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151 Cards in this Set
- Front
- Back
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Genotype
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Characteristics-determined by information coded on the genes.
*Only genetic |
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Phenotype
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Observable & measurable characteristics:
-Physical (height, eye color) -psychological (IQ, personality) *Both genetic & environment |
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Reaction Range
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Genetics set upper & lower boundaries.
Environment determines where a person will fall on that range. Some children have broader ranges than others. (i.e., IQ) |
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Critical Period
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For people AND other organisms (remember geese, imprinting).
Biologically determined time span for a behavior to be learned/set. Needs environmental stimuli. |
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Sensitive Period
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For Humans.
Not as SET as critical period. Optimal time span for a behavior to be learned. |
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Maturation
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Genetically-determined patterns of development.
*(walking-always begins with learning to stand) Environment has little effect on sequence of pattern. |
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Canalization
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Characteristics that are LESS resistant to environmental forces.
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Secular Trends
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Differences in timing of onset of characteristics over time.
(i.e., Menarche: 1800s=17, Now=12-13) *Evidence of environment on development. |
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Hereditability Index
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The degree to which a particular characteristic can be attributed to genetic factors.
(i.e., study fraternal vs. identical twin) |
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Chromosomes
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-Carries our inheritance.
-23 pairs on every cell -Made of DNA -XX Female -XY Male |
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Sex-Linked Characteristics
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Recessive characteristics that are only carried on the X or the Y (less common).
More common for a male to inherit a sex-linked characteristic (color-blindness) |
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PKU
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-Lack enzyme needed to digest amino acid PHENYLALANINE.
-Toxic to the brain; MR. -Diet can help control this. |
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Disorders due to Recessive Genes
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PKU
Tay-Sachs Disease Sickle-Cell Anemia Cystic Fibrosis |
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Huntington's Chorea
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Degenerative disorder of CNS.
Caused by 1 dominant gene (child of a parent with it has 50% chance) |
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Disoders due to Chromosomal Abnormalities
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Down Syndrome
Klinefelter's Syndrome Turner's Syndrome Fragile X Syndrome |
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Down Syndrome
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-Trisomy 21
-Mod to Profound MR -short/stocky build -flat face, protruding tongue, almond eyes -weak health (esp children) |
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Klinefelter's Syndrome
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-Males
-Extra X -Lack of secondary sex characteristics -Sterile |
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Turner's Syndrome
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-Females
-All/part of 2nd X is missing -Lack of secondary sex characeristics -Sterile -short, stubby fingers, webbed neck |
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Fragile X Syndrome
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-Males & Females (more males)
-Weak part of X -mod-severe MR -facial deformities -fast, staccato speech |
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Bronfenbrenner
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1) Microsystem (family)
2) Mesosystem (interconnections btwn systems) 3) Exosystem (Not direct contact. i.e., parent's job) 4) Macrosystem (culture) |
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Rutter's
6 Family Risk Factors |
*predictors of child welfare
1) Low SES 2) Large family 3) Marriage probs 4) Criminal parents 5) Mom's psychiatric hx 6) Foster care/adoption |
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Tetrogen
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Environmental agent
e.g.: drugs, toxins, infections *Can have an effect within 1st weeks of conception. |
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Germinal Period
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Conception to Implantation (1st 8-10 days)
Tetrogens can effect only a few cells with little impact; or lots of cells and kill the organism. |
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Embryonic Period
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3-8 weeks after conception
Organs most susceptible to tetrogens at this time. |
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Fetal Period
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9 weeks-Birth
Less susceptible to tetrogens, but can still happen, especially to brain & genitalia. |
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Fetal Alcohol Syndrome
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-small
-facial deformities -microencephaly (small brain) -irritability -hyperactivity -MR, 65-70 *Leading cause of MR in US |
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Cocaine (& Marijuana) as a tetrogen
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-Small head
-Genital & urinary tract defects -Heart probs -Seizures -Motor probs -Irritable, difficult to console, excessively reactive to environ stimuli -Learning & social probs |
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Smoking as a tetrogen
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-Prematurity
-Low birht weight -higher death rate at birth -Less responsive to environ -Irritable -School probs, low attn, hyperactivity |
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Congenital Rubella Syndrome
"German measles" |
Heart probs, cataracts, deaf, GI probs, MR
20% die at birth worst at 4-8 weeks gestation |
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HIV as a tetrogen
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AZT drug can reduce risk of transmission.
