Human Development Test 1

Front 1

sensitive period

Back 1

time that is optimal for certain capacities to emerge and in which individual is especially responsive to environmental influence

Front 2

Reactive Attachment Disorder

Back 2

inability to bond, securely or otherwise, even with caregivers who have secure working models of attachment relationships

Front 3

failure to thrive

Back 3

physiological reason they're not growing, like lack of nutrition

Front 4

Nonorganic Failure to Thrive

Back 4

not growing due to nonbiological, nonnutritional reasons; **condition of infancy:0-3years**; not getting social stimulations to grow; no nurturing, no oxytocin (growth hormone is released with oxytocin in kids)

Front 5

Deprivation Dwarfism

Back 5

condition of childhood; still not growing or stopped growing at this stage

Front 6

empirical evidence

Back 6

observation

Front 7

scientific method

Back 7

identify Q; form explanation; carry out research

Front 8

theories

Back 8

start with broad explanation

Front 9

hypothesis

Back 9

specific, testable prediction

Front 10

operationalization

Back 10

translating to testable measure

Front 11

cross sectional research

Back 11

different people, different ages

Front 12

longitudinal research

Back 12

same people, followed over a period of time

Front 13

true experiment

Back 13

1 or more variables manipulated by the experimenter in a controlled setting

Front 14

independent variable

Back 14

manipulated

Front 15

dependent variable

Back 15

expected to change as a result of the manipulation

Front 16

control group

Back 16

nothing being manipulated; can be single or double blind

Front 17

correlation

Back 17

how much variation in 1 is accounted for by variation in the other; direction and strength of relationship between 2 variables

Front 18

positive correlation

Back 18

both increase or both decrease; 0-1

Front 19

negative correlation

Back 19

one goes up and the other goes down; -1 to 0

Front 20

correlation coefficient

Back 20

would look like: r=-.37

Front 21

case study

Back 21

in depth investigation of an individual or small group

pros: cheaper; lots of data; good starting point; good info about individual cases; ideas for future studies

cons: doesn't always generalize

Front 22

natural observation

Back 22

observe behaviors in natural setting

pros: natural, not contrived; can't deprive children, but can go to Romania

cons: no control; different interpretations; not everyone gets the same opportunity to display behaviors

Front 23

standardized tests

Back 23

assessment instruments; developed and tested to distinguish differences between people

pros: clarify differences between individuals

cons: expensive; difficult to do well

Front 24

reliability

Back 24

similar results on different occasions

Front 25

validity

Back 25

truthfulness of a measure (the SAT should measure an individual's ability to do well in college)

Front 26

surveys

Back 26

questionnaires; gather information

pros: easy; direct

cons: loaded questions; honesty/social desirability; subjective

Front 27

generalizability

Back 27

representative of population of interest

Front 28

interviews

Back 28

pros: real words are informative, but must be coded; good starting point

cons: loaded questions; honesty/ social desirability; interpretation bias

Front 29

ethnographies

Back 29

book presenting anthropologist's detailed observations

cons: only 1 perspective; bias

Front 30

critical thinking

Back 30

ask questions; examine the evidence; avoid emotional reasoning; consider alternate explanations; tolerate uncertainty

Front 31

psychoanalytic theory

Back 31

-discontinuous: psychosexual and psychosocial development takes place in stages
-one course: stages are assumed to be universal
-both nature and nurture: innate impulses are channeled and controlled through child-rearing experiences. Early experiences set the course of later development

Front 32

behaviorism and social learning theory

Back 32

-continuous: Development involves an increase in learned behaviors
-many possible course: Behaviors reinforced and modeled may vary from child to child
-emphasis on nurture: development results from conditioning and modeling. Both early and later experiences are important

Front 33

Piaget's cognitive-developmental theory

Back 33

-discontinuous: cognitive development takes place in stages
-one course: stages are assumed to be universal
-both nature and nurture: development occurs as the brain grows and children exercise their innate drive to discover reality in a generally stimulating environment. Both early and later experiences are important.

