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100 Cards in this Set
- Front
- Back
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POPULATION |
10 mil for most of history, now 7 billion+ thanks to agricultural/medicinal advancements |
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HUMAN DEVELOPMENT |
The way people grow and change across the lifespan. |
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CULTURE |
The dynamic pattern and processes which COMPRISE A GROUP'S VALUES, beliefs, practices, arts, and technology. |
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DEVELOPED COUNTRIES |
The most wealthy countries in the world (17% of the world's population) |
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DEVELOPING COUNTRIES |
Less wealthy due to income, education, and collectivism (82% of the world's population) |
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INDIVIDUALISM |
In developed countries, each individual acts on their own. Success is based on self - sense of agency |
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COLLECTIVISM |
Views the group as the primary entity. |
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BRONFENBRENNER'S ECOLOGICAL SYSTEMS THEORY |
Chronosystem (Time and historic influences) > Macrosystem (Attitudes and ideologies of culture) > Exosystem (Setting that doesn't involve them as an active participant, though they're affected: Extended family, friends of family, legal services, social welfare services, mass media, and neighbors) > Mesosystem (Interactions between different parts of someone's microsystem: Family, playground, peers, religious institutions, healthcare services, school) > Microsystem (Closest system to the person: Child) |
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NEURONS |
The basic building block of the nervous system |
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SYNAPSES |
Connections between neurons -an extremely small gap across which neurotransmitters travel -where a nervous impulse passes from one neuron to another |
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AXONS |
SEND INFORMATION (A for Away). A part of a neuron that carries impulses away from the cell body to other cells. |
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DENDRITES |
RECEIVE INFORMATION. Branchlike parts of a neuron that are specialized to do just that. |
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MYELIN |
INCREASES NEURON'S COMMUNICATIONS SPEED. A white, fatty covering wrapped around the axons of some neurons. |
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NEUROTRANSMITTERS |
Chemical MESSENGERS that CROSS THE SYNAPTIC GAPS between neurons. |
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SYNAPTIC DENSITY |
Among neurons in the brain; peaks around age 3 |
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PRUNING |
ELIMINATION OF UNUSED NEURONS AND SYNAPTIC CONNECTIONS. Process in brain development when strong DENDRITIC CONNECTIONS BECOME STRONGER/FASTER, while other ones wither away. |
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FRONTAL LOBES |
Not fully developed until age 25 |
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PLASTICITY |
Ability of BRAIN TISSUE TO MODIFY ITSELF, taking on new functions. Following a stroke, one part of the brain takes over another's functions. |
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BRAIN STEM |
In charge of VITAL FUNCTIONS: breathing, heartbeat, blood pressure. |
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LIMBIC SYSTEM |
Associated with EMOTION and MOTIVATION. A group of neural structures. |
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PREFRONTAL SYSTEM |
Important for ASSOCIATIONS BETWEEN ACTIONS AND THEIR CONSEQUENCES, decision-making, etc. |
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BABIES (FILM) |
Despite geographical and cultural differences, some things are universal in terms of development (walking, crawling, etc.) |
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GENE |
CODES FOR THE PRODUCTION OF CERTAIN KINDS OF PROTEINS. A portion of DNA located at a locus on a chromosome that codes for this purpose. |
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ALLELE |
AN ALTERNATE FORM of a gene. Typically, there's 2, inherited from Mom and Dad. |
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DNA |
Carries the genetic information. |
