Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
115 Cards in this Set
- Front
- Back
|
Child psychology |
Is concerned with changes in behavior and abilities that occur as development proceeds -understand the changes from conception through adolescence |
|
|
Domains of development |
Physical (motor capacities) Cognitive (memory) Emotional (moral reasoning) Social (intimate relationships) |
|
|
Periods of development |
Prenatal (conception to birth) Infancy and toddlerhood (birth to 2 years) Early childhood (2 to 6 years) Middle Childhood (6 to 11)
Adolescence (11 to 18) Emerging adulthood (18 to late 20s) |
|
|
What are the 3 basic issues thoeires take a stand on |
1) continuous or discontinuous
2) is there one universal course or development (unique combinations leads to different paths)
3)what are the roles of genetic (nature) and environmental (nurture) factors -explains idnvidiual difference |
|
|
Continuous |
Process of gradually adding more of the same types of skills that were there to begin with (Gradual changes)
-only difference between child and adults is the amount or complexity of the skill |
|
|
Discontinuous |
Process where new ways of understanding and responding to the world emerge at specific times (Stages) |
|
|
What is a theory |
Orderly intergrated set of statements that describes, explains and predicts behavior -depends on scientific verification |
|
|
Stability vs plasticity |
Stability -heredity and early experiences are key to establishing lifelong pattern of behavior
Plasticity -development is open to change in response to influential experiences |
|
|
Thoeires that focus on continuous development |
Behaviorism Social learning theory Information processing |
|
|
Theories that focus in discontinuous development |
Psychoanalytic perspective Piagets cogntive developmental theory |
|
|
Theories that focus on both continuous and discontinuous development |
Ethology and evolutionary development Vygotsky's sociocultural theory Dynamic systems perspective |
|
|
Information processing theory (continuous) |
Views the human mind as a system through which information flows -children are active, sense-making beings
-model of computer -info is activity encoded, transformed and organized -flow charts |
|
|
Piaget cogntive developmental theory (discontinuous) |
Children actively construct knowledge as they manipulate and explore their world in which cognitive development takes place in stages
-as the brain develops and experiences happen we move through 4 stages each with distinct ways of thinking |
|
|
Piagets 4 stages |
Sensorimotor (birth to 2) -uses sence and movements (overt activities) to explore world
Preoperational (2 to 7) -symbolic thinking develops (illogical)
Concrete operational (7 to 11) -logical reasoning
Formal operational (11 years on) -abstact, systrmatic reasoning |
|
|
Stage theorists and one universal path |
Assume that people follow the same sequence of develop -may differ when and how long each stages lasts |
|
|
Theories that focus on 1 course of development |
Psychoanalytic perspective Piagets cogntive developmental theory Information processing Ethology and evolutionary developmental |
|
|
Theories that focus on many possible courses |
Behaviorism and social learning Vygotsky's sociocultural theory Ecological systems theory Dynamic systems perspective |
|
|
Psychoanalytic perspective |
Children move through stages in which they confront conflicts between biological drives and social expectations
-emphasizes each child's unique history -how conflicts are resolved determines ability to learn |
|
|
Psychosexual theory (frued) |
How parents manage children's sexual and aggressive drives is critical for personality development -balance leads to well adjusted adults
-was the first to stress influence of early parent child relationships on development |
|
|
Psychosexual theory 5 steps |
Oral Anal Phallic Latency Genital
-the id (wants) ego (medinator) and super ego (society) are all intergrates during these 5 stages |
|
|
Psychosocial theory (Erikson) |
Follower of frued and expanded on ideas -normal development must be understood in relation to culture
-first to recognize the lifespan nature of development |
|
|
Vygotsky's sociocultural approach (many paths) |
Children insert their environments as much as their genes -culrutre and time period create children with different strengths
Social intergration I necessary for children to acquire communities way of thinking and behavior -scaffholding -is a socially mediated process (learn from adults)
|
|
|
Scaffolding |
Balance between direct explicit teaching and indirect support (guided participation) |
|
|
What is Vygotsky zone of proximal development |
The distance between what a child can do themselves without assistance and what the child can do with assistance -out right is what they can't do -middle ring is what thry can do with assistance -center ring is what they can do themselves |
|
|
Thoeires that emphasis nurture |
Behavorisism Social learning theory |
