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108 Cards in this Set
- Front
- Back
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Prenatal Dev
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Multiple gene characteristics-Ht, Wt, intelligence and personality
Single Gene Characteristics-Brown eyes hair-etc Genotype=genetic inheritance Phenotype=observed characteristics |
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Prenatal Dev
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Germinal Stage-Zygote-2wks
Embryonic Stage-3rd-8th Wk Fetal Stage -9th Wk-Birth |
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Birth Defect Causes
Recessive Gene Disorders |
Sickle-cell Anemia,
Tay-Sachs, Cystic Fibrosis PKU-Amino Acids |
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Chromosomal abnormalities
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Down's Syndrome, Turner's Klinefelter's and Fragile X Syndromes
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Teratogens
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Embyronic Stage most vulnerable 3rd-6th Week
Alcohol-FAS Narcotics-Neonatal abstinence syndrome withdrawal-poor academic achievement Cocaine-SIDS, seizures, low birthweight, cognitive, behavioral problems in early school yrs. Nicotine-low birthweight, SIDs, resperatory diseases, emotional and social disturbances Lead-Low birthweight-MR |
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Maternal Health
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Rubella-Heart defects, blindness, deafness and MR
HIV/AIDS transmission 35-60%, small size increased infections, cognitive and physical delays Malnutrition-miscarriage, low birth weight, MR, brain damage Stress-Low birth weight, hyperactive, irritable, irregular feeding, sleeping and bowel habits Anoxia-delayed Motor and cognitive dev, MR and Cerebral palsy Prematurity-prior to 37 wks low SES, teen mothers, malnutrition, drg use often catch up w/ peers by 2-3 Risk/Resillence-marital discord, low SES, large fm size |
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Physical Dev-Vision
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Birth 20 feet, 6 mos=Adult
2-5 days preference human faces 1 month discriminate bt faces of mother and others 2 mos-limited color vision by 2 mos. 4-6 mos depth perception |
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Physical Dev-Audition
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Fetus hears sounds during last months.
Newborn only slightly less sensitive than adults some localization is apparent early, then lost during months 2-4 then regained 3 months distinguish bt voices, prefers mother's voice |
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Physical Dev-Taste/Smell
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Newborns -respond to different tastes and odors
preference for sweet liquids, turn from strong unpleasant tastes. |
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Physical Dev-Pain
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Sensitive at birth increases 1st 5 days of life
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Physical Dev-Reflexes
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Babinski-toes fan out when soles of feet are tickled
Rooting-turns head in direction of touch applied to cheek Moro-flings arms and legs outward and then toward the body in response to loud sound or loss of support Stepping-makes coordinated walking movements when held upright w/ feet touching surface. |
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Physical Dev-Nervous System
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Birth brain 25% adult wgt.
Central Cortex almost completely undeveloped 1-3 Months.motor and sensory areas grow rapidly 2 yrs 80% of adult wgt 16 Full adult wgt Lateralization Language is lateralized early hand preference at about 4 yrs. Age 30 Brain shrinkage loss of neurons 60 brain atrophy-cortex, hippocampus=locus ceruleus. |
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Physical Maturation
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1-3 Mos=raise chin, turn head,play w/hands & fingers, brings objects in hand to mouth
4-6 Mos-Rolls onto back, sits on lap-reaches & grasps-sits alone-stands w/ help teeth appear 7-9 mos= good coordination, sits alone w/ out support, begins crawling, pulls self to standing position 10-12 Mos-stands alone, walks w/ help, takes 1st steps alone. |
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Physical Maturation
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13-15 mos walks alone, creeps up stairs, scribbles spontaneously, uses cup.
