and teachers |
Use when the child or the childs parents are not good sources of information (ex. school performance, acceptance by peers, aggressive behavior). |
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Methods of Gathering data about children: observation: |
- Laboratory observation - naturalistic observation |
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Laboratory observation |
-bring children into a lab and watch them behave - typically - use when interested in a few specific behaviors |
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Naturalistic observation |
observe the child in a real world, natural setting (e.g. playing on playground) - use naturalistic observation when you want to understand how children in a social setting live and experience the setting - goal is to provide a complete and accurate picture |
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Problems with observational technigues |
observational data is useful - the child is unaffected by the knowledge that they are being watched (eg. families are nicer to each other when they know they are being observed) -Behavior distortion - changes in behavior due to observer being present |
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Ways to reduce behavior distortion |
- observe in familiar settings - permit long periods of adaption by conducting frequent or - use unobtrusive measures |
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Establishing relationships between variables |
experiments -lab -nonlab - natural - field correlation |
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Lab experiments: Components |
Independent variable dependent variable experimental group control group random assignment experimental control |
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Independent variable |
the variable that is changed to see the effects on the other variable |
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Dependent variable |
the variable that is measured to see any change as a result of manipulating the other variable |
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Experimental group |
group exposed to the IV (gets manipulated) |
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Control group |
group not exposed to the IV |
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Random assignment |
randomly assign people to experimental or control group |
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Experimental control |
control for variables that could influence the outcome of the experiment |
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Advantages |
can establish cause and effect relationships |
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Disadvantages |
they are artificially arranged -results may not generalize to the real world - problems with Random assignment (RA) RA is sometimes impossible (e.g. gender) - RA is something unethical - abuse |
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Non- lab experiments |
feild experiment - investigator deliberately introduces a change in a non-laboratory setting - e.g. reading to children at night the experimenter enters the child's world |
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Natural experiment |
investigator measures the impact of a naturally occurring change on the childs behavior in a real setting - Major problem: Lack of control of outside forces |
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Correlation |
represents the relationship between 2 variables - positive correlation -both variables change in the same direction - negative correlation - variables change in opposite direction |
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Correlation Coefficient |
mathematical estimate of the relationship between 2 variables - scores range from -1 to 1, the more the variables change together. - correlation becomes stronger |
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Correlation is not causation |
there is a positive correlation between declining birth rates and declining stork population in Germany - that doesn't mean that Stork's bring babies |
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Designs for Studying Development |
Longitudinal Cross sectional study sequential study |
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Longitudinal |
the same individuals are tested repeatedly |
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Cross sectional study |
children of diff. ages are tested at the same time |
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Sequential Study |
Children of 2 or more diff. ages are followed across time |
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Ethical Responsibilities |
is the study ethical most important decision in a study |
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Ethical studies: |
- Minimize risks to research participants (limit crying v.s. destress crying) - whats ethical at one age may be unethical at another - describe the research to potential participants - avoid deceiving participants - keep results anonymous or confidential |
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The biology of heredity |
The first 22 pairs of chromosomes are autosomes - same in males and females The 23rd pair is a sex chromosome - diff. in males and females - Genotype is one's complete set of genes - Phenotype - sets of traits a person actually displays - resulting from a combination of the person's genotype (potential) and life experiences that modify that potential |
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Allele |
- form of a gene - e.g. shy |
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Pairs of alleles can be either homozygous or heterozygous .. T/F |
True |
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Single gene inheritance |
allele, pairs of alleles can be either homozygous or heterozygous |
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Homozygous |
alleles (form of a gene) are the same |
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Heterozygous |
alleles are different |
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Dominant allele |
its chemical instructions are followed (expressed) |
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Recessive allele |
not expressed when a dominant allele is present -expressed when dominant allele is absent |
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`Types of Inheritance |
incomplete dominance - one allele doesnt dominate the other completely - e.g. white flower mates witha red flower to produce a pink flower |
