-conception to birth

-only period bound by biological events!!!

birth-age 2

-ends when they can communicate in their native tongue

roughly 19-25

-made by jeff arnette

-controversial bc not everyone goes through it

-college, etc

40/45-60/65 years

-dependent on health

by Bronfenbrenner

-the individual is in the center of a set of interaction systems

-reciprocal and dynamic

(microsystem, mesosystem, exosystem, macrosystem, chronosystem)

smallest sets of system; small and we interact in them on a daily basis; direct affects and and we affect them

ex. class, family, club, team, 

link microsystems together

ex. homework links class and family/impacts them

salary links work and home

larger; community structures, local institutions, social support systems

ex. city park, school, church, food bank, jail, hospitals, police, mountaineer times

large encompassing system

ex. religion, military, racism/sexism, values about education, politics, the media, the economy

aging and history; experiencing historicl events

ex. 9/11, WWII, 1st black president

dependent on time you live in, social class, culture

ex. going to college, driver's license, marriage, retirement

big events that impact a lot of people at once

ex. katrina, 9/11, columbine, earthquake, japan tsunami

do not expect to happen at all or expected to happen but not when it does

ex. serious illness, house burn down, hit by a tornado, winning the lottery, teen pregnancy, loss of a parent at a young age

**most stressful/most impactful

people within 5-10 years of your age

-experienced an influence at about the same time 

(osama bin laden's death)

same nationality, language, religion, diet, clothing

***NOT RACE

aka metatheories

meta=whatever follows it, ex. theories on theories

-machine-like

-NURTURE

-see env as strongest influence of development

-force=change

-ex. behaviorism is a mechanistic theory

Organicism World View

-organism is primary influence in its own development

-little env influence

-NATURE

-ex. child only learns through its own interactions (montessori)

-piaget!

-strong, reciprocal, dynamic interaction between person and env

-Bronfenbrenner

-NATURE AND NURTURE

-"a person cannot step in the same river twice"

-Hans dilemma

-girls develop social accomodation; boys develop justice orientation

-kohlberg says female deficit

-Gilligan says difference in how they played as kids

Psychosocial Theory

-1st lifespan theory of development

Freud-psychosexual

erikson-psycosocial

-piaget-cognitive theory

Ethology-drives/motives, biological and unconscious

-fixed action patterns

-imprinting

-Lorenz's ducks who followed boots

particular scripted behaviors certain animals participate in

-mating calls

sociocultural theory-cognitive and social development

-counterpoint to piaget

Lorenz-Ethology

Vygotsky-sociocultural 

Bronfenbrenner-ecological theory

1. Observe and formulate research question

2. Create a hypothesis

3. test the hypothesis

4. draw conclusions

5. make your findings available (publish)

-naturalistic-natural actions; people in natural env

-structured-where you go w/ intention to find certain things; set up circumstances

-clinical interview

-structured interviews, questionnaires, tests

-\

correlation does not always mean causation

-not always applicable to the real world (setting may be too controlled)

-generalizability is limited with experiments

-test same people repeatedly over time

a)practice effects-IQ shows improvement w/ # of times taken

b)time of measurement effects

ex. attitudes about flying in 2000 vs. 9/11 fears

--TSA changes rules

-combines cross-sectional and longitudinal

--take people born in different yers, but test them at the same age

meiosis

-ovum+sperm=zygote

mitosis

-once a zygote, all cells are made by mitosis division

observable characteristics of an individual 

--how they are expressed

different expression of a genetic characteristic

-blue eyes, green eyes, etc.

23 pairs (46 individual)

an organized structure of dna

1st 22 pairs (most characteristics)

23rd pair

xx=female

xy=male

XY enbryo can't use testosterone that it makes

-possibly interesexed w/ female appearance

-always sterile

-models

in 23rd chromosome

-only on X

-for women to get it, they must be homozygous for trait

-for men to get it they only need one bc nothing on Y covers it

many genes work together for a trait

-IQ, height, skin tone, 

height (malnutrition)

intelligence (lack of enriched env)

-abuse causes genes to fray

trisomy 21

webbing, social interactions, motor difficulties

difference in appearance

cognitive impairments

sterile

guy is typically tall w/ acne; not normal w/ puberty

-need extra androgens to get through puberty

-aggressive

-sterile

tall w/ acne

couple dozen extra genes

does go through puberty

-aggressive

-cognitive impairment

-NOT sterile

more common w/ males (5x)

-mental retardation

cognitive impairment

looks normal

Huntington's Disease-can be heterozygous, lack of use of limbs, cognitive probz

Marphian Syndrome-tissue elasticity issues

Recessive Gene Disorders

(metabolic disorders)

African American and Latin American (tropical areas)

-protects from malaria; attacks tissues

Sonogram/Ultrasound

Amniocentesis

Alphafetaprotein

Chorian Villi Sampling

Diagnostic and Operative Fetoscopy

weeks 1-2

really rapid cell division

inner layer becomes embryo

outer layer becomes support system

7 days after conception

burrows into uteran wall

placenta develops here

weeks 3-8

weeks 3-8

Ectoderm & neural tube-becomes nervous system, brain, skin, hair

mesoderm-becomes heart, bones, muscles

endoderm-becomes organs and glands (pancreas, thyroid, etc)

9 weeks through birth; muscle and bone development, major organs, some digestion, some reflexes

fetus is basically fully formed

Diseases: STDs, measles, rubella, toxoplasmosis, flu

Drugs: Thalidomide (morning sickness, missing limbs), Alcohol, low intelligence, stunted growth, cigarette smoking, radiation, pollutants (mercury)

labor=12 hrs for 1st child; 7 hrs for 2nd child

delivery (after head pops thru)=30-45 mins

Afterbirth=couple mins

tests heart rate, respiration, muscle tone, color, and reflexes

scored 0-2

Appearance, Pulse, Grimace, Activity, Respiration

less than 5.5 pounds

-small for gestational age (SGA)

baby who is full term, but low birth weight; more likely to have long term problems

respiratory distress syndrome (lungs aren't fully developed)

week sucking/eating reflexes

cognitive deficits

delayed physical and social development

parental stress from separation of mom/baby, money stress, etc.

isolette-little box baby is put in

respirator

feeding tube

iv meds (lung meds and antibiotics)

special infant stimulation

parent training in caregiving

semi-perm: Moro-startled reflex:throw arms out and in

disappear:babinski-touch bottom of fot; toes spread, if reappears, neuro problem

stepping-baby feet put on ground begin to step, disappears 2-4 mo

swimming-hold baby on belly in water, doggy paddle

palmar grasp-touch baby's palm, hand closes (gone 3-4 mo)

tonic neck reflex-turn head and arms correspond

baby is quiet and still (difficult to wake)

mostly non rem sleep

baby is moving, restless, and vocalizing/crying

REM!!!

***babies spend a lot of time in REM for brain devel.

20/200; see best 12-18" away 

-prefer black and white; less color vision at first, later they prefer bright colors not pastels