1
Q
germinal stage
A
period from conception –> 2 weeks after conception
- zygote
2
Q
embryonic stage
A
period that starts 2nd week after conception –> 8th week after
- embryo
arms, legs, heart, female repro organs/testosteron
3
Q
fetal stage
A
9th week after conception until birth
- fetus
- skeleton and muscles
- myelination and brain cells
4
Q
why is it good that human babies arrive underdeveloped (25% of adult brain size)?
A
because they can adapt to their environments when they get there
5
Q
teratogen
A
any substance that passes from mother to unborn child and impairs development
- incl mercury in fish, lead in water, paint dust in air
- most common is alcohol
6
Q
Fetal alcohol syndrome (FAS):
A
developmental disorder that stems from heavy alcohol use by the mother during pregnancy
*also disadvantages to pregnant smokers
7
Q
the fetus can hear
A
mothers heartbeat, gastorintestinal sounds (digestion), and mother’s voice
8
Q
infancy
A
stage of dev beginning at birth and lasts between 18-24 months
9
Q
newborns have limited range of vision
A
see 8-12 inches away
10
Q
motor development
A
emergence of the ability to execute physical actions e.g. reaching, grasping, crawling
11
Q
motor reflex
A
motor responses triggered by specific patterns of sensory stimulation
- rooting reflex: infants move mouth toward any object touching their cheek
- sucking reflex: suck on any object that enters their mouth
- for breastfeeding, disappear in first months for more sophisticated motor behavior
12
Q
cephalocaudal principle
A
(“top to bottom” principle): tendency for motor skills to emerge in sequence from head to feet
13
Q
proximodistal principle
A
(“inside-to-outside” principle): tendency for motor skills to emerge in sequence from center to periphery
14
Q
cognitive development
A
process by which infants and children gain the ability to think and understand
15
Q
four cognitive development stages
A
- sensorimotor stage
- preoperational stage
- concrete operational stage
- formal operational stage
16
Q
sensorimotor stage
A
stage of cogn dev that begins at birth and lasts through infancy
- mainly use abilities to sense (perceptual) and ability to move (motor)
17
Q
preoperational stage
A
stage of cognitive development frmo 2-6 yrs during which children develop a preliminary understanding of the physical world
- no conservation
- egocentrism: failure to understand that the world appears different to diff ppl
- Centration: attention is focused on one aspect of stimulus only
18
Q
concrete operational stage
A
6-11 yrs
- learn how actions cam transform concrete objects
- conservation
- gain theory of a mind
19
Q
formal operational stage
A
- final stage of cognitive development that
- begins 11 yrs
- reason about abstract concepts.
20
Q
schemas
A
theories about the way the world works (e.g. tuggin toy brings it closer)
21
Q
assimilation
A
process of applying a schmea to a novel stimuli (e.g. tugging but now w ball)
22
Q
accommodation
A
process fo adjusting schema to incorporate new information (e.g. don’t tug on a cat)
23
Q
object permanence
A
the understanding that objects exist even when they ar4e not visible
24
Q
preferential looking time technique
A
you naturally stare at things that violate your theories more than those that don’t (applies to infanst as well –> knew more than Piaget reasoned)
*flipping bridge example –> 4 month olds did notice impossible
25
childhood
period begins 18-24 months and lasts until 11-14 yrs
- enter in preoperational stage and exit to concrete operational stage
26
difference betwe preoperational and concrete operational
conservation
- preoperational children understand that there are just as many eggs as cups when one egg is in each cup
- but only concrete operational children understand that when the row of eggs taken out of the cups is longer, there aren’t more eggs, they have just been spread out
27
conservation
understanding that many of the physical properties of an object are conserved by changes in its appearance
- just becasue appearance changes, reality does not
28
theory of a mind
the understanding that the mind produces representations of the world and that these reps guide behaviour
- age acquirede influenced by # of siblings, pretend play freq, SES, culture, lang most importnat
*deaf children w non-signing parents + autistic kids slow to acq thoery of a mind
29
criticisms of Piaget
1. children don't graduate sequentially from stages, more fluid and continuous (like seasons changing)
2. transitions betw stages happen earlier than Piaget thought
30
77% of Australian children understood diff ppl have diff beliefs but only 47% of Iranian kids did
even more likely to understand ppl know what they see and don’t what they don’t see
prob bc Iranian kids not as exposed to debates bc of culture → prioritizes respect and harmony
- cultural divide
31
Vygotsky cogn dev theory
- child as *apprentice* instead of scientist
- child's interactions w members of own cultur e.g. how to open a jar
32
3 essential skills for observational learning
1. joint attention
2. imitation
3. social referencing
*joint attention (I see what you see), imitation (I do what you do), and social referencing (I think what you think)
33
joint attention
ability to focus on what another person is focused on
e.g. if adult turns head, so will infants (trying to see what adult is seeing)
34
imitation
tendency to do what another does
- imitate intentions over actions (hand slip w jar)
35
social referencing
ability to use another person's rxns as info about how to think
- infant approaching new toy will stop and look at caregiver to understand if toy is or isn’t dangerous
36
primary cargeiver
an infant will feel safe in their presence, and if too far away will move toward them or do smth to make the adult move toward them (e.g. cry)
37
attachment
emotional bond with primary caregiver
38
attachment styles
characteristic patterns of reacting to the presence and absence of one's primary caregiver
39
name the attachment styles
1. Secure attachment
2. Ambivalent attachment
3. Avoidant attachment
4. Disorganized attachment
40
secure attachment
infant may or may not be distressed when caregiver leaves the room, but responds positively on return
- majority of infants
41
Ambivalent attachment
infant distressed when caregiver leaves the room, but responds negatively on return
e.g. rebuffing them or refusing caregiver’s attempts at calming
42
Avoidant attachment
infant not distressed when caregiver leaves, and ignores when they return