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Sickle cell trait |
Don't have sickle cell anemia, but blood isn't normal |
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Inherited Disorders |
Disorders can be triggered when a child inherits two recessive alleles - ex. include cystic fibrosis, PKU, and Tay-sachs disease - most inherited disorders are very rare |
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Polygenic Inheritance |
many phenotypes reflect polygenic inheritance - that is, observable characteristics are the result of many genes |
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Traits involving polygenic inheritance |
- intelligence - many psychological disorders - personality |
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Sex Chromosomes |
1 Pair of sex chromosomes - Dad donates x or y sperm - mom donates x eggs Females are XX Males are XY |
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Approximate ratio of males to females sex chromosomes |
more male till ratio 1 to 1 then more female |
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Sex linked traits |
-Recessive traits that are carried on the X chromosome - E.g. hemophilia, red-green colorblindness -most likely found in males |
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Paths from Genes to Behavior |
- Genes typically do not cause behavior directly - the behavioral consequences of genetic instructions depends on environment - Genotypes lead to a range of phenotype depending on environments |
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People with PKU genotype |
- normal diet leads to mental retardation - special diet (omitting certain proteins) leads to normal intelligence |
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Range of reaction |
genetically based variation of an individual's responsiveness to the environment |
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Passive genotype/ Environmental interactions |
rearing environments that biological parents provide are influenced by the parents own genes |
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Evocative genotype/Environment interactions |
- our heritable attributes will affect others behavior toward us - e.g. kids genetically predisposed to be sociable get more attention |
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Identify different types of genotype/Enviro interactions |
- passive - - evocative - - active - |
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Passive- inherited |
job for bravery |
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Evocative |
symbol more vocal -> gene to be more |
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Genotype interactions |
genes evoke action in environment |
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Prenatal Development and Birth |
Overview - period of the zygote - period of the embryo - period of the fetus - birth |
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Fertilization |
200-500 million sperm in an ejaculate 500- 1000 reach the egg - 1 fertilizers - typically take place in the filopean tubes |
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Period of zygote |
- beginning when egg is fertilized in the fallopian tube - period of rapid cell division - ends about 2 weeks later - zygote implants itself on wall |
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- from 3 -8 weeks at conception- body parts formed during this period - 25% of pregnancies miscarriage- all of major body parts formed here - 6-7 weeks testosterone surge leads to male genitals being formed - Embryo rests in the amnion filled with amniotic fluid - unbilichal chord |
Period of embryo |
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- 9 weeks after conception - 38-40 weeks considered full term - signaled by emergence of bone tissue - increase in size and systems begin to function |
Period of FETUS |
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Age viability |
infant has a reasonable chance of surviving outside of the womb - 22 to 28 weeks |
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General Prenatal Risk Factors |
- poor nutrition and/or lack of prenatal care - genetic/ chromosomal abnormalities - down syndrome, PKU, sickle cell |
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Stress |
decrease 02 to fetus and weakens matters immune system - psych of physiological
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Teratogens |
any environmental agent can cause a deviation in prenatal development -eg. cocaine, alcohol, diabetes harm particular structures - at particular point in development - in particular animals (e.g. thalidomide) harmful to humans in small doses- limb deformities - not harmful to rats in small doses |
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Zeeka |
can be in sperm |
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___ % of pregnant women use illicit drugs |
4% |
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___ drink alcohol during pregnancy |
19 |
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T/F assume no drug (legal or not) is safe during pregnancy |
True |
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Drugs prescribed prior to pregnancy can be dangerous to the developing embryo/ fetus |
True |
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Prenatal diagnosis |
- ultrasound - amniocentesis - chorionic villus sampling |
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Ultrasound |
image of fetus created with sound waves -tests for physical deformities |
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Amniocentesis |
Withdrawal of amniotic fluid -tests for chromosomal abnormalities |
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Chorionic villus sampling |
cells suctioned from placenta -tests for genetic abnormalities |
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Can a fetus feel pain? |
Evaluate evidence - reflex x responses at 7-10 weeks for hand (reflex happens before feel pain) - endocrine stress response at 23 weeks - brain detects pain at 26 weeks |
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Issues in fetus feeling pain experiment |
Pains is subjective feeling - following doesn't necessarily indicate pain being felt - crying indicates arousal - endocrine response indicates stress |
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Conclusion of if fetus can feel pain or not: |
Pain can be felt between 28 - 30 weeks -fetus undergoing surgery should be given pain medication - stress response can be negatively even if pain is not felt |
