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Development
| Term | Definition |
|---|---|
| Continuous Development | No Stages: Theorists: Vygotsky, Horney, Kagan |
| Discontinuous Development | Stage Theorists: Piaget, Freud, Erikson, Kohlberg |
| Nature | Heredity, Innate, Genetic |
| Nurture | Environment, Learning by Observation |
| Stable | Traits that remain fixed from birth |
| Unstable | Traits that can change from birth |
| Cross-sectional Studies | Groups studied for a brief amount of time--a snapshot of your study |
| Longitudinal Studies | Groups studied for a longer period of time over months or years |
| Cross-sequential Studies | Begins as a cross-sectional study and continues into a longitudinal study because of an interesting outcome found in the cross-sectional study |
| Cohort | Each group in a study |
| Cohort Effect | If something unusual occurs with a cohort that would cause the study to be skewed, then the cohort must be eliminated from the study |
| Germinal Period of Prenatal Development: Stage One | First two weeks after conception. Zygote travels down the fallopian tube and attaches to the uterus. Umbilical cord forms |
| zygote | 46 chromos, 23 from each parent |
| Difference between fertilization and pregnancy | Fertilization is when sperm penetrates the egg and zygote is formed. Pregnancy is when and if the zygote attaches to the uterus and pregnancy hormones produce. 20% of fertilizations or pregnancies are ended during this time. |
| Embryonic Period: Stage Two | From end of second week to end of the eighth week. Cells begin to specialize and organs begin to form. |
| Fetal Period: Stage Three | From beginning of ninth week to Birth. Organs begin to interact and become stable |
| Chromosomal Irregularities | 1. Turner Syndrome 2. Kleinfelter Syndrome 3. Down Syndrome |
| Turner Syndrome | Females: Only one X with a partial X or missing the second X chromosomes. Irregular growth, ovaries are missing, low functioning IQ, tumors behind the eyes |
| Kleinfelter Syndrome | Two X and one Y chromosomes on 23rd pair for males. Overweight with breasts and sterile |
| Down Syndrome | Extra chromosome #21: Functioning on spectrum, abnormal facial characteristics |
| Recessive Trait Irregularities | 1. Ashkenazi Jewish descent: Tay Sachs 2. Sub Sahara African descent: Sickle Cell Anemia 3. Cystic Fibrosis |
| Tay Sachs Disease | Irregularity of nervous system. Death at 2-3 years old |
| Sickle cell Anemia | Red blood cells with irregular shape like a sickle. Not enough area to carry proper amount of oxygen. |
| Cystic Fibrosis | Thickened mucous that collects in the lungs making pulmonary problems |
| On the no eat list of foods during pregnancy | Caffeine, sushi, deli meats, soft cheeses, fish, salt |
| Caffeine | Stimulant |
| Sushi | Bacteria and parasites |
| Fish | Some like tuna high in mercury |
| Deli Meats | Bacteria and high in salt |
| Salt | Increase in water weight gain, high blood pressure, pre-eclampsis |
| Soft Cheeses | Bacteria |
| Soda | High sugar and food dye |
| Know the effects of substances | Smoking tobacco or weed, cocaine, narcotics, alcohol |
| Physical Development | 1. Supporting neck; 2. Supporting chest; 3. Roll over; 4. Sit; 5. Crawl; 6. pull up to stand; 7. cruise; 8. stand alone; 9. walk; 10. navigate stairs |
| Puberty | Hormonal changes for adolescent development |
| Primary Sex Characteristics | Birth sex organs |
| Secondary Sex Characteristics | Males: Increase in testosterone and facial and body hair--pubic and underarm Females: Increase in estrogen; First period, breast development, pubic and underarm hair |
| Menarche | Appearance of first period |
| Menopause | Cessation of monthly periods |
| Aging Physical Debilities | Decreased eyesight and hearing; balance problems |
| Elizabeth Kubler Ross | Five Stages of Grief 1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance |
| schema | Set of ideas about an object or event |
| assimilation | taking in new information into an existing schema |
| Accommodation | Discovering that new information does not fit the schema, so you create a new schema |
| object permanence | stages of discovering that an object doesn't disappear even though it can't be seen |
| Conservation | Although the form of matter changes, the amount does not |
| Sensorimotor Stage | Birth to two years old. Infants reason with their movement and senses |
| Preoperational Stage | Two to five years old. Egotistical Stage. Cannot reason about an event without putting themselves in the middle of the reason |