Front 34

Information processing

Back 34

-continuous: children gradually improve in perception, attention, memory, and problem-solving skills
-one course: changes studied characterize most or all children
-both nature and nurture: children are active, sense-making beings who modify their thinking as the brain grows and they confront new environmental demands. Both early and later experiences are important

Front 35

Ethology and evolutionary developmental psychology

Back 35

-both continuous and discontinuous: children gradually develop a wider range of adaptive behaviors. Sensitive periods occur, in which qualitatively distinct capacities emerge fairly suddenly
-one course: adaptive behaviors and sensitive periods apply to all members of a species
-both nature and nurture: evolution and heredity influence behavior, and learning lends greater flexibility and adaptiveness to it. In sensitive periods, early experience set the course of later development

Front 36

Vygotsky's sociocultural theory

Back 36

-both continuous and discontinuous: language acquisition and schooling lead to stagewise changes. Dialogues with more expert members of society also lead to continuous changes that vary from culture to culture
-many possible courses: socially mediated changes in thought and behavior vary from culture to culture
-both nature and nurture: heredity, brain growth, and dialogues with more expert members of society jointly contribute to development. Both early and later experiences are important.

Front 37

Ecological systems theory

Back 37

-unknown whether continuous or discontinuous
-many possible courses: Children's characteristics join with environmental forces at multiple levels to mold development in unique ways
-both nature and nurture: children's characteristics and the reactions of others affect each other in a bidirectional fashion. Layers of the environment influence child-rearing experiences. Both early and later experiences are important

Front 38

Dynamic systems perspective

Back 38

-both continuous and discontinuous: change in the system is always ongoing. Stagelike transformations occur as children reorganize their behavior so components of the system work as a functioning whole
-many possible courses: biological makeup, everyday tasks, and social experiences vary, yielding wide specific skills
-both nature and nurture: the child's mind, body, and physical and social surroundings form an integrated system that guides mastery of new skills. Both early and later experiences are important.

Front 39

Psychosocial theory (class)

Back 39

-type of psychoanalytic
-Freud
-unconscious urges
-gratification moves from 1 body zone to another
-infants dominated by Id
-early experiences are critical
-Id=biological drives; ego=logic/reason; superego=conscience

Front 40

Psychosocial (class)

Back 40

-Erikson
-progress through 8 stages with a developmental task and crisis
-motivations are social not sexual

Front 41

Ethological/Evolutionary (class)

Back 41

-sociobiological
-the study of adaptive behaviors that increase survival of the species
-Adaptations: evolutionary process whereby a population becomes more suited to its habitat; whole species
-Adaptive trait: is an aspect of the developmental pattern of the organism which enables or enhances the probability of that organism surviving and reproducing; individual

Front 42

undirectionality

Back 42

environment influences child; children static figures affected by external environment

Front 43

bidirectionality

Back 43

environment and child both influence each other

Front 44

Sociocultural

Back 44

-contextual theory
-Vygotsky
-social interaction and culture guide development
-zone of proximal development: distance between actual development level as determined by independent problem solving and level of potential development

Front 45

bioecological

Back 45

-Bronfenbrenner
-study of interrelations between individuals and their environments
-contrived environments in studies change behavior; not accurate; Bronfenbrenner wanted to change this
-microsystem has most affect on development and outcome of child

Front 46

microsystem

Back 46

direct interaction over time (family, peers, school, pets)

Front 47

mesosystem

Back 47

connections between microsystems (family and school; family and friends)

Front 48

exosystem

Back 48

settings child is not a direct part of, but still affect them (parent's workplace; school board; mass media)

Front 49

macrosystem

Back 49

-general beliefs, values, customs, and laws; indirect influence

Front 50

chronosystem

Back 50

temporal dimension; time period; how things affect people differently depending on their age when it happened

Front 51

how many chromosomes from mom?

