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Inf & Child (1)
| Question | Answer |
|---|---|
| Qualitative Change | change that happens in distinct stages that differ in the QUALITIES of the behavior or thing changing |
| The Different Ways Of Knowing Something | intuition: often wrong // authority: can be misused // science: is falsifiable, can be biased, not perfect but powerful |
| Butterflies Transitioning Through Stages Is An Example Of... | qualitative change |
| Quantitative Change | gradual change over time in the amount, frequency, or degree |
| Trees Gradually Increasing In Size Is An Example Of... | quantitative change |
| True Or False: Quantitative Change Must Be Linear | false |
| Developmental Stablity | relative ordering of individuals on some trait or behavior (ex: children who get the highest math scores in 4th grade get the highest math scores in 6th grade) |
| Developmental Instability | order of individuals on some trait or behavior changes (ex: children who get the highest math scores in 4th grade DO NOT get the highest math scores in 6th grade) |
| Rate Of Change Matters More Than Absolute Value | focus on "the curve", developmental stability is an important metric to measure this |
| Describing Development | WHAT happens, WHEN, to WHOM? |
| Motor Development | domain referring to physical growth, movement, action |
| Perceptual Development | domain referring to the senses |
| Cognitive Development | domain referring to thought processes |
| Language Development | domain referring to communication |
| Social Development | domain referring to interactions with others |
| Emotional Development | domain referring to understanding and expressing feelings |
| Explaining Development | WHY and HOW does change happen? what causes it? |
| Children As "Active Learners" | their own actions and behaviors contribute to their development |
| Developmental Cascades | changes in one domain, at one time have a long-lasting and far-reaching implications for other domains and at later times |
| Why Developmental Research Is Unique | requires flexibility, creativity, and extra attention to ethics |
| Why Developmental Data Collection Is Hard | kids are hard to access, studies are long and time consuming, having a diverse sample is difficult |
| Convenience Sampling | sampling that only includes folks who are easy to collect data (not right, limits generalizability) |
| Different Ways Developmental Scientists Collect Data | studies in the lab, museums, libraries, schools, daycares, people’s homes, online (none are perfect) |
| Interviews And Surveys | research method: asks people questions |
| Observations | research method: look at people's behavior (controlled or naturalistic) |
| Physiological Assessments | measure aspects of people’s bodies, which can (maybe) tell you something about their mind |
| Measuring Behavior | movement, heart rate, sucking, looking, reaching |
| If Infants Look Longer At The Changing Side... | that tells us that they notice the change |
| Case Studies | research method: deep look into a single person or situation |
| Reliability | getting the same measurement each time |
| Validity | it is "accurate", in the sense of representative (on average), of the thing you're measuring |
| Cohort-Sequential Designs | combination of cross-sectional and longitudinal methods, different ages across multiple cohorts tested at the same time |
| Pre-registration | methodological reform referring to documenting ahead of time your planned procedures |
| Larger Samples | methodological reform referring to collecting more data |
| Multi Lab Replications | methodological reform referring to coordinating large scale collaborations |
| Better Theory Building: Computational Models As Theoretical Tools | better theories that can make more precise predictions |
| Open Science | sharing raw (deidentified) data // using reproducible scripts for data analysis and making those publicly available // document and report all aspects of procedures and shared materials |
| Institutional Review Board (IRB) | ethical body that overviews research with human subjects |
| Ethical Guidelines | weighing risk-benefit, ensuring voluntary participation, confidential data, no harm (or risk of harm that is weighed against benefit) |
| How To Get Consent For A Child | informed consent from the parent/guardian, assent from the child (verbal or written) depending on age |
| Use For Scatterplots | graph useful for correlations |
| Use For Bar Graphs | useful for comparing groups |
| PPSTT | method for reading graphs |
| (P)PSTT: Patterns | what does your eye tell you? |