| Concrete Operational Stage | Six to eleven years old: If they witness the event, they can reason about it |
| Formal Operational Stage | Ages 12+ They can reason hypothetically--how and why did this event occur? |
| Vygotsky | sociocultural theorist but still a cognitive theory. Uses the Zone of Proximal Development to explain how a child learns. The difference between their achievement with an expert and their original aptitude without the expert. Scaffolding |
| Scaffolding | Vygotsky's idea of student-centered learning--teacher prepares a 2-3 day lesson, and student groups work together and teach other. Teacher provides bridging comments to groups but does not teach. |
| Information Processing Theory | Brain works like a computer |
| Apgar Score | Infant scored at one minute after birth and again at five minutes for appearance, respiration, heart rate, muscle tone, grimace reflex |
| Ten physical milestones | support head, support chest (tummy time), roll over, sit, crawl, stand upright pulling up, cruising, stand up and balance alone, walk, negotiate stairs |
| Reflexes checked at one/two months | Babinski, Palmer Grasping, Moro Startle, Rooting, Sucking, Stepping |
| Babinski | Stroke bottom of foot and toes will fan out |
| Palmer Grasping | If object touches baby's palm, they will grasp it with fingers curled around it |
| Moro Startle | Make loud noise and baby will throw arms out and bring them back over chest |
| Rooting | Baby will turn head toward the cheek being stroked |
| Sucking | Must be able to suck to thrive with breast or bottle |
| Stepping | Holding baby under arms, hold upright with feet touching a hard surface and they will step across the surface |
| Habituation | When baby loses interest in presented object--now it is in memory |
| Dishabituation | When baby shows interest again in presented object--now out of memory. Tells us how long the memory has endured |
| Kohlberg - Stages of Moral Development | Preconventional, Conventional, Post Conventional |
| Preconventional | Stage one: Child obeys to avoid punishment Stage two: Child obeys out of self-interest |
| Conventional | Stage 3: Child obeys to please--good girl/good boy Stage 4: Person obeys because that is the law |
| Post-Conventional | Stage 5: Social contract: citizen has responsibility to call attention an unfair law to government via activism Stage 6: responsibility to break the law to call attention to it |
| Social-Emotional Development Theorists | Harlow - bonding; Ainsworth - attachment: Kagan - temperament Baumrind - parenting |
| Harlow | Rhesus Monkey Study - know it |
| Ainsworth | Attachment Study - Strange Situation Study - Know it |
| Secure Attachment | Baby is easily soothed by mother on her return - mother has been available to infant to provide needs. Secure in love relationships |
| Anxious-Resistant Attachment | Baby is angry with mother and often hits her. Mother has been inconsistent in her care of her infant. Needy, manipulative, abusive in love relationships |
| Anxious-Avoidant Attachment | Baby doesn't care when mother leaves nor when she returns. Mother has rejected the baby. Non-committal in future love relationships |
| Kagan | Know his experiment about temperament |
| Temperament | Nature: intensity of mood when introduced to strange stimuli |
| Easy Going | No reaction to the balloon waving |
| Difficult | Infant stiffens up, flails around and cries |
| Slow to Warm | Infant stiffens then relaxes |
| Diana Baumrind | Parenting expert |
| Authoritarian | My way or the highway - no discussion: children timid with authority or rebel |
| Authoritative | Best style: Set boundaries, child knows consequences, parents will discuss - children good problem solvers and high self-confidence |
| Permissive | Parents want to be child's friend--few limitations. Child confused about boundaries |
| Negligent | Parents have few rules, no communication with children. Children are attention seeking, at risk kids |
| Self-Monitoring/Self-Referencing | Parents and teachers help children in new situations, "Behave like the other children are behaving." Discuss with them. Very little social anxiety for these people. |
| Cephalocaudal Dev | Infant physical development moves from head to feet |
| Proximodistal Dev | Infant physical development moves from midline chest and outward |
Created by:
lmckay
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