Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
humandevelmidterm
human development midterm study guide
| Question | Answer |
|---|---|
| What is Baltes's life-span developmental approach? what are its six key principles? | 1)Development is life long: Development is a lifelong process of change each period of the life span is affected by what happened before and will affect what is to come 2) Development is multidimensional, it occurs along multiple interacting dimensions, |
| What is Baltes's life-span developmental approach? what are its six key principles? continued | biological, psychological and social, each of which may develop at varying rates. 3) Development is multidirectional, as people gain in one area they may lose in another sometimes at the same time. |
| What is Baltes's life-span developmental approach? what are its six key principles? continued, continuedWhat is Baltes's life-span developmental approach? what are its six key principles? continued, continued | 4) relative influences of biology and culture shift over the lifespan, the process of development is influenced by both biology and culture, but the balance between them these influences changes. |
| What is Baltes's life-span developmental approach? what are its six key principles? continued, continued | 5)development involves changing resource allocations.individuals choose to invest their resources of time, energy, talent, money and social support in varying ways. |
| What is Baltes's life-span developmental approach? what are its six key principles? continued, continued, continued | 6)Development shows plasticity, many abilities, such as memory, strength and endurance, can be improved significantly with training and practice, even late in life. however, even in children, plasticity has limits that depend in part on the various |
| What is Baltes's life-span developmental approach? what are its six key principles? continued, continued, continued, continued | influences on development. 7)Development is influenced by the historical and cultural context.each person develops within multiple contexts, circumstances or conditions defined in part by maturation and in part by time and place. |
| What is Baltes's life-span developmental approach? what are its six key principles? continued, continued, continued, continued, continued | human beings not only influence but also are influenced by their historical-cultural context. |
| What are the four goals of the scientific study of human development? | Describe, explain, predict, and modify development |
| What are the major domains and periods of human development? | The three major domains of development are physical, cognitive, and psychosocial. Each affects the others. The concept of periods of development is a social construction. |
| What are the major domains and periods of human development? continued | In this book, the life span is divided into eight periods: the prenatal period, infancy and toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, and late adulthood. |
| What are the major domains and periods of human development? continued, continued | In each period, people have characteristic developmental needs and tasks. |
| What kinds of influences make one person different from another? | Influences on development come from both heredity and environment. Many typical changes during childhood are related to maturation. Individual differences increase with age. |
| What kinds of influences make one person different from another? continued, | In some societies, the nuclear family predominates; in others, the extended family. Socioeconomic status (SES) affects developmental processes and outcomes. |
| What kinds of influences make one person different from another? continued, continued | The most powerful neighborhood influences seem to be neighborhood income and human capital. Multiple risk factors increase the likelihood of poor outcomes.Other important environmental influences stem from ethnicity, culture, and historical context. |
| What kinds of influences make one person different from another? continued, continued | In large, multiethnic societies, immigrant groups may adapt to the dominant culture while preserving aspects of their own. Influences may be normative (age-graded or history-graded) or nonnormative. |
| What kinds of influences make one person different from another? continued, continued, continued | There is evidence of critical or sensitive periods for certain kinds of early development. |
| What purposes do theories serve? | A theory is used to explain data and generate hypotheses that research can test |
| What are SIX major theoretical perspectives on human development, and what are some theories representative of each? One theory is covered in an "online" handout) | Psychoanalytic perspective sees development as motivated by unconscious emotional drives or conflicts., learning perspective views development as a result of learning based on experience. |
| What are SIX major theoretical perspectives on human development, and what are some theories representative of each? One theory is covered in an "online" handout). continued | ethological focuses on the adaptiveness, or survival value, of behavior. It includes a number of disciplines, humanistic, cognitive perspective is concerned with thought processes. |