Back 51

23

Front 52

how many chromosomes total in nucleus of all cells except gametes

Back 52

46

Front 53

chromosomes

Back 53

coils of DNA that consist of smaller segments which = genes

Front 54

gametes have how many chromosomes?

Back 54

23

Front 55

meiosis

Back 55

division process that results in 1/2 chromosomes of a normal cell
-basis of genetic variation and allows sexual reproduction

Front 56

fertilization

Back 56

sperm and egg unite and make 1 cell with 23 chromosomes from each parent

60% of sperm is defective

Front 57

mitosis

Back 57

cells rapidly reproduce to form an embryo

Front 58

dizygotic twins

Back 58

-hereditary
-fraternal
-genetically the same as siblings
-1/6 conceived
-1/40 born
-usually 2 ova, 2 sperm, 2 placentas

Front 59

monozygotic twins

Back 59

-identical
-exact same chromosomes
-1/330 births
-usually 1 zygote, 1 egg, 1 sperm
-share corianic sac but have own amniotic sacs
-usually 1 placenta

Front 60

zygote

Back 60

-first 2 weeks after fertilization
-begins w/ fertilization and ends with implantation
-in blastocyst
-when gets to uterus, can't survive on own--needs nourishment from uterus

Front 61

embryo

Back 61

-2-8 weeks
-begins w/ implantation and ends w/ ossification (bone development)
-neural tube development (folic acid important)
-heart develops and becomes functional (first heartbeat at 4 weeks is very irregular, more regular at 6 weeks)
-indifferent gonads
-@ 8 weeks, 1/2-1inch in length

Front 62

fetus

Back 62

-8 weeks to birth
-begins w/ ossification and ends with birth
-9 weeks: sex differentiation; SRY gene leads to boy;
-12 weeks: brain differentiation
-26 weeks: lungs are functional (inhaling and exhaling amniotic fluid
-35-37 weeks: surfactant develops (slimy, soapy substance on lungs so can breathe oxygen and carbon dioxide)

Front 63

fetal alcohol syndrome

Back 63

-facial abnormalities; immature nervous system; cognitive deficits

Front 64

tobacco

Back 64

-during embryonic stage leads to structural deficits
-at end of pregnancy, leads to low birth weight

Front 65

marijuana

Back 65

-carbon dioxide and carbon monoxide are in mom's blood so less oxygen to baby; premie birth

Front 66

heroin, coke, meth

Back 66

addicted; withdrawal symptoms; premie; low birth weight; more crying; nervous system problems

Front 67

agent orange

Back 67

environmental pollutant used in Vietnam War

Front 68

Transition stage

Back 68

-baby goes to cervix, which thins and opens (dilates)
-uterus contracts
-10cm dilated = ready
-circumfrance of cervix: 32; girl head: 34cm; guy head: 35-36cm
-most painful stage of labor
-12-14 hours for first births

Front 69

riding reflex

Back 69

during last month of pregnancy, riding reflex causes baby to turn its head down

Front 70

Pushing stage

Back 70

-@ most 2 hours; exhausting;

Front 71

Delivery of Placenta

Back 71

-15-30min
-easiest stage

Front 72

Apgar scale

Back 72

-get 0,1, 0r 2 on everything
-7-10=normal
-4-6=some resuscitative measures
-3 and below=immediate resuscitation

Front 73

Apgar scale, pt 2

Back 73

heart rate; respiratory effort; muscle tone; color; reflex irritability

Front 74

preterm

Back 74

born before 37 weeks

Front 75

SGA

Back 75

small for gestational age (weight below 10th percentile)

Front 76

LBW

Back 76

low birth weight; less than 5.5lbs; 90% survival rate

Front 77

VLBW

Back 77

less than 3lbs; 33-65% survival rate; long term deficits

Front 78

Anoxia

Back 78

lack of oxygen