Avg 8.5 yrs old High risk for infection; weak immune system Dev delays |
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Prenatal Malnutrition
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Reduces neuron development & myelinization (3rd trimester).
Apathy, unresponsiveness to environ stimuli, irritability, high-pitched cry, low IQ, motor dev delays. |
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Prematurity
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-Before 37 weeks
-Can catch up by 2-3 yrs with proper support |
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SGA
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Small for Gestational Age:
Below 10th percentile in weight -respiratory disease, hypoglycemia, asphyxia |
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Year 1
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-Grasp
-Sit -Crawl -Stand -Climb -Walk (w/ assistance) |
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Year 2
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-Runs
-Climbs stairs -Jumps -Throws ball -Scribbles |
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Myelinization
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Nerve fibers become covered by fatty substance for insulation & speed of transmission.
Cortex-mo 1 (voluntary movement) Primary Sensory Area-next Most done by end of yr 2, but happens thru early adolescence. Cognitive changes btwn 5-7 *Brain=60% of adult size by 1 yr |
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Tonic Neck reflex
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Infant extends arms when someone turns his head to 1 side
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Palmar grasp reflex
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Infant grasps a finger pressed against his palm
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Babinski reflex
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Infant spreads big & small toe when foot is stroked
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Moro reflex
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When head loses support or a loud sound:
Infant arches back, extends legs & arms |
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Stepping reflex
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When held above a surface, infant makes stepping motions
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Reflexes
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Most occur by 6 mos, with development of cortex control
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Infant Vision
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2-3 mos: color
6 mos: depth perception |
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Infant Hearing
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3 days: recognize mom's voice
*sound localization is present at birth, disappears, and reappears to be fully developed by 1 yr |
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Infant Taste
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Newborns can distinguish between all 4 tastes; Show preference for Sweet.
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Infant Smell
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Respond to upleasant ones at birth.
Discriminate btwn odors by 2-7 days |
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Motor Skills at 1 month
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Gross: Turns head
Fine: Strong grasp relfex |
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Motor Skills at 3 mos
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Gross: Holds head erect (bobs) in sitting, regards own hand
Fine: Holds, pulls |
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Motor Skills at 5 mos
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Gross: Holds head erect (no bob) in sitting, foot to mouth
Fine: Plays w/ toes, object to mouth, grasps voluntarily |
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Motor Skills at 7 mos
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Gross: Sits, leans w/ own hand support
Fine: Transfers object from 1 hand to other. |
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Motor Skills at 9 mos
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Gross: Creeps, pulls to standing
Fine: Thumb-index grasp |
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Motor Skills at 11-14 mos
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Gross: Eventually walks
Fine: Remove piece from jar, turn pages |
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Motor Skills
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Early practice can help achieve more milestones, eventually.
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Adaptation
(Piaget) |
Cogntitive schemas are continuously modified as a result of interactions with the environment. Done thru:
-assimilation -accommodation |
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Piaget's Theory of Cognitive Development
(4 stages) |
1) Sensorimotor stage
2) Preoperational stage 3) Concrete Operational stage 4) Formal Operational stage |
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Piaget's
Sensorimotor stage |
1st:
Child learns about world through sensory exploration Object permanence-objects continue to exist when not visible |
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Piaget's
Preoperational stage |
Rapid development of symbolic abilities
-egocentrism -magical thinking -inability to conserve |
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Piaget's
Concrete Operational stage |
Obtain ability to Conserve (an objects properties do not necessarily change b/c its appearance changes).
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Piaget's
Formal Operational stage |
Abstract & hypothetical thinking
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Vygotsky's Theory of Cognitive Development
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zone of proximal development-gap btwn what a child can do alone vs. what he can do w/ assistance.
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Assimilation
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Incorporates & interprets new info in terms of his existing schemas.
(thinks zebra is horse) |
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Accomodation
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Child modifies existing schema to account for newly learned & understood info
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Equilibrium
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How assimilation & accomodation work together.
If in a state of disequilibrium (info does not match existing schema), we change/"accomodate" existing schema. Constant shifting btwn equilibrium/disequilibrium |
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Piaget's stages
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4 of them
fixed order NO skipping of stages |
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Sensorimotor Stage
Who? |
Piaget
Birth-2 Learn about environment thru senses object permanence deferred imitation (beginnings of the development of symbolic thought, which allows one to use words & mental images to stand for objects) |
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Object Permanence is part of what Piaget stage?