|
|
John Locke and nurture emphasis |
He lead to the enlightenment where there was a change from harshness to kindness towards children -described parenting practices -oragins of behavourism 1) development was continuous 2) there are many paths 3) children are a tabula rasa (blank slate) -nurture |
|
|
Behavourism (Pavlov, Watson, Skinner) |
Believes that only directly observable events (stimuli and responses) are the appropriate focus of study -continuous |
|
|
Pavlov and Watson (classical conditioning) |
Pavlov (dog salivation to a neutral bell stimulus)
Watson (little ablert fear of white rat from being paired with loud sound |
|
|
Skinner (operant conditioning) |
Behavior can be increased or decreased through reinforcers and punishments |
|
|
Rousseau and nature emphasis |
Children are noble savages - naturally endowed with a sense of right and wrong and an innate plan for orderly healthy growth Development is discontinuous One course Nature |
|
|
Maturation |
Refers to the genetically determined naturally unfolding course of growth
rousseau two influential concepts -maturarion -stages |
|
|
Dynamic systems perspective (both nature and nurture) |
Views the child's mind, body, physical and social worlds form an intergrated dynamic system that guides mastery of new skills -when system is disrupted the child recognizes so system can work again
Both continuous and discontinuous Both similar paths and different ones Both nature and nurture |
|
|
16th century view of children |
Puritan belief in original sin gave rise to the view that children were born evil and stubborn and had to be civilized |
|
|
Stanley hall |
Father of the child study movment Told parents when to expect in certain age stages -maturational process |
|
|
Normative approach |
Measure of behavior are taken on large numbers of individuals and age related averages are computed to represent typical development |
|
|
Alfred Binet |
First successful intelligence test - normative approach to identify children with learning problems |
|
|
Social learning theory |
Emphasizes modeling (imitation or observation) as a powerful source of development |
|
|
Developmental cogntive neuroscience |
Brings researchers from psychology, biology, neuroscience and medicine to study the relationship between changes in thr brain and child's cogntive processing and behavior patterns |
|
|
Developmental social neuroscience |
Studys the relationship between changes in the brain and emotional and social development |
|
|
Ethology (Lorenz and Tinbergen) |
Concerned with the adaptive value of behavior and its evolutionary history -senstive period |
|
|
Sensitive period |
Time that is biologically optimal for certian capacities to emerge -person is very responsive to environmental influences |
|
|
Evolutionary developmental psychology |
Seeks to understand the adaptive value of species wide cognitive, emotional and social competencies as they change with age -understand the entire person-enviroment system |
|
|
Ecological systems theory (Bronfenbrenner) |
Views children as developing within a complex system of relationships affected by multiple levels of the surrounding environment |
|
|
Ecological systems theory 4 levels of environmental (inner to outer) |
1) microsystems (actives of immediate surroundings) 2) mesosystem (connections between microsystems like school, home) 3)ecosystem (children not in it but still effected like parents work) 4) macrosystems (values and laws that effect inner levels) |
|
|
Descriptive research |
Conducting observations or interviews and recording responses |
|
|
Naturalistic observation (systematic observation) |
Researcher goes into field to observe and record behavior in natural environment -different from people watching as they make systematic observations based on operational definitions -cant control conditions -repesents everyday behavior |
|
|
Structured observations (systematic observation) |
Labitory situation -equal opportunity to display behavior -control of conditions -may not be the same as everyday life |
|
|
Observer bias and observer influences |
Bias: influence of the observers expectations and interpretations Influences: the effect of observer presence |
|
|
Self report |
Responses are provided directly by the people who are being studied -rate on a scale (surveys) |
|
|
Clinical interview |
A flexible style used to probe for the participants point of view -they share what they want
-start with same question then moves to more in depth questions based on response Lost of info, may be inaccurate and difficult to compare |
|
|
Structured interviews |
Each participant is asked the same questions in thr same way -allows comparison, prompt somthing specific -may be inaccurate and less indepth |
|
|
Case study |
Allows researchers to gain details regarding the effects of a treatment on one individual (interviews, observations, tests) -obtain an complete pic -privides rich insights -can study rare conditions -be effected by biases and can't be generalized |