| What are SIX major theoretical perspectives on human development, and what are some theories representative of each? One theory is covered in an "online" handout). continued, continued | contextual perspective focuses on interaction between the individual and the social context |
| What ethical problems may arise in research on human beings, and how can they best be resolved? | Ethical issues in research include the rights of participants to informed consent, avoidance of deception, protection from harm and loss of dignity, and guarantees of privacy and confidentiality. |
| What are two basic theoretical issues on which developmental scientists differ? | the relative importance of heredity and environment, the active or passive character of development, |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? | The basic functional units of heredity are the genes, which are made of DNA. DNA carries the biochemical instructions, or genetic code, that governs bodily functions and determines inherited characteristics. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued | Each gene seems to be located by function in a definite position on a particular chromosome. The complete sequence of genes in the human body is the human genome.At conception, each normal human being receives 23 chromosomes from each parent. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued | These form 23 pairs of chromosomes---22 pairs of autosomes and 1 pair of sex chromosomes.A child who receives an X chromosome from each parent will be a female. If the child receives a Y chromosome from the father, a male will be conceived. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued, continued | The simplest patterns of genetic transmission are dominant and recessive inheritance.Sometimes codominance occurs. When a pair of alleles are the same, a person is homozygous for the trait; when they are different, the person is heterozygous. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued, continued, continued | most normal human characteristics are the result of polygenic or multifactorial transmission.Except for monozygotic twins, each child inherits a unique genotype. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued, continued, continued, continued | Dominant inheritance and multifactorial transmission explain why a person's phenotype does not always express the underlying genotype. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued, continued, continued, continued, continued | Birth defects and diseases may result from simple dominant, recessive, or sex-linked inheritance, from mutations, or from genome imprinting. Chromosomal abnormalities also can cause birth defects. |
| How does heredity operate in determining sex and transmitting normal and abnormal traits? continued, continued, continued, continued, continued, continued, continued | Through genetic counseling, prospective parents can receive information about the mathematical odds of bearing children with certain defects. Genetic testing involves risks as well as benefits. |
| What are the three stages of prenatal development, and what happens at each stage? | 1)the germinal - from fertilization to about 2 weeks of gestational age, characterized by rapid cell division, blasocyst formation and implantation in the wall of the uterus. |
| What are the three stages of prenatal development, and what happens at each stage? continued | Embryonic Stage - Second stage of gestation (2 to 8 weeks)characterized by rapid growth and development of respiratory, digestive, and nervous system, critical period when the embryo is most vulnerable to destructive influences in the prenatal environment |
| What are the three stages of prenatal development, and what happens at each stage? continued, continued | fetal stage (8 weeks to birth) - characterized by increased differentiation of body parts and greatly enlarged body size, organs and systems become more complex. right up to birth fingernails, toenails, and eyelids continue to develop |
| How can we tell whether a new baby is healthy and is developing normally? | At 1 minute and 5 minutes after birth, a neonate's Apgar score can indicate how well he or she is adjusting to extrauterine life. The Brazelton Neonatal Behavioral Assessment Scale can assess responses to the environment and predict future development. |
| How can we tell whether a new baby is healthy and is developing normally? continued | Neonatal screening is done for certain rare conditions, such as PKU and congenital hypothyroidism. |
| What influences the growth of body and brain? | Normal physical growth and sensory and motor development proceed according to the cephalocaudal and proximodistal principles. |
| What influences the growth of body and brain? continued | A child's body grows most dramatically during the first year of life; growth proceeds at a rapid but diminishing rate throughout the first 3 years. |
| What influences the growth of body and brain? continued, continued | Breastfeeding offers many health advantages and sensory and cognitive benefits, but only about two-thirds of mothers begin breastfeeding.Obese babies are not at special risk of becoming obese adults,unless they have obese parents. |
| What influences the growth of body and brain? continued, continued, continued | However, too much fat and cholesterol intake may lead to eventual cardiac problems.Sleep patterns change dramatically; by the second half of the first year, babies do most of their sleeping at night. Cultural customs affect sleep patterns. |
