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Psych Development
| Term | Definition |
|---|---|
| Conception | Conception occurs when woman’s ovary releases mature egg, one of millions of deposited sperm cells penetrates its wall, series of chemical events begin that cause sperm and egg to fuse into a single cell. |
| Zygote | (conception to 2 weeks)—rapid cell division |
| Embryo | (2 weeks through 8 weeks)—attachment to uterus, heart beat begins, cell differentiation begins, recognizable body parts appear, major body systems form |
| Fetus | (9 weeks to 40 weeks)—body systems mature |
| Embryonic stage | 3 weeks, primitive neural tube of stem cells has formed, neural stem cells divide and multiply, eventually producing neurons and glial cells. The top of the neural tube gradually thickens into three bulges that develop into the three main brain regions |
| Fetal stage | Month 4: Quickening occurs and hearing begins Month 6: Brain cells are in place and growing in size and complexity Month 6-9: Rapid brain and body growth, lungdevelopment, nerve insulation.(myelinization) |
| Placenta | transfers nutrients and oxygen from mother to fetus and filters harmful substances from reaching the embryo or fetus |
| Tetraogens | harmful substances such as viruses (HIV, Rubella, Zika) and drugs (cocaine, alcohol, nicotine) that can slip through the placenta and cause abnormal development or birth defects |
| Fetal Alcohol Syndrome | marked by a small, mis-proportioned head, with unusual facial features and lifelong brain abnormalities that affect vision, hearing, attention, language, and decision making. |
| What do newborns come equipped with? | reflexes, involuntary responses, ideally suited for survival |
| Babies will | root for a nipple and begin sucking, which involves tonguing, swallowing, and breathing. |
| Reflexes are a sign | that the neural-motor systems are intact and working. |
| As babies grow and acquire more voluntary skills | some reflexes drop out of their skill repertoire |
| Newborns are able to | Imitate facial expressions (e.g.,smile, stick out a tongue), recognize the smell of his or her mother, recognize parents voices and respond to stimuli |
| cephalocaudal | Infants learn to control their bodies from head to feet |
| Proximodistal | Infants learn to control their bodies from center to periphery |
| Skills do not emerge on a strict timetable but | Do emerge on a strict structure |
| Visual acuity | Improves early in life, babies become less nearsighted |
| Color perception | Improves too |
| Infant brain development | Same number of neurons as at birth More dendrites More synapses between neurons |
| 3 basic things to understand about cognitive development | How the physical world works ,The idea that your mind represents the world. The idea that OTHER minds exist |
| Jean Piaget | Piaget described stages of cognitive development. |
| Birth to 2 | Sensorimotor, milestones are object permanence and stranger anxiety, Infants acquire information about the world by sensing it and moving around within it |
| Object permanence | the awareness that things continue to exist even when not perceived. Young infants do not have this, but get it during first year of life |
| Stranger anxiety begins around | 6 months |
| 2 to 6 years | Preoperational, Language development, pretend play, egocentric (no theory of mind) |
| Preoperational stage kids do have | Preliminary understanding of the physical world |
| Preoperational stage kids do not have | Conservation or Theory of mind |
| Theory of Mind | ideas about mental states, their own and others. |
| Why do children at the preoperational stage fail conservation tests? |
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