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differential susceptibility definition
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development is multidirectional
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Child Development
| Question | Answer |
|---|---|
| differential susceptibility definition | People vary in how sensitive they are to particular words, or drugs, or experiences, either because of the particular genes they have inherited or because of previous events |
| development is multidirectional | multiple changes, in every direction, characterize development. Traits appear and disappear, with increases, decreases, and zigzags. |
| development is multicontextual | background and circumstances are different for everyone |
| development is multicultural | to understand all kinds of people, understand their shared beliefs, norms, behaviors, and expectations |
| development is multidisciplinary | human growth/discipline: Biosocial-biology, neuroscience, and medicine. Cognitive-psychology, linguistics, and education. Psychosocial-economics, sociology, and history. |
| development is plastic | Human traits can be molded, yet people maintain a certain durability of identity. hope and realism |
| science of human development definition | Seeks to understand how and why people - all kinds of people, everywhere, of every age - change or remain the same over time |
| Bronfenbrenner's bioecological system-microsystem | to study the relationship between us and our culture and environment -microsystem is things that have direct contact with a person, such as parents, siblings, teachers, and school peers |
| cohort definition | group of people that share something, like an idea or experience. age cohort-experiences that are shared with same-age people |
| social construction | A concept created by a society that is built on shared perceptions, not on objective reality. ex: boys wear blue, girls wear pink/women should shave legs |
| correlation vs causation | two variables that happen to be correlated does not mean that one causes the other. It proves only that the variables are connected somehow. |
| nature vs. nurture debate | How much of any characteristic, behavior, or emotion is the result of genes, and how much is the result of experience? |
| grand theory of development: Psychoanalytic | Freud- sexual nature of children (drive, motive, unconscious needs) |
| grand theory of development: Behaviorism | theory of human development that studies observable behavior. Behaviorism is also called "learning theory" because it describes the laws and processes by which behavior is learned. |
| grand theory of development: Cognitive | each person’s thoughts and expectations profoundly affect their attitudes, values, emotions, and actions. How and what people think is a crucial influence on human behavior. |
| classical conditioning | classical conditioning: the process in which a meaningful stimulus relates to a neutral stimulus that had no special meaning before conditioning. responses automatic once learned |
| Freud's psychosexual stages | oral (mouth), anal (bum), phallic (penis proud, kids want to marry their parents), latency (chill time), genital (romance and sexual relationships) |
| Vygotsky’s zone of proximal development | An imaginary area surrounding the learner that contains the skills, knowledge, and concepts that could be understood/learned with guidance |
| why do we have phobias? | our ancestors were afraid of things and the fears were passed down and evolved down to us |
| eclectic perspective | The approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory |
| Erikson's second stage- autonomy vs. shame and doubt | Children (1-3) either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, or feel shame/doubt their own abilities. let them learn and practice to do things on their own |
| Why was Piaget considered the greatest developmental psychologist of all time? | he revolutionized behaviorism |
| What did scientists before Piaget believe about how infants think? | they believed that infants could not think, but he disproved that |
| According to Piaget, to understand behavior we need to understand what? | how people think |
| gamete definition | reproductive cell (sperm or ovum) |
| zygote definition | the cell formed in the union of 1 male and 1 female gamete |
| how many pairs of chromosomes do humans have? | 23 |
| what are stem cells? | cells that don't have a specific purpose yet. they can be anything |
| monozygotic twins vs. dizygotic twins | monozygotic-identical (zygote splits) dizygotic-fraternal (2 egg, 2 sperm) |
| genotype definition | a person's entire genetic inheritance |
| phenotype definition | the observable characteristics of a person |
| is schizophrenia a completely genetic disease? | No, because environmental factors can turn off the genes. it's a little genetic and a little environmentall |
| what is trisomy 21? | down syndrome |
| how you can influence genetic predispositions to diseases with epigenetics | if we change our environment (ex: no smoking, eating well) then we can "turn off" certain genes that hold the potential to give us a disease |
| germinal period | first 14 days (placenta and embryo try to implant) |
| embryonic period | third week after conception (embryos made) |
| fetal period | ninth week until birth |
| age of viability of a fetus | 22 weeks after conception (likely that the fetus will survive) |
| teratogen definition | something that causes the malformation of a baby |
| what is couvade? | rituals that the father does during pregnancy |
| what are trimesters? | another word for the three periods of the growth of a fetus (1st trimester 1-12 week, 2nd 13-26, 3rd 27-birth) |
| proximodistal definition | "in to out" |
| cephalocaudal definition | "head to toe" |
| easiest birthing position to push in | sitting up |
| c-section disadvantages (3) | expensive, harder to breastfeed, long recovery |
| postpartum depression symptoms (3) | extreme mood swings, hopelessness, and loss of appetite |
| operant conditioning | The process by which a particular action is followed by something desired (reinforcement/ reward) or by something unwanted (punishment). molds behavior |
Created by:
brooklyng
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