What is it? |
Sensorimotor
Objects continue to exist even when they are not in sight |
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Deferred imitation is part of what Piaget stage?
What is it? |
Sensorimotor
Ability to imitate an observed act at a later point in time. |
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Preoperational Stage
Who? |
Piaget
2-7 Increase in symbolic thought Increased language development substitute pretend play sociodramatic play egocentrism magical thinking animism inability to conserve centration irreversibility |
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When do you see Pretend Play?
What is it? |
Piaget's Preoperational stage
e.g., block is a truck |
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When would you see Sociodramatic Play?
What is it? |
Piaget's Preoperational stage
e.g., playing house |
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When does Egocentrism happen?
What is it? |
Piaget's Preoperational stage
Not understanding that others do not see the world the way you do |
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When do you see Magical Thinking?
What is it? |
Piaget's Preoperational stage
Thinking you have control over all objects & events. |
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When would you see Animism?
What is it? |
Piaget's Preoperational stage
Attributing lifelike qualities to objects (thoughts & feelings) |
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When did Piaget believe a child could not grasp "Conserve"?
What is it? |
Piaget's Preoperational stage
The properties of something does not necessarily change even though its appearance has. |
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When does Centration happen?
What is it? |
Piaget's Preoperational stage
Tendency to focus on only one detail of a situation. |
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When does a child Irreversibility?
What is it? |
Piaget's Preoperational stage
Belief that all actions are final and cannot be reversed. |
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Concrete Operational stage
Who? |
Piaget
development of reversibility decentration conservation (happens sequentially) transitivity hierarchical classifcation |
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When does the ability to see reversibility and decentration happen according to Piaget?
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Preoperational Stage
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Horizontal decalage
Who noted this in his stages? |
sequential mastery of concepts within a singel stage of development
Piaget |
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What is Transitivity and when does it occur?
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Ability to mentally sort objects
Concrete Operational stage |
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When does Hierarchical Classificaiton occur and what is it?
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Concrete Operational stage
Ability to put things in catergories and groups based on similarities. |
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Formal Operational
Who? |
Piaget
12+ Adolescents and their new powers of abstract reasoning. Begin to form new life theories. -Hypothetical-deductive reasoning -Propositional thought -Egocentrism -Imaginary Audience |
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What is Hypothetical-Deductive Reasoning?
When is formed? |
Ability to think of and test new explanations for things.
Found in Piaget's Formal Operational Stage |
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What is Propositional Thought?
When is is formed? |
Ability to evaluate just how logical a statement is without making reference to real-world circumstances.
In Piaget's Formal Operational Stage |
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What is Formal Operational Egocentrism?
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Belief that the world can become a better place through adolescents "new" formed ideas.
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What is Imaginary Audience?
When does it occur? |
Belief that others are concerned with and critical of the adolescent's behavior.
Happens in Piaget's Formal Operational Stage. |
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What is Personal Fable?
When does it occur? |
When adolescents believe they are unique and indestructible.
Part of Egocentrism in Piaget's Formal Operational Stage. |
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Criticism of Piaget's Stages of Cognitive Development
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-Underestimates cogntive ability of young children
-Only 1/2 of adults reach Formal Operational Stage; Most only reach it in their areas of expertise. |
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Key concepts of Vygotsky's theory
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Learning is influenced by Social, Cultural, and Historical context.
Learning occurs on 2 levels: -Between child & another person -Within child Zone of Proximal Development -Scaffolding |
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Zone of Proximal Development
Who? |
Gap between what a child can do alone and what he can do with the help of someone else.
Vygotsky |
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Scaffolding
What's it part of? Who? |
The support provided to a child in learning (i.e., a teacher)
Necessary in Zone of Proximal Development. Vygotsky |
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When do we start forming memories?
What helps us to start forming them? |
By age 2 there is recall.
Infantile Amnesia. Substantial memory gain at 7 (early-mid childhood transition) -Increased knowledge -Rehearsal techniques -Metamemory |
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Metamemory
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knowledge/awareness of one's own memory processes.