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RNA |
Messenger CARRYING INSTRUCTIONS FROM DNA for controlling the synthesis of proteins. |
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GENOTYPE |
A person's GENETIC MAKEUP. The particular set of genes a person INHERITS from his or her parents. |
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PHENOTYPE |
Created by the interaction of a person's GENOTYPE WITH THE ENVIRONMENT. The VISIBLE EXPRESSION of the person's particular physical and behavioral characteristics. |
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HERITABILITY |
What PERCENTAGE OF VARIATION SEEN IN INDIVIDUALS can be accounted for by GENETIC FACTORS. DEPENDS ON THE RANGE OF TYPICAL ENVIRONMENTS IN THE POPULATION IT HAS STUDIED. |
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RANGE OF REACTION |
GENETIC MAKEUP establishes a range of POSSIBLE DEVELOPMENTAL OUTCOMES. |
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COMMON GENE-ENVIRONMENT INTERACTION MISCONCEPTIONS |
Genes limit potential Strong genetic effects mean environmental influences are not important Nature and nurture are separate Genetic influences diminish with age Genes regulate only static characteristics |
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MENDELIAN (DOMINANT-RECESSIVE) PATTERN OF INHERITANCE |
DOMINANT TRUMPS RECESSIVE. ex. sickle cell disease (two little s = you have disease) |
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POLYGENIC (MULTIFACTORIAL) PATTERN OF INHERITANCE |
Traits or disorders which DEPEND ON THE EXPRESSION OF MANY GENES |
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PASSIVE GENE-ENVIRONMENT INTERACTIONS |
Environment created by parents w/ particular genetic predispositions encourages the EXPRESSION OF SIMILAR TENDENCIES in their children. ENVIRONMENT INFLUENCES GENES. |
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ACTIVE GENE-ENVIRONMENT INTERACTIONS |
People's genes encourage them to SEEK OUT EXPERIENCES compatible with their inherited tendencies. |
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EVOCATIVE GENE-ENVIRONMENT INTERACTIONS |
Individual's inherited tendencies to EVOKE CERTAIN ENVIRONMENTAL RESPONSES (ex. baby realizes to smile to get a reaction) |
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SHARED ENVIRONMENT |
A set of conditions/experiences shared by children RAISED IN THE SAME FAMILY |
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NON-SHARED ENVIRONMENT |
A set of conditions/experiences for ONE MEMBER OF THE FAMILY BUT NOT ANOTHER |
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SERETONIN TRANSPORTER GENE |
Comes in TWO FORMS- the long allele and short allele, the short doesn't take as much seretonin. If you have a short seretonin transmitter gene it is a less effective process. However, short-short and GOOD ENVIRONMENT monkeys in the Rhesus monkey experiment didn't become alcoholics. |
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PREGNANCY MILESTONES |
BABY MOVEMENTS FELT AROUND 18-20 WEEKS BABY HEARING DEVELOPS 14-24 WEEKS BABY PROCESSES SIGHTS AND SOUNDS 24-36 WEEKS BABY BORN 37-41 WEEKS (As placenta develops, SECRETES PROGESTERONE IN HIGHER LEVELS) (ESTROGEN INCREASES throughout pregnancy) |
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TERATOGENS |
Any agent that can DISTURB THE DEVELOPMENT of an embryo or fetus. Ex. some medications- malformations, environmental toxins, infections, nutritional deficiency (Teratos means "monster" in Greek") THE WORST TERATOGENS ARE DRUGS AND ALCOHOL EFFECTS. |
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TRIMESTER KEY FEATURES |
1st Trimester is THE MOST CRUCIAL to your baby's development, for its structure and organ systems develop. 2nd Trimester is "the golden period" since many unpleasant effects of early pregnancy disappear. 3rd Trimester has physical symptoms like shortness of breath, hemorrhoids, urinary incontinence, varicose veins, and sleeping problems. |
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BREASTFEEDING/FORMULA PROS AND CONS |
PROS: IMMUNIZATION for the baby against infections/allergies. Has NUTRITIONAL BENEFITS, great for short-term digestion, helps the mother recover faster from birth. CONS: Not the same immunity, any vs none is better, significant amount of time and space (may have to take a lot of time off work) |
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POSTPARTUM DEPRESSION |
Occurs in about 80 percent of new parents, due to sleep loss, etc. |