|
|
Ethnography |
Understanding a culture or social group through participant observation |
|
|
Correntional research |
Aims to describe thr associations between two variables |
|
|
Correlation |
A statistical statement that describes how two variables are related to each other in terms of direction and strength -represented as scatterplots (dots together means strong correction) Does not = causation |
|
|
Correlation coefficient |
Number describing how two variables are associated with each other -1 to +1 shows strength 0 = no relationship + = both increase - = one increase and other decreases |
|
|
Third variable problem |
The possibility that a third unmeasured variable is acutlly responsible for a well established correlation |
|
|
Experimental research |
Aims to show a causal relationship between one variable and another -shows cause and effect relationships
Independent variable: is manipulated
dependent variable: measurement, controlled by IV |
|
|
Confounding variable |
Variable associated with independent variable that the researcher cant tell which is responsible for changes to dependent variable |
|
|
Within subjects design |
Participants in different groups are the same individuals -first experience one condition and then another |
|
|
Between subjects design |
Participants in the groups are different individuals |
|
|
Experimental group |
Group that recives a treatment or thr stimuli targeting a specific behavior |
|
|
Control group |
Group that does not receive treatment -serves as a baseline |
|
|
Random assignment |
Dividing samples into two or more group In which participants are equally likely to be placed in any condition -random assignment and variable manipulation need to be determined to see cause and effect relationships |
|
|
Quasi- experimental research |
Research technique where two or more groups are compared and selected based on predetermined characteristics -points out relationships not correlations |
|
|
Liminatation of experimental research |
Because of control, the testing situation is often not generalizable to real life settings |
|
|
Longitudinal design |
Samw Participants studied at different points of time -can study commonalities and aging -biased sampling, selective attrition, practice effects and cohort effects |
|
|
Biased sampling |
The failure to enlist participants who adequately represent the population of interest |
|
|
Selective attrition |
Those who remain in the study may differ in important ways from those who drop out |
|
|
Practic effects |
Become test wise -scores may improve due to familiarity with the test |
|
|
Cohort effects |
Results from one group may not apply to others born at different times |
|
|
Cross sectional design |
Participants of different ages are studied at the same time -no Participant drop out -cohort effects can disorder findings and can't study individual trends |
|
|
Sequential designs |
Researchers conduct serial similar cross sectional or Longitudinal studies at varying times -called sequences - costly and time consuming -revels cohort effects, age related changes -more effective than Longitudinal |
|
|
Microgenetic design |
An adaptation of the Longitudinal approach -presents children with a novel task and tracks their mastery over a series of sessions to observe changed
-practice effects, don't know how long -studies how changes happen |
|
|
38 weeks of pregnancy is divided into 3 periods |
Conception 1) germinal period (0 to 2 weeks) 2) period of embryo (3 to 8 weeks) 3) period of fetus (9 weeks to birth) |
|
|
Conception |
Ovulation -the ovum is released and travels through the fallopian tube where it can be fertilized within 24 hours (now called corpus luteum)
Sperm travels through the uterus and the fallopian tube to fertilize the ovum
-sperm lives 6 days, ovum lives only 1
-now secretes hormones to prepare uterus
-intercourse during a 3 day period either on the day of ovulation or 2 days preceding it |
|
|
Fallopian tube |
Tube that connects thr ovary to the uterus Travel takes 2 to 3 days |
|
|
Germinal period (2 weeks) |
From fertilization and formation of the zygote (fertilized egg) until it drifts down the fallopian tube and attaches to wall of uterus (4 days)
Zygote begins to duplicate slowly then rapidly (still in fallopian tube) called blastocyst now
Implantation
-when women find out they are pregnant (already 2 weeks) |
|
|
Blastocyst |
Fluid filled ball made of 60 to 70 new cells |
|
|
Implantation |
Between 7 and 9 days Lining is now thick and blastocyst burrow into uterus lining |
|
|
What are the structures in the germinal period that begin to form in order to feed and protect the organism |
Amnion Chorion Yolk sac Placenta Umbilical cored |
|
|
Amnion |
Inner membrane that encloses the developing organism in amniotic fluid which keeps temperature constant and cushion |
|
|
Chorion |
Surrounds the amnion and creates tiny finerlike villi (blood vessels) emerge and burrow into uterine wall -this brings embryo and mothers blood close together to develop placenta |