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Baby cries:
What are the 3 main kinds? What about a 4th? |
Basic (hunger)
Pain Angry By 3 weeks: Attention cry |
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3 Types of Language Acquisition Theories
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-Behavioral
-Nativist -Cognitive |
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Strategies of Behavioral Theories of Language Acquisition
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Motherese
(slow, high-pitched baby talk) Recasting (rephrasing child's statement; i.e., put it into a question) |
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main points of Chompsky's LAD
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Language is biologically innate
It is acquired during a sensitive period of learning Brain lateralization for language acquisition Universal aspects of acquiring |
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Nativist Theories of Language Acquisition
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Acquiring language is genetically-determined & innate
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Cognitive Theories of Language Acquisition
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Motivated by child's desire to express meaning
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Sequence of Language Development
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Cooing (1-2mos)
Babbling (4-6mos); even deaf babies First Words (10-16mos) Holophrastic Speech (12-18mos) Telegraphic Speech (18-24mos) Rapid Vocabulary Growth (30-36mos); 1000 words by 3 Dev of Complex Grammar (3-6yrs) |
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Bilingualism
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No negative consequences
Positives: divergent thinking cognitive flexibility metalinguistic awareness |
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Code switching
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When someone who knows 2 languages switches in mid-sentence (confusion, solidarity/camaraderie, express emotion)
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What are women more likely to do in communication/talking?
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-ask rhetorical questions
-hesitate -use hedges ("sort of", "I guess") -add tag questions to statements ("It's warm in here, isn't it?") *Research on who talks the most and who interrupts the most is INCONSISTENT |
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What is Dr. Richard Ferber associated with?
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"Ferberzing"
-progressive waiting method to get babies to fall asleep. -intervals of waiting an amt of time before soothing a crying baby that won't sleep. -start with small soothing and smalller amts of time and gradually go up. |
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What is Bowlby's Model of Attachment?
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Bowlby's Ethological Theory
-we are biologically programmed for attachment -by 1 yr we have mental representations of self & attachment figures |
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When do infants begin to show attachment?
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For mother: 4 mos
Clear signs: 6-7 mos |
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Attachment:
Social Referencing *when? |
Read reactions of mother and use it to gauge how to resond.
(remember cliff study, only cross when mother doesn't look worried) *6 mos |
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Attachment:
When does Separation Anxiety appear? |
6 mos
strongest at 14-18 mos (1-1.5 years) |
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Attachment:
When does Stranger Anxiety appear? |
8-10 mos
strongest at 18 mos (1.5 years) |
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Attachment:
How do infants respond to prolonged Separation? When are they most affected by it? |
protest, despair, DETACHMENT (think RAD)
15-30 mos (around 2 years) |
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Secure Attachment
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Babies:
-actively explore environment with or w/o mother -ok with strangers but prefer mom -distress when mother leaves; seek contact with her when she returns Mothers: -emotionally sensitive -responsive |
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Anxious/Avoidant Attachment
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Babies:
-uninterested in environment -don't care when mother leaves or comes back -vary with strangers Mothers: -extremely over/under responsive |
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Anxious/Resistant Attachment
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Babies:
-always anxious, with or w/o mother -very wary of strangers -resist mom when she returns Mothers: -Inconsistent with baby |
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Disorganized/Disoriented Attachment
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Babies:
-show conflicting responses toward mom -"dazed, confused, apprehensive" Mothers: -mistreat/maltreatment of baby |
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Secure-autonmous
Which baby attachment pattern does this fit? |
-Value relationships
-Do not resent nor idealize parents Corresponds to "Secure Attachment" style |
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Dismissing
These adults have what kind of babies usually? |
-not interested in attachments
-guarded/defensive about own childhood -Idealize own parents Most raise Avoidant attached babies (meaning they're either over/under responsive to baby) |
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Preoccupied
These adults have what kind of babies usually? |
-Confused about own childhood
-frustrated attempts to please own parent (Anxious/Resistant baby as a child b/c of inconsistent parenting) Most raise Anxious/Resistant babies (they become inconsistent with own baby) |
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Unresolved
These adults have what kind of babies usually? |
-had trauma/loss in childhood
-dissociate with memories of childhood May tend to be abusive/neglectful with own babies (the baby becomes Disorganized/Disoriented) |
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When do peer relations develop?