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CLASSICAL CONDITIONING |
Pairing neutral stimulus with unconditioned stimulus to PRODUCE RESPONSE TO NOW "CONDITIONED" STIMULUS FROM BEFORE THE RESPONSE ex. mom picking up food and baby stopping crying since knows to anticipate said food |
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OPERANT CONDITIONING |
CONSEQUENCES SHAPE RESPONSES IN THE FUTURE |
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HABITUATION |
DECREASED RESPONSE or attention stimulus with REPEATED PRESENTATIONS |
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IMITATION AND SOCIAL LEARNING |
Soon after birth, babies imitate simple faces and become socially interested |
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MEMORY FOR INFANTS |
2 month old remember for several days, and with cues, even longer Infantile amnesia- can't remember as an adult when was younger than 3 years old |
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BABIES AND MEDIA |
BABIES UNDER 2 SHOULD HAVE NO EXPOSURE TO SCREEN TIME |
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TEMPERAMENT |
The individual's typical MODE OF RESPONSE TO THE ENVIRONMENT |
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GOODNESS OF FIT |
The degree to which a child temperament is MATCHED BY THEIR ENVIRONMENT |
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PHASES OF ATTACHMENT |
PHASE 1: Birth to 3 months- social gestures with LIMITED SELECTIVITY PHASE 2: 3 to 6 months- focusing on familiar people PHASE 3: 6 months to 3 years- Intense attachment and ACTIVE PROXIMITY PHASE 4: 3 years to end of childhood- Partnership behavior |
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AINSWORTH AND THE STRANGE SITUATION |
The infant's behavior upon the parent's return places them into one of the four attachment categories. |
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SECURE ATTACHMENT |
Shows signs of missing parent during separation, associated with SENSITIVE CARE, CONSISTENTLY AVAILABLE AND RESPONSIVE CAREGIVING ex. "I find it relatively easy to get close to others and am comfortable depending on them and having them depend on me. I don't worry about being abandoned or about someone getting too close to me." |
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INSECURE-AVOIDANT ATTACHMENT |
FAILS TO CRY on separation from parent and even actively AVOIDS AND IGNORES PARENT on reunion, associated with INSENSITIVE, UNRESPONSIVE, AND REJECTING PARENTING STYLE |
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INSECURE-AMBIVALENT ATTACHMENT |
May be wary or distressed even prior to separation w/little exploration, and FAILS TO SETTLE AND TAKE COMFORT in parent on reunion, association with an INCONSISTENT PARENTING STYLE ex. I am somewhat uncomfortable being close to others; I find it difficult to trust them completely... I am nervous when anyone gets too close... |
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DISORGANIZED ATTACHMENT |
PECULIAR BEHAVIORS, SEEMS FEARFUL, associated with ABUSE, NEGLECT, PARENTAL MENTAL ILLNESS ex. I find that others are reluctant to get as close as I would like. I often worry that my partner doesn't really love me or won't want to stay with me. I want to get very close to my partner, and this sometimes scares people away. |
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4 MAXIMS OF DISCOURSE |
QUALITY - be TRUTHFUL and have evidence QUANTITY - be SUCCINCT, yet complete RELATION - be RELEVANT or perspicacious MANNER - be CLEAR and orderly |
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TODDLERHOOD |
1-2 years: Follow SIMPLE INSTRUCTIONS 2-3 years: Express RANGE OF EMOTIONS, follow 2-3 STEP DIRECTIONS Tasks for toddlerhood- move to cooperative play, language explosion (2 years to 3 years) Visual system- PREFER MOTHER'S FACE Smell and taste MORE FULLY DEVELOPED AT BIRTH |
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RESILIENCE |
POSITIVE ADAPTATION and development in the CONTEXT OF SIGNIFICANT RISK OR ADVERSITY The ability to strive or THRIVE UNDER STRESS |
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RISK |
Any condition that carries HIGH ODDS FOR MEASURED MALADJUSTMENT in critical domains. Risk factors are different for different people- ex. poverty, parental mental illness |
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COMPETENCE |
Effective functioning in the world in REFERENCE TO EXPECTATIONS BASED ON NORMS OF BEHAVIOR |