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Child birth settings: ___ % of deliveries take place in hospitals |
99% |
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Other deliveries take place ________ and ____ |
at home or at freestanding birth centers |
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Attendents: Compared to doctors, midwives: |
typically spend more time there doctors counseling and educating patients - provide mroe emotional support - typically present during the entire labor and delivery process. |
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Doulas |
provide continuous physical, emotional, and educational support for mother before, during and after childbirth |
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Stage 1 of delivery and labor ...and lasts at least ___ hours for 1st baby and ___ for second |
Dilation and efficient of cervix - ends when cervix is fully enlarged - least 8-14 hours baby #1 - lasts 4-7 hours baby #2 |
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Stage 2 of labor and delivery |
Expulsion of the fetus, baby is bushed down birth canal - lasts about 1 hour |
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Stage 3: Expulsion of the pacenta |
least allowed for 10 min. |
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Children birth classes |
teach pain control - deep breathing imagery, supportive coaching |
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labors are shorter and with fewer complications when supportive person is present T/F |
True |
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Mothers who attend classes: - use ___ medication during labor - feel ____ positive about labor and birth |
use less medication feel more positive about labor and birth |
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Types of Delivery |
- forceps - Vacuum extraction- as mom pushes.. pull baby out - Cesarean - cut in abdomen to get kid out |
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Birth Complications |
Lack of Oxygen (anoxia) - can cause brain damage - often leads to surgical removal of the fetus (Cesarean Section) |
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When are newborns assessed? |
assessed at 1 and 5 minutes after birth |
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8-10 when newborn is assessed |
good |
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5-7 when newborn is assessed |
-stimulation - oxygen administered |
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0-4 when newborn is assessed |
emergency care |
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Virginia apgar |
pioneer woman doctor |
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look up apgar score |
conditions |
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The developing brain |
Brain originates in neural plate - 100 billion neurons at birth Brain regions specialize early - e.g. left hemisphere for verbal functioning, frontal cortex for emotion - flexible brain organization shown by children who recover from brain damage |
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plasticity |
ability of brain to change from typical organization |
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Synapse |
- space between neurons that allow one neuron to communicate with another neuron - more complex the synapce more developed they are in that area... more connections= better able to think - taxi drivers- more synaptic density then a typical person would |
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Sleep/wake development |
- total sleep time decreases with age - percentage of time in REM sleep also decreases - from about 50% in 1st month to averages to about 20% as an adult |
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Why so much REM sleep |
Autostimulation theory - REM sleep offers intense stimulation to the CNS -REM decreases as baby stimulates brain through experiences when awake |
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Changes in sleep patterns |
- newborns take several weeks to establish day/night cycles - newborns sleep 2-3 hours ata time - wake up to feed - sleep longer on formula compared to breast milk - when babies weigh 11 pounds, metabolically, they no longer need to wake at night to feed - many do so out of habit |
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Infant cries |
crying is the infants first way of communicating -cries can indicate if something is wrong |
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Who shows greatest stress response experienced parents, new parents or adults without kids |
new parents show the greatest stress response |
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Who recognized infant cries better, mom, or dad? |
-Mom, but why - experience- mom having more experience with other babies - Biology - infant crying stimulates "let down" - brain "lights up" when hearing an infant cry |
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Swaddle, pacifier, shoulder rocking/walking, gentle rhythmic motion, continuous monotonous sounds- whirring fan, vacuum cleaner, howling dog USED TO: |
soothing a crying baby |
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most effective at ___ cycles per minutes. why? |
60 cycles - rate of pregnant mom walking |
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Around __ weeks infants can hear |
18 weeks |
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Hearing in the womb can influence newborn |
true |
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If infants are read cat in the hat in the last stage of prenatal development then ___ |
it is preferred to other rhyming stories during the first week of life |
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Newborn reflexes - permanent |
breathing blinking |
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Temporary newborn reflexes |
rooting- aids in feeding grasping planters grasp moro (startle) |
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Reflexes and neurology |
- factors indicating neurological trouble - lack of reflexes at birth is a sign of an abnormality int the nervous system |
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Investigating sensory and perceptual capacities |
Looking paradigms - preferential looking - present 2 stimuli simultaneously - measure the infants preference for one or the other stimulus - percentage of total time looking at one or the other (infants prefer looking at attractive faces over unattractive faces) |
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Preferential looking |