| P(P)STT: Prompts | what are the words on the axis, title, and caption that give you clues about how to interpret the figure |
| PP(S)TT: Strange | strange: what sticks out? do you notice weird axes, missing data points, outliers, or other oddities? |
| PPS(T)T: Takeaway | what's the story? how would you describe the main conclusions to a family member in a sentence or two? |
| PPST(T): Trust | do you trust the takeaway given your analysis and what you know about the data source or who produced the figure? what other information do you want to know? what questions remain? |
| Neurons | nerve cells that send messages all over your body // basic building blocks of our brain and nervous system // allow you to do everything from talking, eating, walking, and thinking |
| How Neurons Send Messages | electrical or chemical signals pass between neurons through the synapse, creating circuits throughout the brain |
| Five Major Periods Of Change | conception to birth // birth to 2-years // 2-years to early adolescence // early adolescence to late adulthood // late adulthood to death |
| Neurogenesis | rapid growth of new neurons, made through mitosis |
| When Neurogenesis Occurs (And Neural Migration?) | begins around the 4th week of gestation and continues through the prenatal period (peaks at different times for different areas of the brain) |
| True Or False: When You're Born, You Have Most Of The Neurons You'll Ever Have | true |
| Neural Migration | neurons move to their "proper" location in the brain, taking on specialized functions |
| Synaptogenesis | creation of synapses, allowing the connection between neurons |
| Synapse | small space between axons and dendrites that allow the flow of neurotransmitters between neurons |
| When Synaptogenesis Occurs | begins in 2nd trimester, and continues throughout life (surges in first 2 years of life and in adolescence) |
| Myelination | formation of the myelin sheath surrounding axons (only some neurons), allowing signals to travel down faster |
| When Myelination Occurs | begins during 3rd trimester and continues into early adulthood (happens in different parts of the brain at different times) |
| True Or False: Myelination Contributes To Brain Weight | true |
| By 2 Years, A Child Has This Percent Of Adult Brain Weight | 80% |
| Between 2 And 6 Years, A Child Has This Percent Of Adult Brain Weight | 90% |
| Synaptic Pruning | removes superfluous connections, necessary for brain development |
| Hyperconnectivity | neurons that don't need to be connected are connected, caused by synaptogenesis |
| True Or False: 4-Year-Olds Have Double The Connections As Adults | true |
| Lateralization | the functional dominance of one hemisphere over another hemisphere, specialized by domain |
| Corpus Callosum | bundle of nerve fibers that connect the two brain hemispheres |
| Lateralization Is Facilitated By Myelination And Synaptogenesis In The Corpus Callosum, And Peaks... | between 3 and 6 years |
| Lateralization Contributes To Developing A Dominant Hand, Typically By... | 2 years (further increases through childhood) |
| In Early Childhood, We See Increases In Lateralization In Hemispheres And Coordination Between Hemispheres | just a fact :) |
| Brain Plasticity | the brain changes and adapts due to experience |
| Experience-Expectant Plasticity | some kinds of experience are expected and are necessary for typical development to occur |
| Experience-Dependent Plasticity | brain adapts to a person's unique experience, variation in experiences change brain development (development depends on experience, but is not expecting anything in particular) |
| Dinner Example Of Experience-Expectant Plasticity | when you’re expecting someone to show up for dinner, you’re waiting for them and would be upset if they didn’t show |
| Dinner Example Of Experience-Dependent Plasticity | what you make for dinner depends on who is eating it with you, and whether or not you’re going to have friends over, but you’re going to make dinner no matter what |
| Some Parts Of The Brain Are Expecting Input Of A Certain Kind, And If They Don't Receive That Input, Things Develop Atypically | example: visual development (visual system expects input, and does not develop normally without) |
| Sensitive Period Of Experience-Expectant Plasticity | expects the input at a certain time or certain period of time |
| True Or False: Experience-Expectant Plasticity Always Results In Bad Outcomes | false (see week 3, day 1 slides for more) |
| Kind Of Brain Changes | structural and functional (do not always go hand-in-hand, and are impacted by different mechanisms) |
| How To Measure Structural Brain Changes | MRI, other ways |