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HUMAN ADAPTIVE SYSTEMS |
RESILIENCE is POWERED by it, and it is shaped through BIOLOGICAL and CULTURAL EVOLUTION |
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COMPENSATORY OR "MAIN EFFECT" MODEL |
Factors that NEUTRALIZE or COUNTERBALANCE exposure to risk or stress. DIRECT, INDEPENDENT, AND POSITIVE EFFECTS ON OUTCOME. Ex. Good parenting, solid cognitive abilities |
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PROTECTIVE OR "MODERATING EFFECT" |
Factor or process has effects that VARY depending on the level of risk. The HIGHER the risk - the STRONGER the effects. Ex. Good parenting, airbags, antibodies |
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CHALLENGE MODEL |
"MANAGEABLE DOSES of exposure to adversity prepare an organism for adversity by STRENGTHENING CAPACITY for mobilizing an adaptive response" Ex. Vaccination |
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GENE-ENVIRONMENT INTERACTION MODEL |
Moderating influence of genes, behavior, and personality on DIFFERENTIAL REACTIVITY in the context of adversity. Some children are more susceptible or sensitive to the INFLUENCE OF CONTEXT. |
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DEVELOPMENTAL CONSIDERATIONS IN RESILIENCE |
There is COHERENCE in the development of competence within domains ex. social competence and attachment. DEVELOPMENTAL CASCADES or "snowball effects" are spreading effects of achievements or failures over time from 1 domain of function to others. |
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LUTHAR ON THE CORE OF RELATIONSHIPS |
RELATIONSHIPS ARE AT THE CORE OF RESILIENCE. RR. Can save kids from the adversities of risks (Hushpuppy and her teacher in Beasts of the Southern Wild) |
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SERETONIN TRANSPORTER GENE VARIATIONS AND REARING ENVIRONMENTS IN RHESUS MONKEYS |
MONKEYS who became ALCOHOLICS. Study to see phenotype of monkeys - short short had bad behaviors but did better than long long in good environment. Short short is sensitive to environment, not strictly worse than long long, which know how to have fun though... |
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ROLE IN EMOTIONAL DEVELOPMENT |
Direct our attention, organize behavior, enhance memory, drive social approach and avoidance |
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RANGE IN EMOTIONAL DEVELOPMENT |
NORMAL: SADNESS, ANGER, PLEASURE, FEAR, WORRY. EXTREME: DEPRESSION, AGGRESSION, ADDICTION, ANXIETY/PHOBIA/PANIC, GENERALIZED ANXIETY DISORDER |
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PRIMARY EMOTIONS |
Emerge EARLY IN LIFE and do not require introspection or self-reflection. This is all the Inside Out emotions and Surprise. |
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SECONDARY EMOTIONS |
Emerge LATER IN LIFE. Rely on the development of SELF-AWARENESS. Social and interpersonal basis. Eg. Pride, shame, guilt, and jealousy |
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GENETIC-MATURATIONAL EMOTIONAL DEVELOPMENT |
Emotions as products of BIOLOGICAL FACTORS |
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LEARNING EMOTIONAL DEVELOPMENT |
Emotional expression varies with the nature of the ENVIRONMENT in which children are raised |
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FUNCTIONALIST EMOTIONAL DEVELOPMENT |
EMOTIONS help us ACHIEVE our goals, ADAPT to our environment, and MAINTAIN social relationships |
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THE EMOTIONAL BRAIN (DR. LEDOUX) |
Emotion is NOT LIMITED to specifically designed circuits of the brain. Emotional responses are, for the most part, GENERATED UNCONSCIOUSLY. Conscious feelings are in one sense NO DIFFERENT FROM OTHER STATES of consciousness. Emotions are THINGS THAT HAPPEN TO US rather than things we WILL to OCCUR. Emotions are pOWERFUL MOTIVATORS of future behavior. |
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THE LIMBIC SYSTEM (FEELING VS THINKING) |
Frontal lobe, thalamus, hippocampus, amygdala, hypothalamus, olfactory bulb (FTHAHO) |
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COGNITION |
The mental activity through which human beings acquire, remember, and LEARN TO USE KNOWLEDGE- includes many MENTAL PROCESSES: perception, attention, learning, memory, reasoning |
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PIAGET'S THEORY: 1896 - 1980 |