16-24 mos-runs clumsily, walks up stairs assisted, uses spoon, kicks ball turns pgs, uses toilet. 25-36 mos-jumps hand finger coordination, rides tricycle, dresses |
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Physical Maturation
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Girls > physically mature in middle childhood-flexibility, agility,balance
Boys exceed girls in strength and gross motor abilities Boys outperform girls in motor ability beginning in early adolescence Adolescent spurt-Boys 13-14 Girls 11-12 Early maturation beneficial for boys negative for girls. |
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Chronic Illiness
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31% children have chronic illness-respiratory allergies
Higher risk for psychological symptoms Positive factors-severity of illness, high SES, 2 parent fm. little disfigurement, and parental adjustment. Adolescence high risk for non-compliance. |
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Adolescent Drug-Use
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Peaked in 1992-1996
Alcohol, tobacco and mj favorites 21% alcohol 18% cigarettes 8% mj History of delinquent behavior, marital and job instability, illicit drugs depression and respiratory |
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Physical Changes in Old Age
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65-Vision
Presbyopia-loss of near vision Loss of visual acuity Reduced depth/color perception 75- hearing 50% or more hearing deficits decreased ability to preceive high frequency sounds=lose voices in noise atmosphere Taste/smell noticeable losses decling interest in food Strength coordination/reaction time behavioral slowing-due to CNS benefit from strength training, defensive driving and improving reaction time. |
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Cognitive Dev-Piaget
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Adaption
Assimilation-incorporation of new knowledge into existing schemeas Accommodation-modifiction of existing schemas Equillibrium-motivation for cognitive dev comes from drive toward cognitive balance |
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Cognitive Dev-Piaget-Stages
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Sensorimotor-birth-2yrs
Object permance-8 mos Understanding of causality-10 mos Symbolic thought-18 mos |
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Cognitive Dev-Piaget-Stages
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Preoperational-2-7
Symbolic function-extension of symbolic thought, allows child to learn through use of language, symbols Precausal Learning-incomplete understanding of cause & effect. Magical thinking Animism Egocentrism unable to imagine another's pt of view unable to conserve do not recognize reversibility Centration-Focus on most noticeable features of objects. |
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Cognitive Dev-Piaget
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Concrete Operational Stage-7-11 yrs
Mental operations-Logic Conservation-numbers-then liquid-wgt-and displacement volume Horizontal-decalage-gradual acquisition of conservation abilities |
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Cognitive Dev-Piaget
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Formal Operational Stage 11+ yrs.
Abstract, relativistic and hypothetical thinking Renewed egocentrism-adolescence Personal Fable- one is unique not subject to laws of nature Imagined audiance-one is center of attention 50% of adults reach this stage Children may be more competent then Piaget predicts |
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Information Processing Theories
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Cognitive dev-occurs by maturation and Experience
Acquisition of more effective techniques for handling info and increased storage ability focus on specific processes-perception, memory, inference and rule usage Cognitive ability is task focused. |
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Information Processing Theories
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Vygotskyian Approach
Emphasis on social/cultural factors over biology Cognitive dev first interpersonal then intrapersonal Zone of proximal dev-descrepancy bt current developmental level and the level just beyond that can be reached when assisted Scaffolding-temporary aids used by teachers to help id learn new knowledge-modeling,cues and encouraged alternative plans |
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Information Processing Theories
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Bronfenbrenner's Ecological Model
Dev based on interactions bt id and his context Microsystem immediate env-family, peers-teachers Masosystem-interactions between components of Microsystem Ecosystem-parents, work place, school board-community agencies Macrosystem-cultural beliefs-economoic conditions, political ideologies |
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Memory through lifespan
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Young Children
Limited working Memory Ineffective use of memory Strategies 9-10 Strategies-rehersal, elaboration and organization Adolescence-fine tuned strategies=used deliberately/selectively Major difference bt children/teens/adults use of metamemory next and metacognitions |
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Aging/memory
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Recent LTM affected most
Problem encoding less likely to use strategies Working memory of STM next Reduced processing efficiency-perceptual speed Remote LTM, mem span and sensory mem are relatively unaffected episodic mem more affected than procedural or semantic mem. |
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Language Dev
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Nativistic Approach-Chomsky
Biological Mechanisms are central-Universal patterns of language dev Acquire language by being exposed to it Children pass through same stages of dev Ages 4-6 are critical for mastery |
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Language Dev
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Interactionist Approach
Result of combination of biological and env factors Stress social interactions=motherese, expansionism. |
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Language Dev
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Language Structure
Surface-Organization of words Deep-underlying meaning of sentences Transformational Grammer-Chomsky Speaking-transform deep to surface Listening-transform surface to deep. |
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Language Dev-Stages of Acguisition
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Crying-Hunger,anger and pain.