Get stronger? Begin to change? |
-Begin at 6 mos
-Grow at about 1 year, and even more during Preschool years -Becomes less gender segregated at adolescence -based on mutual things & interest; self-disclosure (esp females) |
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Female patterns of relating is called ___________
*characteristics |
"enabling style"
-increase intimacy -express agreement -make suggestions -provide support |
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Male patterns of relating is called ___________
*characteristics |
"Restrictive Style"
-bragging -interrupting -contradicting |
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Difference between female & male friendships
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Girls = intimate, emotional
Boys = sharing activities & interests |
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Differences between popular & non-popular children
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Popular = outgoing, supportive, communicative, cooperative, nonpunitive, academically successful (smart)
Non-Popular = aggressive, disruptive |
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Difference between Neglected & Rejected peers
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Neglected = social isolation
Rejected = aggressive, dispruptive; behaviors are more stable and not likely to change if they move |
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When are kids most likely to conform?
Who is most likely to conform? Who is biggest influence? |
-12-14 yrs
-Those that don't view themselves at competent/worthwhile -Peers = attitutudes/behaviors related to status (i.e., music, clothes) Parents = life decisions/values |
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According to Piaget,
younger children (preschoolish: 4-7) have what view of MORALITY? |
Heteronomous
("morality of constraint") -absolute -unchangeable -break the rules and inevitably be punished |
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The inflexibility of Heteronomous Morality
("morality of constraint") is likely part of what? (Piaget) |
Preoperational egocentrism
constraint of parental authority |
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According to Piaget,
slightly older childrent (Kindergartenish: 7-8) have what view of MORALITY? |
Autonmous Morality
("morality of reciprocity") -Rules are alterable -consider intentions of actor |
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Why are Kindergarten aged children more flexible in their morality thinking? (Piaget)
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Decline in egocentrism
Increase in social interactions Parents/adults put less constraint on their children at this age |
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For young children (Preschoolish: under 6), lies...
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are like "dirty words"
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Chilren as young as _____ or _____ may intentionally lie...probably to avoid ___________.
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Children as young as 3 or 4 may intentionally lie...probably to avoid punishment.
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Who had the 6-stage, 3-level Theory of Moral Development?
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Kohlberg
I. Preconventional II. Conventional III. Postconventional |
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At Kohlberg's Preconventional stage,
morality is based on __________________. |
Morality is based on consequences of the act.
Bx's are GOOD or BAD based on reward/punishment. No gray area. |
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Preconventional:
Stage 1 = ? Stage 2 = ? |
Stage 1 = Avoid punishment
Stage 2 = It is moral if it satisfies you. |
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At Kohlberg's Conventional stage,
morality is based on __________________. |
Morality is based on maintaining social laws/norms.
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Conventional
Stage 3 = ? Stage 4 = ? |
Stage 3 = gaining/maintaining approval of others
Stage 4 = Obey society's rules |
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At Kohlberg's Postconventional level,
morality is based on ___________________. |
Morality is based on self-chosen principles.
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Postconventional?
Stage 5: Stage 6: |
Stage 5: Rules=Democratic; uphold them but they are flexible if valid
Stage 6: Justice & fairness. Ethics over legal. |
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According to Kohlberg, children pass thru stages of moral development at ______________ sequence.
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Invariant
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Moral development occurs because of ___________ ______________.
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Cognitive Disequilibrium
*realizing your current reasoning does not explain how reality actually is. |
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According to Kohlberg,
A kid's moral reasoning does not necessary predict... |
Conduct
*Not on an individual basis, but rather on the particular stage the kid was in. The higher the stage, the better the conduct. |
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Differences between male and female Moral Development:
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There appears to be NONE.
Seem to progress through the same stages. |
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The development of ______________, the most effective form of discipline, depends on the child's temperatment (fearless vs. not fearless)
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Conscience
(Concience --> Temperament) High fear, GENTLE discipline works best. |
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What to do with a fearless child to development conscience?
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Mother should be responsive, provide secure attachment
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A good predictor of Temperament later in life is to measure Temperament at this age: ________
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2 years
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"Goodness-of-fit" refers to what?
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A child's temperament:
Easy Child Slow-to-warm-up Child Difficult Child and Parenting Style |
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Pencil chewing, overeating, smoking...
Stuck in what stage of dev? |
Oral Stage
Birth-1 year |
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OCD tendencies OR messiness...
Stuck in what stage of dev? |
Anal Stage
1-3 years |
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The Superego is formed in what stage?
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Phallic Stage
(only if Oedipal/Electra conflict is resolved) 3-6 years |
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According the Freud, a child gains social values from society during what stage?
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Latency Stage
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reaching Genital Stage means you have...
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reached mature sexuality
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