|
|
Yolk sac |
Produces blood cells until the developing liver, spleen and bone marrow are mature enough to take over this function |
|
|
Placenta |
Permits food and oxygen to reach developing organism and carry waste away -babjes and mothers blood doesn't mix |
|
|
Umbilical cord |
Connects placenta to the developing organism -one large vein to deliver blood and nutrients -two arteries to remove waste |
|
|
Embryonic disk |
Cells on the inside of the blastoycst thar creates new organism |
|
|
Trophoblast |
Outer ring of the cells become the structures that provid protective covering and nourishment |
|
|
Embryonic period |
6 weeks from implantation through 8 weeks
Embryonic disk Forms 3 layers
Very vulnerable to teratogens
Embryo grows rapidly
By the end the embryo can respond to touch and move |
|
|
3 layers of the cell |
Ectoderm - becomes the nervous system and skin
Mesoderm -becomes muscles, skeleton, circulatory system and other internal organs
Endoderm -becomes the digestive system, lungs, urinary tract and glands -folds over to create primitive spinal cord (top swells into brain) |
|
|
First month of embryo period |
Primitive spinal cored develops (need folic acid to prevent damage) Heart begins to pump Muscles, backbone, ribs and digestive tract |
|
|
2nd month of embryo period |
Eyes ears nose jaw and neck form
Tiny buds become arms, legs, fingers and toes
Internal organs
Yolk sac no longer needed
5th week start of neuron production
8th week tests form in men and secrete testosterone |
|
|
Period of the fetus in month 3 |
Organs , muscles and nervous system become connected Can feel touch and move External genitals well formed Fingernails, toothbuds, eyelids Heartbeat can be heard through stethoscope |
|
|
Period of the fetus in 2nd trimester (4, 5, 6) |
Mother can feel movements Vernix and lanugo protect skin Neurons form synapses Hearing and sight emerge |
|
|
What is vernix |
White cheese like substance emerges on the skin to protect the skin from chapping from amniotic fluid |
|
|
Lanugo |
White downy hair appears over entire body helping the vernix stick to skin |
|
|
Period of the fetus in 3rd trimester (7, 8,9) |
Reaches age of viability Cerebral cortex enlarges Spends more time awake Personality takes shape Responds to external stimuli (activity relates to temperament) Body growth Distinguish between voices and sound |
|
|
Age of viability |
Point at which the baby can first survive (22-26 weeks) |
|
|
Pregnancy is also separated how |
3 trimesters First Second Third |
|
|
Teratogens |
Enviromental agents that cause damage during the Prenatal period |
|
|
Teratogens harmful effects depend on |
Dose Heredity Other negative influences Age |
|
|
Fetal alcohol spectrum disorder |
Range if physical, mental and behavioral outcomes caused by Prenatal alcohol exposure -interfers with neurons in primitive neural tube -draws oxygen away |
|
|
4 diagnoses which vart in severity |
Fetal alcohol syndrome -facial abnormalities (short eyelid, thin upper lip, flattened philtrum) Partial fetal alcohol syndrome -deficint physical growth Alcohol neurodevelopmental disorder -defucient brain growth or profound brain injury Alcohol related birth defects -cogntive and behavioral impairment |
|
|
Reasons for drinking |
Small amounts seen as low risk Importance of alcohol in social life Healthcare practitioners are relaxed about risks Those unhappy in their pregnancies are increased risk of drinking |
|
|
Infectious diseases |
Viral Bacterial Parasitic |
|
|
Viral |
HIV/ AIDS - infant weight loss, delayed cognitive and motor skills, death by 3 Herpes -miscarrage, physical malformations, intellectual disabilities, low birth weight Zika -microcephaly and eye deformities |
|
|
Bacterial |
Chlamydia Syphilis Tuberculosis -all carry rusk of miscarriage and other |
|
|
Parasitic |
Toxoplasmosis -mild to severe damage to eyes and brain |
|
|
Flu/ covid |
Preterm birth Neonatal Infant mortality Cleft palate Neuronal tube Congenital heart defects Bipolar disorder and schizophrenia |
|
|
Nicotine |
Tobacco constricts blood vessels, lessens blood flow to uterus and causes the placenta to grow abnormally -reduces the transfer of nutrients so fetus gains weight poorly -drug addicted babies have high pitched cry |
|
|
Mercury |
Women should avoid eating long lived predatory fish like swordfish, tuna and shark which are contaminated by mercury |
|
|
Dioxins |
Toxic compounds resulting from incineration and buring of fuels such as coal and oil -impair the fertility if y bearing sperm before conception |
|
|
Weight gain |
25 to 30 pounds helps ensure the health of mother and baby -exerscise also leads to fewer physical discomforts later one |
|
|
Stress |
Leads to wide variety of difficulties |
|
|
Rh factor incompatibility |
When Rh negative mother and a Rh postive father -baby inheret Rh postive -mother may form antibodies to Rh protein -if they enter the fetus they destroy red blood cells reducing the oxygen supply to organs and tissues |