Cooing/Babbling-6-8 wks initiates cooing-5 mos babbling- 9-14 Months narrow repertoire of sounds to native language Deaf Children make repetitive, rhythemic gestures |
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Language Dev-Stages of Acguisition
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Echolalilia and expressive Jargon 9 mos-12 mos
Holophrases 12-24 Mos represent whole phrases, sentences first words labels for people objects and events |
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Language Dev-Stages of Acguisition
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Telegraphic Speech 18-24 Mos
Vocabulary Growth 16-36 Mos Rapid growth-1000 wds Grammatically correct sentences 2.5-5 yrs Metalinguistic awareness-ability to reflect on language as a communication tool |
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Language Dev-Stages of Acguisition
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Girls speak earlier, articulate better and have fewer speech defects
Boys rely on language strategies that establish dominance, gain attention and involve giving orders Girls use language that provides support and demonstrates attentiveness |
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Language Dev-Stages of Acguisition
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Bilingualism and Education
Bilingual children do better on tasks measuring cognitive and language development Code switching -alternating bt languages during a conversation Bilingual children in bilingual programs acquire English and subject matter equal to english only programs. |
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Temperament, Personallity/ Identity
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Basic Temperament-basic disposition affected by heredity and partially visible at birth
identical twins more similar than fraternal twins Kagan-Behavioral inhibition Continuity of level of inhibition 21 mos-7.5 yrs |
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Temperament, Personallity/ Identity
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Thomas/chase 9 Basic qualities
Easy children Difficult children Slow to warm up children |
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Theories of Personality Dev
Freud |
Id's Libido ctrs on different part of body
Personality results from the manner in which conflicts at each stage are resolved |
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Theories of Personality Dev
Freud-Oral |
Oral-Birth-1yr
Mouth focus of sensation and Stimulation Weaning is primary conflict Fixation results in dependence, passivity,orally-focused habits |
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Theories of Personality Dev
Freud-Anal |
Anal 1-3 yrs
Control of bodily wastes Toilet training is primary conflict fixation results in stingness, selfishness, o-c behavior or cruelty, destructiveness, messiness |
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Theories of Personality Dev-Freud
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Phallic Stage 3-6 yrs
Resolution of Oedipal conflict desire for opposite sex parent Success leads to identification w/ same sex parent-Development of Superego fixation results in sexual exploitation of others |
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Theories of Personality Dev-Freud
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Latency Stage 6-12 yrs
Sexual energy is diffuse and not centered Emphasis on Social Skill Dev |
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Theories of Personality Dev-Freud
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Genital Stage 12+ yrs
Sexual energy is blended w/ affections to produce mature sexual relationshipos |
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Theories of Personality Dev-Erickson Psychosocial Dev
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Stresses role of Social Factors and psychosocial crises rather than sexual factors
Greater emphasis on ego than id Behavior is due to ego functioning |
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Theories of Personality Dev-Erickson Psychosocial Dev
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Basic Trust vs Mistrust-Sense of Trust and optimism
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Theories of Personality Dev-Erickson
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Autonomy vs Shame and Doubt
Sense of self via positive interactions. |
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Theories of Personality Dev-Erickson
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Initiative Vs Guilt ability to set goals and carry out plans w/o infringing on rts of others
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Theories of Personality Dev-Erickson
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Industry vs Inferiority-mastering social and academic skills
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Theories of Personality Dev-Erickson
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Identity vs Roleconfusion-sense of personal id and direction for future
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Theories of Personality Dev-Erickson
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Intimacy vs Isolation-establish bonds of love, relationships,avoid isolation
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Theories of Personality Dev-Erickson
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Generativity vs Stagnation committment to next generation.
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Theories of Personality Dev-Erickson
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Integrity vs Despair-Wisdom and sense of integrity, come to grips with one's mortality
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Live Span Dev-Levinson
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Sessions of a Man's Life
Early Adulthood 17-22 leave childhood, independence from parents-the dream of idealized life |
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Live Span Dev-Levinson
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Age 30 transition-moving into full adult world.
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Live Span Dev-Levinson
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Mid life Transition 40-45 stress/reorganization-goals are not satisfying
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Live Span Dev-Family Influences
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Authoritarian-offspring irritable-aggressive-dependent-low self esteem
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Live Span Dev-Family Influences
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Authoritative-assertive-self confident-socially responsible and achievement orientated.
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Live Span Dev-Family Influences
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Permissive-impulsive-self centered-easily frustrated-low in acheivement-and independence.
