Developmental Psychology Exam 1
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| predictable changes that occur in structure/functions over the lifespan | ||
| development of an individual/people | ||
| evolution of a species | ||
| children are born evil | ||
| (John Locke) children are not innately bad, born a blank slate | ||
| (Rousseau) children are inherently good | ||
| children valued as a form laborers and factory workers | ||
| modern conception of childhood is born | ||
| evidence based; rather than opinions/personal experience | ||
| includes all kinds of people | ||
| biology and experience jointly contribute to everything observed in development | ||
| characteristics that remains stable over time; signifies developments over time that appear to persist, unchanging, from one age to the next (quantity) | ||
| characteristics that are unlike those that come before; signifies developments that appear quite different from those that came before (quality) | ||
| particular type of growth in body or behavior might happen | ||
| a time when development occurs most easily | ||
| ecological-systems | ||
| view that the study of human development needs to consider all of the contexts in which an individual develops as well as interactions between the context | ||
| immediate surroundings - home, family, friends | ||
| school, church, community | ||
| culture, economics, politics | ||
| connects other systems | ||
| time in history | ||
| each person is affected by the events that occurs during their own particular era | ||
| includes educational, income, occupation, place of residence | ||
| ancestors born in the same place; shared language, culture, religion, history rather than biology | ||
| based on physical appearance | ||
| humans modeled by their experiences; the idea that abilities, personality, and other human traits can change over time | ||
| naturalistic - minimize presence structured - lab/ set up | ||
| used to establish cause/effect | ||
| interviews/ questionnaires used to quickly and directly obtain data from large group | ||
| depth investigation of a single subject or small group | ||
| collect date once, compare groups one point in time | ||
| follow the same group of participants over time | ||
| study several group of people of different ages over time | ||
| non numerical; descriptive | ||
| numerical data; summarizes | ||
| theory of human development that holds that irrational, subconscious drives and motives, often originating in childhood, underlie human behavior | ||
| theory of human development that studies observable behavior | ||
| Classical condition; Little Albert study; wrote best selling parenting book in '20's | ||
| extension of behaviorism that emphasizes the influence that other people have over a person's behavior; includes that influence that other people have on an individual's behaviors | ||
| observe actions of others and choice to copy/repeat similar to yourself | ||
| how people think changes over time and with experience thought processes always affect behavior | ||
| interpreting new experiences in terms of what you already know | ||
| old ideas are reconstructed to include new experiences | ||
| emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces | ||
| skilled mentors help novices learn in both formal and informal ways | ||
| area surrounding a learner that includes all skills, knowledge, and concepts that the person is close to acquiring, but can't master without help | ||
| occurs when experts are sensitive to the abilities of a novice and respond contingently to the novice's responses in a learning situation so that the novice gradually increases his/her understanding of a problem | ||
| emergent theory of development that considers both the genetic origins of behavior and the direct, systematic influence that environmental forces have, over time, on genes | ||
| genes have many forms | ||
| application of evolutionary theory to the study of child development | ||
| universal and reliable developing inherited features that arose as a result of natural selection and helped solve some problem in the environment of evolutionary adaptedness | ||
| molecule that contains the genetic information | ||
| one of 46 molecules of DNA that each cell of the human body contains; together these molecules contain all of the genes | ||
| consist of a particular set of instructions to make a type of a protein | ||
| any possible variation of a gene | ||
| "manual" of instructions to make a living organism | ||
| cellular reproduction' nucleus duplicates itself and the cell divides | ||
| reproductive cell that duplicates its chromosomes; divides twice | ||
| when an egg and sperm fuse to create a single cell (zygote) | ||
| identical twins | ||
| fraternal twins | ||
| assisted reproduction technology | ||
| cells that are able to produce any type of cell after 8 divisions, become a specific cell | ||
| genes for a particular trait | ||
| observable characteristics | ||
| alleles interact to produce a particular trait | ||
| 2 pairs of alleles the presence of one is more obvious in the phenotype than the presence of others | ||
| genes carried on the X-chromosome | ||
| behavioral similarity of identical twins is compared with the behavioral similarity of fraternal twins | ||
| environment interactions occur because biological parents provide a rearing environment for the child | ||
| only 1 X chromosome; underdeveloped female reproductive parts | ||
| 3 sex chromosomes XXY; affects boys | ||
| expressed in phenotype; Huntingtons, progeria, tourette syndrome, fragile X syndrome | ||
| need to have 2 recessive genes; Cystic fibrosis, sickle cell anemia, tay-sach's | ||
| first 2 weeks after conception; rapid cell division | ||
| week 3 - 8; organs form, neural tube forms week 8, embryo has all basic organs and body parts; neural tube becomes CNS (critical period) | ||
| week 9 - birth | ||
| age at which a preterm infant can survive (22 weeks after conception) with modern medical technology | ||
| substances and conditions that increase risk of prenatal abnormalities | ||
| impair future behavioral/emotional function | ||
| ultrasound image of the fetus | ||
| blood test to determine neural tube defects, multiple embryos; down syndrome | ||
| detects chromosomal abnormalities and other genetic problems | ||
| fetus is removed through incisions in the mother's abdomen and uterus | ||
| quick assessment of a newborn's body functioning (color, heart rate, reflexes, muscle tone, respiration) | ||
| lack of oxygen during birth, can cause brain damage or death | ||
| born between 23 -37 weeks of gestational age |