| What influences the growth of body and brain? continued, continued, continued, continued | The central nervous system controls sensorimotor activity.Lateralization enables each hemisphere of the brain to specialize in different functions. |
| What influences the growth of body and brain? continued, continued, continued, continued, continued | The brain grows most rapidly during the months before and immediately after birth as neurons migrate to their assigned locations,form synaptic connections, and undergo integration and differentiation. |
| What influences the growth of body and brain? continued, continued, continued, continued, continued, continued | Cell death and myelination improve the efficiency of the nervous system.Reflex behaviors--primitive, locomotor, and postural--are indications of neurological status. |
| What influences the growth of body and brain? continued, continued, continued, continued, continued, continued, continued | Most early reflexes drop out during the first year as voluntary, cortical control develops. Especially during the early period of rapid growth, environmental experience can influence brain development positively or negatively. |
| How do the senses develop during infancy? | there are two theories one they develop top down and two inner to outer |
| What are some early milestones in motor development and what are some influences on it? | Rolling over, grasping rattle, sitting without support, standing while holding on, grasping with thumb and forefinger,standing alone well, walking well, building tower of two cubes, waling up steps, jumping in place, copying circle. |
| What are some early milestones in motor development and what are some influences on it? continued | Motor skills develop in a certain sequence, which may depend largely on maturation but also on context, experience, and motivation. Simple skills combine into increasingly complex systems. |
| What are some early milestones in motor development and what are some influences on it? continued, continued | Self-locomotion seems to be a "setting event," bringing about changes in all domains of development.Perception is intimately related to motor development. Depth perception and haptic perception develop in the first half of the first year. |
| What are some early milestones in motor development and what are some influences on it? continued, continued, continued | Environmental factors, including cultural practices, may influence the pace of early motor development.According to Eleanor and James Gibson's theory of ecological perception, awareness of affordances affects infants' and toddlers' ability to get around. |
| How do infants learn, and how long can they remember? | Babies are born with an ability to learn from what they see, hear, smell, taste,and touch, and they have some ability to remember what they learn. although learning theorists recognize maturation as a limiting factor, |
| How do infants learn, and how long can they remember? continued | their main interest is in mechanisms of learning. an infant's memory is much like an adults but fades quickly without periodic reminders |
| How did Piaget describe infants’ and toddlers’ cognitive development, and how have his claims stood up under later scrutiny? | During Piaget's sensorimotor stage, infants' schemes become more elaborate. They progress from primary to secondary to tertiary circular reactions and finally to the development of representational ability, |
| How did Piaget describe infants’ and toddlers’ cognitive development, and how have his claims stood up under later scrutiny? continued | which makes possible deferred imitation, pretending, and problem solving. Object permanence develops gradually.Piaget saw the A, not-B, error as a sign of incomplete object knowledgeand the persistence of egocentric thought. |
| How did Piaget describe infants’ and toddlers’ cognitive development, and how have his claims stood up under later scrutiny? continued, continued | Research suggests that a number of abilities develop earlier than Piaget described. He may have underestimated young infants' grasp of object permanence and their imitative abilities. |
| What can brain research reveal about the development of cognitive skills? | Brain studies have found that some forms of implicit memory and a primitive form of preexplicit memory develop during the first few months of life. Explicit memory and working memory emerge between 6 and 12 months of age. |
| What can brain research reveal about the development of cognitive skills? continued | Neurological developments help explain the emergence of Piagetian skills and information-processing abilities. |
| How do babies develop language? | The acquisition of language is an important aspect of cognitive development.Prelinguistic speech includes crying, cooing, babbling, and imitating language sounds. |
| How do babies develop language? continued | By 6 months, babies have learned the basic sounds of their language and begin to become aware of its phonological rules and to link sound with meaning.Use of gestures is an important part of language development. |
| How do babies develop language? continued, continued | Babies begin to recognize and understand words before they can say them. The first word typically comes sometime between 10 and 14 months, initiating linguistic speech. A "naming explosion" typically occurs sometime between 16 and 24 months of age. |
