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
Lifespan test 1
LIFESPAN
| Question | Answer |
|---|---|
| History-Graded Influences (influences on development) | logical and environmental influences associated with a particular historical movement. EX: September 11, 2001, 2011 earthquake & tsunami, May 22, 2011 an EF-5 tornado |
| Age-Graded Influences (influences on development) | Biological and environmental influences that are similar for individuals in a specific age group, regardless of when or where they were raised EX: Puberty, menopause, entry into formal education |
| Sociocultural-Graded Influences (influences on development) | The impact of social and cultural factors present at a specific time for a specific individual, depending on unique variables such as ethnicity, social class, subcultural membership EX: White vs. non-white, Poor vs. Wealthy |
| Non-normative Life Events (influences on development) | Specific, atypical events that occur in a particular person’s life at a time when they do not happen to most people EX: Cancer as a teen |
| development is gradual. Achievements at one level build on previous levels (key issues 1) | Continuous change |
| looks at stages. Each stage brings about behavior that is different than the previous stage. (key issues 1) | Discontinuous change |
| a specific time in development when a particular event has the greatest consequences. (key issues 2) | Critical period |
| a time when an organism is susceptible to certain kinds of stimuli in their environments. (key issues 2) | Sensitive period |
| Lifespan approach vs. focus on particular periods (key issues 3) | Past focus on infancy and adolescence, People continue to grow and change throughout the lifespan. |
| refers to traits, abilities and capacities that are inherited from one’s parents. It encompasses any factor that is produced by the predetermined unfolding of genetic information – a process known as maturation. (key issues 4) | Nature |
| refers to the environmental influences that shape behavior. These influences can be biological, social, or societal – such as socioeconomic factors.(key issues 4) | Nurture |
| This theory suggests unconscious forces act to determine personality and behavior, They don’t have any control over their behavior, personality formed by age 5 | Psychodynamic Sigmund Freud |
| is the part of the personality about which a person is unaware; it is responsible for much of our everyday behavior | unconscious--Freud |
| A person’s personality has 3 components: | ID, EGO, SUPEREGO--Freud |
| Present at birth, Operates according to pleasure principle, Goal – seek immediate gratification & avoid discomfort, Biological drives and impulses necessary for survival | ID |
| ID ex: | infant crying because they are hungry |
| Rational and reasonable part of the personality, able to delay instant gratification for future gains, Guides person to acceptable behavior | EGO |
| EBO ex: | someone cuts you off in traffic (your angry) but your able to put it to the side |
| Can distinguish right from wrong, Begins to develop at 5 or 6 years old and is learned from others, Ego ideal, Conscience | Superego |
| superego ex: | child wants a candy bar, but they don’t steal it |
| Society/culture both challenge and shape us, Development proceeds throughout our lives, Step by step unfolding of emotional/social development, Result of mastering developmental tasks of each stage-- is a developmental crisis that must be resolved | Psychodynamic Erik Erikson |
| Focus on observable behavior and outside environmental stimuli, Developmental patterns are personal/unique based on what the person has been exposed, Nurture more important than nature, classical conditioning | Behavioral Theory- Watson and Skinner |
| Behavioral Theory- Watson and Skinner EX: | the dogs began to salivate when the bell rang |
| Focus on observable behavior and outside environmental stimuli | Behavioral Theory-Skinner |
| Voluntary response is strengthened or weakened by its association with positive or negative consequences -reward and punishment | Operant Conditioning Theory--Skinner |
| Shaped – set up a situation so a person acts in a desired way and then the desired behavior is rewarded, The response/operant is made more probable or frequent by reinforcement | Learning process--Skinner |
| Behavioral Theory- Skinner EX: | parent trying to get their child to clean their room, 1st you may have to reward each step (fold clothes, etc.) |
| rewarding desired behavior to maintain that behavior | Reinforcement |
| introduction of an unpleasant or painful stimulus or the removal of a desired stimulus in order to decrease the probability of the behavior | Punishment |
| Emphasizes learning by observing the behavior of another person, called a model | Behavioral Theory--Bandura |
| Focus on the processes that allow people to know, understand, and think about the world | Cognitive Theories |
| to understand how ways of thinking affect behavior to learn how cognitive abilities change as people develop | Cognitive Theories Goals |
| Development is not just maturation and learning, It is an active process | Cognitive Theories--Piaget |
| Human thinking is arranged in schemas | Assimilation, Accommodation, Adaptation--Cognitive Theories--Piaget |
| take in new information or experiences and incorporate them into our existing ideas and EX: | Assimilation--The little girl may be imitating other kids |