| How To Measure Functional Brain Changes | fMRI, EEG, fNIRS, other ways |
| fMRI | detects blood flow via oxygen, good spatial resolution (where), bad temporal resolution (when), very sensitive to movemtn |
| EEG | records electrical activity from the scalp, bad spatial resolution (where), good temporal resolution (when), works well on infants because it is not very sensitive to some movement |
| NIRS/fNIRS | detects blood flow and oxygen metabolism changes, better temporal resolution than fMRI, better spatial resolution than EEG, more tolerable to some movement than fMRI |
| Around Day 14 Of The Menstrual Cycle... | an egg cell is released from the ovary, aka ovulation (occasionally two eggs will be released: dizygotic twins) |
| The Sperm Fertilizes The Egg By... | penetrating the outer membrane |
| Zygote | result of sperm fertilizing the egg |
| Conception Is Influenced By... | sperm, egg, timing, |
| Ovulation Occurs... | at a specific time, 1/month, typically 2 weeks after the first day of the last period, can vary from day 6 to day 30 of the menstrual cycle |
| The Egg Needs To Be Fertilized Within About 24 Hours Of Being Released | :) |
| Sperm Lives For About 3-5 Days | :) |
| Chromosomes | carry genetic information in the form of DNA |
| Genes | unit of heredity |
| Genotypes | determine an individual's traits |
| Phenoptypes | how an individual's traits are expressed |
| When The Germinal Period Is | first 2 weeks, starting at conception |
| What Happens During The Germinal Period | zygote travels to uterus, rapid cell division begins |
| Blastocyst | ball of 100 cells (divides into embryo, placenta, amniotic sac, umbilical cord) |
| Embryo | what will become the fetus |
| Placenta | a temporary organ that permits exchange between fetus and pregnant person’s bloodstream |
| Amniotic Sac | fluid-filled membrane surrounding the fetus |
| Umbilical Cord | tube connecting the baby and the placenta |
| Monozygotic Twins | identical, one fertilized egg splits into two |
| Dizygotic Twins | fraternal, two separate eggs are fertilized |
| When The Embryonic Period Is | 3 to 8 weeks after conception |
| What Happens During The Embryonic Period | cells begin to differentiate into specialized functions |
| Three Layers Of The Embryo | ectoderm (skin, brain, hair), mesoderm (muscles, bones, blood), endoderm (digestive organs, lungs, urinary tract) |
| Cephalocaudal Development | downward development (head to toe) |
| Proximodistal Development | outward development |
| When The Fetal Period Is | 9 weeks to birth |
| Physical Growth In Fetal Period | influenced by hormones produced by the sex organs, adds over 5 pounds in weight, bones form, ears migrate to the right place, lungs develop, eyes open, brain grows 4x the size |
| Basic Functioning In Fetal Period | "breathing" to strengthen lungs is the last thing to develop, swallowing amniotic fluid to develop digestive system |
| Regulating Of Sleep-Wake Cycles In Fetal Period | impacted by pregnant person's sleep/wake cycles // fetuses with regular sleep cycles tend to be newborns and infants who sleep better |
| Movement In Fetal Period | starts with bending head and spine, wiggling fingers, grabbing umbilical cord, goal directed movements like anticipating thumb sucking |
| Hearing In Fetal Period | fetuses can hear external sounds around 35-37 weeks, they even remember some of these sounds after birth |
| Miscarriages | death of fetus (or embryo) before week 20 |
| Stillbirths | death of a fetus after 20 weeks |
| Potential Causes For Miscarriages And Stillbirths | genetic defect in the zygote or embryo, environmental effect from toxin or disease, effect of the uterine environment (we often don't know the cause) |
| Teratogen | any disease, drug, or other environmental agent that can harm the embryo or the fetus physically or influence health or behavior after birth |
| Examples Of Environmental Toxins (Teratogens) | radiation, lead, mercury, PCBs |
| Examples Of Infectious Diseases (Teratogens) | rubella, HIV, CSV, genital herpes, COVID-19, syphilis, etc. |
| Examples Of Medications (Teratogens) | aspirin, certain antibiotics, thalidomide, certain antiseizure medications, certain antipsychotic medications |
| PCBs In Fish | man-made chemical, banned in the 1970s, still found in fish and plastics (if fish does not have PCBs, it can be beneficial for prenatal development) |
| Effects Of PCBs In Utero | small heads at birth, less efficiency during short term memory tasks in preschool, lower IQ scores 11 years after birth |
| Thalidomide | marketed for morning sickness in 1950s, found to interfere with the activation of other genes critical for arm and hand development, impacted 10,000 babies (only half which survived) |
