PSYCH 101 > CH 4 Human Development (Terms) > Flashcards

CH 4 Human Development (Terms) Flashcards

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1
Q

Human Development

A

Scientific study of age-related changes across physical, cognitive, social and behavioural domains

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2
Q

Multidisciplinary

A

Includes developmental psychology

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3
Q

Developmental Psychology

A

The study of how behaviour and mental processes change over a lifespan

ex. language and self-control development

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4
Q

Lifespan Perspective

A

Changes occur within the entire duration of the human lifespan (not just child-adulthood)

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5
Q

Post-hoc Fallacy

A

The false assumptions that because on event occurred before another, it must have caused it

  • Correlation ≠ Causation

ex. parent notices ADHD symptoms in a child after several years of playing video games

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6
Q

Bidirectional Influences

A

Parents influence children; Children influence parents

ex. Temperaments & personality relationship with parenting style

  • Many relationships are bidirectional throughout development
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7
Q

Critical Periods

A

Specific periods in development when an organism is especially sensitive to the presence/absence of some particular kind of experience

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8
Q

Sensitive Period

A

A span of months or years during which a child may be particularly responsive to specific forms of experience or particularly influenced by their absence

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9
Q

Epigenome

A

The sum total of inherited and acquired molecular modifications to the genome that leads to changes in gene regulation without changing the DNA sequence of the genome

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10
Q

Cohorts

A

Groups of individuals who are born within a particular span of years and share the same historical experiences at the same point in their development

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11
Q

Cohort Effect

A

Effect observed in a sample of participants that results from individuals in the sample growing up at the same time

Can confound the ability to attribute differences to age

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12
Q

Cross-sectional Research Design (definition, advantage, disadvantages)

A

Research focused on age-related changes

Investigates people of different ages at a single point in time

  • Advantage: Convenient
  • Disadvantage: Cannot disentangle cohort vs. aging effects
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13
Q

Longitudinal Research Design (definition, advantage, disadvantages)

A

Research focused on age-related changes

Investigates development in the same group of people on multiple occasions over time

  • Advantage: Watching age unfold
  • Disadvantage: Limited knowledge of other cohorts, time/resources, and attrition
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14
Q

Cohort-Sequential Research Design (2)

A

Research focused on age-related changes

Investigates several age cohorts followed and tested longitudinally

  • Combines cross-sectional and longitudinal research
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15
Q

Conception (3)

A
  • Ovum is fertilized by sperm
  • Gametes contain 23 unpaired chromosomes ➡️ combine at conception to form Zygote
  • Zygote divides into more cells and moves towards uterus ➡️ blastocyst implants
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16
Q

Germinal Stage (4)

A
  • 1st stage of Prenatal Development

Conception to Implantation

  • Zygotes rapidly divides ➡️ blastocyst
  • Implantation and placental development
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17
Q

Embryonic Stage (4)

A
  • 2nd stage of Prenatal Development

Implantation to end of week 8

  • Foundational structure building for all parts of the body
  • Neural tube is formed
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18
Q

Fetal Stage (4)

A
  • 3rd stage of Prenatal Development

Week 9 to Birth

  • Increases in size
  • Refinement of organ systems: brain and lungs
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19
Q

Neuronal Proliferation

A

Neurons are generated

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20
Q

Migration

A

Movement of brain cells to permanent location

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21
Q

Teratogens (4)

A

Environmental factors that can exert a negative impact on prenatal development

  • Teratogens can have differing effects depending on the timing of exposure; brain is particularly susceptible
  • Viral infections, drugs, environmental chemicals, diet, age, chronic illness, mental health

ex. Alchohol ➡️ FASD

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22
Q

Genetic Disorders (3)

A

Result from DNA mutations or wrong amount of genetic material

  • Autosomal or sex-linked (ex. sickle-cell disease, Huntington’s disease)
  • Chromosomal errors (e.g., Down syndrome)
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23
Q

Preterm Infants (3)

A

Born to live before 27 weeks

  • Babies born before 22 weeks rarely survive
  • Viability point: 23-25 weeks
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24
Q