| How do babies develop language? continued, continued, continued | The first brief sentences generally come between 18 and 24 months.By age 3, syntax and communicative abilities are fairly well developed. |
| How do babies develop language? continued, continued, continued, continued | Early speech is characterized by simplification, underextending and overextending word meanings, and overregularizing rules.Two classic theoretical views about how children acquire language are learning theory and nativism. |
| How do babies develop language? continued, continued, continued, continued, continued | Today, most developmentalists hold that an inborn capacity to learn language may be activated or constrained by experience. |
| What influences contribute to linguistic progress? | Influences on language development include brain maturation and social interaction.Family characteristics, such as socioeconomic status and household size, may affect language learning. |
| What influences contribute to linguistic progress? continued | Child-directed speech (CDS) seems to have cognitive, emotional, and social benefits, and infants show a preference for it. However, some researchers dispute its value.Reading aloud to a child from an early age helps pave the way for literacy. |
| When and how do emotions develop and how do babies show them? | Emotional development is an orderly process, in which complex emotions unfold from simpler ones. The emergence and expression of emotions seem to be tied to brain maturation and cognitive development. |
| When and how do emotions develop and how do babies show them? continued | Self-conscious and evaluative emotions arise after the development of self-awareness.Separate but interacting regions of the brain may be responsible for various emotional states. |
| What roles do mothers and fathers play in early personality development? | Infants have strong needs for maternal closeness and warmth as well as physical care.In most cultures, mothers do more infant care than fathers. Mothers and fathers in some cultures have different styles of play with babies. |
| What roles do mothers and fathers play in early personality development? | Although significant gender differences typically do not appear until after infancy, parents begin gender-typing boys and girls almost from birth. |
| What is attachment theory? | attachment theory is the theory that there are different types of attachment to a caregiver dependent on the type of caregiver and the situation |
| When does the sense of self arise? | the sense of self arises between four and ten months, as infants begin to perceive a difference between self and others and to experience a sense of agency and self-coherence. |
| How do toddlers develop autonomy and standards for socially acceptable behavior? | this begins with the development of self-regulation, toddlers who show committed compliance tend to internalize adult rules more readily than those who show situational compliance. |
| How do toddlers develop autonomy and standards for socially acceptable behavior? continued | children who show receptive cooperation can be active partners in their socialization. |
| How do toddlers develop autonomy and standards for socially acceptable behavior? continued, continued | Parenting practices, a child's temperament the quality of the parent-child relationship, and cultural and socioeconomic factors may affect the ease and success of social |
| What are the main motor achievements of early childhood? | Children progress rapidly in gross and fine motor skills and eye-hand coordination, developing more complex systems of action. |
| What are the main motor achievements of early childhood? continued | Stages of art production, which appear to reflect brain development and fine motor coordination, are the scribbling stage, shape stage, design stage, and pictorial stage. |
| What are the main motor achievements of early childhood? continued, continued | Handedness is usually evident by age 3, reflecting dominance by one hemisphere of the brain. |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? | The symbolic function enables children to reflect upon people, objects, and events that are not physically present. It is shown in deferred imitation, pretend play, and language. |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? continued | Early symbolic development helps preoperational children make more accurate judgments of spatial relationships. |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? continued, continued | They can understand the concept of identity, link cause and effect, categorize living and nonliving things, and understand principles of counting. Centration keeps preoperational children from understanding principles of conservation. |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? continued, continued, continued | Their logic also is limited by irreversibility and a focus on states rather than transformations.Preoperational children appear to be less egocentric than Piaget thought. |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? continued, continued, continued, continued | The theory of mind, which develops markedly between the ages of 3 and 5, includes awareness of a child's own thought processes, social cognition, understanding that people can hold false beliefs, ability to deceive, |