| True Or False: All Of Your Genes Are "On" All The Time And In Every Cell | false |
| Regulator Genes | control activation of genes? |
| Examples Of Psychoactive Drugs | cocaine, nicotine, alcohol, heroin, excessive caffeine, etc. |
| Effects Of Fetal Alcohol Spectrum Disorder | unique facial features, brain damage, heart damage, slow growth, intellectual disabilities |
| Effects Of Maternal Stress | increased risk of miscarriage, premature birth, low birth rate, respiratory illness, digestive problems |
| What "Counts" As Stress | it's a biological response, so anything that leads to excess stress "counts" (ex: job stress, financial stress, relationship stress, war zones, poverty, natural disasters) |
| Teratogens In The Sensitive Period | teratogens will impact the organs that are developing at the time of the exposure |
| Teratogen Dose-Response Relation | how much of a substance that reaches the fetus will impact the reaction (typically more exposure = more severe effect) |
| Genetics For Teratogens | the specific genetic makeup will impact how the organism responds (ex: thalidomide showed no issues in animal testing) |
| How Often Pregnant People Should Go To The Doctor | first 28 weeks = 1 per month // weeks 28-36 = every 2-3 weeks // weeks 36-birth = every week |
| APGAR | tests neonatal (newborn) health // activity (muscle tone), pulse, grimace (reflex irritability), appearance (skin color), respiration |
| Pre-Mature Birth | less than 37 weeks gestation |
| Low Birth Weight | sometimes due to being premature, sometimes associated with being underdeveloped, can be genetic or environmental, is associated with ADHD and developmental disorders |
| Breech Position | birth complication where the head is away from the cervix in labor and delivery |
| Oxygen Deprivation (Anoxia) | can happen when the umbilical cord is squeezed or wrapped around the baby (more common in breech position) |
| True Or False: The U.S. Has A Relatively Low Infant Mortality Rate Compared To Other Wealthy Countries | false: it is relatively high, could be better |
| True Or False: Infant Mortality Rate Has Dropped Dramatically In The U.S. Over Time | true |
| Preferential Looking Paradigm | type of looking time study // present two stimuli side by side // measure which one they look at longer // can learn infants' natural preferences, whether or not they can tell things apart, language understanding |
| We Assume That Infants Look Longer At Things They... | like or find interesting (though this is complicated and might even change over development) |
| True Or False: Infants Have A Preference For Stripes Over Solid | true |
| True Of False: An Infant's Contrast Sensitivity Is The Same As An Adult's | false: an infant's is worse than an adult's |
| Habituation | when an infant is repeatedly shown a stimulus and start to look less because they get bored |
| Dishabituation/Recovery | when a baby is shown something different after being shown the same thing, their looking will rebound because they are interested (if they notice a change) |
| When The Physical Development Of The Retina Happens | starts early and happens prenatally |
| Most Major Structures In Visual Cortical And Subcortical Areas Of The Brain Are Also In Place By... | the end of the second trimester |
| Fetuses Open Their Eyes In Utero Around... | the end of the second trimester (the womb is dark, no light yet to allow visual input) |
| Synaptogenesis, Synaptic Pruning, And Fine-Tuning Of The Brain Happens... | in utero and beyond |
| Spontaneous Brain Activity In Visual Pathways Happens... | in utero, before visual input, contributing to visual development |
| Neonates' Functional Visual System | eye takes in light and passes it to higher brain areas // babies react different to patterns of visual stimulation with head and eye movements // they scan the environment, when they find an edge, they stop and tend to stay around the edge |
| How Newborns Form Perceptual Categories | they attend to shared features across stimuli |
| True Or False: Newborns Show A Preference For "Bottom-Heavy" Stimuli | false: they prefer "top-heavy" (this might cause a face preference, without actually being about faces) |
| Acuity | the ability to resolve fine detail (lower in infants than adults), improves over first several months |
| Contrast Sensitivity | resolve differences in shades of luminance (lower in infants than adults), improves over first several months |
| Direction Of Motion | (lower in infants than adults) |
| Color Sensitivity | (lower in infants than adults) |
| Field Of View | (smaller in infants than adults) |