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Live Span Dev-Family Influences
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Rejecting/neglecting-low self esteem-impulsive-moody and agressive
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Live Span Dev-Family Influences
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Temperament
Asians do well academicaly w/ authoritarian style Latino and Asians do not do as well as Caucasian w/ authoritative parents do not receive peer support for academic achievement |
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Live Span Dev-Family Influences-Birth Order
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First Born-rapid lang acquisition achieve higher grades, higher IQscoresw,l socially responsible
Later born less cautious-better peer relationships-more socially confident Family size and spacing affect results. |
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Live Span Dev-Id dev-Gender
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Gender Roles-Age 3 id as boy or girl show preference for behaviors associated w/ gender
Sex-role stereotyping develop early and affect play-memory and attributions |
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Live Span Dev-Id Dev-Kohlberg
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Cognitive Dev-Kohlberg
Gender Id-2-3 recognize male and female Gender Stability-boys become men girls become women Gender consistency-cannot change gender Gender differences reappear in marriage and child raising Genderrole reversal may occur in middle age |
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Life Span Dev-Half
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Adolescent Id Crisis
Identity diffusion-not yet in crisis Identity forclosure-adoptid imposed by others id moratorium-id crisis and actively explores alternative identities id acheivement-resolved crisis by evaluating alternatives and committing to and identity only small portion of teens experience significant distress rates of pathology 10-20% more vulnerable todepresion, suicide, delinguency, drug use anorexia, bulmia |
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Life span dev-Gilligan
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11-12 girls faced w/ cultural sterotypes
experience loss of voice-drop academic achievement-loss of self-esteem |
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Live Span Dev-Adult
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OCEAN
Openness Conscientiousness Extraversion Agreeableness Neuroticism. |
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Life Span-Death/Dying
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3-4 Death reversable
5-9 death is universal and irreversable 10-death is biological process Kubler-Ross DABDA Denial-Anger-Bargaining-Depression-Acceptance. |
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Social/Moral Dev-Attachment
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Emotion bond between infant and primary care giver
Psychoanalytic-oral gratification Learning-reinforcement Harlow's monkeys-contact confort Ethological-Biological tendency to form attachments imprinting-critical period Bowlby-6-7 mos infants attachment behaviors towards caregiver. |
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Signs of Attachment
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Social Referencing-6 mos -look to caregiver for direction
Separation anxiety 6-9 mos peaks 14-16 mos Stranger Anxiety-8-10 mos-2yrs |
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Patterns of Attachment-Ainsworth
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Secure -Mildly upset, actively seek mother when returns-mothers emotionally attached and responsive
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Patterns of Attachment-Ainsworth
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Insecure/amblivanent-disturbed amblivanent when mom returns-anger-mother moody, inconsistent
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Patterns of Attachment-Ainsworth
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Insecure/Avoident very disturbed, avoids/ignores when mother returns-mother impatient and inconsistent
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Patterns of Attachment-Ainsworth
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Disorganized/disorientedd-fear mother, draw close then retreat, confused facial expressions-mistreated
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Patterns of Attachment-Ainsworth
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less dependent-more popular, hig self esteem, strong sense of self-insecure attachement doens not always result in poor social adjustment
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Attachment to fathers
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similiar attachements to both parents
quality of interactions more important rather then amt of time play activities rather than nurturance |
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Prolonged separation
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prior to 3 mos- little or no neg consequences
9 mos or more-moderate to extreme reactins-sleeping/feeding problems social withdrawal Anaclitic depression-dev delayus, unresponsiveness-withdrawal |
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Bowlbys stages of separation
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Protest-refusal to acept
Despair-gives up hope detachment-begins to accept attention from others, seem less happy |
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Sibling relationships
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Sibling rivalries most intense w/ same sex children who are 1.5-3 yrs. apartinsonsistentparential discipline
Middle childhood-closeness conflict-cooperation-competitition Adolescence-reduced conflict-view each other as equals late adulthood=variability-accentuation of childhood bond in both directions good/bad |
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Peer Relationships
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Friendships centered on smiliarities
4-7 playmates 8-10 trust and assistance important 11- intimacy and loyality Females -drawn to emotional and intimate aspects of friendships Males focus on shared interests Adults-quality BUFFERING Hypothesis-subjective perception of soscial support |
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Peer Relattionships-Children
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Popular childrenhave positive self-concept, more attractive, intelligent, creative, and friendly
Rejected children -aggressive, withdrawn,immature,socially incompetent, poor self-esteem |
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Peer pressure
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stronger for prosocialbehavior
14-15 conformity peeks Older adolscents-smoking, drinking-and sex most pressurized subjects Parents influence basic beliefs and values, educational and career goals |
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Play
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Solitary-often educational
Social-parallel, associative-cooperative Age 2 |
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Aggression
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Family factors-attachment insecurity, marital conflict, coerive interactions poor parential role monitoring
social-cognitive factors- self-efficacy beliefs, interpreting positive/ambiguous behavior as hostile. |
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Aggression-Gender
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Differences breatest in preschool and gradually decline