| What are some typical cognitive advances and some immature aspects of young children’s thinking? continued, continued, continued, continued, continued | ability to distinguish appearance from reality, and ability to distinguish fantasy from reality. Hereditary and environmental influences affect individual differences in theory-of-mind development. |
| What memory abilities expand in early childhood? | information processing models describe three steps in memory: encoding, storage, and retrieval. although sensory memory shows little change with age, the capacity of working memory increases greatly.the central executive controls the flow of information |
| What memory abilities expand in early childhood? continued | to and from the long-term memory.at all ages recognition is better than recall but both increase during early childhood. early episodic memory is only temporary or is transferred to generic memory. |
| How is preschoolers’ intelligence measured, and what are some influences on it? | the two most commonly used psychometric intelligence tests for young children are the Stanford-Binet intelligence scales and the wechsler preschool and primary scale of intelligence, revised (WPPSI-III). |
| How is preschoolers’ intelligence measured, and what are some influences on it? continued | Intelligence test scores have risen in industrillized countries. intelligence test scores my be influenced by number of factors including the home environment and ses. |
| How is preschoolers’ intelligence measured, and what are some influences on it? continued, continued | Newer tests based on Vygotsky's concept of the zone of proximal development (ZPD) indicate immediate potential for achievement. Such tests, combined with scaffolding, can help parents nd techers guide children's progress. |
| How does self-concept develop during early childhood, and how do children advance in understanding their emotions? | The self-concept undergoes major change in early childhood. according to neo-piagetian model, self-definition shifts from single representations to representational mappings. |
| How does self-concept develop during early childhood, and how do children advance in understanding their emotions? continued | young children do not see the difference between the real self and the ideal self. |
| How does self-concept develop during early childhood, and how do children advance in understanding their emotions? continued, continued | self-esteem in early childhood tends to be global and unrealistic, reflecting adult approval. understanding of emotions directed toward the self and of simultaneous emotions develops gradually. |
| How does self-concept develop during early childhood, and how do children advance in understanding their emotions? continued, continued, continued | according to erikson, the developmental conflict of early childhood is initiative versus guilt. succesful resolution of this conflic results in the virtue of purpose. |
| How do boys and girls become aware of the meaning of gender, and what explains differences in behavior between the sexes? | gender identity is an aspect of the developing self-concept. the main gender difference in early-childhood is boys'greater aggressiveness. girls tend to be more empathetic, and prosocial and less prone to problem behavior. |
| How do boys and girls become aware of the meaning of gender, and what explains differences in behavior between the sexes? continued | some cognitive differences appear early. others not until preadolescence or later. children learn gender roles at an early age through gender-typing. gender stereotypes peak during the pre-school years. |
| How do boys and girls become aware of the meaning of gender, and what explains differences in behavior between the sexes? continued, continued | five major perspectives on gender development are biological, evolutionary, psychoanalytic, cognitive and social learning.evidence suggests that some gender roles may be biologically based. |
| How do boys and girls become aware of the meaning of gender, and what explains differences in behavior between the sexes? continued, continued, continued | evolutionary theory sees children's gender roles s preprtion for adult mating behavior. |
| Why do young children help or hurt others, and why do they develop fears? | the roots of altruism and prosocial behavior appear early. this may be an inborn disposition,which can be cultivated by parental modeling and encouragement. instrumental aggression - first physical, then verbal, is most common in early childhood. |
| Why do young children help or hurt others, and why do they develop fears? continued | boys tend to practice overt aggression, whereas girls often engage in relational aggression. preschool children show temporary fears of real and imaginry objects and events older children's fears tend to be more realistic. |
| How do young children choose playmates and friends, and why are some children more popular than others? | most sibling interactions are positive. Older siblings tend to initiate activities and younger siblings tend to imitate. same-sex same-sex siblings especially girls get long best. siblings tend to resolve disputes on the basis of moral principals. |
| How do young children choose playmates and friends, and why are some children more popular than others? continued | the kind of relationship children have with siblings often carries over into other peer relationships. |
| How do young children choose playmates and friends, and why are some children more popular than others? continued, continued |
Created by:
hgrady
Popular Psychology sets