Children move through stages of thought in an INVARIANT SEQUENCE, play an active role in acquiring knowledge - ACTION = KNOWLEDGE CONSTRUCTIONIST VIEW: 1. Children CONSTRUCT THEIR OWN UNDERSTANDING. 2. Build increasingly DIFFERENTIATED and COMPREHENSIVE COGNITIVE STRUCTURES (DOGS - DOGS AND CATS - POODLE AND RETRIEVER) |
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PIAGET'S COGNITIVE ORGANIZATION |
Cognitive Structure Scheme Organization Operation |
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PIAGET'S COGNITIVE ADAPTATION |
Assimilation: APPLY existing scheme to new experience Accommodation: CHANGING existing schema to fit new experience Adaptation: ADJUSTING ONE'S THINKING to fit with environmental demands |
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PIAGET'S THEORY OF DEVELOPMENT |
Each stage is BUILT ON EXPERIENCE so qualitatively different Everyone goes through these stages in the SAME ORDER but maybe not at the SAME AGE Intellectual development occurs in each stage |
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SENSORIMOTOR (PIAGET'S STAGE OF COGNITIVE DEVELOPMENT) |
Birth to 2 years Builds on BASIC REFLEXES Develops OBJECT PERMANENCE |
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PRE-OPERATIONAL (PIAGET'S STAGE OF COGNITIVE DEVELOPMENT) |
2-6 years Major characteristic: development of SYMBOLIC THINKING IMAGNIATIVE PLAY, INTUITIVE SUBSTAGE, partial understanding of CONSERVATION |
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CONCRETE OPERATIONS (PIAGET'S STAGE OF COGNITIVE DEVELOPMENT) |
7-11 years Child becomes more flexible in thinking Has increased UNDERSTANDING OF REVERSIBILITY |
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FORMAL OPERATIONS (PIAGET'S STAGE OF COGNITIVE DEVELOPMENT) |
12-adulthood Greatest changes occur in FLEXIBILITY OF THOUGHT Thinking soars into the realm of the purely ABSTRACT AND HYPOTHETICAL |
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MAJOR CRITICISMS OF PIAGET'S THEORY |
Piaget may have UNDERESTIMATED the timing and onset of cognitive abilities, changes may not occur in orderly stages, etc. |
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OBJECT PERMANENCE |
Understanding that objects continue to exist EVEN WHEN THEY CANNOT BE OBSERVED Begins in 8-12 months, potentially can in 5 (Baillargeon and Spelke) |
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ANIMISTIC THINKING |
A preoperational mode of thought in which inanimate objects are imagined to have LIFE AND MENTAL PROCESSES - IMAGINATIVE PLAY Develops in preconceptual substage (2 - 4 years) in Pre-operational stage |
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EGOCENTRICITY |
Also develops in preconceptual substage (2 - 4 years) A CENTRAL ROLE IN VYGOTSKY'S APPROACH |
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CONSERVATION (GLASS OF WATER EXPERIMENT) |
The ability to DETERMINE THAT A CERTAIN QUANTITY WILL REMAIN THE SAME despite adjustment of the container, shape, or apparent size. Partial understanding in Pre-operational stage (children are semi-logical), develops in concrete operations stage |
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VYGOTSKY'S SOCIOCULTURAL THEORY OF DEVELOPMENT (1896 - 1934) |
Focus on the influence of a child's social and CULTURAL WORLDS ON COGNITIVE DEVELOPMENT |
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THE ZONE OF PROXIMAL DEVELOPMENT, SCAFFOLDING |
Social interaction allows scaffolding and GUIDED PARTICIPATION IN LEARNING Difference between actual developmental level and potential development -Determined through problem solving -Requires a more experienced adult or peer -Interaction creates opportunities in advanced cognitive activities |
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ROLE OF MEDIATORS |
Psychological tools and symbolic systems Used to support and EXTEND COGNITION |
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ROLE OF CULTURE |
PROVIDES THE INSTITUTIONS and social settings that support and DIRECT COGNITIVE DEVELOPMENT |
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DR. CHARUVASTRA'S GUEST LECTURE ON DIVORCE AND COGNITIVE DEVELOPMENT |
1. What can children understand about the world around them? 2. What do children need from parents? 3. How does divorce affect the above two? Tasks of growing up- BEING COMPETENT, THINKING FOR ONESELF |
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THAT'S ALL |
GOOD NIGHT |