- requires a spontaneous preference on the part of the infant -ex. visual acuity |
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Pacifier (non- nutritive) sucking |
- increase sucking rate shows interest or preference - only can be used up to 4 months |
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Habituation |
gradual waning of a response |
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Familiarize to one stimulus and test with a different one to figure out sensory and perceptual capacities |
true |
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Measure looking time to stimulus during habituation and test |
true |
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Can use non-nutritive sucking |
true |
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Dishabituation |
increased rate of responding following habituation |
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what shows us infants can tell difference between 2 stimuli |
dishabituation |
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Reaching |
mostly used in depth perception studies infants will reach |
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Evoked potentials (EP) |
- electrodes are placed on infants head - measure brain activity in response to stimuli |
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Example visual evoked potential |
- first present grey field - then present pattern - get response if can discriminate pattern |
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A closer look at sensory and perceptual abilities- |
- infant determinism |
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Infant determinism |
involved in this type of thinking - critical period early in development can have irreversible consequences for the rest of child's life |
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Acuity |
the clarity with which the visual images can be perceived |
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Visual acuity |
Newborns are very nearsighted - 200/600 at birth - tested with preferential looking and visual evoked potential (VEP) |
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Color perception |
contrary to myth newborns see color - red yellow and green |
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Binocular cues |
cues requiring both eyes - young infants have difficulty cordinating eyes |
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Reliable fixation when moving a target between near and far point does not occur before __ months |
3 months |
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for figure: if infants can see the depth they will look longer at stimulus on the left |
infants fixate longer at 3.5 months |
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Monocular cues |
cues requiring only one eye - interperposition - one object is in front of another and occludes part of the one behind - if infants can use interposition then should reach a more than b |
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By ____ months, infants can discriminate between the photos of 2 moderately similar strangers |
3 months - can also recognize their mothers face in a photo |
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Perception of the human face supports infants ___ social relationships |
earliest |
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By ___ months of age babies always end up at middle of the face |
2 months |
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___ Children less likely to elicit stimulating caregiver interaction |
no eye contact -> no contingent responding |
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____ kids have fewer initiations of interactions with other preschool children |
blind kids |
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Differences between adults and newborns |
- infants are more sensitive to high frequency than low frequency sounds - infants need louder sounds than adults to hear - infants can distinguish diff. sounds, but not as good as adults - infants attend to all speech sounds, even those not found in the language they speak (by 6 months, prefer to listen to speech sounds of language) |
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Infants ____ locate sounds in space. & e.g. |
Can, eg. infant turn head towards rattle |
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Infants prefer sounds of familiar voices rather than unfamiliar t/f |
true |
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Infants prefer motherese or ______ over regular speech |
infant directed speech |
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T/F predisposed to respond to human voices |
T |
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May help in the _____ of social and language development |
development |
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Integrating sensory information: By 1 month |
can integrate sight and touch |
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Integrating sensory information: by 4 months |
sight and sound |
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4-7 months .... integrating sensory information |
can match facial appearance (boy or man) with sound |
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Voluntary grasping at ____ months |
3 |
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Good graspers by ___ wks |
20 weeks |
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Ulnar |
fingers aginst palm |
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Pinch forfinger and thumbs |
9-1 mnths pincer grasp |
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exchange items between hands at ___ months |
9 months |
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Toddlers prefer to use one hand. Preference becomes stronger during the _____ years - during _____ years, hand preference changes with language spurts |
preschool years, toddler years |
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Normal development can vary by ____ mo |
4-5 months |
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Psychological implications of ____ for infant : - increase indepencence - increase in exploration - leads to increase in social contact - changes in perception and cognition (e.g. fear of heights, increase in spacial abilities |
locomotion |
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Psychological implication of locomotion for mother |
parents worry more abt kids, infant treated differently - limit setting occurs bc kids are getting into things, babies told "no" - infants activities are interrupted |