| altering one's existing schemas, or ideas, as a result of new information or new experiences and EX: | Accommodation--Her views on that child changed based on that one observation |
| change that results from the first two processes | Adaptation |
| Sensorimotor (birth-2), Preoperational (2-7), Concrete (7-11), Formal Opertation (adolescence-adulthood) | Cognitive Theories--Piaget |
| Focus is primarily on memory | Cognitive Theory--Information-processing approach |
| Information is thought to be processed in serial, discontinuous manner as it moves from stage to stage; information is stored in multiple locations throughout brain by means of networks of connections | Cognitive Theory--Information-processing approach |
| Focus on cognitive development through lens of brain | Cognitive Theory--Cognitive Neuroscience Approach |
| Approach considers internal, mental processes, but focuses specifically on the neurological activity that underlies thinking, problem solving, and other cognitive behavior | Cognitive Theory--Cognitive Neuroscience Approach |
| perspective looks primarily at the influence of internal, unconscious forces on development. | psychodynamic |
| perspective focuses on external, observable behaviors as the key to development. | behavioral |
| perspective focuses on mental activity. | cognitive |
| Focus on the unique qualities of humans, Make decisions about life and control behavior, People naturally seek to reach full potential, Free will | Humanistic Perspective |
| All people have need for positive regard resulting from underlying wish to be loved and respected; positive regard comes from others | Humanistic Perspective |
| People will strive to be the best that they can be (without being taught that) | Humanistic Perspective--Abraham Maslow |
| Ranks a persons needs from lowest to highest-->the physical needs have to be meet in order have the other needs *(most basic needs need to be met first)* | Theory of Self-actualization--Humanistic Perspective--Abraham Maslow |
| Physiological, Safety, Esteem, Self-actulication | Theory of Self-actualization--Humanistic Perspective--Abraham Maslow |
| Focus relationship between individuals and their physical, cognitive, personality, and social worlds | Contextual Theory--Bronfenbrenner |
| Development is unique and intimately tied to person’s social and cultural context; four levels of environment simultaneously influence individuals | Contextual Theory--Bronfenbrenner |
| Microsystem--Contextual Theory--Bronfenbrenner | interact with on a daily bases |
| mesosystem--Contextual Theory--Bronfenbrenner | focus on connections between the microsystems (interaction between home and school) |
| exosystem--Contextual Theory--Bronfenbrenner | indirectly affects, if dads stressed at work and brings that emotion home it affects the child |
| macrosystem--Contextual Theory--Bronfenbrenner | larger cultural affect, the economic status of a country |
| chronosystem--Contextual Theory--Bronfenbrenner | looking a pattering of events over the course of life |
| Emphasizes how cognitive development proceeds as a result of social interactions between members of a culture influence that development | Contexual/Sociocultural Theory--Vygotskys |
| Adults and children - Learn from each other -- reciprocal, As children play and cooperate with others, they learn what is important in their society and advance cognitively in their understanding of the world. | Contexual/Sociocultural Theory--Vygotskys |
| Behavior is result of genetic inheritance from ancestors | Evolutionary--Darwin, orenzo |
| Female is born with all, once every 28 days a mature one is released, massive compared to others, immobile, 22 chromosomes and an X sex chromosome | ovum |
| Continuously produced – 400,000 per ejaculation, Microscopic in size, Highly mobile, 2 types: 22 chromosomes and either an X or Y | Sperm |
| The Moment of Conception | Fertilization |
| The joining of the sperm and ovum (gametes) to create the single-celled zygote that develops into a baby. | Fertilization |
| One pair of chromosomes is provided (through the gametes) by the mother. | Fertilization |
| One pair of chromosomes is provided by the father at fertilization. | Fertilization |
| composed of DNA | Genes |
| Arranged specifically in location and sequence | Genes |
| New zygote contains the blueprint that will guide rest of individual’s development | Genes |
| brown eyes vs. blue eyes, dimples, Going to be expressed | Dominant traits |
| short eyelashes, no freckles | Recessive traits |
| genetic material present in a living organism | Genotype |
| Observable trait..trait actually seen | Phenotype |
| Inheriting from parents similar genes for a given trait | Homozygous |
| Inheriting from parents differ t forms of a genre for a given trait | Heterozygous |
| Our personality and behavioral habits are affected by | genetic factors |
| Effects of heredity on behavior and psychological characteristics. Our personality and behavioral habits are affected by genetic factors. | Behavioral genetics |
| When development Deviates | Genetics, Spontaneous mutation, Environment insult-population, warfare, radiation, smoking, alcohol |
| If monozygotic (identical) twins are more similar than dizygotic twins on a particular trait than we can assume that genetics plays a role. | heredity & environment |