Females show more relational aggression Bulling- Victims more anxioujs, insecure, socilly isolated low self confidence |
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Reducing aggression
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Modeling and reinforcing alternative prosocila behavior
Cognitive training-aggression hurts others,causes unhappiness, doesn't solve problems Empathy-motivates moral behavior |
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Moral Dev-Piaget
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Premoral stage<6 little concern for rules
Heteronomous 7-10 rules set by authority and are unalterable Autonomous morality-11+ rules are abritrary and alterable when people agree to change them |
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Lying
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Young children-spontaneous liars-see it as natural and harmless
7-8 iintentionally communicate misstatements 10-11 recognize they can be deceived by others. |
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Moral Dev- Kohleberg
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Preconventional-
Punishment/Obedience Moralityh based on consequences of behavior-focus on behavior that allows themto avoid punishment Instrumental Hedonism-consequences will guide moral judgements-focus on obtaining rewards and satisfying personal needs than avoiding punishment |
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Moral Dev-Kohleberg
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Conventionaal
Good Boy/Good Girl-Right actions are those that are liked or approved byh others Law and Order-based on rules and laws established bylegitimate authorities |
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Moral Dev Kohleberg
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Postcoventional Morality
Morality of Contract-Individual rights, and democratically Accepted Laws Consistent w/ democratically determined laws can be changed if interfere w/ basic rights Morality of Individual Principles of Consscience Determined on basis of broad, self-choosen, universally-applicable ethical principles |
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Moral Dev-kohleberg
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Advancement through staged depends on:
Level of Reasoning Individuals Motivation Opportunities totake the perspective of others Exposure to institutions that foster equality and reciprocity. |
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Moral-Dev
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Social Perceptive taking
Preconventional-concrete individual perspective Conventional member of society Postconventional =prior to society Encourage moral dev through "Just Community" |
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Moral Dev-Gilligan
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Kohlberg's theory not applicable to women
Level 1 Orientation to Individual survival-focus on what is best for ones-self Level 2 Goodness as Self-Sacrifice-sacrifice one's own desires for those of others- Transition 2 from goodness to truth-focus is coordingting responsibilites of self and others Level 3 Morality of Nonviolence=avoiding harm to self and others. |
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Moral Dev-Family Factors
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Divorce-Factors
Communicationproblems, lack of fulfillment, incompatibility effects on parents and parenting Diminished capacity to parent due to emotional distress and changes in functioning Mom-monitors behavior less closely, less consisitent, more, more authoritarian, uncommunicative and impatient. Fathers-similar problems, may adjust quicker Noncustodial fathers-overly permissive and indulgent-visits decline after first few months |
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Moral Dev-Family Factors
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Effects on Children
1st yer most profound after divorce Increased aggressiveness, noncompliance and acting out; relationship disruption, academicdifficulties Consequences related to age Preschoolers most effected initially Long term consequences wors for older children 8-9 Gender Mixed results evenouts by adolescence Sleeper effect Girls may not show negative effects initially Custody arrangement-living with same sex parent may help transition Best when children have regular contact with noncustodial parent Same as children whose parents have unhappy,conflicutal marriage. |
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family Factors-Stepfamilies
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75% remarry after 3-5 yrs
recovery period longer for older children/adolescents girls have trouble w/ stepfathers boy benefit Step parents less involved Conflict greatest w/ stepfather involved w/ parenting Stepmothers more involved overall. |
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Family Factors Maternal Employment
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60% of women w/ pre-school children are employed
50% under age 1 are employed Children have egualitarina gender-role concepts daughters have higher self-esteem boys negative outcomes-<supervision Women > responsible for childcare and household chores. |
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Family Factors
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Daycare-quality not detrimental may have benefits for cognitive and Social dev.
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Gay and Lesbian Prarents
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parental relationship > important thant sexual orientationg
parenting skills and psychological adjustment are similar to heterosexual parents |
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Child Abuse
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delays in cognitive dev. reduced school performance
less friend > relationship problems Aggresisive and other behavior problems. Abusive parents are victims of abuse and are ignorant of normal child development Children of abuse are premature, low birthweight, difficult temperament, poor health higher risk if < 3. |
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Self-fulfilling Prophesy Effect
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Rosenthal/jacobsen
teachers respond differently to gender Boys-corrected, criticized-praised-helped |
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Head start
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initial academic gains lost
better attitude about school |
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Cooperative Learning
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improves performance /self-esteem-enhances cross-racial relationships
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Tracking
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Beneficial for high-performing students
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Mainstreaming
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helpls low achieving students
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Computers
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Allows children to work at own pace
improves achievement tests and attitudes toward subjects beneficial for low-functioning and special need children Males >engaged |
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TV
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1/3 waking time in front of TV
increases aggeression and toleranace for aggression Read less, poorer school performance age 7 realized TV characters are actors 8 realized commericals are to influence buying. |
