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38 Cards in this Set
- Front
- Back
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Human Development |
-scientific study of human processes, changes, stability throughout the life span -always changing -goals - describe, explain, predict, intervene -technology has helped the process |
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3 Types of Development |
1. Physical - physical growth (body, brain, motor skills) 2. Cognitive - mental dev (language, reasoning skills, attention, memory) 3. Psychosocial - interactions (social, personal, relationships)
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Heredity/Environment |
"Nature vs Nurture" |
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Four Kinds of Research |
1. Observational - watching people and recording behavior a. Naturalistic - natural habitat b. Lab - artificial setting 2. Self-Reported - surveys, questionnaires, phone, face-to-face, private vs in person 3. Correlation - relationship between two variables (can be positive or negative; pos - veg and good grades / neg - bar vs bad grades) Correlation does not mean causation 4. Experimental - Independent, dependent, control - placebo |
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Pros and Cons of Naturalistic vs Lab |
Naturalistic - Pro: Generalize Con: No control Lab - Pro: Control Con: Lack generalization - not authentic |
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Longitudinal |
measure same group of people/person over a long period of time con - time consuming - people drop-out/die |
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Cross-sectional |
different age people tested at same period of time pro - quick con - cohort effect - group of people all have shared experience due to time period |
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Meta-analysis |
combining research to look at different relationships |
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Important thing to remember in research |
Sample size -representative/random -include everyone (apps - no old people) Ethics -let person know of potential risks -confidentiality
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Purpose of Research |
to understand and prevent/help |
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Behavioral Genetics |
-Genotype - person's heredity (make-up) -Phenotype - physical, behavioral, psycho results to your genotype and environment interaction -Behavioral - inheritance, behavioral, psych traits, how much |
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Heredity Coefficient |
estimates extint to which differences in peoples behavior are due to heredity
ex: intelligence |
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Genes influence |
the environment |
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Prenatal Development |
How a baby develops 1. Zygote - fertilized egg (1-2 weeks) rapid cell division - ends when zygote plants itself on uteran wall 2. embryo (3-8 weeks) body structures - internal organs develop - 2 mm - arms legs develop and in the end - eyes develop 3. fetus (9-38 weeks) cartiledge develop - see a lot of development -age of viability - 22-28 weeks
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Age of Mother/Father |
Best ages 20-35 <20 35-40 - increased risk of stillborn and miscarriage >40 - " to nearly half and increased risk of down symdrome |
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Teratogens |
substance/something in environment abnormal prenatal harm
Alcohol - Fetal Alcohol Syndrome (FAS) - facial characteristics - stunted growth - heart disease Asprin - attention - motor skills - intelligence Caffeine - low birth weight Maurijana - low birth weight - motor control - decreases fertility Cocaine/Heroin - stunted growth - irritable babies - addicted - receptors in brain Smoking/Nico - cognitive impairments - stunted growth Thalidomide - used for morn sickness/sleep aid (mostly used in Europe) - major deformities
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Environmental Factors |
Lead - mental retardation - can happen post-birth Mercury - found in thermometers and seafood and near powerplants X-Ray - cause leukimeia, mental retardation, stunted growth Genetic Consueling - family history and accesses risk - genetic marker |
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Reflex |
Unlearned response to a particular stimiuli (unvoluntary) 1. Babinskin - 8-12 months - stroke foot of baby and toes flair out - important for good footing 2. Grasping - 3-4 months - baby grasps finger 3. Rooting (sucking) - stroke babies cheek - turns and sucks on whatever is there 4. Stepping - hold baby up and mimick steps 5. Swimming - 6 months - throw baby into water and aram and legs move - naturally holds its breath |
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APGAR |
-test vital signs, skin tones, muscle tones and reflexes -on scale of 0-2 |
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Temperment |
- pattern of behavior (personality) - active or passive - happy or fussy |
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Brain Pasticity |
- how your brain adapts to things - young - 25 |
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Cognitive Development |
1. Schema - preconcieved idea - can be different among people 2. Assimiliation - info is compatible with schema 3. Accomodation - accomodate - change or modify schema because of new info |
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Piaget |
-research with own kids -work has been substanciated |
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Piagets Theory: Four Stadges of Deveopment |
1. Sensorimotor (birth - 2 yrs) - development through senses and motor actions - object permance - understanding object exists when you're not directly observing an object (peek-a-boo) - 8 months 2. Preoperational (2 - 7 yrs) - thought becomes more symbolic - language dev 1. Irreversability - see the world from their view only - can't reverse 2. Conservation - belief in permenance in certain - want taller glass - clay test 3. Egocentrism - distinguish own perception vs someone else - what they see - you see - I like it - you like it 3. Concrete Operations (7 - 11 yrs) - think in concrete terms - achieved reversibility - liberty --> statue 4. Formal Operations (12+) - some never get there - hypothetical deductive reasoning - come up with hypothesis and test it - not trial and error - come up with strategy
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Attention |
a process that determines which sensory info gets additional cognitive process |
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Habituation |
- influences attention - diminshes response to stimuli b/c of repeated exposure |
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Classical Conditioning (Plabobian) |
- pair stimuli together (close in time and space) and pairs them up (involuntary) - uncondition stimulus (UCS) - uncondition response (UCR)
cashew - flu - spew NS - UCS - UCR |
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Operant Conditioning |
based on voluntary behavior - consequence |
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Social Learning |
immitation - learn by seeing someone else do something - copying behavior |
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Memory |
Autobiographical memory - life event - memory of something that happened to you - start around preschool - parent have influence on development (ask questions about past - talk about future)
Eyewitness Testimony - suggestability - memory fills in the gap - unreliable |
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Vygostsky |
- zone of proximal development - what you can do on your own vs with assistance - scaffolding - challenging someone appropriately (not over/under assisting) - speech - babbling - speech-like sounds - starts early and changes over time |
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Victor |
pharrel child |
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Vocabulary |
- overextension - define words too broadly (1-3 yrs) - can identify objects in pic but when asked can't tell you what it is - underextension - when you define a word too narrowly - not generalizing - 1 and 1/2 and 2 year olds know 2-250 words - most around 100 - determining factors - being read/talked to
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Referential Vocab |
- consists of action words, words that have name objects - naming people - words used as an intellectual tool |
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Expressive Vocab |
- Social phrases (ex. I am sad how are you?) - expressive feelings - most people have both |
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Passive Vocab |
words that you know when you see them or hear them but don't use |
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Active Vocab |
words we actually use when speaking or writing |
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Communication |
start by pointing and saying - children don't as for clarification - they assume |