| The more genetically similar two people are, the more likely they are to share physical characteristics (e.g., height, weight). | heredity & environment |
| Genetics plays a significant role in intelligence; however, the environment is also an important influential factor. | heredity & environment |
| Two of the “Big Five” personality traits linked to genetic factors | neurotisism, extroverson |
| emotional stability that someone displays | neurotisism |
| open, social | extroverson |
| Stages of prenatal development | Germinal, Embryonic, fetal |
| Fertilization to 2 weeks, Rapid cell division, Increasing complexity of organism, Implantation in the wall of the uterus | Germinal |
| 2 to 8 weeks after fertilization, Rapid growth and differentiation in major body systems and organs, Three distinct layers form into different sets of structures (ecto, endo, mess), heart and brain begin to fuction | Embryonic |
| 8 weeks after fertilization until birth,Longest stage, Rapid growth and changes in body caused by different rates of growth of different parts of the body, Tissues and organs grow and refine, Sex is distinguishable, Fetus exhibits reflexes and quickening | Fetal |
| Genetically identical; form when cluster of cells in the ovum splits off within the first 2 weeks following fertilization | Monozygotic |
| 2 separate ova are fertilized by 2 separate sperm; no more genetically similar than 2 siblings. | Dizygotic |
| pregnancy problems | infertility, miscarriage, abortion |
| influences or factors that can influence the development | Teratogen |
| Development of abnormal structures due to teratogens (an agent or substance that causes cell death, malformation, growth retardation or functional decline-organ developed physically but not function correctly) | Teratogenesis |
| Radiation, Chemical wastes, Contaminated water, Heavy metals, drugs | Teratogens |
| eating non food substances | Pica |
| Maternal and paternal infections | STDs, HIV, AIDs, Herpes (maternal illness risk to fetus) |
| prenatal influences | nutrition, age of parents, excerisice, health |
| Physical deformities, Cognitive impairment, Diminished growth | 1st trimester exposer |
| trimester exposure can affect child’s higher brain functions | 3rd trimester exposer |
| Relatively little research Tobacco use Drug use Alcohol use Treatment of mother | Father prenatal influence |
| stages of labor | Contractions,birth of baby,birth of placenta |
| APGAR scale | Appearance, Pulse, Grimace, Activity, Respiration |
| birth complications | preterm infants (born before 38 weeks), low birth weights, small for gestational age infants |
| Half of these births unexplained, Difficulties related to mother’s reproductive system, Immaturity of mother’s reproductive system, General health of mother | What causes preterm and low birth weights |
| 2 weeks or more overdue, Blood supply from placenta may become insufficient, Blood supply to brain may be decreased, leading to the potential of brain damage, Labor becomes riskier for larger fetus to pass through birth canal | Postmature Babies: Too Late, Too Large |
| Anoxia | without oxygen |
| Meconium aspiration | the first bowl movement |
| white chessy substance Protects their skin from amniotic fluid | Vernix |
| fine downy hair that covers their body | Lanugo |
| Puffy eyelids, blood, meconium, vernix, lanugo | competent newborn |
| Reflexes of neonate | breathing, sucking, rooting, swallowing, coughing/sneezing, blinking |
| Visual acuity not fully developed but can see to some extent | vision |
| follows visually large moving objects | tracking--vision |
| Shows preference for large shapes (large circles), large pictures or objects, black and white patterns, medium colors (yellow, pink, green), and reflecting objects preferred distance = 8 inches for up to a month old | vision |
| Developed in utero (26-28 weeks gestation), Clearly capable of hearing, but auditory acuity not completely mature, React to and show familiarity with certain kinds of sounds – knows mother’s voice | Hearing |
| Startle to sudden or loud sounds | morel reflex |
| High pitch increases alertness Low pitch quiets infant and decreases motor activity | Hearing |
| refers to initial maternal tie | bonding |
| refers to initial paternal tie | Engrossment |
| looking at mother; vocalizing, stretching out arms; sucking reflexes; embracing | infant |
| putting baby face-to-face; touching baby; calling baby by name; recognizing odor of baby; attentive and responds to baby’s cues | mother |
| interest in the baby’s face; desire to touch and pick up baby; feeling elated, strong desire to protect | father |
| level of emotional maturity, reared and culture, Relationship with family/partner, Experience with this pregnancy and previous pregnancies, Stress/financial worries,Gender/appearance of child, Depersonalized care, rigid hospital routines,early discharge | factors affecting maternal attachment |
| Level of education, Participation in prenatal classes, Gender of infant, Role concept and early contact, Attendance at and type of delivery, Feeding method of baby | factors affecting paternal attachment |
| Maintains little or no eye contact, Holds baby at a distance or not at all, Calls baby “it” vs. “my baby” or by name, Ignores baby’s communication of cries,Handles baby roughly,Thinks baby does not love him or her, Readily gives babies to others | Signs that indicate difficulty in establishing attachment |
Created by:
Khuller