43
Disorganized attachment
infant shows no consistent pattern of response to caregiver's absence or returns
44
temperament
Biologically based pattern of attentional and emotional reactivity
e.g. infants reacting fearfully to novel stimuli e.g. unfamiliar people, tend to become quiet, cautious, shy, who avoid novel situations or people as adults
45
mothers behaviour correlated with infant's attachment style (maybe even causal)
46
internal working model
set of beliefs about how relationships work
secure attachment → confident caregivers will respond
avoidant → confident they wont
ambivalent → uncertain if will respond
disorganized → confused about relationship w primary caregiver → characterizes abused children
47
name Piaget's 3 moral transitions
1. realism to relativism
2. prescriptions to principles
3. outcomes to intentions
48
define Piaget's 3 moral transitions
1. realism to relativism
- strict, inviolable rules
e.g. hitting someone isn't good in any case
- later realize some human inventions and are exceptions
2. prescriptions to principles
- moral rules are guidelines for specific actions in specific situations
- mature, see expression of general rules e.q. equity and fairness
3. Shift from outcomes to intentions
- young, unintentional action causing great harm is more wrong than intentional action causing slight hatm
- mature morality dependent on actors intention
49
Kohlberg's Theory of development of moral reasoning (3 stages)
1. most children at preconventional stage
2. most adolescents at conventional stage
3. most adults, postconventional stage
50
preconventional stage
: stage of moral dev in which morality of action is primarily determined by its consequences from actor
e.g. if steals --> jail so he shouldn't
51
conventional stage
: stage of moral dev in which morality of an action is primarily determined by extent to which it conforms to social rules
- e.g. stealing is against the law, so he shouldn't
52
postconventional stage
: stage of moral dev in which morality of an action determined by a set of gen principles reflecting core values
- saving someone more important than being honest, so he should
53
**three stages not as discrete as Kohlberg thought
diff circumstances, different moral thinking
"acquired skill"
moral reasoning only one part of moral development
54
**infants have a surprising amount of moral sense
- many moral sensibilities like adults
- might have moral limitations (prefer familiar, members of own group, and those who have been kind to them prev)
55
adolescence
period of dev that begins with the onset of sexual maturity (11-14 yrs) until beg of adulthood (18-21)
- abrupt and well marked
- females at age 10 and males start 2 yrs later
56
what brain area grows between 6-13 yrs (puberty)
- connections between temporal lobe (lang) and parietal lobe (spatial relations)
- massive increase in prefrontal cortex synapses before puberty
- during puberty, synaptic proliferation and synaptic pruning (connections not used freq are eliminated)
57
why has puberty started earlier than before?
- diet ---> more female body fat --> estrogen which hastens puberty
- environmental toxin exposure mimicking estrogen maybe
- stress --> unpredictable households, w/o bio father, early sexual abuse
58
protracted period of adolescence
age at which people become physically adult has gone down and age at which they take on adult roles has gone up
--> internal turmoil and external recklessness
59
moody adolescent victim of raging hormones is a myth
60
**no aspect of parenting has a sig impact on child's sexuality
61
what influences sexuality?
genetics
- identical twin has 50% chance of being gay
- cerebral hemispheres of straight men and gay women are diff sizes
but of gay men and straight women are same size
62
**human sexuality mor ecomplex than simple categorizations
physiological arousal, psychological attraction, sexual behavior, biological sex, gender identity all involved
63
**problems if have sex too early
mental issues and STIs
64
**comrpehensive sex ed is powerful
delay of first sex, decreases partner number, increase likelihood of condoms/birth controls, lowers pregnancy and STI likelihood
65
adulthood
stage of development that begins around 18-21 yrs and lasts for the remainder of life
66
**20s are peak for many skills
between 26 and 30 body starts process of breaking down → fat replaces muscle, skin less elastic, senosry abilities, brain cells die faster
as brain ages, prefrontal cortex and subcortical connections deteriorate more quickly than other areas of brain
decline in working memory than long-term and greater in episodic than semantic
- can remember past events and facts better than recent memories
older adults may have declined abilities, but come up w ways to compensate
as brain ages, becomes de-differentiated
67
socioemotional selectivity theory:
younger adults mainly motivated to acquire info that will be useful in the future (e.g. reading news, learning languages)
whereas older adults mainly motivated to acquire info that brings them emotional satisfaction in the present (e.g. reading novels, learning to paint)
68
habituation-dishabituation paradigm
repeatedly offering a stimulus → decrease of attention (habituation)
subsequently offering another stimulus → increase attention (orientation response = dishabituation)
69
zone of proximal development
(diff betw what child can do alone vs. what they can do w others)
70
false belief test
a test (cupboard with ball) that tests if child understadns that other people may not know what they know (can fool othes now)
- container test (juicebox w ribbons)
- displacement test (cupboard example)
71
improvement factors in false belief task
- number of siblings (bc they tend to fool each other)
- pretend play and language skills
72
strange situation test
a test that helps identify the type of attachment a child has (stranger in room, leave with stranger in room, stranger try to play w them etc.)
73
most to least frequent attachment styles (in Western cultures)
secure attachemnt 60%
avoidant attachment 15%
disorganized attachment 15%
ambivalent 10%
74
sensitive care is...
important for secure attachment
- physical contact
- fast and helpful reactions to signals of discomfort
- synchronous interactions e.g. smiling at each other
e.x. from book of mothers w difficult babies
62% of mothers securely attached (training) vs. 22% in no training group after 6 months
75
Psych: IPBC
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