| Who Has 20/591 Vision | infants under 6 months |
| Object Unity: Rod Experiment | by 4 months, infants think it is one rod (look longer when shown it's 2 separate) // newborns think it's 2 |
| Visual Cliff Experiment Results | out of all 36 infants they tested, those between 6 and 14 months avoided the deep side |
| True Or False: Depth Perception Is Innate (Natural) | false: babies have a lot of experience prior to 6 months, like crawling |
| Stereopsis | binocular depth cue that detects disparities between eyes |
| Motion Parallax | monocular depth cue where closer things appear to move faster |
| Depth Perception Over Time | not present at birth // around 5 months, infants can perceive depth, but they require binocular cues // around 7 months, infants can use both binocular and monocular cues |
| Object Tracking Over Time | first 2 months = jerky eye movements, slow tracking // 2-5 months = substantially smoother and faster // around 6 months = anticipatory eye movements, looking ahead of the actual stimulus |
| Hearing Begins To Develop... | during the prenatal period |
| Sounds Heard In Utero Are Remembered After Birth If They Are Heard Around... | 35-37 weeks |
| To Know If Babies Can Hear In Utero, We Can Measure... | their heart rate |
| Heart Rate And Sound In Utero | by 35-37 weeks, most fetuses will show increased heart rate to a soft sound being played, then it will slowly decrease // when the researchers start to play a new sound, the heart rate will increase again |
| Newborns Prefer The Sound Of The Voice Of... | their mother (maybe they learned that by repeated exposure in utero) |
| Contingent Reinforcement | paradigms where the infant's behavior controls the stimulus (can be done with looking time) |
| For Contingent Reinforcement In Newborns, You Can Measure... | sucking (slow vs fast) |
| DeCasper And Spence (1986 Study) | had pregnant women read passages twice a day during their last 6 weeks of pregnancy // newborns (2-3 days) preferred to listen to the passage read to them in utero |
| Measurements To Study Infants | sucking, looking around, moving their head, reaching |
| How We Know If Hearing Is Developing Properly | newborn screenings: automated auditory brainstem response and otoacoustic emissions (1-3/1,000 babies diagnosed with hearing loss anually) |
| Otoacoustic Emissions | measures responses from baby's inner ear when sounds are played from small earphones to babies ear (sound waves in inner ear response) |
| Automated Auditory Brainstem Response | measures the response from the hearing nerve when sounds are played from small earphones to babies ear (brain response) |
| True Or False: In Many Ways, Seeing Is Better Developed Than Hearing At Birth | false: hearing is better developed (one reason is prenatal experience) |
| Neonates Prefer Speech Over Synthetic Sounds, Prefer Monkey Over Synthetic Sounds, But Have No Preference Between Monkey And Human | but by 3 months, they prefer humans |
| Taste At Birth | fairly well developed (can taste the difference between bitter, sweet, salty, etc.) |
| Why Infants Prefer Sweet Over Salty | amniotic fluid is sweet and flavored by what mother eats and drinks (infants orient towards to odor of their own amniotic fluid) |
| Intermodal Perception | the ability to perceive and integrate information from multiple sensory modalities |
| Touch And Vision In One Month | babies either sucks on a smooth or textured pacifier without seeing it, they preferred the one that looks like the one they felt |
| Perceptual Intergration | when you perceive information from two sense simultaneously, we sometimes link them together (infants seem to do this to, using synchrony as a cue) |
| Pitch And Location (Height) | at 3-4 months, babies preferred to when the pitch and height matched |
| Equifinality | there are many ways to get to the same endpoint |
| Multifiniality | there are many developmental trajectories that can diverge from the same starting point |
| Arnold Gesell | measured the motor development of 107 infants and established a set of standard “Gesell scales” |
| William Thierry Preyer | proposed that children and non-human species show a common and universal sequence of motor development stages |
| Dynamic Systems | considers the many interacting forces that influence infants’ motor skills, beyond genetic/biological maturation |
| Infant Stepping | reflex that "appears", "disappears", than "reappears" // doesn't really disappear, babies do same motion when lying on their back // "disappears" when standing because legs are too heavy // example of dynamic systems theory |
Created by:
age47
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