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Systematic changes and continuities over time. |
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The study of changes in organization of behavior throughout the lifespan; what changes(the causes) and how the change is effected(processes) |
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Development is both _____ and _____ |
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regular and idiosyncratic |
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Why do we know more about what than how? |
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Periods of child development: Prenatal period, Infancy, Early childhood, Middle and late childhood |
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Conception to birth (40 wks/ 9 months); Birth to 2 years; 2-6 yrs (preschool years); 6 to 11 yrs (elementary years) |
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Basic issues of child development: (3) |
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Nature vs. Nurture; Continuity vs. Discontinuity; Stability vs. Change |
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Idealists or Rationalists - Plato, Descartes; G. Stanley Hall - Milestones were dictated by inborn developmental plan, identify norms |
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Empiricists - John Locke-tabula rasa; John Watson - behaviorism, Little Albert |
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Quantitative change ex. height, age |
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Stages of development, qualitative change ex. change in nature, quality, form; caterpillar changing to butterfly |
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Early experiences; a psychological quality can be traced back to its origin; Sigmund Freud |
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Later experiences; Development continues throughout the lifespan; later experiences can override early experiences |
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Aslin's Model of Environmental Influence |
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5 models of possible gene-environment interaction |
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Psychoanalytic theory (creator) |
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Psychoanalytic theory (def.) |
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Psychic energy of the six instinct (libido) - fuels human behavior; basic biological urges; personality is shaped by early experiences (first 5 years of life); Fixed amount of psychic energy |
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Instinctual nature of humans; gratify basic biological impulses, centered around self ex. I'm hungry, give me food, crying. |
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Rational and objective; can wait for gratification & figure out a rational way to get gratification ex. Ask mom for food. |
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Internalized moral standards; feel guilty or ashamed when we violate society's rules |
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Freudian stages(discontinuous); Oral, Anal, Phallic, Latency, Genital |
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Erikson; change possible, cover the whole life span; discontinuous |
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Classical conditioning, Operant conditioning, Social cognitive theory(social learning theory) |
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Classical conditioning (3 kinds) |
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Behaviorism-conclusions should be based on observable behavior Tabula Rasa - environmental view; blank slate Classical conditioning - Ivan Pavlov |
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Classical conditioning (def.) |
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Ivan Pavlov; bell & dog; UCS, UCR, CS, CR |
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B.F. Skinner; Positive/negative reinforcement, positive/negative punishment |
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Social cognitive(learning) theory |
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Bandura; emphasis- observational learning; BoBo doll studies |
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Cognitive developmental theory (3) |
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Piaget, Vygotsky, Information processing approach |
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Piaget's cognitive developmental theory |
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4 stages; child takes an active role; constructivism- understanding based on experience; interactionist-interaction b/t nature & nurture |
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Vygotsky's cognitive developmental theory |
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Cognitive development is a social process; emphasized role of language (ex. eskimo may have lots of words for snow while we only have one, same for hawaiian and multiple words for waves); scaffolding, zone of proximal development |
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Cognitive Developmental theory: Information Processing Theory |
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Uses computer models to explain learning; input-output; Identified both age-related and individual differences in information processing. |
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Brofenbrenner; 5 environmental systems; Micro, Meso, Exo, Macro, Chrono |
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Gametes are produced by _____ |
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meiosis, in which each has only 23 chromosomes |
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Where does fertilization occur? |
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fallopian tube; 10 hr. journey for sperm |
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When sperm and ovum(egg) unite in fertilization |
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segments of DNA located along the chromosomes |
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Store and transmit genetic information. |
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the 22 pairs of 'not sex' chromosomes |
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23rd pair, X and Y chromosomes |
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Observable characteristics |
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When the two sets of instruction(two alleles) are the same at any given locus |
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When the two alleles are different at any given locus. |
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always express their characteristics; ex. hair color |
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Comes in pairs to express their characteristics |
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Many genes blend together to increase the genetic outcomes seen in the phenotype. ex. skin color, eye color, height |
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Expression of traits that are influenced by both genes and environment. ex. Height |
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The most common form of inherited mental retardation? |
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Fragile-X syndrome; sex-linked disorder |
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Down syndrome; 3 chromosomes for 21st 'pair' |
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Most common prenatal screening? |
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Ultrasonography & Maternal blood sampling |
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Caused by recessive or dominant genes? PKU Sickle cell anemia Tay-Sachs disease |
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Recessive diet, Caucasian W. Africans & African Americans Jewish, mental retardation & blindness, die by age 3 |
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Caused by recessive or dominant genes? Huntington's disease Schizophrenia Migraine headaches Extra fingers |
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adult onset, deterioration in the brain, affects motor and psychological functioning
These may not show symptoms until later in life and that's why they have survived and not died out. |
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Sex linked disorders: (3) |
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Red-green colorblindness, hemophilia, Fragile-X syndrome |
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The one-celled zygote multiplies and forms a _________ |
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Hollow sphere with inner cell mass on one side |
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prenatal organ from 2 to 8 weeks after conception; the period when the groundwork for all body structures and internal organs is laid down |
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encloses the developing organism in amniotic fluid |
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Surrounds amniotic sac; grows into placenta & umbilical cord |
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Connects mother & baby's circulatory systems(blood) |
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Conception to two weeks; Implantation |
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3rd to 8th week; Organogenesis |
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9th week-birth; Rapid growth |
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Most prevalent infectious cause of congenital mental retardation and deafness? |
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Teratogens: (effects) Rubella HIV Syphilis Genital herpes Gonorrhea CMV Smoking Drinking Cocaine, Marijuana, & Heroin |
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R - heart defects, deafness, cataracts, schizophrenia H - passed to fetus S - brain, ear, eye..... Gh - death, genital sores G - blindness C - congenital mental retardation and deafness S - low birth weight, learning problems, ADHD D - Fetal Alcohol Syndrome cmh - low birth weight, addicted |
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Stage 1: dilation & effacement Stage 2: birth of baby Stage 3: delivery of the placenta & umbilical cord |
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Indication of need of Cesarean Delivery (4) |
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Breech presentation, Birth size, Poor progress during labor, Health and age concerns |
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Anoxia, Dislocation of shoulders or hips, Compression of nerves |
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Loss of oxygen immediately surrounding birth; cerebral palsy, mental retardation |
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Baby blues vs. Postpartum depression |
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BB- don't last but more than a few days PD - symptoms last >a month |
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Brazelton Neonatal Behavioral Assessment; for ? |
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Parents; tracks development over 2 weeks |
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