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80 Cards in this Set
- Front
- Back
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Nature & Nurture
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Why are we all the same?
Why are we all different? |
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The Active Child
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Children shape their own development
EX: Difficult temperament elicits harsh parenting |
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Continuity/Discontinuity
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Children seem qualitatively different at different ages
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Mechanisms of Change
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How does cognitive development happen?
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Sociocultural Context
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How does culture influence development
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Individual differences
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What causes them?
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Research & Children's Welfare
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Applying Research, public policy
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3 Contexts for Gathering data
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Interview, Naturalistic Observation, Structured Observation
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Interview
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Pro: cheap, reveal subjective experience
Con:Biased reports, bad memory, prediction inaccurate |
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Naturalistic Observation
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Pro:Useful for describing behaviors, illuminate social interaction processes
Con: Infrequent behaviors |
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Structured Observation
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Pro:Same context, controlled comparison
Con:less natural, reveals less than interviews |
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Cross-Sectional
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Different aged children studied at a single time
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Longitudinal
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Examined repeatedly over long time
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Microgenetic
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Observe intensively over short period of time
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Correlational
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Comparison of existing groups of children or an examination of relations among each child's scores on diff. variables
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Experimental
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Random assignment of children to groups and experimental control of procedures presented to each group
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Correlation Coefficient
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Small - .1 to .3
Moderate - .3 to .5 Large - >.5 |
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Correlations and causality
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Association between two things. Correlation does not imply causality
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Zygote/Germinal
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0-2 weeks
Implantation...7-9 days Placenta by 14 days |
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Embryo
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3-8 weeks
3 layers Most rapid development Cell migration & differentiation Movement, facial features,heart beating |
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Fetus
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9-38 weeks
recognize mother's voice, flavors, smells |
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Ectoderm
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nervous system, skin, nails, teeth, inner ear, lens
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Mesoderm
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muscles, skeleton, circulatory system, internal organs
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Endoderm
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digestive system, lungs, urinary tract, glands
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Habituation
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decrease in response due to repeated presentation of stimulus
32 weeks |
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Dishabituation/Recovery
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rebound in response due to subsequent change in stimulus
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Teratogens
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agents that cause harm during prenatal development
Factors: dose, genetic predispositions of mother and baby, combinations, age/timing |
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Eyes Vulnerable
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3.5-7.5 weeks
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Ears Vulnerable
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4-8.5 weeks
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Heart Vulnerable
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3-6
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Limbs vulnerable
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4-5 weeks
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Cigarette Smoking
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Retarded growth/low birth weight
Nicotine constricts blood vessels and increases carbon monoxide in blood, delivering less oxygen to mom and baby |
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Fetal Alchohol Syndrome
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Facial abnormalities
Slow growth; prone to infections Other deformities: eyes and heart; ears and genitals; nose, throat, urinary tract The brain and behavior: Small head, seizures Mental retardation, deficits in attention Hyperactivity |
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Maternal Factors
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Nutrition, Disease, Stress
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APGAR Score
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7-10 normal
4-6 borderline 0-3 needs immediate attention |
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Low birth weight
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2500 grams/5.5lbs or less
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Preterm
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birth beginning of 36th week
36-40 is normal |
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Preterm infants tend to be...
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More passive, less responsive
Fussier; harder to soothe More trouble falling asleep, rousing, staying alert Less regular schedule Delayed milestones At risk for abuse/attachment difficulties |
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Multiple risk model
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Risks tend to co-occur
Multiple teratogens Hazards that continue after birth Poor health care Rutter study on the multiple risk model Poverty itself as a hazard? Associated with more risk factors |
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Parent's genotype->Child's genotype
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inherited chromosomes
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DNA
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base pairs:code for amino acids or instructions
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Child's genotype->child's phenotype
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Not a straightforward mapping from genotype to phenotype(dominance)
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Child's environment->child's phenotype
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Gene-environment correlation("passive")
Range of Reaction - any given genotype has a range of potential phenotypes depending on environment |
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Child's phenotype->child's environment
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"The active child" - child creates its own environment:
Evocative & niche-picking Leads to "active" G-E correlation |
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Gene-environment correlation
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genes & environment are not independent since genetically related parents create the environment
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Passive G-E correlation
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parents pass on genes & environment(these are correlated)
Mom is pianist and has piano @ home |
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Active G-E correlation
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child(because of genetic dispositions) changes environment in ways that affect expression of those very genes(evocative)
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Behavior(al) Genetics
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Teasing apart effects of genes & environment
Individuals who are genotypically similar should be phenotypically similar Individuals who have been reared together should be more similar than those who have not |
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heritability
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Proportion of variance in individuals that is due to genetic differences among those individuals
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Neuron Parts
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Dendrites, Axon, Synapse, cell body & nucleus
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Dendrites
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Receive input and conduct it toward cell body
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Axon
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conducts electrical signal from cell body to next neuron, myelin sheath
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Synapse
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Trillions, a single neuron may have up to 15,000 synapses
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Cerebral cortex
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80% of the brain in humans
Four lubes:occipital,temporal,parietal,frontal |
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Occipital
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Vision
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Temporal
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Auditory processing & language;
declarative memory; emotional processing; visual recognition |
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Parietal
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Spatial processing;
cross-modal integration |
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Frontal
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Planning,inhibition,
"the executive |
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Neurogenesis
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Complete 18 weeks gestation
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Synaptogenesis
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Formation of synapses
Time course, variation in areas Decline |
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Synapse elimination
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Synaptic pruning - Axon retreats, dendritic spine pruned away
Surplus - 6 mo. 2x as many synapses in visual cortex as adult Continues through adolescence Use it or lose it |
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Lateralization
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Cerebral Hemispheres - crossed wires
Brain remains plastic for many years |
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Left Cerebral Hemisphere
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language, logical analysis, sequential tasks
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Right Cerebral Hemisphere
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Spatial abilities, holistic tasks
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Plasticity
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Flexibility
EX:recover from brain dmg by recruiting other areas to take over function |
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Experience-Expectant processes
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Brain cannot develop normally w/o these experiences
EX: language, Strabismus Sensitive periods/critical pds |
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Experience-Dependent processes
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Greenough's rats - enriched environments:bigger brains, smarter
Learning - happens throughout life Myth of 1st 3 years |
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Expectant VS. Dependent
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EE required for normal development to take place(visual stimulation, language exposure, emotional attachment)
ED NOT required for normal development to take place, but nonetheless change brain(2nd language, instrument) |
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Sensation
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receiving basic info from the external world through the sensory receptors
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Perception
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process of organizing and interpreting sensory information
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Visual acuity
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sharpness of vision & clarity with which details can be discerned
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Sinusoidal gratings
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sine wave from above
higher freq. = lines closer together |
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Techniques for studying infants' visual abilities
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Preferential looking
Habituation(color example) |
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Newborn Visual Acuity
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20/400
Rapidly improves(nearly 20/20 by 8 months) |
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Why is vision so poor at birth?
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Acuity is determined by packing of cones on fovea. Newborns' cones are less densely packed, not as efficient.
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Object scanning of newborn
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Focus on outside boundaries(higher contrast w/ background)
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Depth cues
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Optical expansion @ 3-4 weeks
Binocular cues & stereopsis @ 4 months(3D movies) Pictorial/monocular cues @ 5-7 months |
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Acuity (nature vs nurture)
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Probably not based on experience
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Depth cues (nature vs nurture)
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optical expansion very early(innate?)
Stereo vision is later but has critical period Pictorial cues likely to be learned from experience |
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The Active Child (acuity)
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poor early visual abilities restrict experience
depth perception related to crawling |
