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69 Cards in this Set
- Front
- Back
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Physical forces
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physical growth and change, social and cultural issues that affect growth and change
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Cognitive forces
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mental processes we use to obtain knowledge and become aware of the environment
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Emotional and Social Forces
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social and emotional personality development, influence of family, school, community, culture, and society
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Life-cycle forces
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differences in how the same event affects people of different ages
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Microsystem
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Immediate contect that an individual deals with on a daily basis
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Mesosystem
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Interconnections between microsystem components
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Exosystem
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socioeconomic contect, institutions of culture that affect development indirectly
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Macrosystem
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cultural context
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Chronosystem
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time context
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Theory
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an orderly integrated set of statements that describe, explain and predict a behavior
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Psychoanalytic theories
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development is active, dynamic process influenced by inborn biological dries and unconscious social and emotional experiences
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Psychosecual and psychosocial theories: cognitive theories
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development of thinking and problem solving skills over time,information processing
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Piaget
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kids actively construct knowledge, 4 major stages: sensorimotor, preoperational, concrete operational, formal operational
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Learning theories
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behavior theory, learning theory, sociocultural theory
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behavior theory
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studies observable behaviors, learning experiences result in developmental change
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learning theory
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emphasizes the sequences and processes of conditioning
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sociocultural theory
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human development results from the dynamic interaction between developing persons adn their surrounding society
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Vygotsky
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understanding one's culture so that knowledge and skills are relevant, development is an apprecticeship from a skilled teacher (parent, sibling)
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lifespan theories
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dynamic systems approach that assumes development is lifelong, multidirectional, multicontextual, multicultural, multidisciplinary, and plasticity
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ecological and systems approach
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development is a process of reciprocal, patterned interactions between the developing person and physical, social and environment
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life course perspective
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describes the ways in which various generations experience the physical, psychological, and social/emotional forces of development in their respective historical contexts
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contextual theories
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unique combinations of personal and environmental circumstances that can result in different paths of changes
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cross-sectional studies
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observe persons of different ages at one point in time
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longitudinal studies
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observe same group at different points in time
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naturalistic studies
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go into the field or natural environment and record the behavior of interest
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correlational studies
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observe relationship between two phenomenons, not casuality
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experiment studies
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observe when circumstances are carefully controlled
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case studies
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intensive study of one individual
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survey
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a self report questionnaire
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interview
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a self report of questions given orally
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qualitative research
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rich description of a phenomena, not easily translated into numbers of categories
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quantitative research
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can be categorized, ranked or numbered
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ethical issues
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protection from harm, informed consent, confidentiality, knowledge of results, deception, deliberate falsifications of data, and bias
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teratogen
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any environmental agent that causes damage during the prenatal period
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age of viability
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22 weeks is when a baby could potentiall survive if born preterm
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proximal-distal
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growth from center of body out
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cephalo-caudal
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growth from head to base of spine
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dominant
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single dominant gene, strongly influences phenotype
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recessive
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dont usually present itself unless both parents carry the recessive gene
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gametes
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sex cells, sperm and ova
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zygote
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when the sperm and ovum unite
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blastocyst
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what attaches to the wall of the uterus after fertilization
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chromosomes
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store and transmit genetic informaton
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genes
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segments of the DNA located along the chromosomes
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amniotic fluid
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the fluid that surrounds the baby and contains cells shed off by the fetus
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ultrasound
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a non invasive way to monitor the fetus
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amniocentesis
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invasive monitoring of fetus by using a needle to extract some of the amniotic fluid
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implantation
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occurs between the 7th and 9th days, the blastocyst burrows deep into the uterine lining
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placenta
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attached to the baby and mom to allow nutrients and oxygen to be carried to the baby and waste to be carried away
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lanugo
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little hairs that are all over the skin of the baby to keep the vernix attached
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fontanels
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soft spots on the head so the skull can grow and fit through moms pelvis
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vernix
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a white covering that protects the baby's skin from chapping
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effacement
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the cervix flattens to paper thin
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dilation
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cervix dialates to 10cm for pregnancy
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episiotomy
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small insertion in vagina so it doesnt tear in many places during delviery
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postpartum depression
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happens to mom especially after first child, have the baby and then not know what to do
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preterm
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babies born several weeks before due date
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SGA/small-for-date
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babies that are born below their expected weight for the length of pregnancy
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genotype
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genetic makeup of an individual
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phenotype
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observable characteristics on an individual
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apgar
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scale taken minutes after baby is born on their apperance, pulse, grimace, activity, and respirations
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reflexes
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unlearned responses triggered by a specific form of stimulation (examples to follow)
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babinski
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stroke foot heel to toe, toes flare out
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moro
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throws arms out and in from a loud noise
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rooting
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cheeck is stroked and they turn their head
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palmar
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grasps object placed in hand
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blinking
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eyes
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stepping
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step feet when put on a flat surface
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sucking
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when something is in mouth
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