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PSY 231
| Term | Definition |
|---|---|
| discontinuous development | growth and development occurs in a series of “leaps” (ie. the life cycle of a butterfly) |
| continuous development | a person’s mental and physical abilities unfold over time (ie. sensory or motor skills) |
| nature | development is biological and inherent |
| nurture | development is taught and learned |
| active child | children participate in their own development |
| passive child | “blank slate”; no innate factors make us different |
| Biological Perspective | rooted in biology -development is prearranged -Dr. Gessell -limits: fails to consider environment |
| maturational theory | development is reflects a prearranged scheme |
| critical period | time in development when a type of learning can take place |
| Social Cognitive Theory | -behaviors develop as children observe rewards, punishments, etc -children mimic behaviors -ie. Bobo doll |
| Learning Perspective | -behavior due to environment -Skinner (operant conditioning) -reinforcement and punishment |
| Psychodynamic Perspective | -development unfolds according to resolution or lack of resolution -Freud (Id, Ego, Superego) -Erickson (development consists of a sequence of stages) |
| Psychodynamic Perspective | -development reflects children trying to make sense of the world -Piaget (different stages of thinking that development through children’s shifting competencies) |
| Contextual Perspective | -development is driven by the interaction of a child’s immediate/ distant environment -Vygotsky’s (emphasizes role of “experts” in conveying knowledge to the next generation) |
| scientific method | Question Formulate hypothesis Test hypothesis Draw conclusion |
| systematic observation | strengths: allows researchers to study natural behaviors weaknesses: lack third variable |
| sampling | strengths: convenience weaknesses: measure can be invalid |
| self-survey | strengths: convenience weaknesses: answers can be untrue |
| physiological | strengths: provides evidence that confirms behavioral findings weaknesses: not practical |
| reliability | the trustworthiness of an outcome |
| validity | the quality of an outcome |
| population | broad group of interest |
| sample | subset of population |
| representative sampling | use participants that accurately reflect the population of interest |
| correlational studies | examine the relation between variables as they exist naturally -strengths: convenient, behavior measured as occurred -weaknesses: correlation does not equal causation |
| experimental studies | investigator systemically varies the independent variable to access the impact on the dependent variable -strengths: only way to access causality -weaknesses: at times not possible |
| longitude design | the same individual are observed or tested repeatedly at different points of their life -direct way to watch growth, only way to see continuity of growth -tedious, lots of resources, not practical, cohort effects, practice effects, selective attrition |
| cross sectional design | different groups of children are tested at developmental points of interest -convenient, solves cohort and practice effects -does not tell continuity of development |
| cohort effects | result occurs because of characteristics of the cohort being studied |
| practice effects | any change that results merely from the repetition of a task |
| selective attrition | tendency of a certain group of people to drop out of a study |
| how many chromosomes does a human have? | 46 |
| cross-sectional design | sequences of samples, each tested overtime -provides information about continuity, potential cohort and practice effects -not practical and expensive |
| autosomes | non sex chromosomes |
| chromosomes | string of DNA with all part of genetic material of an organism |
| genotype | complete set of genes making up of a person’s heredity |
| gene | each group of nucleotide bases that provides a specific set of biochemical instructions |
| DNA | genetic instructions for the development, functioning, growth and reproduction |
| homozygous | alleles in a pair if chromosomes |
| alleles | one of two or more alternative forms of a gene |
| heterozygous | dominant/ recessive gene |
| dominant | chemical instructions are typically followed |
| recessive | paired with dominant but is ignored |
| inherited disorder | abnormalities in the genome |
| what is the effect of abnormal # of chromosomes? | genetic disorders or disruptions |
| incomplete dominance | one allele does not dominant the other completely |
| single gene inheritance | phenotypes that rely on the makeup of a single gene (ie. sickle cell anemia) |
| polygenetic inheritance | phenotypes that reflect that combined activity of many separate genes (ie. eye color) |
| niche-picking | deliberately seeking out environments that fits one’s heredity |
| epigenesis | the study of changes in organisms caused by modification of gene expression |
| how can the environment change your phenotype? | phenotypic plasticity, epigenetic and nutrition can change its physical traits or characteristics |
| heritability coefficient | estimates the extent to which differences between people affect heredity |
| behavioral genetics | determines heredity on behavioral/psychological factors |
| twin studies | Used to research the genetic influence shown between MZ and DZ twins; lack of environmental factors |
| monozygotic | Come from a single fertilized egg that splits into two |
| dizygotic | Come from two sperate fertilized eggs |
| adoption studies | Biological= Influence of genes Adopted= Influence of environment; most children placed in families similar to their biological one |
| zygote | Weeks 1 and 2 -the growth and movement from fallopian tube to uterus |
| blastocyst | resemble a hallow ball; 100 to 200 cells (outer layer–placenta and inner layer–embryo) |
| implantation | blastocyst burrows into the uterine wall |
| period of embryo | Weeks 3 to 8 -the body structures and organs develop |
| ectoderm | hair and skin |
| mesoderm | muscles and bones layer |
| endoderm | digestive system and lungs layer |
| placenta | connects amniotic sac to uterus |
| amniotic sac | sac which embryo rests |
| amniotic fluid | cushion embryo; constant temperature |
| umbilical cord | house blood vessels that join embryo to placenta |
| neural tube | the embryonic precursor to the central nervous system, which is made up of the brain and spinal cord- there can be a spina bifida (the neural tube does not close all the way) |
| 2nd Trimester | rapid growth, refining reproductive system and brain function, “quickening” |
| 3rd Trimester | respiratory system and brain function development |
| age of viability | refers to the gestational age at which a fetus has a reasonable chance of survival if born prematurely |
| nutrition | sole source of mother, should increase food intake 10%-20% |
| stress | mothers who have higher anxiety have children sooner, miscarriage, behavioral issues, and attention problems |
| age | youth- premature birth, lower birth weight old age- miscarriage, down syndrome |
| Decasper & Spense | 1986, pregnant mother reads Cat and the Hat in last 6 weeks |
| Menella, Jagnaw & Beauchamp | 2001, prenatal and early experience to carrot juice had preference to carrot cereal |
| teratogen | environmental agents that cause birth defects (ie. alcohol) severity depends on dose, susceptibility, etc. |
| ultrasound | use soundwaves to generate picture of fetus Functions: -due date -position -sex -anomalies |
| amniocentesis | needle inserted through mother’s abdomen to obtain amniotic fluid |
| Chronic Villus Sampling (CVS) | sample of tissue from chorion (part of placenta) |
| structural abnormalities | change in the structure of the chromosome |
| functional abnormalities | changes to the function of the systems of the body |
| 1st stage of birth | -12 to 24 hrs -Most painful -Contractions activated through hormonal pathways |
| 2nd stage of birth | -1hr -Pushing + Uterus contractions -Feel the urge to push |
| 3rd stage of birth | -15 mins -placenta and fetal membranes need to be expelled |
| postpartum depression | long term post pregnancy depression (ie. excessive crying, loss of appetite, reduced interest) |
| baby blues | last 2 to 3 weeks, occurs in 50% of women, physiological changes while body returns to non pregnant state |
| risk factors of postpartum depression | depression pre-pregnancy, genetics, stress |
| 4 stages of a newborn | alert inactivity waking activity sleeping crying |
| crying stage | -2-3 hrs -basic, mad and pain cry |
| alert inactivity | when a newborn seems unalert but are bringing in the most info. |
| sleeping stage | -16 to 18 hrs -cycle of wakefulness and sleeping |
| waking activity | newborns can only take information while awake |
| newborns sleeping cycle | sleep every 4 hrs and wake up |
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