Reflexes

A

Automatic motor responses to stimuli

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25
Motor behaviours (3)
Bodily motions that occur a a result of self-initiated force that moves the bones and muscles - Depends on brain, nervous system, and physical (bodily systems) development - Experience and cultural factors also play a role in development
26
Fine Motor Skills
The ability to make movements using the small muscles in our hands and wrists
27
Gross Motor Skills
The movements we make with large muscles (legs, arms and torso)
27
Puberty
Collective term for the changes in both seen and unseen, that result in sexual maturity
28
Sexual Maturation (primary/secondary sex characteristics; 2)
- **Primary sex characteristics**: growth/development of sex organs - **Secondary sex characteristics**: other changes that signal sexual maturity
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Menarche
Beginning of menstrual cycle
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Secular Trend
Girls get into puberty much more earlier than previous historic records
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Spermarche
First ejaculation for boys
32
Timing of Puberty (2)
- Lots of variation - Lifestyle factors contribute; genetics may play a role
33
Psychological Peak in Early Adulthood (11)
- **Maximum athletic performance**: Muscles, Bone Density, Cardiovascular and respiratory function peak - Eyesight, Hearing, Smell, Fine Motor Skills, and Immune Function peak
34
Declines in Performance in Adulthood (6)
After early peak, performance gradually declines through adulthood: - Strength and speed decrease - Reproductive capacities peak in mid-30s (women) and early 40s (men) - Immune functions decline - Sensory abilities decline - Motor abilities decline
35
Cognitive Development
How we acquire the ability to learn, think, communicate, and remember over time
36
Piaget’s Cognitive-Developmental Theory (8)
Stage-based theory of cognitive development - Children go through similar patterns or sequences as they develop their thinking - Children actively learn **Important Concepts**: - Schemes - Assimilation - Accommodation - Equilibration
37
Schemes (3)
- Important Concept f Piaget's Cognitive-Developmental Theory Internal cognitive structures that provide an individual with procedures that can be followed in specific circumstances. - Begin life with a small collection of schemes
38
Assimilation (2)
- Important Concept f Piaget's Cognitive-Developmental Theory The process of using schemes to interpret events or experiences.
39
Accommodation (2)
- Important Concept f Piaget's Cognitive-Developmental Theory Change our schemes as a result of new information
40
Equilibration (2)
- Important Concept f Piaget's Cognitive-Developmental Theory Process of balancing assimilation and accommodation
41
Sensorimotor Stage (3)
- 1st stage of Piaget Basic sensory and motor schemes; interaction with environment teaches children about how the physical world operates **Limitation**: Lack object permanence
42
Pre-operational Stage
- 2nd Stage of Piaget Symbolic schemes are acquired (language); simple problem solving **Limitation**: Cannot perform mental operations; limited by egocentrism; no conservation
43
Concrete Operational Stage (3)
- 3rd stage Piaget Logic/reasoning develops but is tied to the physical world; problem solving improves (e.g., conservation) **Limitation**: Cannot think hypothetically or abstractly
44
Formal Operational Stage
- 4th stage Piaget - Abstract logic develops; reason hypothetically - Think “scientifically” on the pendulum task
45
Vygotsky’s Sociocultural Theory (2)
Complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations Social interaction with more knowledgeable others is key
46
Scaffolding (2)
- Vygotsky’s Sociocultural Theory Learning is guided by an adult or more knowledgeable child who structures learning according to a zone of proximal development
47
Self-Concept (3)
Develop a sense that the self is different from others - Roots in infancy (preferential looking tasks: Uses habituation paradigm) - Self-awareness is developing by 18 months (rouge task)
48
Theory of Mind (2)
The ability to reason about what other people think and believe - False Belief Task
49
Naive Idealism (2)
- Cognitive change in Adolescence The real world is compared to an idealized, hypothetical world (mentally constructed)
50
Personal Fable (2)
- Cognitive change in Adolescence Feelings of profound uniqueness and of living out a story that others are watching; feelings of specialness and (at times) invincibility
51
Stranger Anxiety (2)
- Early Social Development Fear of strangers develops ~8-9 months; declines after 12-15 months
52
Temperament
Basic emotional style that appears early in development and is genetic in origin
53
Attachment (2)
An emotional connection we share with those to whom we feel closest - The emotional tie to a parent (or caregiver) that is experienced by an infant and from which the child derives a sense of security
54
Strange Situation
Infant experiences 8 events and their responses are measured; Determines attachment style The Strange Situation measures how a child explores their environment in the presence of their caregiver, in their absence, and in the presence of a stranger.
55
**Secure** Attachment Style (3)
- An infant readily separates from the parent - Seeks proximity when stressed - Uses the parent as a safe base for exploration
56
**Avoidant** Attachment Style (2)
- An infant avoids contact with the parent - Shows no preference for the parent over other people
57
**Ambivalent** Attachment Style (3)
- Infant shows little exploratory behaviour - Greatly upset when separated from the parent - Not reassured by the parent’s return or efforts to provide comfort.
58
**Disorganized/Disoriented** Attachment Style (2)
- Infant seems confused or apprehensive - Shows contradictory behaviour
59
**Authoritarian** Parenting Style (4)
- High demands and control - Little warmth or communication
60
**Permissive** Parenting Style (4)
- High warmth - Low control, demands, and communication
61
**Uninvolved** Parenting Style (4)
Low demands, warmth, control, and communication
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**Authoritative** Parenting Style (4)
High demands, control, warmth, and communication
63
Erikson’s Psychosocial Theory (4)
- 8 stages Development of personality results from the interaction between internal drives and cultural demands across eight stages or crises - Psychosocial crisis at each stage of development - Development continues throughout the lifespan Normal development must be understood in relation to each culture’s life situation
64
Trust vs. mistrust (3)
- (birth to 1) 1st Stage of Erikson **Hope**; trust in primary caregiver is developed through warm, responsive care
65
Autonomy vs. shame and doubt (5)
- (1-3) 2nd Stage of Erikson **Will**; physical/motor abilities, self-care, and basic personal responsibility
66
Initiative vs. guilt (4)
- (3-6) 3rd Stage of Erikson **Purpose**; goal-oriented behaviour; learn assertiveness/aggressiveness
67
Industry vs. inferiority (5)
- (6-12) 4th Stage of Erikson **Competence**; learn school-based skills, social/cultural skills, and tool use
68
Identity vs. role confusion (5)
- (12-18) 5th Stage of Erikson **Fidelity**; sexual, social, and occupational identities develop
69
Intimacy vs. isolation (3)
- (18-30) 6th Stage of Erikson **Love**; develop intimate relationships with others
70
Generativity vs. stagnation
- (30-late adulthood) 7th Stage of Erikson **Care**; raise children, care for others, and productive work
71
Integrity vs. despair (4)
- (late adulthood) 8th Stage of Erikson **Wisdom**; reflect on life, self-acceptance, and integration of earlier stages
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